NGA Center-CCSSO Standards Alignment Kindergarten through

137 Pages·2014·0.91 MB·English

NGA Center-CCSSO Standards Alignment
2010 Common Core State Standards, National Governor's Association and Council of Chief State
School Officers
Kindergarten through High School - Statistics and Probability

P.O. Box 8036 • Wisconsin Rapids, WI 54495-8036
Phone: [phone] • Fax: [phone]
www.renlearn.com
NGA Center-CCSSO 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 ............................................................................................................ 6
Grade 2 ............................................................................................................ 14
Grade 3 ............................................................................................................ 22
Grade 4 ............................................................................................................ 33
Grade 5 ............................................................................................................ 44
Grade 6 ............................................................................................................ 55
Grade 7 ............................................................................................................ 67
Grade 8 ............................................................................................................ 80
High School - Algebra .............................................................................................. 90
High School - Functions ............................................................................................ 102
High School - Geometry ............................................................................................. 113
High School - Number and Quantity ........................................................................ 122
High School - Statistics and Probability ................................................................. 128
All logos, designs, and brand names for Renaissance Learning’s products and services, including but not limited to Accelerated Math and Renaissance
Learning, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and
other countries. All other product and company names should be considered the property of their respective companies and organizations. © 2014 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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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
NGAÊCenter­CCSSO Kindergarten
CommonÊCoreÊStateÊStandards
Kindergarten
CC CCSS.Math.Cont.K.CC - Counting and Cardinality
CC CCSS.Math.Cont.K.CC.A - Know number names and the count sequence.
CC CCSS.Math.Cont.K.CC.A.1 - Count to 100 by ones and by tens.
This standard involves teacher evaluation of the student's
approach and justifications.
CC CCSS.Math.Cont.K.CC.A.2 - Count forward beginning from a given number within the known
sequence (instead of having to begin at 1).
This standard involves teacher evaluation of the student's
approach and justifications.
CC CCSS.Math.Cont.K.CC.A.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 and Cardinality Kindergarten Objective 1 - Identify the total number of Core Direct
objects in a group from 1 to 5 with a numeral Alignment
Kindergarten Objective 2 - Identify the total number of Core Direct
objects in a group from 1 to 10 with a numeral Alignment
Kindergarten Objective 3 - Identify the total number of Core Direct
objects in a group from 1 to 20 with a numeral Alignment
CC CCSS.Math.Cont.K.CC.B - Count to tell the number of objects.
CC CCSS.Math.Cont.K.CC.B.4 - Understand the relationship between numbers and quantities;
connect counting to cardinality.
CC CCSS.Math.Cont.K.CC.B.4a - 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.
Measurement and Data Kindergarten Objective 35 - Count objects within Direct
categories Alignment
CC CCSS.Math.Cont.K.CC.B.4b - 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.
Counting and Cardinality Kindergarten Objective 3 - Identify the total number of Core Foundational
objects in a group from 1 to 20 with a numeral Alignment
CC CCSS.Math.Cont.K.CC.B.4c - Understand that each successive number name refers to a
quantity that is one larger.
Counting and Cardinality Kindergarten Objective 7 - Determine the number that is Core Direct
one larger than a given number within 20 Alignment
CC CCSS.Math.Cont.K.CC.B.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.
Measurement and Data Kindergarten Objective 35 - Count objects within Direct
categories Alignment
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Accelerated Math
NGAÊCenter­CCSSO Kindergarten
CommonÊCoreÊStateÊStandards
CC CCSS.Math.Cont.K.CC.C - Compare numbers.
CC CCSS.Math.Cont.K.CC.C.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 and Cardinality Kindergarten Objective 4 - Compare two groups Core Direct
containing up to 5 objects using words Alignment
Kindergarten Objective 5 - Compare two groups Core Direct
containing up to 10 objects using words Alignment
CC CCSS.Math.Cont.K.CC.C.7 - Compare two numbers between 1 and 10 presented as written
numerals.
Counting and Cardinality Kindergarten Objective 6 - Compare two written Direct
numerals between 1 and 10 using words Alignment
CC CCSS.Math.Cont.K.OA - Operations and Algebraic Thinking
CC CCSS.Math.Cont.K.OA.A - Understand addition as putting together and adding to, and understand
subtraction as taking apart and taking from.
CC CCSS.Math.Cont.K.OA.A.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. (This
applies wherever drawings are mentioned in the Standards.)]
Operations and Kindergarten Objective 8 - Model addition within 5 using Direct
Algebraic Thinking expressions Alignment
Kindergarten Objective 9 - Model addition within 10 Direct
using expressions Alignment
Kindergarten Objective 10 - Model addition within 5 Direct
using equations Alignment
Kindergarten Objective 11 - Model addition within 10 Direct
using equations Alignment
Kindergarten Objective 12 - Model subtraction within 5 Direct
using expressions Alignment
Kindergarten Objective 13 - Model subtraction within 10 Direct
using expressions Alignment
Kindergarten Objective 14 - Model subtraction within 5 Direct
using equations Alignment
Kindergarten Objective 15 - Model subtraction within 10 Direct
using equations Alignment
CC CCSS.Math.Cont.K.OA.A.2 - Solve addition and subtraction word problems, and add and subtract
within 10, e.g., by using objects or drawings to represent the problem.
Operations and Kindergarten Objective 16 - Add numbers with a sum up Direct
Algebraic Thinking to 5 using pictures Alignment
Kindergarten Objective 17 - Add numbers with a sum up Direct
to 10 using pictures Alignment
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Accelerated Math
NGAÊCenter­CCSSO Kindergarten
CommonÊCoreÊStateÊStandards
Kindergarten Objective 18 - Subtract numbers with a Direct
minuend up to 5 using pictures Alignment
Kindergarten Objective 19 - Subtract numbers with a Direct
minuend up to 10 using pictures Alignment
CC CCSS.Math.Cont.K.OA.A.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).
Operations and Kindergarten Objective 20 - Decompose numbers less Direct
Algebraic Thinking than or equal to 10 into pairs using pictures Alignment
Kindergarten Objective 21 - Decompose numbers less Direct
than or equal to 5 into pairs using an equation Alignment
Kindergarten Objective 22 - Decompose numbers from 6 Direct
to 10 into pairs using an equation Alignment
CC CCSS.Math.Cont.K.OA.A.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.
Operations and Kindergarten Objective 23 - Determine the number that Direct
Algebraic Thinking makes 10 when added to a number 1 to 9 using pictures Alignment
Kindergarten Objective 24 - Determine the number that Direct
makes 10 when added to a number 1 to 9 using an Alignment
equation
CC CCSS.Math.Cont.K.OA.A.5 - Fluently add and subtract within 5.
Operations and Kindergarten Objective 25 - Fluently add within 5 Direct
Algebraic Thinking (horizontal format) Alignment
Kindergarten Objective 26 - Fluently add within 5 Direct
(vertical format) Alignment
Kindergarten Objective 27 - Fluently subtract within 5 Direct
(horizontal format) Alignment
Kindergarten Objective 28 - Fluently subtract within 5 Direct
(vertical format) Alignment
CC CCSS.Math.Cont.K.NBT - Number and Operations in Base Ten
CC CCSS.Math.Cont.K.NBT.A - Work with numbers 11-19 to gain foundations for place value.
CC CCSS.Math.Cont.K.NBT.A.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.
Number and Operations Kindergarten Objective 29 - Decompose a number from Direct
in Base Ten 11 to 19 into a group of ten ones and some further ones Alignment
using pictures
Kindergarten Objective 30 - Compose a number from 11 Direct
to 19 from ten ones and some further ones using pictures Alignment
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Accelerated Math
NGAÊCenter­CCSSO Kindergarten
CommonÊCoreÊStateÊStandards
CC CCSS.Math.Cont.K.MD - Measurement and Data
CC CCSS.Math.Cont.K.MD.A - Describe and compare measurable attributes.
CC CCSS.Math.Cont.K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.
Describe several measurable attributes of a single object.
Geometry Kindergarten Objective 38 - Identify attributes of a 2- Direct
dimensional shape Alignment
CC CCSS.Math.Cont.K.MD.A.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.
Measurement and Data Kindergarten Objective 31 - Compare the sizes of two Direct
objects Alignment
Kindergarten Objective 32 - Compare the heights or Direct
lengths of two objects Alignment
Kindergarten Objective 33 - Compare the weights of two Direct
objects Alignment
Kindergarten Objective 34 - Compare the volumes of two Direct
objects Alignment
CC CCSS.Math.Cont.K.MD.B - Classify objects and count the number of objects in each category.
CC CCSS.Math.Cont.K.MD.B.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.]
Measurement and Data Kindergarten Objective 35 - Count objects within Direct
categories Alignment
Kindergarten Objective 36 - Sort categories by quantity Direct
Alignment
CC CCSS.Math.Cont.K.G - Geometry
CC CCSS.Math.Cont.K.G.A - Identify and describe shapes (squares, circles, triangles, rectangles,
hexagons, cubes, cones, cylinders, and spheres).
CC CCSS.Math.Cont.K.G.A.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.
This standard involves teacher evaluation of the student's
approach and justifications.
CC CCSS.Math.Cont.K.G.A.2 - Correctly name shapes regardless of their orientations or overall size.
Geometry Kindergarten Objective 37 - Correctly identify a shape Core Direct
regardless of orientation or overall size Alignment
CC CCSS.Math.Cont.K.G.A.3 - Identify shapes as two-dimensional (lying in a plane, "flat") or three-
dimensional ("solid").
This standard involves teacher evaluation of the student's
approach and justifications.
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Accelerated Math
NGAÊCenter­CCSSO Kindergarten
CommonÊCoreÊStateÊStandards
CC CCSS.Math.Cont.K.G.B - Analyze, compare, create, and compose shapes.
CC CCSS.Math.Cont.K.G.B.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).
Geometry Kindergarten Objective 38 - Identify attributes of a 2- Direct
dimensional shape Alignment
Kindergarten Objective 39 - Compare 2-dimensional Direct
shapes Alignment
CC CCSS.Math.Cont.K.G.B.5 - Model shapes in the world by building shapes from components (e.g.,
sticks and clay balls) and drawing shapes.
This standard involves classroom activities, teacher-led
discussion, and/or other forms of evaluation.
CC CCSS.Math.Cont.K.G.B.6 - Compose simple shapes to form larger shapes. Example: For example,
"Can you join these two triangles with full sides touching to make a rectangle?".
This standard involves classroom activities, teacher-led
discussion, and/or other forms of evaluation.
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Accelerated Math
NGAÊCenter­CCSSO Grade 1
CommonÊCoreÊStateÊStandards
Grade 1
CC CCSS.Math.Cont.1.OA - Operations and Algebraic Thinking
CC CCSS.Math.Cont.1.OA.A - Represent and solve problems involving addition and subtraction.
CC CCSS.Math.Cont.1.OA.A.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.
Operations and Grade 1 Objective 20 - WP: Solve an "adding to" problem Direct
Algebraic Thinking within 20 (result unknown) Alignment
Grade 1 Objective 21 - WP: Solve a "putting together" Core Direct
problem within 20 (result unknown) Alignment
Grade 1 Objective 22 - WP: Solve an addition problem of Direct
three whole numbers with a sum less than or equal to 20 Alignment
Grade 1 Objective 23 - WP: Solve a "taking from" Direct
problem within 20 (result unknown) Alignment
Grade 1 Objective 30 - WP: Determine an equation to Direct
represent an addition problem Alignment
Grade 1 Objective 31 - WP: Determine an equation to Direct
represent a subtraction problem Alignment
Grade 1 Objective 32 - Determine an unknown whole Core Direct
number in an addition equation within 20 Alignment
Grade 1 Objective 33 - Determine an unknown whole Core Direct
number in a subtraction equation within 20 Alignment
Grade 1 Objective 34 - Determine an unknown whole Core Direct
number in an addition and/or subtraction equation within Alignment
20 involving 1-digit numbers and computations on both
sides of the equal sign
Grade 1 Objective 36 - WP: Solve an "adding to" problem Direct
within 20 (change unknown) Alignment
Grade 1 Objective 37 - WP: Solve an "adding to" problem Direct
within 20 (start unknown) Alignment
Grade 1 Objective 38 - WP: Solve a "taking from" Direct
problem within 20 (change unknown) Alignment
Grade 1 Objective 39 - WP: Solve a "taking from" Direct
problem within 20 (start unknown) Alignment
Grade 1 Objective 40 - WP: Solve a "putting together" Core Direct
problem within 10 (addend unknown with picture) Alignment
Grade 1 Objective 41 - WP: Solve a "putting together" Core Direct
problem within 20 (addend unknown) Alignment
Grade 1 Objective 42 - WP: Solve a "taking apart" Direct
problem within 20 (addend unknown) Alignment
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