Common Core math standards

Kindergarten

Counting and Cardinality

• CCSS.MATH.CONTENT.K.CC.A.1Count to 100 by ones and by tens.
• CCSS.MATH.CONTENT.K.CC.A.2Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
• CCSS.MATH.CONTENT.K.CC.A.3Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
• CCSS.MATH.CONTENT.K.CC.B.4Understand the relationship between numbers and quantities; connect counting to cardinality.
• CCSS.MATH.CONTENT.K.CC.B.4aWhen 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.
• CCSS.MATH.CONTENT.K.CC.B.4bUnderstand 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.
• CCSS.MATH.CONTENT.K.CC.B.4cUnderstand that each successive number name refers to a quantity that is one larger.
• CCSS.MATH.CONTENT.K.CC.B.5Count 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.
• CCSS.MATH.CONTENT.K.CC.C.6Identify 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.
• CCSS.MATH.CONTENT.K.CC.C.7Compare two numbers between 1 and 10 presented as written numerals.

Geometry

• CCSS.MATH.CONTENT.K.G.A.1Describe 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.
• CCSS.MATH.CONTENT.K.G.A.2Correctly name shapes regardless of their orientations or overall size.
• CCSS.MATH.CONTENT.K.G.A.3Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
• CCSS.MATH.CONTENT.K.G.B.4Analyze 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).
• CCSS.MATH.CONTENT.K.G.B.5Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
• CCSS.MATH.CONTENT.K.G.B.6Compose simple shapes to form larger shapes.

Measurement and Data

• CCSS.MATH.CONTENT.K.MD.A.1Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
• CCSS.MATH.CONTENT.K.MD.A.2Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference.
• CCSS.MATH.CONTENT.K.MD.B.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Number and Operations in Base Ten

• CCSS.MATH.CONTENT.K.NBT.A.1Compose 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.

Operations and Algebraic Thinking

• CCSS.MATH.CONTENT.K.OA.A.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
• CCSS.MATH.CONTENT.K.OA.A.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
• CCSS.MATH.CONTENT.K.OA.A.3Decompose 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).
• CCSS.MATH.CONTENT.K.OA.A.4For 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.
• CCSS.MATH.CONTENT.K.OA.A.5Fluently add and subtract within 5.

Grade 1

Geometry

• CCSS.MATH.CONTENT.1.G.A.1Distinguish 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.
• CCSS.MATH.CONTENT.1.G.A.2Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
• CCSS.MATH.CONTENT.1.G.A.3Partition 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.

Measurement and Data

• CCSS.MATH.CONTENT.1.MD.A.1Order three objects by length; compare the lengths of two objects indirectly by using a third object.
• CCSS.MATH.CONTENT.1.MD.A.2Express 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.
• CCSS.MATH.CONTENT.1.MD.B.3Tell and write time in hours and half-hours using analog and digital clocks.
• CCSS.MATH.CONTENT.1.MD.C.4Organize, 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.

Number and Operations in Base Ten

• CCSS.MATH.CONTENT.1.NBT.A.1Count 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.
• CCSS.MATH.CONTENT.1.NBT.B.2Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
• CCSS.MATH.CONTENT.1.NBT.B.2a10 can be thought of as a bundle of ten ones — called a "ten."
• CCSS.MATH.CONTENT.1.NBT.B.2bThe numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
• CCSS.MATH.CONTENT.1.NBT.B.2cThe 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).
• CCSS.MATH.CONTENT.1.NBT.B.3Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
• CCSS.MATH.CONTENT.1.NBT.C.4Add 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.
• CCSS.MATH.CONTENT.1.NBT.C.5Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
• CCSS.MATH.CONTENT.1.NBT.C.6Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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.

Operations and Algebraic Thinking

• CCSS.MATH.CONTENT.1.OA.A.1Use 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.
• CCSS.MATH.CONTENT.1.OA.A.2Solve 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.
• CCSS.MATH.CONTENT.1.OA.B.3Apply properties of operations as strategies to add and subtract.
• CCSS.MATH.CONTENT.1.OA.B.4Understand subtraction as an unknown-addend problem.
• CCSS.MATH.CONTENT.1.OA.C.5Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
• CCSS.MATH.CONTENT.1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
• CCSS.MATH.CONTENT.1.OA.D.7Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
• CCSS.MATH.CONTENT.1.OA.D.8Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

Grade 2

Geometry

• CCSS.MATH.CONTENT.2.G.A.1Recognize 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.
• CCSS.MATH.CONTENT.2.G.A.2Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
• CCSS.MATH.CONTENT.2.G.A.3Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Measurement and Data

• CCSS.MATH.CONTENT.2.MD.A.1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
• CCSS.MATH.CONTENT.2.MD.A.2Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
• CCSS.MATH.CONTENT.2.MD.A.3Estimate lengths using units of inches, feet, centimeters, and meters.
• CCSS.MATH.CONTENT.2.MD.A.4Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
• CCSS.MATH.CONTENT.2.MD.B.5Use 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.
• CCSS.MATH.CONTENT.2.MD.B.6Represent whole numbers as lengths from 0 on a number line 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.
• CCSS.MATH.CONTENT.2.MD.C.7Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
• CCSS.MATH.CONTENT.2.MD.C.8Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
• CCSS.MATH.CONTENT.2.MD.D.9Generate 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.
• CCSS.MATH.CONTENT.2.MD.D.10Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Number and Operations in Base Ten

• CCSS.MATH.CONTENT.2.NBT.A.1Understand 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:
• CCSS.MATH.CONTENT.2.NBT.A.1a100 can be thought of as a bundle of ten tens — called a "hundred."
• CCSS.MATH.CONTENT.2.NBT.A.1bThe numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
• CCSS.MATH.CONTENT.2.NBT.A.2Count within 1000; skip-count by 5s, 10s, and 100s.
• CCSS.MATH.CONTENT.2.NBT.A.3Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
• CCSS.MATH.CONTENT.2.NBT.A.4Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
• CCSS.MATH.CONTENT.2.NBT.B.5Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
• CCSS.MATH.CONTENT.2.NBT.B.6Add up to four two-digit numbers using strategies based on place value and properties of operations.
• CCSS.MATH.CONTENT.2.NBT.B.7Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
• CCSS.MATH.CONTENT.2.NBT.B.8Mentally add 10 or 100 to a given number 100—900, and mentally subtract 10 or 100 from a given number 100—900.
• CCSS.MATH.CONTENT.2.NBT.B.9Explain why addition and subtraction strategies work, using place value and the properties of operations.

Operations and Algebraic Thinking

• CCSS.MATH.CONTENT.2.OA.A.1Use 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.
• CCSS.MATH.CONTENT.2.OA.B.2Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
• CCSS.MATH.CONTENT.2.OA.C.3Determine 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.
• CCSS.MATH.CONTENT.2.OA.C.4Use 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.

Grade 3

Geometry

• CCSS.MATH.CONTENT.3.G.A.1Understand 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.
• CCSS.MATH.CONTENT.3.G.A.2Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

Measurement and Data

• CCSS.MATH.CONTENT.3.MD.A.1Tell 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.
• CCSS.MATH.CONTENT.3.MD.A.2Measure and estimate liquid volumes and masses of objects using standard units of grams (g), 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.
• CCSS.MATH.CONTENT.3.MD.B.3Draw 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.
• CCSS.MATH.CONTENT.3.MD.B.4Generate 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.
• CCSS.MATH.CONTENT.3.MD.C.5Recognize area as an attribute of plane figures and understand concepts of area measurement.
• CCSS.MATH.CONTENT.3.MD.C.5aA 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.
• CCSS.MATH.CONTENT.3.MD.C.5bA plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
• CCSS.MATH.CONTENT.3.MD.C.6Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
• CCSS.MATH.CONTENT.3.MD.C.7Relate area to the operations of multiplication and addition.
• CCSS.MATH.CONTENT.3.MD.C.7aFind 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.
• CCSS.MATH.CONTENT.3.MD.C.7bMultiply 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.
• CCSS.MATH.CONTENT.3.MD.C.7cUse 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.
• CCSS.MATH.CONTENT.3.MD.C.7dRecognize 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.
• CCSS.MATH.CONTENT.3.MD.D.8Solve 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.

Number and Operations in Base Ten

• CCSS.MATH.CONTENT.3.NBT.A.1Use place value understanding to round whole numbers to the nearest 10 or 100.
• CCSS.MATH.CONTENT.3.NBT.A.2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
• CCSS.MATH.CONTENT.3.NBT.A.3Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

Number and Operations—Fractions

• CCSS.MATH.CONTENT.3.NF.A.1Understand 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.
• CCSS.MATH.CONTENT.3.NF.A.2Understand a fraction as a number on the number line; represent fractions on a number line diagram.
• CCSS.MATH.CONTENT.3.NF.A.2aRepresent 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.
• CCSS.MATH.CONTENT.3.NF.A.2bRepresent 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.
• CCSS.MATH.CONTENT.3.NF.A.3Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
• CCSS.MATH.CONTENT.3.NF.A.3aUnderstand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
• CCSS.MATH.CONTENT.3.NF.A.3bRecognize 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.
• CCSS.MATH.CONTENT.3.NF.A.3cExpress whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
• CCSS.MATH.CONTENT.3.NF.A.3dCompare 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.

Operations and Algebraic Thinking

• CCSS.MATH.CONTENT.3.OA.A.1Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
• CCSS.MATH.CONTENT.3.OA.A.2Interpret 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.
• CCSS.MATH.CONTENT.3.OA.A.3Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
• CCSS.MATH.CONTENT.3.OA.A.4Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
• CCSS.MATH.CONTENT.3.OA.B.5Apply properties of operations as strategies to multiply and divide.
• CCSS.MATH.CONTENT.3.OA.B.6Understand division as an unknown-factor problem.
• CCSS.MATH.CONTENT.3.OA.C.7Fluently 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.
• CCSS.MATH.CONTENT.3.OA.D.8Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
• CCSS.MATH.CONTENT.3.OA.D.9Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

Grade 4

Geometry

• CCSS.MATH.CONTENT.4.G.A.1Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
• CCSS.MATH.CONTENT.4.G.A.2Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
• CCSS.MATH.CONTENT.4.G.A.3Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Measurement and Data

• CCSS.MATH.CONTENT.4.MD.A.1Know 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.
• CCSS.MATH.CONTENT.4.MD.A.2Use 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.
• CCSS.MATH.CONTENT.4.MD.A.3Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
• CCSS.MATH.CONTENT.4.MD.B.4Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.
• CCSS.MATH.CONTENT.4.MD.C.5Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
• CCSS.MATH.CONTENT.4.MD.C.5aAn angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles.
• CCSS.MATH.CONTENT.4.MD.C.5bAn angle that turns through n one-degree angles is said to have an angle measure of n degrees.
• CCSS.MATH.CONTENT.4.MD.C.6Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
• CCSS.MATH.CONTENT.4.MD.C.7Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

Number and Operations in Base Ten

• CCSS.MATH.CONTENT.4.NBT.A.1Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
• CCSS.MATH.CONTENT.4.NBT.A.2Read 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.
• CCSS.MATH.CONTENT.4.NBT.A.3Use place value understanding to round multi-digit whole numbers to any place.
• CCSS.MATH.CONTENT.4.NBT.B.4Fluently add and subtract multi-digit whole numbers using the standard algorithm.
• CCSS.MATH.CONTENT.4.NBT.B.5Multiply 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.
• CCSS.MATH.CONTENT.4.NBT.B.6Find 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.

Number and Operations—Fractions

• CCSS.MATH.CONTENT.4.NF.A.1Explain 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.
• CCSS.MATH.CONTENT.4.NF.A.2Compare 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.
• CCSS.MATH.CONTENT.4.NF.B.3Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
• CCSS.MATH.CONTENT.4.NF.B.3aUnderstand addition and subtraction of fractions as joining and separating parts referring to the same whole.
• CCSS.MATH.CONTENT.4.NF.B.3bDecompose 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.
• CCSS.MATH.CONTENT.4.NF.B.3cAdd 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.
• CCSS.MATH.CONTENT.4.NF.B.3dSolve 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.
• CCSS.MATH.CONTENT.4.NF.B.4Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
• CCSS.MATH.CONTENT.4.NF.B.4aUnderstand a fraction a/b as a multiple of 1/b.
• CCSS.MATH.CONTENT.4.NF.B.4bUnderstand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number.
• CCSS.MATH.CONTENT.4.NF.B.4cSolve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.
• CCSS.MATH.CONTENT.4.NF.C.5Express 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.
• CCSS.MATH.CONTENT.4.NF.C.6Use decimal notation for fractions with denominators 10 or 100.
• CCSS.MATH.CONTENT.4.NF.C.7Compare 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.

Operations and Algebraic Thinking

• CCSS.MATH.CONTENT.4.OA.A.1Interpret 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.
• CCSS.MATH.CONTENT.4.OA.A.2Multiply 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.
• CCSS.MATH.CONTENT.4.OA.A.3Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders 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.
• CCSS.MATH.CONTENT.4.OA.B.4Find all factor pairs for a whole number in the range 1—100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1—100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1—100 is prime or composite.
• CCSS.MATH.CONTENT.4.OA.C.5Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.

Grade 5

Geometry

• CCSS.MATH.CONTENT.5.G.A.1Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
• CCSS.MATH.CONTENT.5.G.A.2Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
• CCSS.MATH.CONTENT.5.G.B.3Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.
• CCSS.MATH.CONTENT.5.G.B.4Classify two-dimensional figures in a hierarchy based on properties.

Measurement and Data

• CCSS.MATH.CONTENT.5.MD.A.1Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
• CCSS.MATH.CONTENT.5.MD.B.2Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.
• CCSS.MATH.CONTENT.5.MD.C.3Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
• CCSS.MATH.CONTENT.5.MD.C.3aA cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume.
• CCSS.MATH.CONTENT.5.MD.C.3bA solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
• CCSS.MATH.CONTENT.5.MD.C.4Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
• CCSS.MATH.CONTENT.5.MD.C.5Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
• CCSS.MATH.CONTENT.5.MD.C.5aFind the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.
• CCSS.MATH.CONTENT.5.MD.C.5bApply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
• CCSS.MATH.CONTENT.5.MD.C.5cRecognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

Number and Operations in Base Ten

• CCSS.MATH.CONTENT.5.NBT.A.1Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
• CCSS.MATH.CONTENT.5.NBT.A.2Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
• CCSS.MATH.CONTENT.5.NBT.A.3Read, write, and compare decimals to thousandths.
• CCSS.MATH.CONTENT.5.NBT.A.3aRead and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
• CCSS.MATH.CONTENT.5.NBT.A.3bCompare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
• CCSS.MATH.CONTENT.5.NBT.A.4Use place value understanding to round decimals to any place.
• CCSS.MATH.CONTENT.5.NBT.B.5Fluently multiply multi-digit whole numbers using the standard algorithm.
• CCSS.MATH.CONTENT.5.NBT.B.6Find whole-number quotients of whole numbers with up to four-digit dividends and two-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.
• CCSS.MATH.CONTENT.5.NBT.B.7Add, subtract, multiply, and divide decimals to hundredths, 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.

Number and Operations—Fractions

• CCSS.MATH.CONTENT.5.NF.A.1Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
• CCSS.MATH.CONTENT.5.NF.A.2Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
• CCSS.MATH.CONTENT.5.NF.B.3Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
• CCSS.MATH.CONTENT.5.NF.B.4Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
• CCSS.MATH.CONTENT.5.NF.B.4aInterpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b.
• CCSS.MATH.CONTENT.5.NF.B.4bFind the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
• CCSS.MATH.CONTENT.5.NF.B.5Interpret multiplication as scaling (resizing), by:
• CCSS.MATH.CONTENT.5.NF.B.5aComparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
• CCSS.MATH.CONTENT.5.NF.B.5bExplaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
• CCSS.MATH.CONTENT.5.NF.B.6Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
• CCSS.MATH.CONTENT.5.NF.B.7Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
• CCSS.MATH.CONTENT.5.NF.B.7aInterpret division of a unit fraction by a non-zero whole number, and compute such quotients.
• CCSS.MATH.CONTENT.5.NF.B.7bInterpret division of a whole number by a unit fraction, and compute such quotients.
• CCSS.MATH.CONTENT.5.NF.B.7cSolve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem.

Operations and Algebraic Thinking

• CCSS.MATH.CONTENT.5.OA.A.1Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
• CCSS.MATH.CONTENT.5.OA.A.2Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
• CCSS.MATH.CONTENT.5.OA.B.3Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.

Grade 6

Expressions and Equations

• CCSS.MATH.CONTENT.6.EE.A.1Write and evaluate numerical expressions involving whole-number exponents.
• CCSS.MATH.CONTENT.6.EE.A.2Write, read, and evaluate expressions in which letters stand for numbers.
• CCSS.MATH.CONTENT.6.EE.A.2aWrite expressions that record operations with numbers and with letters standing for numbers.
• CCSS.MATH.CONTENT.6.EE.A.2bIdentify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity.
• CCSS.MATH.CONTENT.6.EE.A.2cEvaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).
• CCSS.MATH.CONTENT.6.EE.A.3Apply the properties of operations to generate equivalent expressions.
• CCSS.MATH.CONTENT.6.EE.A.4Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).
• CCSS.MATH.CONTENT.6.EE.B.5Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
• CCSS.MATH.CONTENT.6.EE.B.6Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
• CCSS.MATH.CONTENT.6.EE.B.7Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.1 lesson
• CCSS.MATH.CONTENT.6.EE.B.8Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
• CCSS.MATH.CONTENT.6.EE.C.9Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

Geometry

• CCSS.MATH.CONTENT.6.G.A.1Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
• CCSS.MATH.CONTENT.6.G.A.2Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
• CCSS.MATH.CONTENT.6.G.A.3Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
• CCSS.MATH.CONTENT.6.G.A.4Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

The Number System

• CCSS.MATH.CONTENT.6.NS.A.1Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.
• CCSS.MATH.CONTENT.6.NS.B.2Fluently divide multi-digit numbers using the standard algorithm.
• CCSS.MATH.CONTENT.6.NS.B.3Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
• CCSS.MATH.CONTENT.6.NS.B.4Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1—100 with a common factor as a multiple of a sum of two whole numbers with no common factor.
• CCSS.MATH.CONTENT.6.NS.C.5Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
• CCSS.MATH.CONTENT.6.NS.C.6Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
• CCSS.MATH.CONTENT.6.NS.C.6aRecognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite.
• CCSS.MATH.CONTENT.6.NS.C.6bUnderstand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
• CCSS.MATH.CONTENT.6.NS.C.6cFind and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
• CCSS.MATH.CONTENT.6.NS.C.7Understand ordering and absolute value of rational numbers.
• CCSS.MATH.CONTENT.6.NS.C.7aInterpret statements of inequality as statements about the relative position of two numbers on a number line diagram.
• CCSS.MATH.CONTENT.6.NS.C.7bWrite, interpret, and explain statements of order for rational numbers in real-world contexts.
• CCSS.MATH.CONTENT.6.NS.C.7cUnderstand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.
• CCSS.MATH.CONTENT.6.NS.C.7dDistinguish comparisons of absolute value from statements about order.
• CCSS.MATH.CONTENT.6.NS.C.8Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

Ratios and Proportional Relationships

• CCSS.MATH.CONTENT.6.RP.A.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
• CCSS.MATH.CONTENT.6.RP.A.2Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.
• CCSS.MATH.CONTENT.6.RP.A.3Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
• CCSS.MATH.CONTENT.6.RP.A.3aMake tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
• CCSS.MATH.CONTENT.6.RP.A.3bSolve unit rate problems including those involving unit pricing and constant speed.
• CCSS.MATH.CONTENT.6.RP.A.3cFind a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
• CCSS.MATH.CONTENT.6.RP.A.3dUse ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Statistics and Probability

• CCSS.MATH.CONTENT.6.SP.A.1Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.
• CCSS.MATH.CONTENT.6.SP.A.2Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
• CCSS.MATH.CONTENT.6.SP.A.3Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
• CCSS.MATH.CONTENT.6.SP.B.4Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
• CCSS.MATH.CONTENT.6.SP.B.5Summarize numerical data sets in relation to their context, such as by:
• CCSS.MATH.CONTENT.6.SP.B.5aReporting the number of observations.
• CCSS.MATH.CONTENT.6.SP.B.5bDescribing the nature of the attribute under investigation, including how it was measured and its units of measurement.
• CCSS.MATH.CONTENT.6.SP.B.5cGiving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
• CCSS.MATH.CONTENT.6.SP.B.5dRelating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

Grade 7

Expressions and Equations

• CCSS.MATH.CONTENT.7.EE.A.1Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
• CCSS.MATH.CONTENT.7.EE.A.2Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.
• CCSS.MATH.CONTENT.7.EE.B.3Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
• CCSS.MATH.CONTENT.7.EE.B.4Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
• CCSS.MATH.CONTENT.7.EE.B.4aSolve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.1 lesson
• CCSS.MATH.CONTENT.7.EE.B.4bSolve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.1 lesson

Geometry

• CCSS.MATH.CONTENT.7.G.A.1Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
• CCSS.MATH.CONTENT.7.G.A.2Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
• CCSS.MATH.CONTENT.7.G.A.3Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
• CCSS.MATH.CONTENT.7.G.B.4Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
• CCSS.MATH.CONTENT.7.G.B.5Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
• CCSS.MATH.CONTENT.7.G.B.6Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

The Number System

• CCSS.MATH.CONTENT.7.NS.A.1Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
• CCSS.MATH.CONTENT.7.NS.A.1aDescribe situations in which opposite quantities combine to make 0.
• CCSS.MATH.CONTENT.7.NS.A.1bUnderstand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
• CCSS.MATH.CONTENT.7.NS.A.1cUnderstand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.
• CCSS.MATH.CONTENT.7.NS.A.1dApply properties of operations as strategies to add and subtract rational numbers.
• CCSS.MATH.CONTENT.7.NS.A.2Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
• CCSS.MATH.CONTENT.7.NS.A.2aUnderstand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
• CCSS.MATH.CONTENT.7.NS.A.2bUnderstand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real-world contexts.
• CCSS.MATH.CONTENT.7.NS.A.2cApply properties of operations as strategies to multiply and divide rational numbers.
• CCSS.MATH.CONTENT.7.NS.A.2dConvert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
• CCSS.MATH.CONTENT.7.NS.A.3Solve real-world and mathematical problems involving the four operations with rational numbers.

Ratios and Proportional Relationships

• CCSS.MATH.CONTENT.7.RP.A.1Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
• CCSS.MATH.CONTENT.7.RP.A.2Recognize and represent proportional relationships between quantities.
• CCSS.MATH.CONTENT.7.RP.A.2aDecide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
• CCSS.MATH.CONTENT.7.RP.A.2bIdentify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
• CCSS.MATH.CONTENT.7.RP.A.2cRepresent proportional relationships by equations.
• CCSS.MATH.CONTENT.7.RP.A.2dExplain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
• CCSS.MATH.CONTENT.7.RP.A.3Use proportional relationships to solve multistep ratio and percent problems.

Statistics and Probability

• CCSS.MATH.CONTENT.7.SP.A.1Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
• CCSS.MATH.CONTENT.7.SP.A.2Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.
• CCSS.MATH.CONTENT.7.SP.B.3Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.
• CCSS.MATH.CONTENT.7.SP.B.4Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.
• CCSS.MATH.CONTENT.7.SP.C.5Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
• CCSS.MATH.CONTENT.7.SP.C.6Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.
• CCSS.MATH.CONTENT.7.SP.C.7Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
• CCSS.MATH.CONTENT.7.SP.C.7aDevelop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.
• CCSS.MATH.CONTENT.7.SP.C.7bDevelop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
• CCSS.MATH.CONTENT.7.SP.C.8Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
• CCSS.MATH.CONTENT.7.SP.C.8aUnderstand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
• CCSS.MATH.CONTENT.7.SP.C.8bRepresent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event.
• CCSS.MATH.CONTENT.7.SP.C.8cDesign and use a simulation to generate frequencies for compound events.

Grade 8

Expressions and Equations

• CCSS.MATH.CONTENT.8.EE.A.1Know and apply the properties of integer exponents to generate equivalent numerical expressions.
• CCSS.MATH.CONTENT.8.EE.A.2Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.
• CCSS.MATH.CONTENT.8.EE.A.3Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.
• CCSS.MATH.CONTENT.8.EE.A.4Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
• CCSS.MATH.CONTENT.8.EE.B.5Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.
• CCSS.MATH.CONTENT.8.EE.B.6Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
• CCSS.MATH.CONTENT.8.EE.C.7Solve linear equations in one variable.
• CCSS.MATH.CONTENT.8.EE.C.7aGive examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).1 lesson
• CCSS.MATH.CONTENT.8.EE.C.7bSolve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.2 lessons
• CCSS.MATH.CONTENT.8.EE.C.8Analyze and solve pairs of simultaneous linear equations.
• CCSS.MATH.CONTENT.8.EE.C.8aUnderstand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
• CCSS.MATH.CONTENT.8.EE.C.8bSolve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection.
• CCSS.MATH.CONTENT.8.EE.C.8cSolve real-world and mathematical problems leading to two linear equations in two variables.

Functions

• CCSS.MATH.CONTENT.8.F.A.1Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
• CCSS.MATH.CONTENT.8.F.A.2Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
• CCSS.MATH.CONTENT.8.F.A.3Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
• CCSS.MATH.CONTENT.8.F.B.4Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
• CCSS.MATH.CONTENT.8.F.B.5Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Geometry

• CCSS.MATH.CONTENT.8.G.A.1Verify experimentally the properties of rotations, reflections, and translations:
• CCSS.MATH.CONTENT.8.G.A.1aLines are taken to lines, and line segments to line segments of the same length.
• CCSS.MATH.CONTENT.8.G.A.1bAngles are taken to angles of the same measure.
• CCSS.MATH.CONTENT.8.G.A.1cParallel lines are taken to parallel lines.
• CCSS.MATH.CONTENT.8.G.A.2Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
• CCSS.MATH.CONTENT.8.G.A.3Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
• CCSS.MATH.CONTENT.8.G.A.4Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
• CCSS.MATH.CONTENT.8.G.A.5Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
• CCSS.MATH.CONTENT.8.G.B.6Explain a proof of the Pythagorean Theorem and its converse.
• CCSS.MATH.CONTENT.8.G.B.7Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
• CCSS.MATH.CONTENT.8.G.B.8Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
• CCSS.MATH.CONTENT.8.G.C.9Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

The Number System

• CCSS.MATH.CONTENT.8.NS.A.1Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
• CCSS.MATH.CONTENT.8.NS.A.2Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π²).

Statistics and Probability

• CCSS.MATH.CONTENT.8.SP.A.1Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
• CCSS.MATH.CONTENT.8.SP.A.2Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
• CCSS.MATH.CONTENT.8.SP.A.3Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.
• CCSS.MATH.CONTENT.8.SP.A.4Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.

High School

Arithmetic with Polynomials and Rational Expressions

• CCSS.MATH.CONTENT.HSA.APR.A.1Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
• CCSS.MATH.CONTENT.HSA.APR.B.2Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x - a is p(a), so p(a) = 0 if and only if (x - a) is a factor of p(x).
• CCSS.MATH.CONTENT.HSA.APR.B.3Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
• CCSS.MATH.CONTENT.HSA.APR.C.4Prove polynomial identities and use them to describe numerical relationships.
• CCSS.MATH.CONTENT.HSA.APR.C.5(+) Know and apply the Binomial Theorem for the expansion of (x + y)ⁿ in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal's Triangle.
• CCSS.MATH.CONTENT.HSA.APR.D.6Rewrite simple rational expressions in different forms; write ^a(x/_b(x) in the form q(x) + ^r(x)/_b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.
• CCSS.MATH.CONTENT.HSA.APR.D.7(+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

Creating Equations

• CCSS.MATH.CONTENT.HSA.CED.A.1Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
• CCSS.MATH.CONTENT.HSA.CED.A.2Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
• CCSS.MATH.CONTENT.HSA.CED.A.3Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.
• CCSS.MATH.CONTENT.HSA.CED.A.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.1 lesson

Reasoning with Equations and Inequalities

• CCSS.MATH.CONTENT.HSA.REI.A.1Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
• CCSS.MATH.CONTENT.HSA.REI.A.2Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
• CCSS.MATH.CONTENT.HSA.REI.B.3Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.3 lessons
• CCSS.MATH.CONTENT.HSA.REI.B.4Solve quadratic equations in one variable.
• CCSS.MATH.CONTENT.HSA.REI.B.4aUse the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)² = q that has the same solutions. Derive the quadratic formula from this form.2 lessons
• CCSS.MATH.CONTENT.HSA.REI.B.4bSolve quadratic equations by inspection (e.g., for x² = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.2 lessons
• CCSS.MATH.CONTENT.HSA.REI.C.5Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
• CCSS.MATH.CONTENT.HSA.REI.C.6Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
• CCSS.MATH.CONTENT.HSA.REI.C.7Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.
• CCSS.MATH.CONTENT.HSA.REI.C.8(+) Represent a system of linear equations as a single matrix equation in a vector variable.
• CCSS.MATH.CONTENT.HSA.REI.C.9(+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).
• CCSS.MATH.CONTENT.HSA.REI.D.10Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
• CCSS.MATH.CONTENT.HSA.REI.D.11Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.
• CCSS.MATH.CONTENT.HSA.REI.D.12Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

Seeing Structure in Expressions

• CCSS.MATH.CONTENT.HSA.SSE.A.1Interpret expressions that represent a quantity in terms of its context
• CCSS.MATH.CONTENT.HSA.SSE.A.1aInterpret parts of an expression, such as terms, factors, and coefficients.
• CCSS.MATH.CONTENT.HSA.SSE.A.1bInterpret complicated expressions by viewing one or more of their parts as a single entity.
• CCSS.MATH.CONTENT.HSA.SSE.A.2Use the structure of an expression to identify ways to rewrite it.
• CCSS.MATH.CONTENT.HSA.SSE.B.3Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
• CCSS.MATH.CONTENT.HSA.SSE.B.3aFactor a quadratic expression to reveal the zeros of the function it defines.1 lesson
• CCSS.MATH.CONTENT.HSA.SSE.B.3bComplete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
• CCSS.MATH.CONTENT.HSA.SSE.B.3cUse the properties of exponents to transform expressions for exponential functions.
• CCSS.MATH.CONTENT.HSA.SSE.B.4Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems.

Building Functions

• CCSS.MATH.CONTENT.HSF.BF.A.1Write a function that describes a relationship between two quantities
• CCSS.MATH.CONTENT.HSF.BF.A.1aDetermine an explicit expression, a recursive process, or steps for calculation from a context.
• CCSS.MATH.CONTENT.HSF.BF.A.1bCombine standard function types using arithmetic operations.
• CCSS.MATH.CONTENT.HSF.BF.A.1c(+) Compose functions.
• CCSS.MATH.CONTENT.HSF.BF.A.2Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
• CCSS.MATH.CONTENT.HSF.BF.B.3Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
• CCSS.MATH.CONTENT.HSF.BF.B.4Find inverse functions.
• CCSS.MATH.CONTENT.HSF.BF.B.4aSolve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse.
• CCSS.MATH.CONTENT.HSF.BF.B.4b(+) Verify by composition that one function is the inverse of another.
• CCSS.MATH.CONTENT.HSF.BF.B.4c(+) Read values of an inverse function from a graph or a table, given that the function has an inverse.
• CCSS.MATH.CONTENT.HSF.BF.B.4d(+) Produce an invertible function from a non-invertible function by restricting the domain.
• CCSS.MATH.CONTENT.HSF.BF.B.5(+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.

Interpreting Functions

• CCSS.MATH.CONTENT.HSF.IF.A.1Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
• CCSS.MATH.CONTENT.HSF.IF.A.2Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
• CCSS.MATH.CONTENT.HSF.IF.A.3Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.
• CCSS.MATH.CONTENT.HSF.IF.B.4For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
• CCSS.MATH.CONTENT.HSF.IF.B.5Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
• CCSS.MATH.CONTENT.HSF.IF.B.6Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
• CCSS.MATH.CONTENT.HSF.IF.C.7Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
• CCSS.MATH.CONTENT.HSF.IF.C.7aGraph linear and quadratic functions and show intercepts, maxima, and minima.
• CCSS.MATH.CONTENT.HSF.IF.C.7bGraph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
• CCSS.MATH.CONTENT.HSF.IF.C.7cGraph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
• CCSS.MATH.CONTENT.HSF.IF.C.7d(+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
• CCSS.MATH.CONTENT.HSF.IF.C.7eGraph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
• CCSS.MATH.CONTENT.HSF.IF.C.8Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
• CCSS.MATH.CONTENT.HSF.IF.C.8aUse the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
• CCSS.MATH.CONTENT.HSF.IF.C.8bUse the properties of exponents to interpret expressions for exponential functions.
• CCSS.MATH.CONTENT.HSF.IF.C.9Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

Linear, Quadratic, and Exponential Models

• CCSS.MATH.CONTENT.HSF.LE.A.1Distinguish between situations that can be modeled with linear functions and with exponential functions.
• CCSS.MATH.CONTENT.HSF.LE.A.1aProve that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
• CCSS.MATH.CONTENT.HSF.LE.A.1bRecognize situations in which one quantity changes at a constant rate per unit interval relative to another.
• CCSS.MATH.CONTENT.HSF.LE.A.1cRecognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
• CCSS.MATH.CONTENT.HSF.LE.A.2Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
• CCSS.MATH.CONTENT.HSF.LE.A.3Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
• CCSS.MATH.CONTENT.HSF.LE.A.4For exponential models, express as a logarithm the solution to ab^ct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.
• CCSS.MATH.CONTENT.HSF.LE.B.5Interpret the parameters in a linear or exponential function in terms of a context.

Trigonometric Functions

• CCSS.MATH.CONTENT.HSF.TF.A.1Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
• CCSS.MATH.CONTENT.HSF.TF.A.2Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
• CCSS.MATH.CONTENT.HSF.TF.A.3(+) Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π-x, π+x, and 2π-x in terms of their values for x, where x is any real number.
• CCSS.MATH.CONTENT.HSF.TF.A.4(+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.
• CCSS.MATH.CONTENT.HSF.TF.B.5Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.
• CCSS.MATH.CONTENT.HSF.TF.B.6(+) Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.
• CCSS.MATH.CONTENT.HSF.TF.B.7(+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.
• CCSS.MATH.CONTENT.HSF.TF.C.8Prove the Pythagorean identity sin²(θ) + cos²(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
• CCSS.MATH.CONTENT.HSF.TF.C.9(+) Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Circles

• CCSS.MATH.CONTENT.HSG.C.A.1Prove that all circles are similar.
• CCSS.MATH.CONTENT.HSG.C.A.2Identify and describe relationships among inscribed angles, radii, and chords.
• CCSS.MATH.CONTENT.HSG.C.A.3Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
• CCSS.MATH.CONTENT.HSG.C.A.4(+) Construct a tangent line from a point outside a given circle to the circle.
• CCSS.MATH.CONTENT.HSG.C.B.5Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.

Congruence

• CCSS.MATH.CONTENT.HSG.CO.A.1Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
• CCSS.MATH.CONTENT.HSG.CO.A.2Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
• CCSS.MATH.CONTENT.HSG.CO.A.3Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
• CCSS.MATH.CONTENT.HSG.CO.A.4Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
• CCSS.MATH.CONTENT.HSG.CO.A.5Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
• CCSS.MATH.CONTENT.HSG.CO.B.6Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.
• CCSS.MATH.CONTENT.HSG.CO.B.7Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
• CCSS.MATH.CONTENT.HSG.CO.B.8Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
• CCSS.MATH.CONTENT.HSG.CO.C.9Prove theorems about lines and angles.
• CCSS.MATH.CONTENT.HSG.CO.C.10Prove theorems about triangles.
• CCSS.MATH.CONTENT.HSG.CO.C.11Prove theorems about parallelograms.
• CCSS.MATH.CONTENT.HSG.CO.D.12Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
• CCSS.MATH.CONTENT.HSG.CO.D.13Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.

Geometric Measurement and Dimension

• CCSS.MATH.CONTENT.HSG.GMD.A.1Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone.
• CCSS.MATH.CONTENT.HSG.GMD.A.2(+) Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and other solid figures.
• CCSS.MATH.CONTENT.HSG.GMD.A.3Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
• CCSS.MATH.CONTENT.HSG.GMD.B.4Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.

Expressing Geometric Properties with Equations

• CCSS.MATH.CONTENT.HSG.GPE.A.1Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.
• CCSS.MATH.CONTENT.HSG.GPE.A.2Derive the equation of a parabola given a focus and directrix.
• CCSS.MATH.CONTENT.HSG.GPE.A.3(+) Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant.
• CCSS.MATH.CONTENT.HSG.GPE.B.4Use coordinates to prove simple geometric theorems algebraically.
• CCSS.MATH.CONTENT.HSG.GPE.B.5Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).
• CCSS.MATH.CONTENT.HSG.GPE.B.6Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
• CCSS.MATH.CONTENT.HSG.GPE.B.7Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.

Modeling with Geometry

• CCSS.MATH.CONTENT.HSG.MG.A.1Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
• CCSS.MATH.CONTENT.HSG.MG.A.2Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).
• CCSS.MATH.CONTENT.HSG.MG.A.3Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).

Similarity, Right Triangles, and Trigonometry

• CCSS.MATH.CONTENT.HSG.SRT.A.1Verify experimentally the properties of dilations given by a center and a scale factor:
• CCSS.MATH.CONTENT.HSG.SRT.A.1aA dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.
• CCSS.MATH.CONTENT.HSG.SRT.A.1bThe dilation of a line segment is longer or shorter in the ratio given by the scale factor.
• CCSS.MATH.CONTENT.HSG.SRT.A.2Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
• CCSS.MATH.CONTENT.HSG.SRT.A.3Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.
• CCSS.MATH.CONTENT.HSG.SRT.B.4Prove theorems about triangles.
• CCSS.MATH.CONTENT.HSG.SRT.B.5Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.
• CCSS.MATH.CONTENT.HSG.SRT.C.6Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
• CCSS.MATH.CONTENT.HSG.SRT.C.7Explain and use the relationship between the sine and cosine of complementary angles.
• CCSS.MATH.CONTENT.HSG.SRT.C.8Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
• CCSS.MATH.CONTENT.HSG.SRT.D.9(+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.
• CCSS.MATH.CONTENT.HSG.SRT.D.10(+) Prove the Laws of Sines and Cosines and use them to solve problems.
• CCSS.MATH.CONTENT.HSG.SRT.D.11(+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).

The Complex Number System

• CCSS.MATH.CONTENT.HSN.CN.A.1Know there is a complex number i such that i² = -1, and every complex number has the form a + bi with a and b real.
• CCSS.MATH.CONTENT.HSN.CN.A.2Use the relation i² = -1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.
• CCSS.MATH.CONTENT.HSN.CN.A.3(+) Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.
• CCSS.MATH.CONTENT.HSN.CN.B.4(+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number.
• CCSS.MATH.CONTENT.HSN.CN.B.5(+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation.
• CCSS.MATH.CONTENT.HSN.CN.B.6(+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.
• CCSS.MATH.CONTENT.HSN.CN.C.7Solve quadratic equations with real coefficients that have complex solutions.
• CCSS.MATH.CONTENT.HSN.CN.C.8(+) Extend polynomial identities to the complex numbers.
• CCSS.MATH.CONTENT.HSN.CN.C.9(+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.

Quantities

• CCSS.MATH.CONTENT.HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
• CCSS.MATH.CONTENT.HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling.
• CCSS.MATH.CONTENT.HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

The Real Number System

• CCSS.MATH.CONTENT.HSN.RN.A.1Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.
• CCSS.MATH.CONTENT.HSN.RN.A.2Rewrite expressions involving radicals and rational exponents using the properties of exponents.
• CCSS.MATH.CONTENT.HSN.RN.B.3Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.

Vector and Matrix Quantities

• CCSS.MATH.CONTENT.HSN.VM.A.1(+) Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v).
• CCSS.MATH.CONTENT.HSN.VM.A.2(+) Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.
• CCSS.MATH.CONTENT.HSN.VM.A.3(+) Solve problems involving velocity and other quantities that can be represented by vectors.
• CCSS.MATH.CONTENT.HSN.VM.B.4(+) Add and subtract vectors.
• CCSS.MATH.CONTENT.HSN.VM.B.4aAdd vectors end-to-end, component-wise, and by the parallelogram rule. Understand that the magnitude of a sum of two vectors is typically not the sum of the magnitudes.
• CCSS.MATH.CONTENT.HSN.VM.B.4bGiven two vectors in magnitude and direction form, determine the magnitude and direction of their sum.
• CCSS.MATH.CONTENT.HSN.VM.B.4cUnderstand vector subtraction v - w as v + (-w), where -w is the additive inverse of w, with the same magnitude as w and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order, and perform vector subtraction component-wise.
• CCSS.MATH.CONTENT.HSN.VM.B.5(+) Multiply a vector by a scalar.
• CCSS.MATH.CONTENT.HSN.VM.B.5aRepresent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise, e.g., as c(v_x, v_y) = (cv_x, cv_y).
• CCSS.MATH.CONTENT.HSN.VM.B.5bCompute the magnitude of a scalar multiple cv using ||cv|| = |c|v. Compute the direction of cv knowing that when |c|v ? 0, the direction of cv is either along v (for c > 0) or against v (for c < 0).
• CCSS.MATH.CONTENT.HSN.VM.C.6(+) Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.
• CCSS.MATH.CONTENT.HSN.VM.C.7(+) Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.
• CCSS.MATH.CONTENT.HSN.VM.C.8(+) Add, subtract, and multiply matrices of appropriate dimensions.
• CCSS.MATH.CONTENT.HSN.VM.C.9(+) Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.
• CCSS.MATH.CONTENT.HSN.VM.C.10(+) Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.
• CCSS.MATH.CONTENT.HSN.VM.C.11(+) Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors.
• CCSS.MATH.CONTENT.HSN.VM.C.12(+) Work with 2 × 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area.

Conditional Probability and the Rules of Probability

• CCSS.MATH.CONTENT.HSS.CP.A.1Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events ("or," "and," "not").
• CCSS.MATH.CONTENT.HSS.CP.A.2Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.
• CCSS.MATH.CONTENT.HSS.CP.A.3Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.
• CCSS.MATH.CONTENT.HSS.CP.A.4Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities.
• CCSS.MATH.CONTENT.HSS.CP.A.5Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.
• CCSS.MATH.CONTENT.HSS.CP.B.6Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and interpret the answer in terms of the model.
• CCSS.MATH.CONTENT.HSS.CP.B.7Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret the answer in terms of the model.
• CCSS.MATH.CONTENT.HSS.CP.B.8(+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.
• CCSS.MATH.CONTENT.HSS.CP.B.9(+) Use permutations and combinations to compute probabilities of compound events and solve problems.

Making Inferences and Justifying Conclusions

• CCSS.MATH.CONTENT.HSS.IC.A.1Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
• CCSS.MATH.CONTENT.HSS.IC.A.2Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation.
• CCSS.MATH.CONTENT.HSS.IC.B.3Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
• CCSS.MATH.CONTENT.HSS.IC.B.4Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
• CCSS.MATH.CONTENT.HSS.IC.B.5Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
• CCSS.MATH.CONTENT.HSS.IC.B.6Evaluate reports based on data.

Interpreting Categorical and Quantitative Data

• CCSS.MATH.CONTENT.HSS.ID.A.1Represent data with plots on the real number line (dot plots, histograms, and box plots).
• CCSS.MATH.CONTENT.HSS.ID.A.2Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
• CCSS.MATH.CONTENT.HSS.ID.A.3Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
• CCSS.MATH.CONTENT.HSS.ID.A.4Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
• CCSS.MATH.CONTENT.HSS.ID.B.5Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
• CCSS.MATH.CONTENT.HSS.ID.B.6Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
• CCSS.MATH.CONTENT.HSS.ID.B.6aFit a function to the data; use functions fitted to data to solve problems in the context of the data.
• CCSS.MATH.CONTENT.HSS.ID.B.6bInformally assess the fit of a function by plotting and analyzing residuals.
• CCSS.MATH.CONTENT.HSS.ID.B.6cFit a linear function for a scatter plot that suggests a linear association.
• CCSS.MATH.CONTENT.HSS.ID.C.7Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
• CCSS.MATH.CONTENT.HSS.ID.C.8Compute (using technology) and interpret the correlation coefficient of a linear fit.
• CCSS.MATH.CONTENT.HSS.ID.C.9Distinguish between correlation and causation.

Using Probability to Make Decisions

• CCSS.MATH.CONTENT.HSS.MD.A.1(+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.
• CCSS.MATH.CONTENT.HSS.MD.A.2(+) Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.
• CCSS.MATH.CONTENT.HSS.MD.A.3(+) Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value.
• CCSS.MATH.CONTENT.HSS.MD.A.4(+) Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value.
• CCSS.MATH.CONTENT.HSS.MD.B.5(+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.
• CCSS.MATH.CONTENT.HSS.MD.B.5aFind the expected payoff for a game of chance.
• CCSS.MATH.CONTENT.HSS.MD.B.5bEvaluate and compare strategies on the basis of expected values.
• CCSS.MATH.CONTENT.HSS.MD.B.6(+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).
• CCSS.MATH.CONTENT.HSS.MD.B.7(+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).

About these standards

Standard text is reproduced from the Common Core State Standards for Mathematics, © Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. Each standard links to its entry oncorestandards.org.