Georgia Standards Alignment Kindergarten through Pre-Calculus

224 Pages·2012·1.16 MB·English

Georgia Standards Alignment
2011 Common Core Georgia Performance Standards, produced by the State Department of
Education
Kindergarten through Pre-Calculus

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registration in the United States and other countr ies.

P.O. Box 8036 • Wisconsin Rapids, WI 54495-8036
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Georgia Standards Alignment

Standards List with Aligned Product Skills

The Standards List with Aligned Product Skills Report is a standards-oriented document
showing the entire list of standards for the subject and grade or course and the product skills
aligned to those standards. This alignment report shows the breadth of standards coverage for
the purpose and focus of this product.

Note to Educator ................................................................................................... iii
Kindergarten ....................................................................................................... 1
Grade 1 ............................................................................................................ 7
Grade 2 ............................................................................................................ 14
Grade 3 ............................................................................................................ 21
Grade 4 ............................................................................................................ 30
Grade 5 ............................................................................................................ 43
Grade 6 ............................................................................................................ 56
Grade 7 ............................................................................................................ 71
Grade 8 ............................................................................................................ 85
Accelerated Analytic Geometry B - Advanced Algebra ....................................................... 96
Accelerated Coordinate Algebra-Analytic Geometry A ....................................................... 112
Accelerated Pre-Calculus ........................................................................................... 130
Advanced Algebra ................................................................................................... 137
Analytic Geometry .................................................................................................. 150
Coordinate Algebra ................................................................................................. 164
High School - Algebra .............................................................................................. 175
High School - Functions ............................................................................................ 184
High School - Geometry ............................................................................................. 192
High School - Number and Quantity ........................................................................ 202
High School - Statistics and Probability ................................................................. 207
© 2012 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. Any standards referenced in this document are the property of their respective copyright holders.

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Pre-Calculus ....................................................................................................... 213
Copyright © 2006 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: [phone]
Fax: [phone]
www.renlearn.com

Note to Educator:

Thank you for your interest in Renaissance Learning technology. At Renaissance
Learning, we recognize the impact that standards and assessment reform have on schools.
We share the concerns of educators and administrators that students perform well and
that teachers have the resources they need to support their efforts to address standards and
assessments.

Renaissance Learning provides alignment reports to customers to show how the skills
within each product align to the skills within academic standards. The alignment report
presents all of the academic standards for a specific state/agency with the aligned
Renaissance Learning product skills indented below each standard.

Renaissance Learning recognizes that academic standards encompass the entire set of
learning and expectations that teachers are responsible for and that teachers are the key to
using products to address the entire set of standards The Renaissance Learning alignment
report supports teachers in this role by clearly identifying product skills that are aligned
to the skills in the standards.

The Renaissance Learning alignment reports for Accelerated Math™ reflect the use of a
strict alignment strategy. During analysis and alignment, types of alignment emerge and
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serve to clarify the way in which product skills meet standards. Renaissance Learning
math products use direct alignments (full and partial) and foundational alignments
(prerequisite and related). On the alignment report you will see these types of alignments:
 Direct Alignments – The product skill directly and specifically meets one or more of
the skills in the standard
o Direct Full Alignment – the product skill fully aligns to all the skills and the
intent of the standard
o Direct Partial Alignment – the product skill aligns with a portion of the skills
and the intent of the standard
 Foundational Alignments – The product skill is necessary to meet the skill in the
standard: the product skill may be a close prerequisite skill or a skill that is closely
related to the skill in the standard
o Foundational Prerequisite Alignment – the product skill is a distinct skill that
is easily defined or demonstrated. It is an adjacent skill that must be learned
just prior to the skill in the standard
o Foundational Related Alignment – the product skill has a relationship to the
standard but is not a direct match. The product skill is related to the concept in
a standard and provides a foundation for the skills contained in a standard.

By nature, some of the expectations in standards require either teachers or students to
perform tasks outside of this product. The entire standard set might be met by using
multiple products since each product has a different focus; each product contributes
differently to supporting the standards. Contact Customer Assistance
[email protected] or call [phone] to request a copy of the complete alignment
strategy (KMNet document R39616).

On the alignment report you will also see the word “Core” next to some of the objectives.
Core objectives are the most critical mathematics skills for a student to learn at a grade
level. They are key building blocks in a student’s mathematics education. Students need
to have proficiency with core objectives to be successful in math at their grade levels and
to progress in the grades that follow. Core Objectives are indicated on Renaissance
Learning’s researched based and empirically supported Core Progress learning
progression. The Core Progress learning progression identifies the continuum of math
concepts and skills needed for success in math. The continuum begins with early
numeracy and progresses through high school algebra and geometry. The skills practiced
and assessed in Accelerated Math are a subset of this larger continuum of skills.

We hope this report answers your questions regarding the alignment of Renaissance
Learning technology and materials to standards. If you have any questions about the
alignment report, please feel free to call us at [phone].

Sincerely,

Renaissance Learning
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Accelerated Math
Georgia Kindergarten
CommonÊCoreÊGeorgiaÊPerformanceÊStandards
Kindergarten
GA MCCK.CC - Counting and Cardinality
Know number names and the count sequence.
GA MCCK.CC.1 - Count to 100 by ones and by tens.
Counting, Comparing, Early Numeracy Objective 32 - Count on or count back Foundational
and Ordering with numbers 1 to 20 Alignment
Numbers and Operations Grade 1 Objective 6 - Count on by ones from a number Core Direct
less than 100 Alignment
Grade 1 Objective 14 - Count by 5s or 10s to 100 starting Core Direct
from a multiple of 5 or 10, respectively Alignment
GA MCCK.CC.2 - Count forward beginning from a given number within the known sequence (instead
of having to begin at 1).
Counting, Comparing, Early Numeracy Objective 32 - Count on or count back Foundational
and Ordering with numbers 1 to 20 Alignment
Numbers and Operations Grade 1 Objective 6 - Count on by ones from a number Core Direct
less than 100 Alignment
GA MCCK.CC.3 - Write numbers from 0 to 20. Represent a number of objects with a written numeral
0-20 (with 0 representing a count of no objects).
Counting, Comparing, Early Numeracy Objective 10 - Recognize that there are 0 Direct
and Ordering objects Alignment
Numbers and Operations Grade 1 Objective 1 - Read a whole number to 30 Foundational
Alignment
Grade 1 Objective 5 - Count objects to 20 Core Direct
Alignment
Count to tell the number of objects.
GA MCCK.CC.4 - Understand the relationship between numbers and quantities; connect counting to
cardinality.
This standard involves teacher evaluation of the student's
approach and justifications.
GA MCCK.CC.4.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 one
object.
Counting, Comparing, Early Numeracy Objective 28 - Count up to 15 objects Foundational
and Ordering Alignment
Early Numeracy Objective 30 - Count up to 20 objects Direct
Alignment
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Accelerated Math
Georgia Kindergarten
CommonÊCoreÊGeorgiaÊPerformanceÊStandards
Numbers and Operations Grade 1 Objective 5 - Count objects to 20 Core Direct
Alignment
Grade 1 Objective 6 - Count on by ones from a number Core Direct
less than 100 Alignment
GA MCCK.CC.4.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.
Numbers and Operations Grade 1 Objective 5 - Count objects to 20 Core Direct
Alignment
GA MCCK.CC.4.c - Understand that each successive number name refers to a quantity that is one
larger.
Counting, Comparing, Early Numeracy Objective 26 - Count on or count back Direct
and Ordering with numbers 1 to 10 Alignment
Early Numeracy Objective 32 - Count on or count back Direct
with numbers 1 to 20 Alignment
Numbers and Operations Grade 1 Objective 6 - Count on by ones from a number Core Direct
less than 100 Alignment
GA MCCK.CC.5 - Count to answer "how many?" questions about as many as 20 things arranged in a
line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
number from 1-20, count out that many objects.
Numbers and Operations Grade 1 Objective 5 - Count objects to 20 Core Direct
Alignment
Compare numbers.
GA MCCK.CC.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.
[Include groups with up to ten objects.]
Counting, Comparing, Early Numeracy Objective 11 - Compare sets of up to 5 Foundational
and Ordering objects using "more" or "fewer" Alignment
Early Numeracy Objective 22 - Compare sets of up to 10 Direct
objects using "more" or "fewer" Alignment
Early Numeracy Objective 23 - Identify two sets with Direct
equal numbers of up to 10 objects Alignment
Numbers and Operations Grade 1 Objective 26 - Compare sets of objects using Direct
words Alignment
GA MCCK.CC.7 - Compare two numbers between 1 and 10 presented as written numerals.
Counting, Comparing, Early Numeracy Objective 22 - Compare sets of up to 10 Foundational
and Ordering objects using "more" or "fewer" Alignment
11/30/2012 - 2 of 219 -
Accelerated Math
Georgia Kindergarten
CommonÊCoreÊGeorgiaÊPerformanceÊStandards
GA MCCK.OA - Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking apart and
taking from.
GA MCCK.OA.1 - Represent addition and subtraction with objects, fingers, mental images, drawings,
sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. [Drawings
need not show details, but should show the mathematics in the problem.]
Introduction to the Early Numeracy Objective 40 - Add numbers with a sum Foundational
Concepts of Addition up to 9 using pictures Alignment
and Subtraction Using
Pictures
Early Numeracy Objective 41 - Add numbers with a sum Direct
up to 10 using pictures Alignment
Early Numeracy Objective 48 - Subtract numbers with a Foundational
minuend up to 9 using pictures Alignment
Early Numeracy Objective 49 - Subtract numbers with a Direct
minuend up to 10 using pictures Alignment
GA MCCK.OA.2 - Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.
Introduction to the Early Numeracy Objective 40 - Add numbers with a sum Foundational
Concepts of Addition up to 9 using pictures Alignment
and Subtraction Using
Pictures
Early Numeracy Objective 41 - Add numbers with a sum Direct
up to 10 using pictures Alignment
Early Numeracy Objective 45 - Determine the missing Direct
addend in an addition sentence using pictures Alignment
Early Numeracy Objective 48 - Subtract numbers with a Foundational
minuend up to 9 using pictures Alignment
Early Numeracy Objective 49 - Subtract numbers with a Direct
minuend up to 10 using pictures Alignment
Numbers and Operations Grade 1 Objective 42 - Know basic addition facts to 10 Core Direct
plus 10 Alignment
GA MCCK.OA.3 - Decompose numbers less than or equal to 10 into pairs in more than one way, e.g.,
by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3
and 5 = 4 + 1).
Introduction to the Early Numeracy Objective 36 - Compose an equivalent Foundational
Concepts of Addition number out of two numbers by using pictures Alignment
and Subtraction Using
Pictures
Early Numeracy Objective 37 - Decompose a number into Direct
two numbers by using pictures Alignment
11/30/2012 - 3 of 219 -
Accelerated Math
Georgia Kindergarten
CommonÊCoreÊGeorgiaÊPerformanceÊStandards
Numbers and Operations Grade 1 Objective 30 - Determine equivalent forms of a Core Direct
number, up to 10 Alignment
Grade 1 Objective 32 - Relate a picture model to a basic Foundational
addition fact Alignment
Grade 1 Objective 33 - Determine the basic addition fact Foundational
shown by a picture model Alignment
Algebraic Thinking Grade 1 Objective 62 - Determine equivalent addition or Direct
subtraction expressions involving 1-digit numbers Alignment
GA MCCK.OA.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.
Numbers and Operations Grade 1 Objective 30 - Determine equivalent forms of a Core Foundational
number, up to 10 Alignment
GA MCCK.OA.5 - Fluently add and subtract within 5.
Addition and Subtraction Early Numeracy Objective 53 - Add numbers with a sum Direct
up to 5 in horizontal format Alignment
Early Numeracy Objective 63 - Subtract numbers with a Foundational
minuend up to 3 in horizontal format Alignment
Early Numeracy Objective 64 - Subtract numbers with a Direct
minuend up to 5 in horizontal format Alignment
Numbers and Operations Grade 1 Objective 42 - Know basic addition facts to 10 Core Foundational
plus 10 Alignment
Grade 1 Objective 43 - Know basic subtraction facts to 20 Core Foundational
minus 10 Alignment
GA MCCK.NBT - Number and Operations in Base Ten
Work with numbers 11-19 to gain foundations for place value.
GA MCCK.NBT.1 - Compose and decompose numbers from 11 to 19 into ten ones and some further
ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing
or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two,
three, four, five, six, seven, eight, or nine ones.
This standard involves classroom activities, teacher-led
discussion, and/or other forms of evaluation.
GA MCCK.MD - Measurement and Data
Describe and compare measurable attributes.
GA MCCK.MD.1 - Describe measurable attributes of objects, such as length or weight. Describe
several measurable attributes of a single object.
Counting, Comparing, Early Numeracy Objective 18 - Sort objects according to Foundational
and Ordering one attribute Alignment
11/30/2012 - 4 of 219 -
Accelerated Math
Georgia Kindergarten
CommonÊCoreÊGeorgiaÊPerformanceÊStandards
Geometry and Grade 1 Objective 82 - Determine the common attributes Core Foundational
Measurement in a set of geometric shapes Alignment
GA MCCK.MD.2 - 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. Example: For example,
directly compare the heights of two children and describe one child as taller/shorter.
Counting, Comparing, Early Numeracy Objective 12 - Compare the sizes of two Direct
and Ordering objects Alignment
Early Numeracy Objective 14 - Compare the weights of Direct
two objects Alignment
Early Numeracy Objective 15 - Compare the volumes of Direct
two objects Alignment
Geometry and Grade 1 Objective 70 - Compare objects using the Core Direct
Measurement vocabulary of measurement Alignment
Classify objects and count the number of objects in each category.
GA MCCK.MD.3 - Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count. [Limit category counts to be less than or equal to 10.]
Counting, Comparing, Early Numeracy Objective 18 - Sort objects according to Direct
and Ordering one attribute Alignment
Geometry and Grade 1 Objective 83 - Determine the group in which a Direct
Measurement geometric shape belongs Alignment
Grade 1 Objective 84 - Determine the rule used to sort Direct
geometric shapes Alignment
Data Analysis and Grade 1 Objective 87 - Determine the rule used to sort Direct
Statistics objects Alignment
GA MCCK.G - Geometry
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders,
and spheres).
GA MCCK.G.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.
Geometry and Grade 1 Objective 72 - Apply the vocabulary of position Direct
Measurement or direction Alignment
GA MCCK.G.2 - Correctly name shapes regardless of their orientations or overall size.
Geometry and Grade 1 Objective 81 - Identify a circle, a triangle, a Core Direct
Measurement square, or a rectangle Alignment
11/30/2012 - 5 of 219 -