NGA Center-CCSSO Standards Alignment
Kindergarten through Grade Twelve
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NGA Center-CCSSO Standards Alignment
Abbreviated Standards List
with Aligned Product Skills
The Abbreviated Standards List with Aligned Product Skills Report is a
standards-oriented document showing only those standards that align to the
product objectives. The subject and grade display on the left side of the report
with the aligning product objectives on the right side. This alignment report
shows the breadth of standards coverage for the purpose and focus of this
product.
Note to Educator
............................................................... iii
Kindergarten
................................................................1
Grade 1
................................................................9
Grade 2
..............................................................19
Grade 3
..............................................................26
Grade 4
..............................................................35
Grade 5
..............................................................51
Grade 6
..............................................................65
Grade 7
..............................................................84
Grade 8
..............................................................96
High School: Number and Quantity ..........................................106
High School: Algebra .............................................................109
High School: Functions ...........................................................120
High School: Geometry ...........................................................126
High School: Statistics and Probability ......................................131
© 2011 by Renaissance Learning, Inc. All rights reserved. No portion of this document may be reproduced, by any process or technique, without the express
written consent of Renaissance Learning, Inc.
Any standards referenced in this document are the property of their respective copyright holders.
ii
P.O. Box 8036
Wisconsin Rapids, WI 54495-8036
Phone: (800) 338-4204
Fax: (715) 424-4242
www.renlearn.com
Note to Educator:
Thank you for your interest in Renaissance Learning technology. The attached document
contains the alignment between the software and/or instructional materials and the skills
described in the state standards documentation.
At Renaissance Learning, we recognize the impact that the standards-based reform
movement and high-stakes standardized testing have on schools, and we share the
concerns of educators and administrators that students perform well on high-stakes
assessments.
We hope this report answers your questions regarding the alignment of Renaissance
Learning technology and materials to your state standards. If you have any questions
about the attached document, please feel free to call us at (800) 338-4204.
Sincerely,
Renaissance Sales and Funding Staff
iii
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
Accelerated Math Second Edition Early Numeracy
Kindergarten, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
CC K.CC.1 - Count to 100 by ones
and by tens.
Topic Description
Topic 1 - Counting, Comparing,
and Ordering
CC K.CC.2 - Count forward
Topic 1 - Counting, Comparing,
beginning from a given number within and Ordering
the known sequence (instead of
having to begin at 1).
CC K.CC.4.a - When counting
Topic 1 - Counting, Comparing,
objects, say the number names in the and Ordering
standard order, pairing each object
with one and only one number name
and each number name with one and
only one object.
CC K.CC.4.c - Understand that each Topic 1 - Counting, Comparing,
successive number name refers to a and Ordering
quantity that is one larger.
CC K.CC.5 - Count to answer "how Topic 1 - Counting, Comparing,
many?" questions about as many as and Ordering
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 120, count out that many objects.
Page 1 of 136
Kindergarten
Objective Description
Obj. 21 - Count on or count back with
numbers 1 to 5
Obj. 26 - Count on or count back with
numbers 1 to 10
Obj. 29 - Count on or count back with
numbers 1 to 15
Obj. 32 - Count on or count back with
numbers 1 to 20
Obj. 21 - Count on or count back with
numbers 1 to 5
Obj. 26 - Count on or count back with
numbers 1 to 10
Obj. 29 - Count on or count back with
numbers 1 to 15
Obj. 32 - Count on or count back with
numbers 1 to 20
Obj. 1 - Count up to 3 objects
Obj. 2 - Count up to 5 objects
Obj. 3 - Count up to 7 objects
Obj. 4 - Count up to 9 objects
Obj. 5 - Count up to 10 objects
Obj. 28 - Count up to 15 objects
Obj. 30 - Count up to 20 objects
Obj. 26 - Count on or count back with
numbers 1 to 10
Obj. 32 - Count on or count back with
numbers 1 to 20
Obj. 9 - Count the number of any one
type of object in a group of up to 10
mixed objects
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
Accelerated Math Second Edition Early Numeracy
Kindergarten, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
CC K.CC.6 - Identify whether the
number of objects in one group is
greater than, less than, or equal to
the number of objects in another
group, e.g., by using matching and
counting strategies.
CC K.CC.7 - Compare two numbers
between 1 and 10 presented as
written numerals.
CC K.OA.1 - Represent addition and
subtraction with objects, fingers,
mental images, drawings, sounds
(e.g., claps), acting out situations,
verbal explanations, expressions, or
equations.
Page 2 of 136
Topic Description
Topic 1 - Counting, Comparing,
and Ordering
Kindergarten
Objective Description
Obj. 11 - Compare sets of up to 5
objects using "more" or "fewer"
Obj. 22 - Compare sets of up to 10
objects using "more" or "fewer"
Obj. 23 - Identify two sets with equal
numbers of up to 10 objects
Obj. 24 - Determine the difference in
number between two sets of objects
Topic 1 - Counting, Comparing,
and Ordering
Obj. 33 - Compare sets of up to 20
objects using "more" or "fewer"
Obj. 22 - Compare sets of up to 10
objects using "more" or "fewer"
Topic 2 - Introduction to the
Concepts of Addition and
Subtraction Using Pictures
Obj. 36 - Compose an equivalent
number out of two numbers by using
pictures
Obj. 37 - Decompose a number into
two numbers by using pictures
Obj. 38 - Add numbers with a sum up
to 5 using pictures
Obj. 39 - Add numbers with a sum up
to 7 using pictures
Obj. 40 - Add numbers with a sum up
to 9 using pictures
Obj. 41 - Add numbers with a sum up
to 10 using pictures
Obj. 42 - Add numbers with a sum up
to 12 using pictures
Obj. 43 - Add numbers with a sum up
to 15 using pictures
Obj. 44 - Add numbers with a sum up
to 20 using pictures
Obj. 46 - Subtract numbers with a
minuend up to 5 using pictures
Obj. 47 - Subtract numbers with a
minuend up to 7 using pictures
Obj. 48 - Subtract numbers with a
minuend up to 9 using pictures
Obj. 49 - Subtract numbers with a
minuend up to 10 using pictures
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
Accelerated Math Second Edition Early Numeracy
Kindergarten, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC K.OA.2 - Solve addition and
Topic 2 - Introduction to the
subtraction word problems, and add Concepts of Addition and
and subtract within 10, e.g., by using Subtraction Using Pictures
objects or drawings to represent the
problem.
CC K.OA.3 - Decompose numbers
Topic 2 - Introduction to the
less than or equal to 10 into pairs in Concepts of Addition and
more than one way, e.g., by using
Subtraction Using Pictures
objects or drawings, and record each
decomposition by a drawing or
equation (e.g., 5 = 2 + 3 and 5 = 4 +
1).
CC K.OA.5 - Fluently add and
subtract within 5.
Topic 3 - Addition and
Subtraction
Kindergarten
Objective Description
Obj. 50 - Subtract numbers with a
minuend up to 12 using pictures
Obj. 51 - Subtract numbers with a
minuend up to 15 using pictures
Obj. 52 - Subtract numbers with a
minuend up to 20 using pictures
Obj. 38 - Add numbers with a sum up
to 5 using pictures
Obj. 39 - Add numbers with a sum up
to 7 using pictures
Obj. 40 - Add numbers with a sum up
to 9 using pictures
Obj. 41 - Add numbers with a sum up
to 10 using pictures
Obj. 46 - Subtract numbers with a
minuend up to 5 using pictures
Obj. 47 - Subtract numbers with a
minuend up to 7 using pictures
Obj. 48 - Subtract numbers with a
minuend up to 9 using pictures
Obj. 49 - Subtract numbers with a
minuend up to 10 using pictures
Obj. 36 - Compose an equivalent
number out of two numbers by using
pictures
Obj. 37 - Decompose a number into
two numbers by using pictures
Obj. 53 - Add numbers with a sum up
to 5 in horizontal format
Obj. 63 - Subtract numbers with a
minuend up to 3 in horizontal format
Obj. 64 - Subtract numbers with a
minuend up to 5 in horizontal format
Page 3 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
Accelerated Math Second Edition Early Numeracy
Kindergarten, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC K.MD.2 - Directly compare two
Topic 1 - Counting, Comparing,
objects with a measurable attribute in and Ordering
common, to see which object has
"more of"/"less of" the attribute, and
describe the difference. For example,
directly compare the heights of two
children and describe one child as
taller/shorter.
CC K.MD.3 - Classify objects into
Topic 1 - Counting, Comparing,
given categories; count the numbers and Ordering
of objects in each category and sort
the categories by count.
CC K.G.6 - Compose simple shapes Topic 2 - Introduction to the
to form larger shapes. For example, Concepts of Addition and
"Can you join these two triangles with Subtraction Using Pictures
full sides touching to make a
rectangle?".
Page 4 of 136
Kindergarten
Objective Description
Obj. 12 - Compare the sizes of two
objects
Obj. 13 - Order objects according to
size
Obj. 14 - Compare the weights of two
objects
Obj. 15 - Compare the volumes of
two objects
Obj. 18 - Sort objects according to
one attribute
Obj. 34 - Compose a new shape out
of two other shapes
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Kindergarten, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
CC K.CC.1 - Count to 100 by ones
and by tens.
Topic Description
Topic 1 - Number Sense and
Operations
CC K.CC.2 - Count forward
Topic 1 - Number Sense and
beginning from a given number within Operations
the known sequence (instead of
having to begin at 1).
CC K.CC.3 - Write numbers from 0 to Topic 1 - Number Sense and
20. Represent a number of objects
Operations
with a written numeral 0-20 (with 0
representing a count of no objects).
CC K.CC.4.a - When counting
Topic 1 - Number Sense and
objects, say the number names in the Operations
standard order, pairing each object
with one and only one number name
and each number name with one and
only one object.
CC K.CC.4.b - Understand that the Topic 1 - Number Sense and
last number name said tells the
Operations
number of objects counted. The
number of objects is the same
regardless of their arrangement or
the order in which they were counted.
CC K.CC.4.c - Understand that each Topic 1 - Number Sense and
successive number name refers to a Operations
quantity that is one larger.
CC K.CC.5 - Count to answer "how
many?" questions about as many as
20 things arranged in a line, a
rectangular array, or a circle, or as
many as 10 things in a scattered
configuration; given a number from 120, count out that many objects.
CC K.CC.6 - Identify whether the
number of objects in one group is
greater than, less than, or equal to
the number of objects in another
group, e.g., by using matching and
counting strategies.
Page 5 of 136
Kindergarten
Objective Description
Grade 1 Obj. 6 - Count on by ones
from a number less than 100
Grade 1 Obj. 14 - Count by 5s or 10s
to 100 starting from a multiple of 5 or
10, respectively
Grade 1 Obj. 6 - Count on by ones
from a number less than 100
Grade 1 Obj. 1 - Read a whole
number to 30
Grade 1 Obj. 5 - Count objects to 20
Grade 1 Obj. 6 - Count on by ones
from a number less than 100
Grade 1 Obj. 5 - Count objects to 20
Grade 1 Obj. 6 - Count on by ones
from a number less than 100
Topic 1 - Number Sense and
Operations
Grade 1 Obj. 5 - Count objects to 20
Topic 1 - Number Sense and
Operations
Grade 1 Obj. 26 - Compare sets of
objects using words
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Kindergarten, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC K.OA.1 - Represent addition and Topic 1 - Number Sense and
subtraction with objects, fingers,
Operations
mental images, drawings, sounds
(e.g., claps), acting out situations,
verbal explanations, expressions, or
equations.
Kindergarten
Objective Description
Grade 1 Obj. 32 - Relate a picture
model to a basic addition fact
Grade 1 Obj. 33 - Determine the
basic addition fact shown by a picture
model
Grade 1 Obj. 34 - Relate a numberline model to a basic addition fact
Grade 1 Obj. 35 - Determine the
basic addition fact shown by a
number-line model
Grade 1 Obj. 36 - Relate a picture
model to a basic subtraction fact
Grade 1 Obj. 37 - Determine the
basic subtraction fact shown by a
picture model
Grade 1 Obj. 38 - Determine the
basic subtraction fact shown by a
number-line model
Grade 1 Obj. 39 - Relate a numberline model to a basic subtraction fact
CC K.OA.2 - Solve addition and
Topic 1 - Number Sense and
subtraction word problems, and add Operations
and subtract within 10, e.g., by using
objects or drawings to represent the
problem.
Page 6 of 136
Grade 1 Obj. 45 - Determine
equivalent addition or subtraction
expressions involving words or
symbols
Grade 1 Obj. 31 - Determine the
missing portion in a partially screened
(hidden) collection of up to 10 objects
Grade 1 Obj. 32 - Relate a picture
model to a basic addition fact
Grade 1 Obj. 33 - Determine the
basic addition fact shown by a picture
model
Grade 1 Obj. 36 - Relate a picture
model to a basic subtraction fact
Grade 1 Obj. 37 - Determine the
basic subtraction fact shown by a
picture model
Grade 1 Obj. 42 - Know basic
addition facts to 10 plus 10
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Kindergarten, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC K.OA.3 - Decompose numbers
Topic 1 - Number Sense and
less than or equal to 10 into pairs in Operations
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).
CC K.OA.4 - For any number from 1
to 9, find the number that makes 10
when added to the given number,
e.g., by using objects or drawings,
and record the answer with a drawing
or equation.
CC K.OA.5 - Fluently add and
subtract within 5.
Topic 1 - Number Sense and
Operations
Topic 1 - Number Sense and
Operations
CC K.MD.2 - Directly compare two
Topic 3 - Geometry and
objects with a measurable attribute in Measurement
common, to see which object has
"more of"/"less of" the attribute, and
describe the difference. For example,
directly compare the heights of two
children and describe one child as
taller/shorter.
CC K.MD.3 - Classify objects into
Topic 3 - Geometry and
given categories; count the numbers Measurement
of objects in each category and sort
the categories by count.
Kindergarten
Objective Description
Grade 1 Obj. 46 - WP: Use basic
addition or subtraction facts to solve
problems
Grade 1 Obj. 30 - Determine
equivalent forms of a number, up to
10
Grade 1 Obj. 32 - Relate a picture
model to a basic addition fact
Grade 1 Obj. 33 - Determine the
basic addition fact shown by a picture
model
Grade 1 Obj. 36 - Relate a picture
model to a basic subtraction fact
Grade 1 Obj. 37 - Determine the
basic subtraction fact shown by a
picture model
Grade 1 Obj. 30 - Determine
equivalent forms of a number, up to
10
Grade 1 Obj. 42 - Know basic
addition facts to 10 plus 10
Grade 1 Obj. 43 - Know basic
subtraction facts to 20 minus 10
Grade 1 Obj. 70 - Compare objects
using the vocabulary of measurement
Grade 1 Obj. 71 - Compare and
order objects by attributes of height
or length
Grade 1 Obj. 83 - Determine the
group in which a geometric shape
belongs
Grade 1 Obj. 84 - Determine the rule
used to sort geometric shapes
Page 7 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Kindergarten, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
Topic 4 - Data Analysis,
Statistics, and Probability
CC K.G.1 - Describe objects in the
Topic 3 - Geometry and
environment using names of shapes, Measurement
and describe the relative positions of
these objects using terms such as
above, below, beside, in front of,
behind, and next to.
CC K.G.2 - Correctly name shapes
regardless of their orientations or
overall size.
Topic 3 - Geometry and
Measurement
CC K.G.4 - Analyze and compare two-Topic 3 - Geometry and
and three-dimensional shapes, in
Measurement
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).
CC K.G.6 - Compose simple shapes Topic 3 - Geometry and
to form larger shapes. For example, Measurement
"Can you join these two triangles with
full sides touching to make a
rectangle?".
Page 8 of 136
Kindergarten
Objective Description
Grade 1 Obj. 87 - Determine the rule
used to sort objects
Grade 1 Obj. 72 - Apply the
vocabulary of position or direction
Grade 1 Obj. 82 - Determine the
common attributes in a set of
geometric shapes
Grade 1 Obj. 81 - Identify a circle, a
triangle, a square, or a rectangle
Grade 2 Obj. 85 - Identify a
parallelogram, a trapezoid, a
pentagon, a hexagon, or an octagon
Grade 1 Obj. 82 - Determine the
common attributes in a set of
geometric shapes
Grade 1 Obj. 83 - Determine the
group in which a geometric shape
belongs
Grade 1 Obj. 84 - Determine the rule
used to sort geometric shapes
Grade 2 Obj. 86 - Decompose a
plane shape composed of three or
more simpler shapes
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
Accelerated Math Second Edition Early Numeracy
Grade 1, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
CC 1.OA.1 - Use addition and
subtraction within 20 to solve word
problems involving situations of
adding to, taking from, putting
together, taking apart, and
comparing, with unknowns in all
positions, e.g., by using objects,
drawings, and equations with a
symbol for the unknown number to
represent the problem.
Topic Description
Topic 2 - Introduction to the
Concepts of Addition and
Subtraction Using Pictures
Page 9 of 136
Objective Description
Obj. 44 - Add numbers with a sum up
to 20 using pictures
Topic 3 - Addition and
Subtraction
Obj. 45 - Determine the missing
addend in an addition sentence using
pictures
Obj. 52 - Subtract numbers with a
minuend up to 20 using pictures
Obj. 61 - Add numbers with a sum up
to 20 in vertical format
Obj. 72 - Subtract numbers with a
minuend up to 20 in vertical format
Obj. 62 - Use turn-around facts to
find the sum of two numbers
Topic 1 - Counting, Comparing,
and Ordering
Obj. 21 - Count on or count back with
numbers 1 to 5
Topic 3 - Addition and
Subtraction
CC 1.OA.3 - Apply properties of
operations as strategies to add and
subtract. Example: Examples: If 8 + 3
= 11 is known, then 3 + 8 = 11 is also
known. (Commutative property of
addition.) To add 2 + 6 + 4, the
second two numbers can be added to
make a ten, so 2 + 6 + 4 = 2 + 10 =
12. (Associative property of
addition.).
CC 1.OA.5 - Relate counting to
addition and subtraction (e.g., by
counting on 2 to add 2).
Grade 1
Obj. 26 - Count on or count back with
numbers 1 to 10
Obj. 29 - Count on or count back with
numbers 1 to 15
Obj. 32 - Count on or count back with
numbers 1 to 20
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
Accelerated Math Second Edition Early Numeracy
Grade 1, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 1.OA.6 - Add and subtract within Topic 3 - Addition and
20, demonstrating fluency for addition Subtraction
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).
Grade 1
Objective Description
Obj. 56 - Add numbers with a sum up
to 10 in horizontal format
Obj. 57 - Add numbers with a sum up
to 12 in horizontal format
Obj. 58 - Add numbers with a sum up
to 15 in horizontal format
Obj. 59 - Add numbers with a sum up
to 20 in horizontal format
Obj. 60 - Add numbers with a sum up
to 15 in vertical format
Obj. 61 - Add numbers with a sum up
to 20 in vertical format
Obj. 67 - Subtract numbers with a
minuend up to 10 in horizontal format
Obj. 68 - Subtract numbers with a
minuend up to 12 in horizontal format
Obj. 69 - Subtract numbers with a
minuend up to 15 in horizontal format
Obj. 70 - Subtract numbers with a
minuend up to 20 in horizontal format
Obj. 71 - Subtract numbers with a
minuend up to 15 in vertical format
Obj. 72 - Subtract numbers with a
minuend up to 20 in vertical format
Page 10 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
Accelerated Math Second Edition Early Numeracy
Grade 1, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
CC 1.OA.8 - Determine the unknown
whole number in an addition or
subtraction equation relating to three
whole numbers. For example,
determine the unknown number that
makes the equation true in each of
the equations 8 + ? = 11, 5 = __ - 3, 6
+ 6 = __.
Topic Description
Topic 2 - Introduction to the
Concepts of Addition and
Subtraction Using Pictures
Topic 3 - Addition and
Subtraction
Grade 1
Objective Description
Obj. 45 - Determine the missing
addend in an addition sentence using
pictures
Obj. 52 - Subtract numbers with a
minuend up to 20 using pictures
Obj. 56 - Add numbers with a sum up
to 10 in horizontal format
Obj. 57 - Add numbers with a sum up
to 12 in horizontal format
Obj. 58 - Add numbers with a sum up
to 15 in horizontal format
Obj. 59 - Add numbers with a sum up
to 20 in horizontal format
Obj. 60 - Add numbers with a sum up
to 15 in vertical format
Obj. 61 - Add numbers with a sum up
to 20 in vertical format
Obj. 67 - Subtract numbers with a
minuend up to 10 in horizontal format
Obj. 68 - Subtract numbers with a
minuend up to 12 in horizontal format
Obj. 69 - Subtract numbers with a
minuend up to 15 in horizontal format
Obj. 70 - Subtract numbers with a
minuend up to 20 in horizontal format
CC 1.NBT.3 - Compare two two-digit Topic 1 - Counting, Comparing,
numbers based on meanings of the and Ordering
tens and ones digits, recording the
results of comparisons with the
symbols >, =, and <.
Page 11 of 136
Obj. 71 - Subtract numbers with a
minuend up to 15 in vertical format
Obj. 72 - Subtract numbers with a
minuend up to 20 in vertical format
Obj. 33 - Compare sets of up to 20
objects using "more" or "fewer"
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
Accelerated Math Second Edition Early Numeracy
Grade 1, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 1.NBT.4 - Add within 100,
Topic 3 - Addition and
including adding a two-digit number Subtraction
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.
Grade 1
Objective Description
Obj. 59 - Add numbers with a sum up
to 20 in horizontal format
Obj. 61 - Add numbers with a sum up
to 20 in vertical format
Obj. 70 - Subtract numbers with a
minuend up to 20 in horizontal format
CC 1.MD.1 - Order three objects by
length; compare the lengths of two
objects indirectly by using a third
object.
CC 1.G.2 - Compose twodimensional shapes (rectangles,
squares, trapezoids, triangles, halfcircles, and quarter-circles) or threedimensional 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.
Page 12 of 136
Topic 1 - Counting, Comparing,
and Ordering
Topic 2 - Introduction to the
Concepts of Addition and
Subtraction Using Pictures
Obj. 72 - Subtract numbers with a
minuend up to 20 in vertical format
Obj. 13 - Order objects according to
size
Obj. 34 - Compose a new shape out
of two other shapes
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 1, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
CC 1.OA.1 - Use addition and
subtraction within 20 to solve word
problems involving situations of
adding to, taking from, putting
together, taking apart, and
comparing, with unknowns in all
positions, e.g., by using objects,
drawings, and equations with a
symbol for the unknown number to
represent the problem.
Topic Description
Topic 1 - Number Sense and
Operations
Topic 2 - Algebraic Thinking
CC 1.OA.2 - Solve word problems
that call for addition of three whole
numbers whose sum is less than or
equal to 20, e.g., by using objects,
drawings, and equations with a
symbol for the unknown number to
represent the problem.
Page 13 of 136
Topic 1 - Number Sense and
Operations
Topic 2 - Algebraic Thinking
Grade 1
Objective Description
Grade 1 Obj. 31 - Determine the
missing portion in a partially screened
(hidden) collection of up to 10 objects
Grade 1 Obj. 32 - Relate a picture
model to a basic addition fact
Grade 1 Obj. 33 - Determine the
basic addition fact shown by a picture
model
Grade 1 Obj. 36 - Relate a picture
model to a basic subtraction fact
Grade 1 Obj. 40 - Apply the
relationship between addition and
counting on
Grade 1 Obj. 41 - Apply the
relationship between subtraction and
counting back
Grade 1 Obj. 46 - WP: Use basic
addition or subtraction facts to solve
problems
Grade 1 Obj. 60 - Determine a
missing addend in a basic additionfact number sentence
Grade 1 Obj. 61 - Determine a
missing subtrahend in a basic
subtraction-fact number sentence
Grade 1 Obj. 64 - WP: Determine a
missing addend or subtrahend in a
basic addition- or subtraction-fact
number sentence
Grade 1 Obj. 44 - Add three 1-digit
numbers
Grade 1 Obj. 63 - Determine a
missing addend in an addition
sentence with three 1-digit numbers
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 1, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Grade 1
Standard
CC 1.OA.3 - Apply properties of
operations as strategies to add and
subtract. Example: Examples: If 8 + 3
= 11 is known, then 3 + 8 = 11 is also
known. (Commutative property of
addition.) To add 2 + 6 + 4, the
second two numbers can be added to
make a ten, so 2 + 6 + 4 = 2 + 10 =
12. (Associative property of
addition.).
CC 1.OA.4 - Understand subtraction
as an unknown-addend problem. For
example, subtract 10 - 8 by finding
the number that makes 10 when
added to 8.
Topic Description
Topic 1 - Number Sense and
Operations
Objective Description
Grade 1 Obj. 47 - Complete an
addition and subtraction fact family
Topic 2 - Algebraic Thinking
Grade 1 Obj. 60 - Determine a
missing addend in a basic additionfact number sentence
CC 1.OA.5 - Relate counting to
addition and subtraction (e.g., by
counting on 2 to add 2).
Topic 1 - Number Sense and
Operations
CC 1.OA.6 - Add and subtract within Topic 1 - Number Sense and
20, demonstrating fluency for addition Operations
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).
Grade 1 Obj. 61 - Determine a
missing subtrahend in a basic
subtraction-fact number sentence
Grade 1 Obj. 11 - Determine one
more than or one less than a given
number
Grade 1 Obj. 40 - Apply the
relationship between addition and
counting on
Grade 1 Obj. 41 - Apply the
relationship between subtraction and
counting back
Grade 1 Obj. 35 - Determine the
basic addition fact shown by a
number-line model
Grade 1 Obj. 38 - Determine the
basic subtraction fact shown by a
number-line model
Grade 1 Obj. 40 - Apply the
relationship between addition and
counting on
Page 14 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 1, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 1.OA.7 - Understand the meaning Topic 2 - Algebraic Thinking
of the equal sign, and determine if
equations involving addition and
subtraction are true or false. For
example, which of the following
equations are true and which are
false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4
+ 1 = 5 + 2.
CC 1.OA.8 - Determine the unknown Topic 2 - Algebraic Thinking
whole number in an addition or
subtraction equation relating to three
whole numbers. For example,
determine the unknown number that
makes the equation true in each of
the equations 8 + ? = 11, 5 = __ - 3, 6
+ 6 = __.
CC 1.NBT.1 - Count to 120, starting Topic 1 - Number Sense and
at any number less than 120. In this Operations
range, read and write numerals and
represent a number of objects with a
written numeral.
CC 1.NBT.2.c - The numbers 10, 20, Topic 1 - Number Sense and
30, 40, 50, 60, 70, 80, 90 refer to
Operations
one, two, three, four, five, six, seven,
eight, or nine tens (and 0 ones).
Grade 1
Objective Description
Grade 1 Obj. 41 - Apply the
relationship between subtraction and
counting back
Grade 1 Obj. 42 - Know basic
addition facts to 10 plus 10
Grade 1 Obj. 43 - Know basic
subtraction facts to 20 minus 10
Grade 1 Obj. 48 - Apply the inverse
relationship between addition facts
and subtraction facts
Grade 1 Obj. 62 - Determine
equivalent addition or subtraction
expressions involving 1-digit numbers
Grade 1 Obj. 60 - Determine a
missing addend in a basic additionfact number sentence
Grade 1 Obj. 61 - Determine a
missing subtrahend in a basic
subtraction-fact number sentence
Grade 1 Obj. 1 - Read a whole
number to 30
Grade 1 Obj. 2 - Read a whole
number from 31 to 100
Grade 1 Obj. 5 - Count objects to 20
Grade 1 Obj. 6 - Count on by ones
from a number less than 100
Grade 1 Obj. 22 - Represent a 2-digit
number as tens and ones
Grade 1 Obj. 23 - Determine the 2digit number represented as tens and
ones
Page 15 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 1, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Grade 1
Standard
Topic Description
CC 1.NBT.3 - Compare two two-digit Topic 1 - Number Sense and
numbers based on meanings of the Operations
tens and ones digits, recording the
results of comparisons with the
symbols >, =, and <.
Objective Description
Grade 1 Obj. 27 - Compare whole
numbers to 100 using words
CC 1.NBT.4 - Add within 100,
Topic 1 - Number Sense and
including adding a two-digit number Operations
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.
Grade 1 Obj. 49 - Add multiples of
10, sums to 90
Grade 1 Obj. 53 - Add a 2-digit and a
1-digit number without regrouping
CC 1.NBT.5 - Given a two-digit
Topic 1 - Number Sense and
number, mentally find 10 more or 10 Operations
less than the number, without having
to count; explain the reasoning used.
CC 1.NBT.6 - Subtract multiples of
Topic 1 - Number Sense and
10 in the range 10-90 from multiples Operations
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.
Page 16 of 136
Grade 2 Obj. 29 - Add two 2-digit
numbers with regrouping, given a
model
Grade 2 Obj. 31 - Add a 2-digit
number to a 1-digit number with
regrouping
Grade 1 Obj. 12 - Determine ten
more than or ten less than a given
number
Grade 1 Obj. 49 - Add multiples of
10, sums to 90
Grade 1 Obj. 50 - Subtract multiples
of 10 up to 90
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 1, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Grade 1
Standard
CC 1.MD.1 - Order three objects by
length; compare the lengths of two
objects indirectly by using a third
object.
CC 1.MD.2 - Express the length of an
object as a whole number of length
units, by laying multiple copies of a
shorter object (the length unit) end to
end; understand that the length
measurement of an object is the
number of same-size length units that
span it with no gaps or overlaps.
Topic Description
Topic 3 - Geometry and
Measurement
Objective Description
Grade 1 Obj. 71 - Compare and
order objects by attributes of height
or length
Topic 3 - Geometry and
Measurement
Grade 1 Obj. 74 - Estimate length in
nonstandard units
CC 1.MD.3 - Tell and write time in
hours and half-hours using analog
and digital clocks.
Topic 3 - Geometry and
Measurement
Grade 1 Obj. 76 - Tell time to the
hour
CC 1.MD.4 - Organize, represent,
Topic 4 - Data Analysis,
and interpret data with up to three
Statistics, and Probability
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.
Grade 1 Obj. 77 - Tell time to the half
hour
Grade 1 Obj. 88 - Read a 2-category
tally chart
Grade 1 Obj. 89 - Use a 2-category
tally chart to represent groups of
objects (1 symbol = 1 object)
CC 1.G.1 - Distinguish between
Topic 3 - Geometry and
defining attributes (e.g., triangles are Measurement
closed and three-sided) versus nondefining attributes (e.g., color,
orientation, overall size); build and
draw shapes to possess defining
attributes.
Page 17 of 136
Grade 1 Obj. 90 - Answer a question
using information from a 2-category
tally chart
Grade 2 Obj. 91 - Use a tally chart to
represent data
Grade 1 Obj. 84 - Determine the rule
used to sort geometric shapes
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 1, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 1.G.2 - Compose twoTopic 3 - Geometry and
dimensional shapes (rectangles,
Measurement
squares, trapezoids, triangles, halfcircles, and quarter-circles) or threedimensional 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.
Page 18 of 136
Grade 1
Objective Description
Grade 2 Obj. 86 - Decompose a
plane shape composed of three or
more simpler shapes
Grade 3 Obj. 99 - Decompose a
solid object into simpler parts
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 2, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 2.OA.1 - Use addition and
Topic 1 - Number Sense and
subtraction within 100 to solve one- Operations
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.
Topic 2 - Algebraic Thinking
CC 2.OA.2 - Fluently add and
subtract within 20 using mental
strategies. By end of Grade 2, know
from memory all sums of two onedigit numbers.
Topic 1 - Number Sense and
Operations
CC 2.OA.4 - Use addition to find the Topic 1 - Number Sense and
total number of objects arranged in
Operations
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.
CC 2.NBT.2 - Count within 1000; skip-Topic 1 - Number Sense and
count by 5s, 10s, and 100s.
Operations
Page 19 of 136
Grade 2
Objective Description
Grade 1 Obj. 31 - Determine the
missing portion in a partially screened
(hidden) collection of up to 10 objects
Grade 1 Obj. 32 - Relate a picture
model to a basic addition fact
Grade 1 Obj. 36 - Relate a picture
model to a basic subtraction fact
Grade 1 Obj. 40 - Apply the
relationship between addition and
counting on
Grade 1 Obj. 41 - Apply the
relationship between subtraction and
counting back
Grade 1 Obj. 60 - Determine a
missing addend in a basic additionfact number sentence
Grade 1 Obj. 61 - Determine a
missing subtrahend in a basic
subtraction-fact number sentence
Grade 1 Obj. 64 - WP: Determine a
missing addend or subtrahend in a
basic addition- or subtraction-fact
number sentence
Grade 1 Obj. 42 - Know basic
addition facts to 10 plus 10
Grade 1 Obj. 43 - Know basic
subtraction facts to 20 minus 10
Grade 1 Obj. 47 - Complete an
addition and subtraction fact family
Grade 2 Obj. 47 - Use a repeated
addition sentence to represent the
sum of equal groups
Grade 1 Obj. 6 - Count on by ones
from a number less than 100
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 2, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 2.NBT.3 - Read and write
numbers to 1000 using base-ten
numerals, number names, and
expanded form.
Topic 1 - Number Sense and
Operations
Grade 2
Objective Description
Grade 1 Obj. 14 - Count by 5s or 10s
to 100 starting from a multiple of 5 or
10, respectively
Grade 2 Obj. 3 - Complete a skip
pattern starting from a multiple of 2,
5, or 10
Grade 2 Obj. 4 - Complete a skip
pattern of 2, 5, or 10 starting from any
number
Grade 2 Obj. 5 - Count on by 100s
from any number
Grade 2 Obj. 1 - Read a whole
number to 1,000
Grade 2 Obj. 2 - Determine the word
form of a whole number to 1,000
Grade 2 Obj. 12 - Model a number
using hundreds, tens, and ones to
1,000
Grade 2 Obj. 14 - Represent a 3-digit
number as hundreds, tens, and ones
CC 2.NBT.4 - Compare two threeTopic 1 - Number Sense and
digit numbers based on meanings of Operations
the hundreds, tens, and ones digits,
using >, =, and < symbols to record
the results of comparisons.
CC 2.NBT.5 - Fluently add and
subtract within 100 using strategies
based on place value, properties of
operations, and/or the relationship
between addition and subtraction.
Topic 1 - Number Sense and
Operations
Grade 2 Obj. 15 - Determine the 3digit number represented as
hundreds, tens, and ones
Grade 2 Obj. 20 - Compare whole
numbers to 1,000 using words
Grade 2 Obj. 21 - Compare whole
numbers to 1,000 using the symbols
<, >, and =
Grade 1 Obj. 50 - Subtract multiples
of 10 up to 90
Grade 1 Obj. 51 - Add zero to any
number less than 100
Grade 1 Obj. 52 - Subtract zero from
any number less than 100
Grade 1 Obj. 53 - Add a 2-digit and a
1-digit number without regrouping
Page 20 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 2, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 2.NBT.6 - Add up to four two-digit
numbers using strategies based on
place value and properties of
operations.
CC 2.NBT.7 - Add 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.
Topic 1 - Number Sense and
Operations
Page 21 of 136
Topic 1 - Number Sense and
Operations
Grade 2
Objective Description
Grade 1 Obj. 54 - Add two 2-digit
numbers without regrouping
Grade 1 Obj. 55 - Subtract a 1-digit
number from a 2-digit number without
regrouping
Grade 1 Obj. 56 - Subtract a 2-digit
number from a 2-digit number without
regrouping
Grade 2 Obj. 24 - Determine a
number pair that totals 100
Grade 2 Obj. 29 - Add two 2-digit
numbers with regrouping, given a
model
Grade 2 Obj. 31 - Add a 2-digit
number to a 1-digit number with
regrouping
Grade 2 Obj. 32 - Add two 2-digit
numbers with regrouping
Grade 2 Obj. 38 - Subtract a 1- or 2digit number from a 2-digit number
with one regrouping
Grade 2 Obj. 33 - Add three 2-digit
numbers with one regrouping, sum
less than 100
Grade 2 Obj. 25 - Determine a
number pair that totals 1,000
Grade 2 Obj. 34 - Add 2- and 3-digit
numbers with no more than one
regrouping
Grade 2 Obj. 35 - Add two 3-digit
numbers with one regrouping
Grade 2 Obj. 36 - Subtract a 3-digit
number from a 3-digit number without
regrouping
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 2, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 2.NBT.8 - Mentally add 10 or 100 Topic 1 - Number Sense and
to a given number 100-900, and
Operations
mentally subtract 10 or 100 from a
given number 100-900.
Grade 2
Objective Description
Grade 2 Obj. 39 - Subtract a 1- or 2digit number from a 3-digit number
with one regrouping
Grade 2 Obj. 40 - Subtract a 3-digit
number from a 3-digit number with
one regrouping
Grade 2 Obj. 43 - Apply the inverse
relationship between addition and
subtraction with 2- and 3-digit
numbers
Grade 1 Obj. 49 - Add multiples of
10, sums to 90
Grade 1 Obj. 50 - Subtract multiples
of 10 up to 90
Grade 2 Obj. 76 - Measure length in
inches
CC 2.MD.1 - Measure the length of
an object by selecting and using
appropriate tools such as rulers,
yardsticks, meter sticks, and
measuring tapes.
Topic 3 - Geometry and
Measurement
CC 2.MD.4 - Measure to determine
how much longer one object is than
another, expressing the length
difference in terms of a standard
length unit.
CC 2.MD.5 - Use addition and
subtraction within 100 to solve word
problems involving lengths that are
given in the same units, e.g., by using
drawings (such as drawings of rulers)
and equations with a symbol for the
unknown number to represent the
problem.
CC 2.MD.6 - Represent 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.
Topic 3 - Geometry and
Measurement
Grade 1 Obj. 71 - Compare and
order objects by attributes of height
or length
Topic 3 - Geometry and
Measurement
Grade 3 Obj. 71 - WP: Add or
subtract compound units of length in
inches and feet with no conversion
Topic 1 - Number Sense and
Operations
Grade 1 Obj. 9 - Identify a number to
20 represented by a point on a
number line
Page 22 of 136
Grade 2 Obj. 77 - Measure length in
centimeters
Grade 3 Obj. 67 - Measure length to
the nearest half inch or quarter inch
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 2, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
Grade 2
Objective Description
Grade 1 Obj. 34 - Relate a numberline model to a basic addition fact
Grade 1 Obj. 35 - Determine the
basic addition fact shown by a
number-line model
Grade 1 Obj. 38 - Determine the
basic subtraction fact shown by a
number-line model
Grade 1 Obj. 39 - Relate a numberline model to a basic subtraction fact
CC 2.MD.7 - Tell and write time from Topic 3 - Geometry and
Measurement
analog and digital clocks to the
nearest five minutes, using a.m. and
p.m.
CC 2.MD.8 - Solve word problems
Topic 1 - Number Sense and
involving dollar bills, quarters, dimes, Operations
nickels, and pennies, using $ and ¢
symbols appropriately. Example:
Example: If you have 2 dimes and 3
pennies, how many cents do you
have?
CC 2.MD.9 - Generate measurement Topic 3 - Geometry and
data by measuring lengths of several Measurement
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.
CC 2.MD.10 - Draw a picture graph
and a bar graph (with single-unit
scale) to represent a data set with up
to four categories. Solve simple puttogether, take-apart, and compare
problems using information
presented in a bar graph.
Page 23 of 136
Topic 4 - Data Analysis,
Statistics, and Probability
Topic 4 - Data Analysis,
Statistics, and Probability
Grade 1 Obj. 77 - Tell time to the half
hour
Grade 2 Obj. 78 - Tell time to the
quarter hour
Grade 2 Obj. 79 - Tell time to 5minute intervals
Grade 2 Obj. 26 - Determine cent
amounts that total a dollar
Grade 2 Obj. 27 - WP: Add or
subtract a collection of bills or coins
Grade 2 Obj. 76 - Measure length in
inches
Grade 3 Obj. 108 - Use a line plot to
represent data
Grade 1 Obj. 91 - Read a picture
graph
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 2, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
Grade 2
Objective Description
Grade 1 Obj. 92 - Use a picture
graph to represent groups of objects
(1 symbol = 1 object)
Grade 1 Obj. 97 - Read a bar graph
Grade 1 Obj. 98 - Use a bar graph to
represent groups of objects
Grade 1 Obj. 99 - Answer a question
using information from a bar graph
CC 2.G.1 - Recognize and draw
Topic 3 - Geometry and
shapes having specified attributes,
Measurement
such as a given number of angles or
a given number of equal faces.
Identify triangles, quadrilaterals,
pentagons, hexagons, and cubes.
CC 2.G.2 - Partition a rectangle into
rows and columns of same-size
squares and count to find the total
number of them.
Page 24 of 136
Topic 3 - Geometry and
Measurement
Grade 3 Obj. 112 - Determine a
question that can be answered from
a data representation
Grade 1 Obj. 81 - Identify a circle, a
triangle, a square, or a rectangle
Grade 1 Obj. 82 - Determine the
common attributes in a set of
geometric shapes
Grade 1 Obj. 84 - Determine the rule
used to sort geometric shapes
Grade 2 Obj. 85 - Identify a
parallelogram, a trapezoid, a
pentagon, a hexagon, or an octagon
Grade 3 Obj. 95 - Determine
attributes of a triangle or a
quadrilateral from a model
Grade 3 Obj. 96 - Relate a model of
a triangle or a quadrilateral to a list of
attributes
Grade 2 Obj. 83 - Relate area to the
number of square units
Grade 3 Obj. 90 - WP: Determine
the area of a rectangular shape given
a picture on a grid
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 2, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 2.G.3 - Partition circles and
Topic 1 - Number Sense and
rectangles into two, three, or four
Operations
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.
Page 25 of 136
Grade 2
Objective Description
Grade 1 Obj. 59 - Identify a shape
divided into equal parts
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 3, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Grade 3
Standard
Topic Description
CC 3.OA.1 - Interpret products of
Topic 1 - Number Sense and
whole numbers, e.g., interpret 5 × 7 Operations
as the total number of objects in 5
groups of 7 objects each. For
example, describe a context in which
a total number of objects can be
expressed as 5 × 7.
Objective Description
Grade 2 Obj. 46 - Determine the sum
of equal groups using pictures
CC 3.OA.2 - Interpret whole-number Topic 1 - Number Sense and
quotients of whole numbers, e.g.,
Operations
interpret 56 ÷ 8 as the number of
objects in each share when 56
objects are partitioned equally into 8
shares, or as a number of shares
when 56 objects are partitioned into
equal shares of 8 objects each. For
example, describe a context in which
a number of shares or a number of
groups can be expressed as 56 ÷ 8.
Grade 2 Obj. 53 - Recognize the
number of equal groups using
pictures
Grade 2 Obj. 48 - Use a
multiplication sentence to represent
the sum of equal groups
Grade 2 Obj. 50 - Relate a
multiplication sentence to an array
model
Grade 2 Obj. 53 - Recognize the
number of equal groups using
pictures
Grade 3 Obj. 33 - Use a
multiplication sentence to represent
an area or an array model
Grade 2 Obj. 54 - Divide objects into
equal groups using pictures
Grade 2 Obj. 56 - Determine the
number of equal groups of objects
excluding the remainder
Grade 2 Obj. 57 - WP: Divide objects
into equal groups by sharing
Grade 3 Obj. 34 - Use a division
sentence to represent objects divided
into equal groups
Page 26 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 3, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 3.OA.3 - Use multiplication and
Topic 1 - Number Sense and
division within 100 to solve word
Operations
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.
CC 3.OA.4 - Determine the unknown Topic 2 - Algebraic Thinking
whole number in a multiplication or
division equation relating three whole
numbers. For example, determine the
unknown number that makes the
equation true in each of the equations
8 × ? = 48, 5 = __ ÷ 3, 6 × 6 = ?.
CC 3.OA.5 - Apply properties of
Topic 1 - Number Sense and
operations as strategies to multiply
Operations
and divide. Example: Examples: If 6
× 4 = 24 is known, then 4 × 6 = 24 is
also known. (Commutative property
of multiplication.) 3 × 5 × 2 can be
found by 3 × 5 = 15, then 15 × 2 = 30,
or by 5 × 2 = 10, then 3 × 10 = 30.
(Associative property of
multiplication.) Knowing that 8 × 5 =
40 and 8 × 2 = 16, one can find 8 × 7
as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40
+ 16 = 56. (Distributive property.).
Grade 3
Objective Description
Grade 2 Obj. 52 - WP: Multiply a 1digit number by 2, 5, or 10
Grade 2 Obj. 57 - WP: Divide objects
into equal groups by sharing
Grade 3 Obj. 39 - WP: Multiply using
basic facts to 10 x 10
Grade 3 Obj. 40 - WP: Divide using
basic facts to 100 ÷ 10
Grade 3 Obj. 58 - Determine the
missing multiplicand in a number
sentence involving basic facts
Grade 3 Obj. 59 - Determine the
missing dividend or divisor in a
number sentence involving basic
facts
Grade 4 Obj. 21 - Apply the
distributive property to the
multiplication of a 2-digit number by a
1- or 2-digit number
Grade 4 Obj. 22 - Apply the
distributive property to multiply a multidigit number by a 1-digit number
Page 27 of 136
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 3, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
CC 3.OA.6 - Understand division as
an unknown-factor problem. For
example, find 32 ÷ 8 by finding the
number that makes 32 when
multiplied by 8.
Topic Description
Topic 1 - Number Sense and
Operations
Topic 2 - Algebraic Thinking
CC 3.OA.7 - Fluently multiply and
divide within 100, using strategies
such as the relationship between
multiplication and division (e.g.,
knowing that 8 × 5 = 40, one knows
40 ÷ 5 = 8) or properties of
operations. By the end of Grade 3,
know from memory all products of
two one-digit numbers.
Topic 1 - Number Sense and
Operations
Page 28 of 136
Objective Description
Grade 3 Obj. 37 - Know basic
division facts to 100 ÷ 10
Grade 3 Obj. 38 - Know basic
division facts for 11 and 12
Grade 3 Obj. 40 - WP: Divide using
basic facts to 100 ÷ 10
Grade 3 Obj. 59 - Determine the
missing dividend or divisor in a
number sentence involving basic
facts
Grade 3 Obj. 35 - Know basic
multiplication facts to 10 x 10
Grade 3 Obj. 37 - Know basic
division facts to 100 ÷ 10
Grade 3 Obj. 39 - WP: Multiply using
basic facts to 10 x 10
Grade 3 Obj. 40 - WP: Divide using
basic facts to 100 ÷ 10
Grade 3 Obj. 41 - Complete a
multiplication and division fact family
Topic 2 - Algebraic Thinking
CC 3.OA.8 - Solve two-step word
problems using the four operations.
Represent these problems using
equations with a letter standing for
the unknown quantity. Assess the
reasonableness of answers using
mental computation and estimation
strategies including rounding.
Grade 3
Topic 1 - Number Sense and
Operations
Grade 3 Obj. 60 - Recognize
equivalent multiplication or division
expressions involving basic facts
Grade 4 Obj. 19 - WP: Solve a 2step problem involving addition
and/or subtraction of multi-digit whole
numbers
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NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 3, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 3.OA.9 - Identify arithmetic
Topic 2 - Algebraic Thinking
patterns (including patterns in the
addition table or multiplication table),
and explain them using properties of
operations. For example, observe
that 4 times a number is always even,
and explain why 4 times a number
can be decomposed into two equal
addends.
Grade 3
Objective Description
Grade 2 Obj. 70 - Determine an
addition or subtraction number
pattern given a rule
Grade 2 Obj. 71 - Determine the rule
for an addition or subtraction number
pattern
Grade 3 Obj. 65 - Determine a rule
for a table of related number pairs
CC 3.NBT.1 - Use place value
understanding to round whole
numbers to the nearest 10 or 100.
CC 3.NBT.2 - Fluently add and
subtract within 1000 using strategies
and algorithms based on place value,
properties of operations, and/or the
relationship between addition and
subtraction.
Topic 1 - Number Sense and
Operations
Topic 1 - Number Sense and
Operations
CC 3.NBT.3 - Multiply one-digit whole Topic 1 - Number Sense and
numbers by multiples of 10 in the
Operations
range 10-90 (e.g., 9 × 80, 5 × 60)
using strategies based on place value
and properties of operations.
Page 29 of 136
Grade 4 Obj. 91 - Determine a rule
that relates two variables
Grade 3 Obj. 27 - Round a 2- to 4digit whole number to its greatest
place
Grade 2 Obj. 25 - Determine a
number pair that totals 1,000
Grade 2 Obj. 35 - Add two 3-digit
numbers with one regrouping
Grade 2 Obj. 36 - Subtract a 3-digit
number from a 3-digit number without
regrouping
Grade 2 Obj. 43 - Apply the inverse
relationship between addition and
subtraction with 2- and 3-digit
numbers
Grade 3 Obj. 14 - Add three 2- to 3digit whole numbers
Grade 3 Obj. 42 - Multiply a 1-digit
whole number by a multiple of 10 to
100
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NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 3, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 3.NF.1 - Understand a fraction
Topic 1 - Number Sense and
1/b as the quantity formed by 1 part Operations
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.
Grade 3
Objective Description
Grade 2 Obj. 58 - Identify a unit
fraction as part of a whole
Grade 2 Obj. 61 - Identify a fraction
as part of a whole
Grade 3 Obj. 44 - Determine a
pictorial model of a fraction of a
whole
Grade 3 Obj. 46 - Identify a fraction
represented by a point on a number
line
CC 3.NF.2.b - Represent a fraction
a/b on a number line diagram by
marking off a lengths 1/b from 0.
Recognize that the resulting interval
has size a/b and that its endpoint
locates the number a/b on the
number line.
Topic 1 - Number Sense and
Operations
CC 3.NF.3.a - Understand two
fractions as equivalent (equal) if they
are the same size, or the same point
on a number line.
CC 3.NF.3.b - Recognize and
generate simple equivalent fractions,
(e.g., 1/2 = 2/4, 4/6 = 2/3). Explain
why the fractions are equivalent, e.g.,
by using a visual fraction model.
Topic 1 - Number Sense and
Operations
Grade 3 Obj. 47 - Locate a fraction
on a number line
Grade 4 Obj. 44 - Identify a mixed
number represented by a point on a
number line
Grade 4 Obj. 45 - Locate a mixed
number on a number line
Grade 3 Obj. 50 - Identify equivalent
fractions using models
Topic 1 - Number Sense and
Operations
Grade 3 Obj. 50 - Identify equivalent
fractions using models
Grade 4 Obj. 50 - Simplify a fraction
CC 3.NF.3.c - Express whole
Topic 1 - Number Sense and
numbers as fractions, and recognize Operations
fractions that are equivalent to whole
numbers. Example: Examples:
Express 3 in the form 3 = 3/1;
recognize that 6/1 = 6; locate 4/4 and
1 at the same point of a number line
diagram.
Page 30 of 136
Grade 2 Obj. 62 - Relate a fraction
equal to a whole to a pictorial model
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Agency Tag Set Name
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NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 3, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 3.NF.3.d - Compare two fractions Topic 1 - Number Sense and
with the same numerator or the same Operations
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.
CC 3.MD.1 - Tell and write time to
Topic 3 - Geometry and
the nearest minute and measure time Measurement
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.
CC 3.MD.3 - Draw a scaled picture
graph and a scaled bar graph to
represent a data set with several
categories. Solve one- and two-step
"how many more" and "how many
less" problems using information
presented in scaled bar graphs. For
example, draw a bar graph in which
each square in the bar graph might
represent 5 pets.
Topic 4 - Data Analysis,
Statistics, and Probability
Grade 3
Objective Description
Grade 3 Obj. 51 - Compare fractions
with like denominators
Grade 3 Obj. 52 - Compare fractions
with like numerators
Grade 3 Obj. 74 - Tell time to the
minute
Grade 3 Obj. 76 - Calculate elapsed
time within an hour, given two clocks,
without regrouping
Grade 3 Obj. 77 - Calculate elapsed
time within an hour, given two clocks,
with regrouping
Grade 3 Obj. 78 - WP: Calculate
elapsed time within an hour given two
clocks
Grade 3 Obj. 79 - WP: Calculate
elapsed time within an hour
Grade 2 Obj. 93 - Read a pictograph
(1 symbol = more than 1 object)
Grade 2 Obj. 95 - Answer a question
using information from a pictograph
(1 symbol = more than 1 object)
Grade 2 Obj. 96 - Read a bar graph
with a y-axis scale by 2s
Page 31 of 136
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NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 3, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 3.MD.4 - Generate measurement Topic 3 - Geometry and
data by measuring lengths using
Measurement
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 unitswhole numbers, halves, or quarters.
Grade 3
Objective Description
Grade 2 Obj. 97 - Use a bar graph
with a y-axis scale by 2s to represent
data
Grade 2 Obj. 98 - Answer a question
using information from a bar graph
with a y-axis scale by 2s
Grade 3 Obj. 105 - Use a bar graph
with a scale interval of 5 or 10 to
represent data
Grade 3 Obj. 106 - Answer a
question using information from a bar
graph with a scale interval of 5 or 10
Grade 2 Obj. 76 - Measure length in
inches
Grade 3 Obj. 67 - Measure length to
the nearest half inch or quarter inch
CC 3.MD.6 - Measure areas by
counting unit squares (square cm,
square m, square in, square ft, and
improvised units).
CC 3.MD.7.a - Find the area of a
rectangle with whole-number side
lengths by tiling it, and show that the
area is the same as would be found
by multiplying the side lengths.
Topic 4 - Data Analysis,
Statistics, and Probability
Topic 3 - Geometry and
Measurement
Grade 3 Obj. 108 - Use a line plot to
represent data
Grade 2 Obj. 83 - Relate area to the
number of square units
Topic 3 - Geometry and
Measurement
Grade 3 Obj. 89 - Determine the
area of a shape composed of
rectangles given a picture on a grid
Grade 3 Obj. 90 - WP: Determine
the area of a rectangular shape given
a picture on a grid
Grade 4 Obj. 114 - Determine the
area of a polygon on a grid
Grade 2 Obj. 83 - Relate area to the
number of square units
Grade 3 Obj. 90 - WP: Determine
the area of a rectangular shape given
a picture on a grid
Page 32 of 136
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NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 3, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
CC 3.MD.7.d - Recognize area as
additive. Find areas of rectilinear
figures by decomposing them into
non-overlapping rectangles and
adding the areas of the nonoverlapping parts, applying this
technique to solve real world
problems.
CC 3.MD.8 - Solve real world and
mathematical problems involving
perimeters of polygons, including
finding the perimeter given the side
lengths, finding an unknown side
length, and exhibiting rectangles with
the same perimeter and different
areas or with the same area and
different perimeters.
Grade 3
Topic Description
Topic 3 - Geometry and
Measurement
Objective Description
Grade 3 Obj. 91 - Estimate the area
of a shape composed of rectangles
given a reference square
Topic 3 - Geometry and
Measurement
Grade 3 Obj. 86 - Determine a
method for finding the perimeter of a
shape given the side lengths
Grade 3 Obj. 87 - WP: Determine
the perimeter of a rectangular shape
given a grid with a reference unit
Grade 3 Obj. 88 - WP: Determine
the perimeter of a shape given a
model showing all side lengths
Grade 4 Obj. 110 - Determine the
perimeter of a rectangle given a
picture showing length and width
Grade 4 Obj. 111 - WP: Determine
the perimeter of a rectangle given a
picture showing length and width
Grade 4 Obj. 112 - WP: Determine
the perimeter of a square or
rectangle
Grade 4 Obj. 113 - Determine the
missing side length of a rectangle
given a side length and the perimeter
Page 33 of 136
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NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 3, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Grade 3
Standard
Topic Description
CC 3.G.1 - Understand that shapes in Topic 3 - Geometry and
different categories (e.g., rhombuses, Measurement
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.
Objective Description
Grade 4 Obj. 126 - Classify a
quadrilateral
CC 3.G.2 - Partition shapes into parts Topic 1 - Number Sense and
with equal areas. Express the area of Operations
each part as a unit fraction of the
whole. For example, partition a shape
into 4 parts with equal area, and
describe the area of each part as 1/4
of the area of the shape.
Grade 2 Obj. 58 - Identify a unit
fraction as part of a whole
Grade 2 Obj. 61 - Identify a fraction
as part of a whole
Grade 3 Obj. 44 - Determine a
pictorial model of a fraction of a
whole
Page 34 of 136
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NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 4, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 4.OA.3 - Solve multistep word
Topic 1 - Number Sense and
problems posed with whole numbers Operations
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.
CC 4.OA.4 - Find all factor pairs for a Topic 1 - Number Sense and
whole number in the range 1-100.
Operations
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.
Page 35 of 136
Grade 4
Objective Description
Grade 3 Obj. 32 - WP: Estimate a
sum or difference of two 3- or 4-digit
whole numbers using any method
Grade 4 Obj. 18 - WP: Estimate the
sum or difference of two whole
numbers, all values less than
1,000,000
Grade 4 Obj. 19 - WP: Solve a 2step problem involving addition
and/or subtraction of multi-digit whole
numbers
Grade 4 Obj. 32 - WP: Estimate a
product of two whole numbers using
any method
Grade 4 Obj. 42 - WP: Solve a 2step whole number problem using
more than 1 operation
Grade 5 Obj. 25 - WP: Solve a 2step problem involving whole
numbers
Grade 5 Obj. 27 - Estimate a
quotient using compatible numbers
Grade 5 Obj. 29 - WP: Estimate a
quotient using any method
Grade 6 Obj. 12 - WP: Solve a multistep problem involving whole
numbers
Grade 5 Obj. 1 - Determine if a
number to 50 is prime or composite
Grade 5 Obj. 2 - Determine a
complete list of whole number factor
pairs for a number to 50
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NGA Center-CCSSO, Math, 2010,
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Grade 4, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 4.OA.5 - Generate a number or Topic 2 - Algebraic Thinking
shape pattern that follows a given
rule. Identify apparent features of the
pattern that were not explicit in the
rule itself. For example, given the rule
"Add 3" and the starting number 1,
generate terms in the resulting
sequence and observe that the terms
appear to alternate between odd and
even numbers. Explain informally why
the numbers will continue to alternate
in this way.
CC 4.NBT.2 - Read and write multi- Topic 1 - Number Sense and
digit whole numbers using base-ten Operations
numerals, number names, and
expanded form. Compare two multidigit numbers based on meanings of
the digits in each place, using >, =,
and < symbols to record the results of
comparisons.
Page 36 of 136
Grade 4
Objective Description
Grade 5 Obj. 3 - Determine all the
factors of a whole number to 50
Grade 5 Obj. 7 - Determine the
multiple(s) of a number
Grade 1 Obj. 68 - Determine a
pattern on a 1 to 100 chart
Grade 2 Obj. 70 - Determine an
addition or subtraction number
pattern given a rule
Grade 2 Obj. 71 - Determine the rule
for an addition or subtraction number
pattern
Grade 3 Obj. 66 - WP: Find the
missing number in a table of paired
values
Grade 2 Obj. 2 - Determine the word
form of a whole number to 1,000
Grade 2 Obj. 20 - Compare whole
numbers to 1,000 using words
Grade 2 Obj. 21 - Compare whole
numbers to 1,000 using the symbols
<, >, and =
Grade 2 Obj. 23 - Order whole
numbers to 1,000 in descending
order
Grade 3 Obj. 1 - Read a 4- or 5-digit
whole number
Grade 3 Obj. 2 - Determine the word
form of a 4- or 5-digit whole number
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NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 4, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
Grade 4
Objective Description
Grade 3 Obj. 3 - Determine the value
of a digit in a 4- or 5-digit whole
number
Grade 3 Obj. 4 - Determine which
digit is in a specified place in a 4- or 5digit whole number
Grade 3 Obj. 5 - Represent a 4-digit
whole number as thousands,
hundreds, tens, and ones
Grade 3 Obj. 6 - Determine the 4digit whole number represented in
thousands, hundreds, tens, and ones
Grade 3 Obj. 7 - Represent a 4- or 5digit whole number in expanded form
Grade 3 Obj. 8 - Determine the 4- or
5-digit whole number represented in
expanded form
Grade 3 Obj. 9 - Determine an
equivalent form of a 4-digit whole
number using thousands, hundreds,
tens, and ones
Grade 3 Obj. 10 - Determine the
result of changing a digit in a 4- or 5digit whole number
Grade 3 Obj. 11 - Compare 4- or 5digit whole numbers using the
symbols <, >, and =
Grade 3 Obj. 12 - Order 4- or 5-digit
whole numbers in ascending or
descending order
Grade 4 Obj. 1 - Read a 6-digit
whole number
Grade 4 Obj. 2 - Determine the word
form of a 6-digit whole number
Grade 4 Obj. 3 - Determine the value
of a digit in a 6-digit whole number
Grade 4 Obj. 4 - Determine which
digit is in a specified place in a 6-digit
whole number
Grade 4 Obj. 5 - Determine the
whole number represented in
expanded form written in powers of
ten
Page 37 of 136
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Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 4, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 4.NBT.3 - Use place value
understanding to round multi-digit
whole numbers to any place.
CC 4.NBT.4 - Fluently add and
subtract multi-digit whole numbers
using the standard algorithm.
Topic 1 - Number Sense and
Operations
Topic 1 - Number Sense and
Operations
Grade 4
Objective Description
Grade 4 Obj. 6 - Represent a 6-digit
whole number in expanded form
using powers of ten
Grade 4 Obj. 7 - Convert between
proper expanded form and improper
expanded form up to a 5-digit whole
number
Grade 4 Obj. 8 - Convert between
standard form and improper
expanded form up to a 5-digit whole
number
Grade 4 Obj. 17 - Round a 4- to 6digit whole number to a specified
place
Grade 2 Obj. 35 - Add two 3-digit
numbers with one regrouping
Grade 2 Obj. 36 - Subtract a 3-digit
number from a 3-digit number without
regrouping
Grade 2 Obj. 40 - Subtract a 3-digit
number from a 3-digit number with
one regrouping
Grade 3 Obj. 13 - Add 3- and 4-digit
whole numbers with regrouping
Grade 3 Obj. 15 - Subtract 3- and 4digit whole numbers with regrouping
Grade 4 Obj. 9 - Add up to 4-digit
whole numbers in expanded form
Grade 4 Obj. 10 - Add a 5-digit or
greater whole number and a 3-digit or
greater whole number
Grade 4 Obj. 11 - Add three multidigit whole numbers
Grade 4 Obj. 13 - Subtract a 3-digit
or greater whole number from a 5digit or greater whole number
Grade 4 Obj. 14 - WP: Add a 5-digit
or greater whole number and a 3-digit
or greater whole number
Grade 4 Obj. 15 - WP: Add three
multi-digit whole numbers
Grade 4 Obj. 16 - WP: Subtract a 3digit or greater whole number from a
5-digit or greater whole number
Page 38 of 136
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Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 4, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 4.NBT.5 - Multiply a whole
Topic 1 - Number Sense and
number of up to four digits by a one- Operations
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.
Grade 4
Objective Description
Grade 3 Obj. 43 - Multiply a 2-digit
whole number by a 1-digit number
Grade 4 Obj. 21 - Apply the
distributive property to the
multiplication of a 2-digit number by a
1- or 2-digit number
Grade 4 Obj. 22 - Apply the
distributive property to multiply a multidigit number by a 1-digit number
CC 4.NBT.6 - Find whole-number
quotients and remainders with up to
four-digit dividends and one-digit
divisors, using strategies based on
place value, the properties of
operations, and/or the relationship
between multiplication and division.
Illustrate and explain the calculation
by using equations, rectangular
arrays, and/or area models.
Topic 1 - Number Sense and
Operations
Grade 4 Obj. 23 - Multiply a 3- or 4digit whole number by a 1-digit whole
number
Grade 4 Obj. 24 - Multiply a 2-digit
whole number by a 2-digit whole
number
Grade 4 Obj. 27 - WP: Multiply a
multi-digit whole number by a 1-digit
whole number
Grade 4 Obj. 28 - WP: Multiply a 2digit whole number by a 2-digit whole
number
Grade 4 Obj. 29 - WP: Multiply a 3digit whole number by a 2-digit whole
number
Grade 4 Obj. 35 - Divide a 3-digit
whole number by a 1-digit whole
number with no remainder in the
quotient
Grade 4 Obj. 36 - Divide a 2-digit
whole number by a 1-digit whole
number with a remainder in the
quotient
Page 39 of 136
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 4, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 4.NF.1 - Explain why a fraction
a/b is equivalent to a fraction (n ×
a)/(n × b) by using visual fraction
models, with attention to how the
number and size of the parts differ
even though the two fractions
themselves are the same size. Use
this principle to recognize and
generate equivalent fractions.
Topic 1 - Number Sense and
Operations
CC 4.NF.2 - Compare two fractions Topic 1 - Number Sense and
with different numerators and
Operations
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.
Page 40 of 136
Grade 4
Objective Description
Grade 4 Obj. 37 - Divide a 3-digit
whole number by a 1-digit whole
number with a remainder in the
quotient
Grade 4 Obj. 38 - WP: Divide a 2digit whole number by a 1-digit whole
number with no remainder in the
quotient
Grade 4 Obj. 39 - WP: Divide a 3digit whole number by a 1-digit whole
number with no remainder in the
quotient
Grade 4 Obj. 40 - WP: Divide a 2digit whole number by a 1-digit whole
number with a remainder in the
quotient
Grade 4 Obj. 41 - WP: Divide a 3digit whole number by a 1-digit whole
number with a remainder in the
quotient
Grade 5 Obj. 14 - Divide a multi-digit
whole number by a 1-digit number,
with no remainder and at least one
zero in the quotient
Grade 3 Obj. 50 - Identify equivalent
fractions using models
Grade 4 Obj. 51 - Determine a set of
equivalent fractions
Grade 3 Obj. 51 - Compare fractions
with like denominators
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 4, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 4.NF.3 - Understand a fraction
a/b with a > 1 as a sum of fractions
1/b.
Topic 1 - Number Sense and
Operations
CC 4.NF.3.a - Understand addition
Topic 1 - Number Sense and
and subtraction of fractions as joining Operations
and separating parts referring to the
same whole.
Grade 4
Objective Description
Grade 3 Obj. 52 - Compare fractions
with like numerators
Grade 4 Obj. 52 - Compare fractions
on a number line
Grade 5 Obj. 31 - Determine
equivalent fractions not in simplest
form
Grade 5 Obj. 33 - Compare fractions
with unlike denominators
Grade 4 Obj. 48 - Identify an
improper fraction represented by a
point on a number line
Grade 4 Obj. 49 - Locate an
improper fraction on a number line
Grade 4 Obj. 54 - Add fractions with
like denominators no greater than 10
using models
Grade 4 Obj. 55 - Add fractions with
like denominators no greater than 10
Grade 4 Obj. 56 - Add fractions with
like denominators no greater than 10
and simplify the sum
Grade 4 Obj. 58 - Subtract fractions
with like denominators no greater
than 10 using models
Grade 4 Obj. 59 - Subtract fractions
with like denominators no greater
than 10
Grade 4 Obj. 60 - Subtract fractions
with like denominators no greater
than 10 and simplify the difference
Grade 4 Obj. 61 - WP: Subtract
fractions with like denominators no
greater than 10 and simplify the
difference
Grade 5 Obj. 35 - Add fractions with
like denominators greater than 10
and simplify the sum
Grade 5 Obj. 40 - Subtract fractions
with like denominators greater than
10 and simplify the difference
Page 41 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 4, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 4.NF.3.b - Decompose a fraction Topic 1 - Number Sense and
into a sum of fractions with the same Operations
denominator in more than one way,
recording each decomposition by an
equation. Justify decompositions,
e.g., by using a visual fraction model.
Example: Examples: 3/8 = 1/8 + 1/8 +
1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 +
1/8 = 8/8 + 8/8 + 1/8.
CC 4.NF.3.c - Add and subtract
Topic 1 - Number Sense and
mixed numbers with like
Operations
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.
CC 4.NF.3.d - Solve word problems Topic 1 - Number Sense and
involving addition and subtraction of Operations
fractions referring to the same whole
and having like denominators, e.g.,
by using visual fraction models and
equations to represent the problem.
Grade 4
Objective Description
Grade 4 Obj. 43 - Identify a mixed
number represented by a model
Grade 4 Obj. 47 - Identify an
improper fraction represented by a
model of a mixed number
Grade 5 Obj. 49 - Add mixed
numbers with like denominators and
simplify the sum
Grade 5 Obj. 51 - Subtract mixed
numbers with like denominators and
simplify the difference
Grade 4 Obj. 57 - WP: Add fractions
with like denominators no greater
than 10 and simplify the sum
Grade 4 Obj. 61 - WP: Subtract
fractions with like denominators no
greater than 10 and simplify the
difference
Grade 5 Obj. 45 - WP: Add or
subtract fractions with like
denominators and simplify the sum or
difference
Grade 5 Obj. 53 - WP: Add or
subtract mixed numbers with like
denominators and simplify the sum or
difference
Page 42 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 4, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Grade 4
Standard
Topic Description
CC 4.NF.4.a - Understand a fraction Topic 1 - Number Sense and
a/b as a multiple of 1/b. For example, Operations
use a visual fraction model to
represent 5/4 as the product 5 ×
(1/4), recording the conclusion by the
equation 5/4 = 5 × (1/4).
Objective Description
Grade 5 Obj. 60 - Multiply a whole
number by a unit fraction
CC 4.NF.4.b - Understand a multiple Topic 1 - Number Sense and
of a/b as a multiple of 1/b, and use
Operations
this understanding to multiply a
fraction by a whole number. For
example, use a visual fraction model
to express 3 × (2/5) as 6 × (1/5),
recognizing this product as 6/5. (In
general, n × (a/b) = (n × a)/b.).
Grade 5 Obj. 60 - Multiply a whole
number by a unit fraction
CC 4.NF.4.c - Solve word problems Topic 1 - Number Sense and
involving multiplication of a fraction by Operations
a whole number, e.g., by using visual
fraction models and equations to
represent the problem. For example,
if each person at a party will eat 3/8
of a pound of roast beef, and there
will be 5 people at the party, how
many pounds of roast beef will be
needed? Between what two whole
numbers does your answer lie?
CC 4.NF.6 - Use decimal notation for Topic 1 - Number Sense and
Operations
fractions with denominators 10 or
100. For example, rewrite 0.62 as
62/100; describe a length as 0.62
meters; locate 0.62 on a number line
diagram.
Page 43 of 136
Grade 5 Obj. 61 - Multiply a proper
fraction by a whole number using a
model
Grade 5 Obj. 62 - Multiply a proper
fraction by a whole number
Grade 5 Obj. 68 - WP: Multiply or
divide a whole number by a unit
fraction
Grade 4 Obj. 68 - Determine the
decimal number equivalent to a
fraction with a denominator of 10 or
100
Grade 4 Obj. 69 - Determine a
fraction equivalent to a decimal, using
a denominator of 10 or 100
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 4, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Grade 4
Standard
Topic Description
CC 4.NF.7 - Compare two decimals Topic 1 - Number Sense and
to hundredths by reasoning about
Operations
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.
Objective Description
Grade 4 Obj. 72 - Compare decimal
numbers through the hundredths
place
Topic 3 - Geometry and
CC 4.MD.1 - Know relative sizes of
Measurement
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 twocolumn table. For example, know that
1 ft is 12 times as long as 1 in.
Express the length of a 4 ft snake as
48 in. Generate a conversion table for
feet and inches listing the number
pairs (1, 12), (2, 24), (3, 36),...
Grade 3 Obj. 68 - Convert between
inches, feet, and yards
Grade 3 Obj. 69 - Convert between
centimeters and meters
Grade 3 Obj. 75 - Convert hours to
minutes or minutes to seconds
Grade 4 Obj. 95 - Convert between
customary units of capacity using
whole numbers
Grade 4 Obj. 96 - Convert between
customary units of weight using
whole numbers
Grade 4 Obj. 97 - Convert between
metric units of capacity using whole
numbers
Grade 4 Obj. 98 - Convert between
metric units of mass using whole
numbers
Grade 4 Obj. 99 - Convert between
millimeters and centimeters or
meters using whole numbers
Page 44 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 4, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 4.MD.2 - Use the four operations Topic 3 - Geometry and
to solve word problems involving
Measurement
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.
Grade 4
Objective Description
Grade 2 Obj. 80 - WP: Calculate
elapsed time
Topic 1 - Number Sense and
Operations
Grade 3 Obj. 17 - Add two money
amounts less than $1 in decimal
notation
Grade 3 Obj. 18 - Subtract two
money amounts less than $1 in
decimal notation
Grade 3 Obj. 19 - Add or subtract
cent amounts to or from whole dollar
amounts
Grade 3 Obj. 20 - Add dollars and
cents to cents
Grade 3 Obj. 21 - Add dollars and
cents to dollars
Grade 3 Obj. 22 - Subtract cents
from dollars and cents
Grade 3 Obj. 23 - Subtract dollars
from dollars and cents
Grade 3 Obj. 24 - Determine money
amounts that total $10
Grade 3 Obj. 25 - WP: Determine
the amount of change from whole
dollar amounts
Grade 3 Obj. 26 - WP: Add or
subtract money amounts less than $1
Topic 3 - Geometry and
Measurement
Grade 3 Obj. 70 - Add or subtract
compound units of length in inches
and feet with no conversion
Grade 3 Obj. 71 - WP: Add or
subtract compound units of length in
inches and feet with no conversion
Grade 3 Obj. 72 - Add or subtract
compound units of length in inches
and feet with conversion
Page 45 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 4, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
Grade 4
Objective Description
Grade 3 Obj. 73 - WP: Add or
subtract compound units of length in
inches and feet with conversion
Grade 3 Obj. 76 - Calculate elapsed
time within an hour, given two clocks,
without regrouping
Grade 3 Obj. 77 - Calculate elapsed
time within an hour, given two clocks,
with regrouping
Grade 3 Obj. 78 - WP: Calculate
elapsed time within an hour given two
clocks
Grade 3 Obj. 79 - WP: Calculate
elapsed time within an hour
Grade 3 Obj. 80 - WP: Determine
the end time given the start time and
the elapsed time within an hour
Grade 3 Obj. 81 - WP: Determine
the start time given the end time on a
clock and the elapsed time within an
hour
Grade 3 Obj. 82 - WP: Determine
the start time given the end time and
the elapsed time within an hour
Topic 1 - Number Sense and
Operations
Topic 3 - Geometry and
Measurement
Page 46 of 136
Grade 4 Obj. 77 - WP: Add or
subtract money amounts greater than
$1
Grade 4 Obj. 78 - WP: Solve a
money problem involving 2 steps
Grade 4 Obj. 82 - WP: Multiply a
money amount by a 1-digit number
Grade 4 Obj. 83 - WP: Divide a
money amount by a 1-digit number
Grade 4 Obj. 100 - WP: Add or
subtract compound units of length
requiring customary unit conversion
using whole numbers
Grade 4 Obj. 101 - Calculate elapsed
time exceeding an hour without
regrouping
Grade 4 Obj. 102 - Calculate elapsed
time exceeding an hour with
regrouping
Grade 4 Obj. 103 - WP: Calculate
elapsed time exceeding an hour
without regrouping hours
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 4, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
Grade 4
Objective Description
Grade 4 Obj. 104 - WP: Calculate
elapsed time exceeding an hour with
regrouping hours
Grade 4 Obj. 105 - WP: Determine
the end time given the start time and
the elapsed time exceeding an hour
Grade 4 Obj. 106 - WP: Determine
the start time given the end time and
the elapsed time exceeding an hour
Grade 4 Obj. 107 - Read a timetable
to answer questions
Grade 4 Obj. 108 - WP: Add time
intervals involving hours and minutes
Topic 1 - Number Sense and
Operations
Topic 3 - Geometry and
Measurement
Page 47 of 136
Grade 5 Obj. 88 - Multiply a money
amount by a 2- or 3-digit whole
number
Grade 5 Obj. 89 - WP: Multiply a
money amount by a 2-digit whole
number
Grade 5 Obj. 121 - Calculate elapsed
time using a.m. and p.m.
Grade 5 Obj. 122 - WP: Calculate
elapsed time using a.m. and p.m.
Grade 6 Obj. 108 - WP: Add or
subtract customary measures of
capacity requiring unit conversion
Grade 6 Obj. 109 - WP: Add or
subtract metric measures of capacity
requiring unit conversion
Grade 6 Obj. 110 - WP: Add or
subtract customary measures of
weight requiring unit conversion
Grade 6 Obj. 111 - WP: Add or
subtract metric measures of mass
requiring unit conversion
Grade 6 Obj. 112 - WP: Multiply or
divide customary measures of
capacity requiring unit conversion
Grade 6 Obj. 113 - WP: Multiply or
divide metric measures of capacity
requiring unit conversion
Grade 6 Obj. 114 - WP: Multiply or
divide customary measures of weight
requiring unit conversion
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 4, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 4.MD.3 - Apply the area and
Topic 3 - Geometry and
perimeter formulas for rectangles in Measurement
real world and mathematical
problems. For example, find the width
of a rectangular room given the area
of the flooring and the length, by
viewing the area formula as a
multiplication equation with an
unknown factor.
Grade 4
Objective Description
Grade 6 Obj. 115 - WP: Multiply or
divide metric measures of mass
requiring unit conversion
Grade 3 Obj. 90 - WP: Determine
the area of a rectangular shape given
a picture on a grid
Grade 4 Obj. 110 - Determine the
perimeter of a rectangle given a
picture showing length and width
Grade 4 Obj. 111 - WP: Determine
the perimeter of a rectangle given a
picture showing length and width
Grade 4 Obj. 112 - WP: Determine
the perimeter of a square or
rectangle
Grade 4 Obj. 113 - Determine the
missing side length of a rectangle
given a side length and the perimeter
Grade 4 Obj. 115 - Determine the
area of a rectangle given a picture
showing the length and width
Grade 4 Obj. 116 - Determine the
area of a rectangle given the length
and width
Grade 4 Obj. 117 - WP: Determine
the area of a rectangle
Grade 4 Obj. 118 - Determine the
missing side length of a rectangle
given a side length and the area
Grade 5 Obj. 130 - WP: Determine
the area of a square or rectangle
Grade 5 Obj. 131 - WP: Determine a
missing dimension given the area
and another dimension
Page 48 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 4, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 4.MD.4 - Make a line plot to
Topic 4 - Data Analysis,
display a data set of measurements Statistics, and Probability
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.
For example, from a line plot find and
interpret the difference in length
between the longest and shortest
specimens in an insect collection.
CC 4.MD.5.a - An angle is measured Topic 3 - Geometry and
with reference to a circle with its
Measurement
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 "onedegree angle," and can be used to
measure angles.
Topic 3 - Geometry and
CC 4.MD.6 - Measure angles in
Measurement
whole-number degrees using a
protractor. Sketch angles of specified
measure.
CC 4.G.1 - Draw points, lines, line
Topic 3 - Geometry and
segments, rays, angles (right, acute, Measurement
obtuse), and perpendicular and
parallel lines. Identify these in twodimensional figures.
Page 49 of 136
Grade 4
Objective Description
Grade 3 Obj. 107 - Read a line plot
Grade 3 Obj. 108 - Use a line plot to
represent data
Grade 3 Obj. 109 - Answer a
question using information from a line
plot
Grade 4 Obj. 123 - Associate
degrees with a turn on a circle
Grade 5 Obj. 124 - Measure an
angle to the nearest 5 degrees
Grade 6 Obj. 119 - Measure an
angle, between two rays or in a
shape, to the nearest degree
Grade 3 Obj. 92 - Identify parallel,
perpendicular, and intersecting lines
Grade 3 Obj. 93 - Classify an angle
as equal to 90°, less than 90°, or
greater than 90°
Grade 3 Obj. 94 - Classify an angle
in a shape as equal to 90°, less than
90°, or greater than 90°
Grade 4 Obj. 121 - Classify an angle
given a picture
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 4, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 4.G.2 - Classify two-dimensional Topic 3 - Geometry and
figures based on the presence or
Measurement
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.
CC 4.G.3 - Recognize a line of
Topic 3 - Geometry and
symmetry for a two-dimensional
Measurement
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.
Grade 4
Objective Description
Grade 4 Obj. 124 - Identify a shape
that has parallel or perpendicular
sides
Grade 6 Obj. 130 - Identify parallel,
perpendicular, or intersecting lines
Grade 4 Obj. 126 - Classify a
quadrilateral
Grade 6 Obj. 132 - Know the
properties of a triangle or a
quadrilateral
Grade 1 Obj. 85 - Identify a line of
symmetry
Grade 2 Obj. 88 - Identify symmetry
in a 2-dimensional shape
Grade 4 Obj. 129 - Determine lines
of symmetry
Grade 6 Obj. 135 - Use symmetry to
determine a length or an angle
measure
Page 50 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 5, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
CC 5.OA.1 - Use parentheses,
brackets, or braces in numerical
expressions, and evaluate
expressions with these symbols.
Topic Description
Topic 2 - Algebraic Thinking
CC 5.OA.3 - Generate two numerical Topic 2 - Algebraic Thinking
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. For example,
given the rule "Add 3" and the starting
number 0, and given the rule "Add 6"
and the starting number 0, generate
terms in the resulting sequences, and
observe that the terms in one
sequence are twice the
corresponding terms in the other
sequence. Explain informally why this
is so.
CC 5.NBT.2 - Explain patterns in the Topic 1 - Number Sense and
number of zeros of the product when Operations
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.
Page 51 of 136
Grade 5
Objective Description
Grade 4 Obj. 84 - Evaluate a
numeric expression involving two
operations
Grade 5 Obj. 96 - Evaluate a
numerical expression involving three
operations, with no parentheses,
using order of operations
Grade 5 Obj. 97 - Evaluate a
numerical expression involving three
operations, with parentheses, using
order of operations
Grade 6 Obj. 88 - Evaluate a
numerical expression of four or more
operations, with parentheses, using
order of operations
Grade 4 Obj. 90 - Generate a table
of paired numbers based on a rule
Grade 6 Obj. 106 - Use a first
quadrant graph to represent the
values in an input-output table
Grade 6 Obj. 38 - Determine the
power of ten that relates a decimal
number and a whole number
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 5, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 5.NBT.3.a - Read and write
Topic 1 - Number Sense and
decimals to thousandths using base- Operations
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).
Grade 5
Objective Description
Grade 6 Obj. 39 - Determine the
power of ten that relates two decimal
numbers
Grade 6 Obj. 54 - Relate division by
a whole number power of ten to
multiplication by the related decimal
fraction power of ten
Grade 4 Obj. 62 - Read a decimal
number through the hundredths place
Grade 4 Obj. 63 - Determine the
word form of a decimal number
through the hundredths place
Grade 4 Obj. 64 - Determine the
decimal number from a pictorial
model of tenths or hundredths
Grade 4 Obj. 65 - Identify a pictorial
model of tenths or hundredths of a
decimal number
Grade 4 Obj. 66 - Identify a decimal
number to tenths represented by a
point on a number line
Grade 4 Obj. 67 - Locate a decimal
number to tenths on a number line
Grade 5 Obj. 69 - Determine the
value of a digit in a decimal number
to thousandths
Grade 5 Obj. 70 - Determine a
decimal number represented in
expanded form
Grade 5 Obj. 71 - Represent a
decimal number in expanded form
Grade 6 Obj. 36 - Represent a
decimal number in expanded form
using powers of ten
Grade 6 Obj. 37 - Determine the
decimal number represented in
expanded form using powers of ten
Page 52 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 5, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 5.NBT.3.b - Compare two
Topic 1 - Number Sense and
decimals to thousandths based on
Operations
meanings of the digits in each place,
using >, =, and < symbols to record
the results of comparisons.
CC 5.NBT.4 - Use place value
understanding to round decimals to
any place.
Topic 1 - Number Sense and
Operations
CC 5.NBT.5 - Fluently multiply multi- Topic 1 - Number Sense and
digit whole numbers using the
Operations
standard algorithm.
Page 53 of 136
Grade 5
Objective Description
Grade 4 Obj. 72 - Compare decimal
numbers through the hundredths
place
Grade 4 Obj. 73 - Order decimal
numbers through the hundredths
place
Grade 5 Obj. 72 - Compare decimal
numbers to thousandths represented
in expanded form
Grade 5 Obj. 73 - Compare decimal
numbers of differing places to
thousandths
Grade 5 Obj. 74 - Order decimal
numbers of differing places to
thousandths in ascending or
descending order
Grade 4 Obj. 80 - Round a decimal
number to a specified place through
hundredths
Grade 5 Obj. 82 - Round a decimal
number to a specified decimal place
to thousandths
Grade 4 Obj. 12 - Subtract a smaller
number from a 3- or 4-digit whole
number in expanded form
Grade 4 Obj. 20 - Multiply a 1- or 2digit whole number by a multiple of
10, 100, or 1,000
Grade 4 Obj. 23 - Multiply a 3- or 4digit whole number by a 1-digit whole
number
Grade 4 Obj. 24 - Multiply a 2-digit
whole number by a 2-digit whole
number
Grade 4 Obj. 25 - Multiply a 3-digit
whole number by a 2-digit whole
number
Grade 4 Obj. 29 - WP: Multiply a 3digit whole number by a 2-digit whole
number
Grade 5 Obj. 11 - Multiply a 3- or 4digit whole number by a 3-digit whole
number
Grade 5 Obj. 12 - WP: Multiply a 3or 4-digit whole number by a 3-digit
whole number
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 5, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 5.NBT.6 - Find 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.
Topic 1 - Number Sense and
Operations
Grade 5
Objective Description
Grade 6 Obj. 6 - Find the product of
three identical factors
Grade 4 Obj. 35 - Divide a 3-digit
whole number by a 1-digit whole
number with no remainder in the
quotient
Grade 4 Obj. 37 - Divide a 3-digit
whole number by a 1-digit whole
number with a remainder in the
quotient
Grade 5 Obj. 14 - Divide a multi-digit
whole number by a 1-digit number,
with no remainder and at least one
zero in the quotient
Grade 5 Obj. 15 - Divide a multi-digit
whole number by a 1-digit number,
with a remainder and at least one
zero in the quotient
Grade 5 Obj. 16 - Divide a multi-digit
whole number by a 1-digit number
and express the quotient as a mixed
number
Grade 5 Obj. 17 - Divide a multi-digit
whole number by a 1-digit number
and express the quotient as a
decimal
Grade 5 Obj. 18 - Divide a multi-digit
whole number by a 2-digit whole
number, with no remainder and no
zeros in the quotient
Grade 5 Obj. 19 - Divide a multi-digit
whole number by a 2-digit whole
number, with a remainder and no
zeros in the quotient
Grade 5 Obj. 20 - Divide a multi-digit
whole number by a 2-digit whole
number, with no remainder and at
least one zero in the quotient
Page 54 of 136
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Accelerated Math
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 5, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 5.NBT.7 - Add, subtract, multiply, Topic 1 - Number Sense and
and divide decimals to hundredths,
Operations
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.
Grade 5
Objective Description
Grade 5 Obj. 21 - Divide a multi-digit
whole number by a 2-digit whole
number, with a remainder and at
least one zero in the quotient
Grade 5 Obj. 22 - Divide a multi-digit
whole number by a 2-digit whole
number and express the quotient as
a mixed number
Grade 4 Obj. 74 - Determine decimal
number pairs that total 1 or 10
Grade 4 Obj. 75 - Add two decimal
numbers through hundredths
Grade 4 Obj. 76 - Subtract two
decimal numbers through hundredths
Grade 4 Obj. 79 - WP: Add or
subtract decimal numbers of the
same place through hundredths
Grade 5 Obj. 79 - Subtract a decimal
number from a whole number or a
whole number from a decimal
number
Grade 5 Obj. 88 - Multiply a money
amount by a 2- or 3-digit whole
number
Grade 6 Obj. 46 - Multiply a decimal
number greater than one, in tenths,
by a decimal number in tenths
Grade 6 Obj. 50 - Multiply decimal
numbers greater than one where the
product has 2 or 3 decimal places
Grade 6 Obj. 53 - Divide a decimal
number by 10, 100, or 1,000
Page 55 of 136
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Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 5, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
Grade 5
Objective Description
Grade 6 Obj. 59 - Locate the decimal
point in the quotient of a whole
number, or a decimal number,
divided by a decimal number
Grade 6 Obj. 60 - Divide a 1- to 3digit whole number by a decimal
number to tenths where the quotient
is a whole number
Grade 6 Obj. 61 - Divide a 1- to 3digit whole number by a decimal
number to tenths where the quotient
is a decimal number to thousandths
Topic 1 - Number Sense and
CC 5.NF.1 - Add and subtract
Operations
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. For example, 2/3 + 5/4
= 8/12 + 15/12 = 23/12. (In general,
a/b + c/d = (ad + bc)/bd.).
Grade 5 Obj. 35 - Add fractions with
like denominators greater than 10
and simplify the sum
Grade 5 Obj. 36 - Add fractions with
unlike denominators using a model
and do not simplify the sum
Grade 5 Obj. 37 - Add fractions with
unlike denominators and do not
simplify the sum
Grade 5 Obj. 38 - Add fractions with
unlike denominators that have factors
in common and simplify the sum
Grade 5 Obj. 39 - Add fractions with
unlike denominators that have no
factors in common
Grade 5 Obj. 40 - Subtract fractions
with like denominators greater than
10 and simplify the difference
Grade 5 Obj. 41 - Subtract fractions
with unlike denominators using a
model and do not simplify the
difference
Grade 5 Obj. 42 - Subtract fractions
with unlike denominators and do not
simplify the difference
Page 56 of 136
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Accelerated Math
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 5, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
Grade 5
Objective Description
Grade 5 Obj. 43 - Subtract fractions
with unlike denominators that have
factors in common and simplify the
difference
Grade 5 Obj. 44 - Subtract fractions
with unlike denominators that have
no factors in common
Grade 5 Obj. 47 - Convert a mixed
number to an improper fraction
Grade 5 Obj. 49 - Add mixed
numbers with like denominators and
simplify the sum
Grade 5 Obj. 50 - Add mixed
numbers with unlike denominators
and simplify the sum
Grade 5 Obj. 51 - Subtract mixed
numbers with like denominators and
simplify the difference
Grade 5 Obj. 52 - Subtract mixed
numbers with unlike denominators
and simplify the difference
Grade 6 Obj. 13 - Add fractions with
unlike denominators and simplify the
sum
Grade 6 Obj. 14 - Subtract fractions
with unlike denominators and simplify
the difference
Grade 6 Obj. 15 - Subtract a fraction
from a whole number
Grade 6 Obj. 17 - Add mixed
numbers with unlike denominators or
a mixed number and a fraction with
unlike denominators and simplify the
sum
Grade 6 Obj. 18 - Subtract a mixed
number from a whole number
Grade 6 Obj. 19 - Subtract mixed
numbers with unlike denominators or
a mixed number and a fraction and
simplify the difference
Grade 6 Obj. 20 - Add and subtract
three unlike-denominator fractions,
mixed numbers, or fractions and
mixed numbers, and simplify the
answer
Page 57 of 136
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Accelerated Math
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 5, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 5.NF.2 - Solve word problems
Topic 1 - Number Sense and
involving addition and subtraction of Operations
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. For
example, recognize an incorrect
result 2/5 + 1/2 = 3/7, by observing
that 3/7 < 1/2.
Grade 5
Objective Description
Grade 4 Obj. 57 - WP: Add fractions
with like denominators no greater
than 10 and simplify the sum
Grade 4 Obj. 61 - WP: Subtract
fractions with like denominators no
greater than 10 and simplify the
difference
Grade 5 Obj. 45 - WP: Add or
subtract fractions with like
denominators and simplify the sum or
difference
Grade 5 Obj. 46 - WP: Add or
subtract fractions with unlike
denominators that have no factors in
common
Grade 5 Obj. 53 - WP: Add or
subtract mixed numbers with like
denominators and simplify the sum or
difference
Grade 5 Obj. 54 - WP: Add or
subtract mixed numbers with unlike
denominators that have no factors in
common
Grade 5 Obj. 55 - Round a fraction to
a benchmark number of 0, 1/2, or 1
Grade 5 Obj. 56 - Estimate a fraction
sum using benchmark numbers 0,
1/2, and 1
Grade 5 Obj. 57 - Estimate a fraction
difference using benchmark numbers
0, 1/2, and 1
Grade 5 Obj. 58 - WP: Estimate a
fraction sum or difference using
benchmark numbers 0, 1/2, and 1
Page 58 of 136
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Accelerated Math
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 5, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 5.NF.3 - Interpret a fraction as
Topic 1 - Number Sense and
division of the numerator by the
Operations
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. For example, interpret 3/4
as the result of dividing 3 by 4, noting
that 3/4 multiplied by 4 equals 3, and
that when 3 wholes are shared
equally among 4 people each person
has a share of size 3/4. If 9 people
want to share a 50-pound sack of rice
equally by weight, how many pounds
of rice should each person get?
Between what two whole numbers
does your answer lie?
CC 5.NF.4 - Apply and extend
Topic 1 - Number Sense and
previous understandings of
Operations
multiplication to multiply a fraction or
whole number by a fraction.
Page 59 of 136
Grade 5
Objective Description
Grade 6 Obj. 16 - WP: Add or
subtract fractions with unlike
denominators and simplify the sum or
difference
Grade 6 Obj. 21 - WP: Add or
subtract mixed numbers with unlike
denominators or a mixed number and
a fraction with unlike denominators
and simplify the sum or difference
Grade 4 Obj. 46 - WP: Use a mixed
number to represent an amount in a
sharing situation
Grade 5 Obj. 30 - Relate a sharing
situation to a fraction
Grade 6 Obj. 22 - Multiply a fraction
by a fraction
Grade 6 Obj. 23 - Multiply a mixed
number by a whole number
Grade 6 Obj. 24 - Multiply a mixed
number by a fraction
Grade 6 Obj. 25 - Multiply a mixed
number by a mixed number
Grade 6 Obj. 33 - WP: Multiply or
divide a fraction by a fraction
Grade 6 Obj. 34 - WP: Multiply or
divide two mixed numbers or a mixed
number and a fraction
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 5, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 5.NF.4.a - Interpret the product
Topic 1 - Number Sense and
(a/b) × q as a parts of a partition of q Operations
into b equal parts; equivalently, as the
result of a sequence of operations a
× q ÷ b. For example, use a visual
fraction model to show (2/3) × 4 =
8/3, and create a story context for this
equation. Do the same with (2/3) ×
(4/5) = 8/15. (In general, (a/b) × (c/d)
= ac/bd.).
CC 5.NF.5.b - Explaining why
Topic 1 - Number Sense and
multiplying a given number by a
Operations
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.
Grade 5
Objective Description
Grade 5 Obj. 61 - Multiply a proper
fraction by a whole number using a
model
Grade 5 Obj. 62 - Multiply a proper
fraction by a whole number
Grade 5 Obj. 61 - Multiply a proper
fraction by a whole number using a
model
CC 5.NF.6 - Solve real world
Topic 1 - Number Sense and
problems involving multiplication of
Operations
fractions and mixed numbers, e.g., by
using visual fraction models or
equations to represent the problem.
Grade 5 Obj. 68 - WP: Multiply or
divide a whole number by a unit
fraction
CC 5.NF.7.a - Interpret division of a Topic 1 - Number Sense and
Operations
unit fraction by a non-zero whole
number, and compute such
quotients. For example, create a
story context for (1/3) ÷ 4, and use a
visual fraction model to show the
quotient. Use the relationship
between multiplication and division to
explain that (1/3) ÷ 4 = 1/12 because
(1/12) × 4 = 1/3.
Grade 5 Obj. 65 - Divide a unit
fraction by a whole number
Page 60 of 136
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Accelerated Math
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 5, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 5.NF.7.b - Interpret division of a Topic 1 - Number Sense and
whole number by a unit fraction, and Operations
compute such quotients. For
example, create a story context for 4
÷ (1/5), and use a visual fraction
model to show the quotient. Use the
relationship between multiplication
and division to explain that 4 ÷ (1/5) =
20 because 20 × (1/5) = 4.
CC 5.NF.7.c - Solve real world
Topic 1 - Number Sense and
problems involving division of unit
Operations
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. For example, how much
chocolate will each person get if 3
people share 1/2 lb of chocolate
equally? How many 1/3-cup servings
are in 2 cups of raisins?
CC 5.MD.1 - Convert among different- Topic 3 - Geometry and
sized standard measurement units
Measurement
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.
Grade 5
Objective Description
Grade 5 Obj. 63 - Divide a whole
number by a unit fraction using a
model
Grade 5 Obj. 64 - Divide a whole
number by a unit fraction
Grade 5 Obj. 68 - WP: Multiply or
divide a whole number by a unit
fraction
Grade 3 Obj. 68 - Convert between
inches, feet, and yards
Grade 3 Obj. 69 - Convert between
centimeters and meters
Grade 3 Obj. 71 - WP: Add or
subtract compound units of length in
inches and feet with no conversion
Grade 3 Obj. 73 - WP: Add or
subtract compound units of length in
inches and feet with conversion
Grade 4 Obj. 96 - Convert between
customary units of weight using
whole numbers
Grade 4 Obj. 98 - Convert between
metric units of mass using whole
numbers
Page 61 of 136
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Accelerated Math
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 5, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
Grade 5
Objective Description
Grade 4 Obj. 99 - Convert between
millimeters and centimeters or
meters using whole numbers
Grade 4 Obj. 100 - WP: Add or
subtract compound units of length
requiring customary unit conversion
using whole numbers
Grade 5 Obj. 113 - Convert between
customary units of length using
fractional amounts
Grade 5 Obj. 114 - Convert between
customary units of capacity using
fractional amounts
Grade 5 Obj. 115 - Convert between
customary units of weight using
fractional amounts
Grade 5 Obj. 116 - Convert between
metric units of capacity using decimal
amounts
Grade 5 Obj. 117 - Convert between
metric units of mass using decimal
amounts
Grade 5 Obj. 118 - Convert between
millimeters or centimeters and
meters, or meters and kilometers
using decimal amounts
Grade 5 Obj. 119 - WP: Compare
customary units of length, weight, or
capacity using fractional amounts
Grade 5 Obj. 120 - WP: Compare
metric units of length, mass, or
capacity using decimal amounts
Grade 6 Obj. 110 - WP: Add or
subtract customary measures of
weight requiring unit conversion
Grade 6 Obj. 111 - WP: Add or
subtract metric measures of mass
requiring unit conversion
Grade 6 Obj. 114 - WP: Multiply or
divide customary measures of weight
requiring unit conversion
Grade 6 Obj. 115 - WP: Multiply or
divide metric measures of mass
requiring unit conversion
Page 62 of 136
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NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 5, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
CC 5.MD.4 - Measure volumes by
counting unit cubes, using cubic cm,
cubic in, cubic ft, and improvised
units.
CC 5.MD.5.b - Apply 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.
Grade 5
Topic Description
Topic 3 - Geometry and
Measurement
Objective Description
Grade 4 Obj. 120 - Determine the
volume of a rectangular prism given a
diagram showing unit cubes
Topic 3 - Geometry and
Measurement
Grade 5 Obj. 132 - Determine the
volume of a rectangular prism given a
diagram
CC 5.MD.5.c - Recognize volume as Topic 3 - Geometry and
additive. Find volumes of solid figures Measurement
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.
CC 5.G.1 - Use a pair of
Topic 3 - Geometry and
perpendicular number lines, called
Measurement
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).
Grade 5 Obj. 133 - WP: Determine
the volume of a rectangular prism
given a diagram
Grade 5 Obj. 134 - Determine the
volume of a rectangular prism
Grade 5 Obj. 136 - Determine the
volume of an object composed of
rectangular prisms by counting units
Grade 4 Obj. 132 - Determine a path
or location on a grid using compass
directions
Grade 4 Obj. 133 - Identify the
location of an ordered pair in the first
quadrant using compass directions
Page 63 of 136
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Accelerated Math
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 5, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
Topic 2 - Algebraic Thinking
CC 5.G.2 - Represent real world and Topic 3 - Geometry and
mathematical problems by graphing Measurement
points in the first quadrant of the
coordinate plane, and interpret
coordinate values of points in the
context of the situation.
Topic 2 - Algebraic Thinking
Topic 3 - Geometry and
Measurement
CC 5.G.4 - Classify two-dimensional Topic 3 - Geometry and
figures in a hierarchy based on
Measurement
properties.
Page 64 of 136
Grade 5
Objective Description
Grade 5 Obj. 148 - Locate a point by
following compass directions on a
grid
Grade 5 Obj. 149 - Use compass
directions to describe a path to a
point on a grid
Grade 6 Obj. 107 - Use a graph to
determine the entries in an inputoutput table
Grade 4 Obj. 134 - Determine the
ordered pair of a point in the first
quadrant using compass directions
Grade 5 Obj. 111 - Use a first
quadrant graph to represent the
values from a table generated in
context
Grade 5 Obj. 150 - Determine the
location of an ordered pair in the first
quadrant
Grade 5 Obj. 151 - Determine the
ordered pair of a point in the first
quadrant
Grade 4 Obj. 124 - Identify a shape
that has parallel or perpendicular
sides
Grade 4 Obj. 125 - Classify a triangle
by its sides
Grade 5 Obj. 141 - Classify a triangle
by its sides and angles
Grade 6 Obj. 132 - Know the
properties of a triangle or a
quadrilateral
02.28.11
Accelerated Math
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NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 6.RP.1 - Understand the concept Topic 1 - Number Sense and
of a ratio and use ratio language to
Operations
describe a ratio relationship between
two quantities. For example, "The
ratio of wings to beaks in the bird
house at the zoo was 2:1, because
for every 2 wings there was 1 beak."
"For every vote candidate A received,
candidate C received nearly three
votes.".
CC 6.RP.2 - Understand the concept Topic 1 - Number Sense and
of a unit rate a/b associated with a
Operations
ratio a:b with b is not equal to 0, and
use rate language in the context of a
ratio relationship. For example, "This
recipe has a ratio of 3 cups of flour to
4 cups of sugar, so there is 3/4 cup of
flour for each cup of sugar." "We paid
$75 for 15 hamburgers, which is a
rate of $5 per hamburger.".
Grade 6
Objective Description
Grade 6 Obj. 81 - WP: Determine a
ratio using whole numbers less than
50
Grade 7 Obj. 44 - WP: Determine
the ratio of two whole numbers, at
least one of which is larger than 50
Grade 6 Obj. 81 - WP: Determine a
ratio using whole numbers less than
50
Grade 6 Obj. 86 - WP: Determine a
unit rate with a whole number value
Topic 2 - Algebraic Thinking
CC 6.RP.3.a - Make 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.
Topic 1 - Number Sense and
Operations
Page 65 of 136
Grade 5 Obj. 105 - WP: Extend a
pattern to solve a problem
Grade 6 Obj. 82 - Determine if ratios,
using whole numbers less than 50,
are equivalent
Grade 7 Obj. 45 - Determine ratios
equivalent to a given ratio of two
whole numbers, at least one of which
is larger than 50
02.28.11
Accelerated Math
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Agency Tag Set Name
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NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
CC 6.RP.3.b - Solve unit rate
problems including those involving
unit pricing and constant speed. For
example, if it took 7 hours to mow 4
lawns, then at that rate, how many
lawns could be mowed in 35 hours?
At what rate were lawns being
mowed?
Topic Description
Topic 1 - Number Sense and
Operations
Grade 6
Objective Description
Grade 6 Obj. 83 - WP: Determine a
part given a ratio and the whole
where the whole is less than 50
Grade 6 Obj. 84 - WP: Determine a
part given a ratio and another part
where the whole is less than 50
Grade 6 Obj. 85 - WP: Determine
the whole given a ratio and a part
where the whole is less than 50
Grade 6 Obj. 86 - WP: Determine a
unit rate with a whole number value
Topic 2 - Algebraic Thinking
Page 66 of 136
Grade 6 Obj. 87 - WP: Use a unit
rate, with a whole number or whole
cent value, to solve a problem
Grade 7 Obj. 46 - WP: Determine a
part, given part to whole ratio and the
whole, where the whole is greater
than 50
Grade 7 Obj. 47 - WP: Determine a
part, given part to part ratio and the
whole, where the whole is greater
than 50
Grade 7 Obj. 48 - WP: Determine a
part, given part to whole ratio and a
part, where the whole is greater than
50
Grade 7 Obj. 49 - WP: Determine a
part, given part to part ratio and a
part, where the whole is greater than
50
Grade 7 Obj. 50 - WP: Determine
the whole, given part to whole ratio
and a part, where the whole is
greater than 50
Grade 7 Obj. 51 - WP: Determine
the whole, given part to part ratio and
a part, where the whole is greater
than 50
Grade 7 Obj. 53 - WP: Use a unit
rate to solve a problem
Grade 7 Obj. 71 - WP: Solve a
proportion
02.28.11
Accelerated Math
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 6.RP.3.c - Find a percent of a
Topic 1 - Number Sense and
quantity as a rate per 100 (e.g., 30% Operations
of a quantity means 30/100 times the
quantity); solve problems involving
finding the whole, given a part and
the percent.
CC 6.RP.3.d - Use ratio reasoning to Topic 3 - Geometry and
convert measurement units;
Measurement
manipulate and transform units
appropriately when multiplying or
dividing quantities.
Page 67 of 136
Grade 6
Objective Description
Grade 5 Obj. 92 - Determine a model
of a percent on a 100 grid
Grade 5 Obj. 93 - Determine the
percent represented by a model on a
100 grid
Grade 5 Obj. 94 - Relate an
equivalent fraction and percent given
a grid
Grade 6 Obj. 73 - Convert a
percentage to a decimal number
Grade 6 Obj. 74 - Convert a fraction
to a percentage
Grade 6 Obj. 75 - Convert a
percentage to a fraction
Grade 6 Obj. 78 - Determine a
percent where a ratio, not in 100ths,
is given in words
Grade 6 Obj. 79 - Calculate a
percent of a whole number where the
answer is a whole number
Grade 6 Obj. 80 - WP: Calculate the
percent of a whole number where the
answer is a whole number
Grade 7 Obj. 18 - Determine a
percent of a whole number using less
than 100%
Grade 7 Obj. 19 - Determine a
percent of a whole number using
more than 100%
Grade 7 Obj. 21 - Determine a whole
number given a part and a
percentage less than 100%
Grade 7 Obj. 22 - WP: Determine a
percent of a whole number using less
than 100%
Grade 7 Obj. 24 - WP: Determine a
whole number given a part and a
percentage
Grade 3 Obj. 68 - Convert between
inches, feet, and yards
02.28.11
Accelerated Math
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
Grade 6
Objective Description
Grade 3 Obj. 69 - Convert between
centimeters and meters
Grade 4 Obj. 99 - Convert between
millimeters and centimeters or
meters using whole numbers
Grade 5 Obj. 113 - Convert between
customary units of length using
fractional amounts
Grade 5 Obj. 118 - Convert between
millimeters or centimeters and
meters, or meters and kilometers
using decimal amounts
Grade 7 Obj. 112 - Determine
approximate conversions between
metric and customary units of length
Grade 7 Obj. 113 - Determine
approximate conversions between
metric and customary units of
capacity
Grade 7 Obj. 114 - Determine
approximate conversions between
metric and customary units of
weight/mass
Grade 8 Obj. 56 - WP: Solve a
problem involving mixed units
Grade 8 Obj. 57 - WP: Solve a
distance-rate-time problem that
involves unit conversions
Page 68 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 6.NS.1 - Interpret and compute
Topic 1 - Number Sense and
quotients of fractions, and solve word Operations
problems involving division of
fractions by fractions, e.g., by using
visual fraction models and equations
to represent the problem. For
example, create a story context for
(2/3) ÷ (3/4) and use a visual fraction
model to show the quotient; use the
relationship between multiplication
and division to explain that (2/3) ÷
(3/4) = 8/9 because 3/4 of 8/9 is 2/3.
(In general, (a/b) ÷ (c/d) = ad/bc.)
How much chocolate will each person
get if 3 people share 1/2 lb of
chocolate equally? How many 3/4cup servings are in 2/3 of a cup of
yogurt? How wide is a rectangular
strip of land with length 3/4 mi and
area 1/2 square mi?
CC 6.NS.2 - Fluently divide multi-digit Topic 1 - Number Sense and
numbers using the standard
Operations
algorithm.
Page 69 of 136
Grade 6
Objective Description
Grade 5 Obj. 63 - Divide a whole
number by a unit fraction using a
model
Grade 5 Obj. 64 - Divide a whole
number by a unit fraction
Grade 5 Obj. 65 - Divide a unit
fraction by a whole number
Grade 5 Obj. 66 - Divide a whole
number by a fraction, with a whole
number quotient using a model
Grade 5 Obj. 67 - Divide a whole
number by a fraction, with a whole
number quotient
Grade 6 Obj. 28 - Divide a fraction by
a whole number resulting in a
fractional quotient
Grade 6 Obj. 29 - Divide a fraction by
a fraction
Grade 6 Obj. 30 - Divide a whole
number by a fraction resulting in a
fractional quotient
Grade 6 Obj. 31 - Divide a mixed
number by a fraction
Grade 6 Obj. 32 - Divide a mixed
number by a mixed number
Grade 4 Obj. 33 - Divide a multi-digit
whole number by 10 or 100 with no
remainder
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NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Page 70 of 136
Topic Description
Grade 6
Objective Description
Grade 4 Obj. 34 - Divide a 2-digit
whole number by a 1-digit whole
number with no remainder in the
quotient
Grade 4 Obj. 35 - Divide a 3-digit
whole number by a 1-digit whole
number with no remainder in the
quotient
Grade 4 Obj. 36 - Divide a 2-digit
whole number by a 1-digit whole
number with a remainder in the
quotient
Grade 4 Obj. 37 - Divide a 3-digit
whole number by a 1-digit whole
number with a remainder in the
quotient
Grade 5 Obj. 13 - Divide a multi-digit
whole number by multiples of 100 or
1,000
Grade 5 Obj. 14 - Divide a multi-digit
whole number by a 1-digit number,
with no remainder and at least one
zero in the quotient
Grade 5 Obj. 15 - Divide a multi-digit
whole number by a 1-digit number,
with a remainder and at least one
zero in the quotient
Grade 5 Obj. 16 - Divide a multi-digit
whole number by a 1-digit number
and express the quotient as a mixed
number
Grade 5 Obj. 17 - Divide a multi-digit
whole number by a 1-digit number
and express the quotient as a
decimal
Grade 5 Obj. 18 - Divide a multi-digit
whole number by a 2-digit whole
number, with no remainder and no
zeros in the quotient
Grade 5 Obj. 19 - Divide a multi-digit
whole number by a 2-digit whole
number, with a remainder and no
zeros in the quotient
Grade 5 Obj. 20 - Divide a multi-digit
whole number by a 2-digit whole
number, with no remainder and at
least one zero in the quotient
02.28.11
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NGA Center-CCSSO, Math, 2010,
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Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
CC 6.NS.3 - Fluently add, subtract,
multiply, and divide multi-digit
decimals using the standard
algorithm for each operation.
Page 71 of 136
Topic Description
Topic 1 - Number Sense and
Operations
Grade 6
Objective Description
Grade 5 Obj. 21 - Divide a multi-digit
whole number by a 2-digit whole
number, with a remainder and at
least one zero in the quotient
Grade 5 Obj. 22 - Divide a multi-digit
whole number by a 2-digit whole
number and express the quotient as
a mixed number
Grade 5 Obj. 23 - WP: Divide a
whole number, with no remainder
Grade 5 Obj. 24 - WP: Divide a
whole number and interpret the
remainder
Grade 6 Obj. 9 - Divide a whole
number by a 1-digit whole number
resulting in a decimal quotient
through thousandths
Grade 6 Obj. 10 - Divide a whole
number by a 2-digit whole number
resulting in a decimal quotient
through thousandths
Grade 6 Obj. 11 - WP: Divide a
whole number by a 1- or 2-digit whole
number resulting in a decimal
quotient
Grade 5 Obj. 75 - Add two decimal
numbers of differing places to
thousandths
Grade 5 Obj. 76 - Add three or more
decimal numbers
Grade 5 Obj. 77 - Add decimal
numbers and whole numbers
Grade 5 Obj. 78 - Subtract two
decimal numbers of differing places
to thousandths
Grade 5 Obj. 79 - Subtract a decimal
number from a whole number or a
whole number from a decimal
number
Grade 5 Obj. 80 - WP: Add or
subtract decimal numbers through
thousandths
Grade 5 Obj. 81 - WP: Add or
subtract a decimal number through
thousandths and a whole number
02.28.11
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
Grade 6
Objective Description
Grade 5 Obj. 86 - Multiply a decimal
number through thousandths by 10,
100, or 1,000
Grade 5 Obj. 87 - WP: Multiply a
decimal through thousandths by 10,
100, or 1,000
Grade 6 Obj. 40 - Add three decimal
numbers
Grade 6 Obj. 41 - Add and subtract
three decimal numbers
Grade 6 Obj. 42 - WP: Add and
subtract three decimal numbers
Grade 6 Obj. 43 - Multiply a decimal
number through thousandths by a
whole number
Grade 6 Obj. 44 - WP: Multiply a
decimal number through thousandths
by a whole number
Grade 6 Obj. 45 - WP: Multiply a
money expression by a decimal
number
Grade 6 Obj. 47 - Multiply decimal
numbers to thousandths using basic
facts
Grade 6 Obj. 48 - Multiply decimal
numbers less than one in hundredths
or thousandths
Grade 6 Obj. 49 - Multiply a decimal
number greater than one by a
decimal number to thousandths that
has only 1 nonzero digit
Grade 6 Obj. 50 - Multiply decimal
numbers greater than one where the
product has 2 or 3 decimal places
Grade 6 Obj. 51 - WP: Multiply two
decimal numbers to thousandths
Grade 6 Obj. 55 - Divide a decimal
number through thousandths by a 1or 2-digit whole number where the
quotient has 2-5 decimal places
Grade 6 Obj. 56 - WP: Divide a
decimal number through thousandths
by a 1- or 2-digit whole number
Page 72 of 136
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Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
Grade 6
Objective Description
Grade 6 Obj. 57 - Divide a whole
number or a decimal number by 0.1,
0.01, or 0.001
Grade 6 Obj. 59 - Locate the decimal
point in the quotient of a whole
number, or a decimal number,
divided by a decimal number
Grade 6 Obj. 60 - Divide a 1- to 3digit whole number by a decimal
number to tenths where the quotient
is a whole number
Grade 6 Obj. 61 - Divide a 1- to 3digit whole number by a decimal
number to tenths where the quotient
is a decimal number to thousandths
CC 6.NS.4 - Find the greatest
Topic 1 - Number Sense and
common factor of two whole numbers Operations
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. For
example, express 36 + 8 as 4 (9 + 2).
Grade 6 Obj. 62 - Divide a 2- or 3digit whole number by a decimal
number to hundredths or
thousandths, rounded quotient if
needed
Grade 6 Obj. 63 - Divide a decimal
number by a decimal number through
thousandths, rounded quotient if
needed
Grade 6 Obj. 64 - WP: Divide a
whole number by a decimal number
through thousandths, rounded
quotient if needed
Grade 6 Obj. 65 - WP: Divide a
decimal through thousandths by a
decimal through thousandths,
rounded quotient if needed
Grade 5 Obj. 5 - Determine the
common factors for two whole
numbers to 50
Grade 5 Obj. 6 - Determine the
greatest common factor of two whole
numbers to 50
Page 73 of 136
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Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 6.NS.6.a - Recognize opposite
Topic 1 - Number Sense and
signs of numbers as indicating
Operations
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.
CC 6.NS.6.b - Understand signs of
Topic 3 - Geometry and
numbers in ordered pairs as
Measurement
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.
CC 6.NS.6.c - Find and position
Topic 3 - Geometry and
integers and other rational numbers Measurement
on a horizontal or vertical number line
diagram; find and position pairs of
integers and other rational numbers
on a coordinate plane.
Topic 1 - Number Sense and
Operations
Topic 3 - Geometry and
Measurement
Page 74 of 136
Grade 6
Objective Description
Grade 5 Obj. 7 - Determine the
multiple(s) of a number
Grade 5 Obj. 8 - Determine common
multiples for two whole numbers
Grade 6 Obj. 2 - Determine the
greatest common factor of three
numbers to 100
Grade 6 Obj. 89 - Identify or locate
an integer on a number line
Grade 7 Obj. 34 - Determine the
opposite of an integer
Grade 6 Obj. 138 - Determine the
location of an ordered pair in any
quadrant
Grade 6 Obj. 139 - Determine the
ordered pair of a point in any
quadrant
Grade 5 Obj. 151 - Determine the
ordered pair of a point in the first
quadrant
Grade 6 Obj. 89 - Identify or locate
an integer on a number line
Grade 6 Obj. 91 - Order negative
integers or a mix of positive and
negative integers
Grade 6 Obj. 138 - Determine the
location of an ordered pair in any
quadrant
Grade 6 Obj. 139 - Determine the
ordered pair of a point in any
quadrant
02.28.11
Accelerated Math
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
Topic 1 - Number Sense and
Operations
CC 6.NS.7 - Understand ordering and Topic 1 - Number Sense and
absolute value of rational numbers. Operations
CC 6.NS.7.a - Interpret statements of Topic 2 - Algebraic Thinking
inequality as statements about the
relative position of two numbers on a
number line diagram. For example,
interpret -3 > -7 as a statement that 3 is located to the right of -7 on a
number line oriented from left to right.
CC 6.NS.7.b - Write, interpret, and
explain statements of order for
rational numbers in real-world
contexts. For example, write -3 °C > 7 °C to express the fact that -3 °C is
warmer than -7 °C.
CC 6.NS.7.c - Understand 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. For
example, for an account balance of 30 dollars, write |-30| = 30 to describe
the size of the debt in dollars.
Grade 6
Objective Description
Grade 7 Obj. 57 - Identify a positive
or negative rational number
represented by a point on a number
line
Grade 7 Obj. 58 - Locate a positive
or negative rational number on a
number line
Grade 7 Obj. 59 - Compare rational
numbers (positive and negative)
Grade 7 Obj. 60 - Order rational
numbers (positive and negative)
Grade 7 Obj. 76 - Determine the
graph of an inequality on a number
line
Topic 1 - Number Sense and
Operations
Grade 6 Obj. 90 - Compare two
negative integers or a negative
integer and a positive integer
Topic 1 - Number Sense and
Operations
Grade 7 Obj. 33 - Evaluate the
absolute value of an integer
CC 6.NS.8 - Solve real-world and
Topic 3 - Geometry and
mathematical problems by graphing Measurement
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.
Grade 7 Obj. 117 - Determine the
location of a simple shape on the
Cartesian plane given the
coordinates of its vertices
Grade 7 Obj. 118 - Determine the
coordinates of a missing point
determined by geometric information
Page 75 of 136
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Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 6.EE.1 - Write and evaluate
numerical expressions involving
whole-number exponents.
Topic 1 - Number Sense and
Operations
Grade 6
Objective Description
Grade 7 Obj. 119 - Determine a side
length of a shape on the Cartesian
plane
Grade 6 Obj. 7 - Determine the
square of a whole number to 15
Grade 7 Obj. 2 - Determine the
repeated multiplication that is
represented by a number raised to a
power
Grade 7 Obj. 6 - Determine an
exponential form of a whole number
Topic 2 - Algebraic Thinking
Topic 1 - Number Sense and
Operations
CC 6.EE.2.a - Write expressions that Topic 2 - Algebraic Thinking
record operations with numbers and
with letters standing for numbers. For
example, express the calculation
"Subtract y from 5" as 5 - y.
Grade 7 Obj. 11 - Evaluate a
numerical expression, with
parentheses and exponents, using
order of operations
Grade 8 Obj. 10 - Evaluate a
numerical expression involving
nested parentheses
Grade 8 Obj. 11 - Determine the
square of a fraction or a decimal
Grade 5 Obj. 98 - Use a variable
expression with one operation to
represent a verbal expression
Grade 5 Obj. 99 - Use a verbal
expression to represent a variable
expression with one operation
Grade 6 Obj. 93 - Use a variable
expression with two operations to
represent a verbal expression
Grade 6 Obj. 94 - Use a verbal
expression to represent a variable
expression with two operations
Page 76 of 136
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Accelerated Math
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Agency Tag Set Name
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NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 6.EE.2.c - Evaluate expressions Topic 2 - Algebraic Thinking
at specific values of their variables.
Include expressions that arise from
formulas used in real-world problems.
Perform arithmetic operations,
including those involving wholenumber exponents, in the
conventional order when there are no
parentheses to specify a particular
order (Order of Operations). For
example, use the formulas V = s³ and
A = 6 s² to find the volume and
surface area of a cube with sides of
length s = 1/2.
Grade 6
Objective Description
Grade 5 Obj. 101 - Evaluate a 1variable expression, involving one
operation, using whole number
substitution
Grade 5 Obj. 102 - Evaluate a 2variable expression, involving one
operation, using whole number
substitution
Grade 5 Obj. 103 - WP: Evaluate a 1variable expression with one
operation using a whole number
value
Grade 5 Obj. 104 - WP: Evaluate a 2variable expression with one
operation using whole number values
Grade 5 Obj. 106 - Generate a table
of paired numbers based on a
variable expression with one
operation
Grade 5 Obj. 107 - Generate a table
of paired numbers based on a
variable expression with two
operations
Grade 5 Obj. 109 - WP: Generate a
table of paired numbers based on a
variable expression with one
operation
Grade 6 Obj. 98 - Evaluate a 1variable expression, with two or three
operations, using whole number
substitution
Grade 6 Obj. 99 - Evaluate a 2variable expression, with two or three
operations, using whole number
substitution
Page 77 of 136
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Agency Tag Set Name
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NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 6.EE.3 - Apply the properties of Topic 2 - Algebraic Thinking
operations to generate equivalent
expressions. For example, apply the
distributive property to the expression
3 (2 + x) to produce the equivalent
expression 6 + 3x; apply the
distributive property to the expression
24x + 18y to produce the equivalent
expression 6 (4x + 3y); apply
properties of operations to y + y + y to
produce the equivalent expression
3y.
Topic 2 - Algebraic Thinking
CC 6.EE.4 - Identify when two
expressions are equivalent (i.e.,
when the two expressions name the
same number regardless of which
value is substituted into them). For
example, the expressions y + y + y
and 3y are equivalent because they
name the same number regardless of
which number y stands for.
Page 78 of 136
Grade 6
Objective Description
Grade 6 Obj. 100 - WP: Evaluate a 1or 2-variable expression or formula
using whole numbers
Grade 6 Obj. 103 - WP: Generate a
table of paired numbers based on a
variable expression with two
operations
Grade 7 Obj. 64 - Evaluate an
algebraic expression involving whole
number exponents
Grade 7 Obj. 65 - WP: Evaluate a
variable expression
Grade 7 Obj. 66 - WP: Evaluate a
variable expression involving
exponents
Grade 8 Obj. 31 - Evaluate a 2variable expression with two or three
operations substituting fractions or
decimals
Grade 6 Obj. 92 - Determine which
property of addition or multiplication
justifies a step in the simplification of
an expression
Grade 8 Obj. 34 - Determine an
equivalent form of a variable
expression involving exponents
02.28.11
Accelerated Math
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Grade 6
Standard
Topic Description
CC 6.EE.5 - Understand solving an Topic 2 - Algebraic Thinking
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.
Objective Description
Grade 7 Obj. 77 - Determine some
solutions to a 1-variable linear
inequality
CC 6.EE.6 - Use variables to
represent numbers and write
expressions when solving a realworld 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.
Grade 5 Obj. 100 - WP: Use a
variable expression with one
operation to represent a situation
Topic 2 - Algebraic Thinking
CC 6.EE.7 - Solve real-world and
Topic 2 - Algebraic Thinking
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.
CC 6.EE.8 - Write an inequality of the Topic 2 - Algebraic Thinking
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.
Page 79 of 136
Grade 6 Obj. 95 - WP: Use a
variable expression with two
operations to represent a situation
Grade 7 Obj. 68 - Use a variable
expression with two operations to
represent a table of paired numbers
Grade 7 Obj. 69 - WP: Use a 2variable expression to represent a
situation
Grade 4 Obj. 85 - Solve a 1-step
addition or subtraction equation using
a model
Grade 6 Obj. 101 - Solve a 1-step
equation involving whole numbers
Grade 7 Obj. 75 - WP: Use a 1variable 1-step equation to represent
a situation
Grade 7 Obj. 76 - Determine the
graph of an inequality on a number
line
02.28.11
Accelerated Math
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 6.EE.9 - Use variables to
Topic 2 - Algebraic Thinking
represent two quantities in a realworld 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. For example,
in a problem involving motion at
constant speed, list and graph
ordered pairs of distances and times,
and write the equation d = 65t to
represent the relationship between
distance and time.
Grade 6
Objective Description
Grade 5 Obj. 108 - Determine the
variable expression with one
operation for a table of paired
numbers
Grade 5 Obj. 110 - WP: Determine
the variable expression with one
operation for a table of paired
numbers
Grade 6 Obj. 96 - WP: Use a 2variable equation to represent a
situation involving a direct proportion
Grade 6 Obj. 97 - WP: Use a 2variable linear equation to represent
a situation
Grade 6 Obj. 104 - Use a 2-variable
equation to construct an input-output
table
Grade 6 Obj. 105 - Use a 2-variable
equation to represent a relationship
expressed in a table
Grade 7 Obj. 68 - Use a variable
expression with two operations to
represent a table of paired numbers
Grade 7 Obj. 81 - Use a table to
represent a linear function
Grade 7 Obj. 83 - Determine the
graph of a 1-operation linear function
Page 80 of 136
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NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 6.G.1 - Find the area of right
Topic 3 - Geometry and
triangles, other triangles, special
Measurement
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.
CC 6.G.2 - Find the volume of a right Topic 3 - Geometry and
rectangular prism with fractional edge Measurement
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.
Grade 6
Objective Description
Grade 5 Obj. 126 - Use a formula to
determine the area of a triangle
Grade 5 Obj. 129 - WP: Determine
the area of a triangle
Grade 6 Obj. 122 - WP: Determine
the perimeter or the area of a
complex shape
Grade 7 Obj. 86 - Determine the
area of a trapezoid
Grade 4 Obj. 120 - Determine the
volume of a rectangular prism given a
diagram showing unit cubes
Grade 5 Obj. 132 - Determine the
volume of a rectangular prism given a
diagram
Grade 5 Obj. 133 - WP: Determine
the volume of a rectangular prism
given a diagram
Grade 5 Obj. 134 - Determine the
volume of a rectangular prism
Grade 5 Obj. 135 - WP: Determine
the volume of a rectangular prism
Page 81 of 136
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 6.G.3 - Draw polygons in the
Topic 3 - Geometry and
coordinate plane given coordinates
Measurement
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.
CC 6.G.4 - Represent threeTopic 3 - Geometry and
dimensional figures using nets made Measurement
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.
CC 6.SP.4 - Display numerical data
in plots on a number line, including
dot plots, histograms, and box plots.
Topic 4 - Data Analysis,
Statistics, and Probability
Grade 6
Objective Description
Grade 7 Obj. 117 - Determine the
location of a simple shape on the
Cartesian plane given the
coordinates of its vertices
Grade 7 Obj. 119 - Determine a side
length of a shape on the Cartesian
plane
Grade 5 Obj. 138 - Determine the
surface area of a cube or a
rectangular prism given a net
Grade 5 Obj. 139 - Determine the
surface area of a rectangular prism
Grade 5 Obj. 140 - WP: Find the
surface area of a rectangular prism
Grade 5 Obj. 142 - Determine the 3dimensional shape that can be
formed from a net
Grade 5 Obj. 143 - Determine a net
of a 3-dimensional shape
Grade 7 Obj. 97 - Determine the
surface area of a 3-dimensional
shape given a net
Grade 7 Obj. 98 - Determine the
surface area of a triangular prism
Grade 7 Obj. 127 - Use a histogram
to represent data
Grade 7 Obj. 128 - Answer a
question using information from a
histogram
Grade 8 Obj. 82 - Read a box-andwhisker plot
Grade 8 Obj. 83 - Use a box-andwhisker plot to organize data
Grade 8 Obj. 84 - Answer a question
using information from a box-andwhisker plot
Page 82 of 136
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 6, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 6.SP.5.c - Giving quantitative
Topic 4 - Data Analysis,
measures of center (median and/or Statistics, and Probability
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.
Grade 6
Objective Description
Grade 5 Obj. 160 - Determine the
range from a graph
Grade 5 Obj. 161 - Determine the
mean of a set of whole number data,
whole number results
Grade 5 Obj. 162 - Determine the
median of an odd number of data
values
Grade 5 Obj. 164 - Determine the
range of a set of whole number data
Grade 6 Obj. 147 - Determine the
mean of a set of whole number data
Grade 6 Obj. 148 - Determine the
median of a set of whole number
data
Grade 7 Obj. 132 - Determine the
mean of a set of data
Grade 7 Obj. 134 - Determine the
median of a set of data
Grade 8 Obj. 81 - Determine the
quartiles of a data set
Grade 8 Obj. 90 - Determine the
median of the data in a frequency
table or a bar graph
Grade 8 Obj. 91 - Determine the
mean of the data in a frequency table
or a bar graph
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Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 7, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 7.RP.1 - Compute unit rates
Topic 1 - Number Sense and
associated with ratios of fractions,
Operations
including ratios of lengths, areas and
other quantities measured in like or
different units. For example, if a
person walks 1/2 mile in each 1/4
hour, compute the unit rate as the
complex fraction 1/2/1/4 miles per
hour, equivalently 2 miles per hour.
CC 7.RP.2.b - Identify the constant of
proportionality (unit rate) in tables,
graphs, equations, diagrams, and
verbal descriptions of proportional
relationships.
CC 7.RP.2.c - Represent proportional
relationships by equations. For
example, if total cost t is proportional
to the number n of items purchased
at a constant price p, the relationship
between the total cost and the
number of items can be expressed
as t = pn.
CC 7.RP.3 - Use proportional
relationships to solve multistep ratio
and percent problems. Example:
Examples: simple interest, tax,
markups and markdowns, gratuities
and commissions, fees, percent
increase and decrease, percent error.
Topic 1 - Number Sense and
Operations
Grade 7
Objective Description
Grade 6 Obj. 86 - WP: Determine a
unit rate with a whole number value
Grade 7 Obj. 52 - WP: Determine a
unit rate
Grade 6 Obj. 86 - WP: Determine a
unit rate with a whole number value
Topic 2 - Algebraic Thinking
Grade 6 Obj. 96 - WP: Use a 2variable equation to represent a
situation involving a direct proportion
Topic 1 - Number Sense and
Operations
Grade 6 Obj. 79 - Calculate a
percent of a whole number where the
answer is a whole number
Grade 6 Obj. 80 - WP: Calculate the
percent of a whole number where the
answer is a whole number
Grade 6 Obj. 83 - WP: Determine a
part given a ratio and the whole
where the whole is less than 50
Grade 6 Obj. 84 - WP: Determine a
part given a ratio and another part
where the whole is less than 50
Grade 6 Obj. 85 - WP: Determine
the whole given a ratio and a part
where the whole is less than 50
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Grade 7, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Page 85 of 136
Topic Description
Grade 7
Objective Description
Grade 7 Obj. 18 - Determine a
percent of a whole number using less
than 100%
Grade 7 Obj. 19 - Determine a
percent of a whole number using
more than 100%
Grade 7 Obj. 20 - Determine the
percent a whole number is of another
whole number, with a result less than
100%
Grade 7 Obj. 21 - Determine a whole
number given a part and a
percentage less than 100%
Grade 7 Obj. 22 - WP: Determine a
percent of a whole number using less
than 100%
Grade 7 Obj. 23 - WP: Determine
the percent a whole number is of
another whole number, with a result
less than 100%
Grade 7 Obj. 24 - WP: Determine a
whole number given a part and a
percentage
Grade 7 Obj. 25 - WP: Determine
the percent of decrease applied to a
number
Grade 7 Obj. 26 - WP: Determine
the percent of increase applied to a
number
Grade 7 Obj. 27 - WP: Determine
the result of applying a percent of
decrease to a value
Grade 7 Obj. 28 - WP: Determine
the result of applying a percent of
increase to a value
Grade 7 Obj. 46 - WP: Determine a
part, given part to whole ratio and the
whole, where the whole is greater
than 50
Grade 7 Obj. 47 - WP: Determine a
part, given part to part ratio and the
whole, where the whole is greater
than 50
Grade 7 Obj. 48 - WP: Determine a
part, given part to whole ratio and a
part, where the whole is greater than
50
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Grade 7, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
Topic 3 - Geometry and
Measurement
Page 86 of 136
Grade 7
Objective Description
Grade 7 Obj. 49 - WP: Determine a
part, given part to part ratio and a
part, where the whole is greater than
50
Grade 7 Obj. 50 - WP: Determine
the whole, given part to whole ratio
and a part, where the whole is
greater than 50
Grade 7 Obj. 51 - WP: Determine
the whole, given part to part ratio and
a part, where the whole is greater
than 50
Grade 8 Obj. 21 - Determine a
percent of a number given a percent
that is not a whole percent
Grade 8 Obj. 22 - Determine the
percent one number is of another
number
Grade 8 Obj. 23 - Determine a
number given a part and a decimal
percentage or a percentage more
than 100%
Grade 8 Obj. 24 - WP: Determine a
given percent of a number
Grade 8 Obj. 25 - WP: Determine
the percent one number is of another
number
Grade 8 Obj. 26 - WP: Determine a
number given a part and a decimal
percentage or a percentage more
than 100%
Grade 8 Obj. 27 - Solve a problem
involving simple interest
Grade 8 Obj. 28 - Solve a problem
involving annually compounded
interest
Grade 8 Obj. 29 - WP: Find the
result of two consecutive percentage
changes applied to a given number
Grade 8 Obj. 30 - WP: Estimate a
given percent of a number
Grade 8 Obj. 67 - Determine a
measure of length, weight or mass,
or capacity or volume using
proportional relationships
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Grade 7, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 7.NS.1.b - Understand p + q as Topic 1 - Number Sense and
the number located a distance |q|
Operations
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.
CC 7.NS.1.c - Understand
Topic 1 - Number Sense and
subtraction of rational numbers as
Operations
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.
CC 7.NS.1.d - Apply properties of
operations as strategies to add and
subtract rational numbers.
CC 7.NS.2.c - Apply properties of
operations as strategies to multiply
and divide rational numbers.
Topic 1 - Number Sense and
Operations
Grade 7
Objective Description
Grade 7 Obj. 34 - Determine the
opposite of an integer
Grade 7 Obj. 35 - Add integers using
a number line
Grade 7 Obj. 38 - Subtract integers
using a number line
Grade 7 Obj. 37 - Add integers
Grade 7 Obj. 39 - Subtract integers
Topic 1 - Number Sense and
Operations
CC 7.NS.2.d - Convert a rational
Topic 1 - Number Sense and
number to a decimal using long
Operations
division; know that the decimal form
of a rational number terminates in 0s
or eventually repeats.
Grade 8 Obj. 6 - Add or subtract
signed fractions or mixed numbers
Grade 8 Obj. 8 - Add or subtract
signed decimals
Grade 7 Obj. 41 - Multiply integers
Grade 7 Obj. 42 - Divide integers
Grade 8 Obj. 7 - Multiply or divide
signed fractions or mixed numbers
Grade 8 Obj. 9 - Multiply or divide
signed decimals
Grade 4 Obj. 68 - Determine the
decimal number equivalent to a
fraction with a denominator of 10 or
100
Grade 4 Obj. 70 - Determine the
decimal number equivalent to a
fraction model
Grade 6 Obj. 68 - Convert a mixed
number to a decimal number
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Grade 7, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 7.NS.3 - Solve real-world and
Topic 1 - Number Sense and
mathematical problems involving the Operations
four operations with rational numbers.
CC 7.EE.1 - Apply properties of
Topic 2 - Algebraic Thinking
operations as strategies to add,
subtract, factor, and expand linear
expressions with rational coefficients.
Grade 7
Objective Description
Grade 6 Obj. 70 - Convert a fraction
to a repeating decimal number
Grade 7 Obj. 13 - Convert a
percentage to a decimal number
greater than 1
Grade 7 Obj. 16 - Convert a mixed
number to a percentage
Grade 7 Obj. 29 - WP: Answer a
question involving a fraction and a
percent
Grade 7 Obj. 30 - WP: Answer a
question involving a fraction and a
decimal
Grade 7 Obj. 40 - WP: Add and
subtract using integers
Grade 7 Obj. 43 - WP: Multiply or
divide integers
Grade 8 Obj. 33 - Simplify an
algebraic expression by combining
like terms
Grade 8 Obj. 36 - Use the distributive
property to simplify an algebraic
expression
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Grade 7, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 7.EE.3 - Solve multi-step real-life Topic 1 - Number Sense and
and mathematical problems posed
Operations
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. Example:
For example: If a woman making $25
an hour gets a 10% raise, she will
make an additional 1/10 of her salary
an hour, or $2.50, for a new salary of
$27.50. If you want to place a towel
bar 9 3/4 inches long in the center of
a door that is 27 1/2 inches wide, you
will need to place the bar about 9
inches from each edge; this estimate
can be used as a check on the exact
computation.
Grade 7
Objective Description
Grade 4 Obj. 19 - WP: Solve a 2step problem involving addition
and/or subtraction of multi-digit whole
numbers
Grade 4 Obj. 42 - WP: Solve a 2step whole number problem using
more than 1 operation
Grade 5 Obj. 25 - WP: Solve a 2step problem involving whole
numbers
Grade 6 Obj. 12 - WP: Solve a multistep problem involving whole
numbers
Grade 6 Obj. 35 - WP: Solve a 2step problem involving fractions
Grade 6 Obj. 67 - WP: Solve a 2step problem involving decimals
Grade 7 Obj. 31 - WP: Solve a multistep problem involving decimal
numbers
Grade 7 Obj. 32 - WP: Solve a multistep problem involving fractions or
mixed numbers
Grade 7 Obj. 56 - WP: Estimate the
result of dividing or multiplying a
whole number by a fraction
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Grade 7, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 7.EE.4.a - Solve word problems Topic 2 - Algebraic Thinking
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. For example, the
perimeter of a rectangle is 54 cm. Its
length is 6 cm. What is its width?
CC 7.EE.4.b - Solve word problems Topic 2 - Algebraic Thinking
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. Example: For example: As
a salesperson, you are paid $50 per
week plus $3 per sale. This week you
want your pay to be at least $100.
Write an inequality for the number of
sales you need to make, and
describe the solutions.
Grade 7
Objective Description
Grade 7 Obj. 74 - Solve a 2-step
linear equation involving integers
Grade 8 Obj. 38 - Solve a 2-step
equation involving rational numbers
Grade 8 Obj. 39 - WP: Use a 1variable equation with rational
coefficients to represent a situation
involving two operations
Grade 8 Obj. 41 - WP: Solve a
problem involving a 1-variable, 2-step
equation
Grade 7 Obj. 78 - Solve a 1-step
linear inequality
Grade 7 Obj. 79 - Determine the
graph of the solution set of a 1-step
linear inequality
Grade 7 Obj. 80 - WP: Use a 1variable linear inequality to represent
a situation
Grade 8 Obj. 53 - WP: Use a 2-step
linear inequality in one variable to
represent a situation
Grade 8 Obj. 54 - WP: Solve a
problem involving a 2-step linear
inequality in one variable
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Grade 7, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 7.G.1 - Solve problems involving Topic 3 - Geometry and
scale drawings of geometric figures, Measurement
including computing actual lengths
and areas from a scale drawing and
reproducing a scale drawing at a
different scale.
Grade 7
Objective Description
Grade 8 Obj. 55 - Determine the
graph of the solutions to a 2-step
linear inequality in one variable
Grade 6 Obj. 134 - Determine a
length given a scale
Grade 7 Obj. 106 - Determine the
scale for a drawing or map question
CC 7.G.3 - Describe the twodimensional figures that result from
slicing three-dimensional figures, as
in plane sections of right rectangular
prisms and right rectangular
pyramids.
CC 7.G.4 - Know 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.
Topic 3 - Geometry and
Measurement
Topic 3 - Geometry and
Measurement
Grade 7 Obj. 107 - WP: Solve a
problem involving a map or scale
drawing
Grade 8 Obj. 70 - WP: Solve a
problem involving scale
Grade 8 Obj. 66 - Identify a cross
section of a 3-dimensional shape
Grade 6 Obj. 124 - Determine the
circumference of a circle using 22/7
for pi
Grade 6 Obj. 125 - Determine the
circumference of a circle using 3.14
for pi
Grade 6 Obj. 126 - WP: Determine
the circumference of a circle
Grade 7 Obj. 84 - Determine the
circumference of a circle in terms of
pi
Grade 7 Obj. 85 - Solve a problem
involving the circumference of a circle
Grade 7 Obj. 88 - Determine the
area of a circle in terms of pi
Grade 7 Obj. 89 - Determine the
area of a circle using 3.14 for pi
Grade 7 Obj. 90 - Determine the
area of a circle using 22/7 for pi
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Grade 7, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 7.G.5 - Use facts about
Topic 3 - Geometry and
supplementary, complementary,
Measurement
vertical, and adjacent angles in a
multi-step problem to write and solve
simple equations for an unknown
angle in a figure.
CC 7.G.6 - Solve real-world and
Topic 3 - Geometry and
mathematical problems involving
Measurement
area, volume and surface area of twoand three-dimensional objects
composed of triangles, quadrilaterals,
polygons, cubes, and right prisms.
Grade 7
Objective Description
Grade 7 Obj. 91 - WP: Determine
the area of a circle using 3.14 for pi
Grade 7 Obj. 92 - Solve a problem
given the area of a circle
Grade 6 Obj. 129 - Determine the
measure of a missing angle using
straight and right angle relationships
Grade 7 Obj. 115 - Identify vertical,
adjacent, complementary, or
supplementary angles
Grade 7 Obj. 116 - Determine the
measure of a missing angle using
angle relationships
Grade 5 Obj. 127 - Determine the
area of a complex figure divided into
basic shapes
Grade 5 Obj. 132 - Determine the
volume of a rectangular prism given a
diagram
Grade 5 Obj. 133 - WP: Determine
the volume of a rectangular prism
given a diagram
Grade 5 Obj. 135 - WP: Determine
the volume of a rectangular prism
Grade 5 Obj. 136 - Determine the
volume of an object composed of
rectangular prisms by counting units
Grade 5 Obj. 140 - WP: Find the
surface area of a rectangular prism
Grade 6 Obj. 121 - Determine the
area of a complex shape
Grade 6 Obj. 127 - Determine the
volume of a prism with a right triangle
base
Grade 6 Obj. 128 - Determine the
surface area of a 3-dimensional
shape made from cubes
Grade 7 Obj. 86 - Determine the
area of a trapezoid
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Grade 7, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
Grade 7
Objective Description
Grade 7 Obj. 93 - Determine the
volume of a rectangular or a
triangular prism
Grade 7 Obj. 100 - WP: Determine
the surface area of a geometric solid
Grade 8 Obj. 62 - Determine the
surface area of a pyramid or a cone
CC 7.SP.1 - Understand 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.
CC 7.SP.4 - Use measures of center
and measures of variability for
numerical data from random samples
to draw informal comparative
inferences about two populations. For
example, decide whether the words
in a chapter of a seventh-grade
science book are generally longer
than the words in a chapter of a
fourth-grade science book.
Topic 4 - Data Analysis,
Statistics, and Probability
Grade 8 Obj. 63 - WP: Determine
the surface area of a pyramid or a
cone
Grade 8 Obj. 92 - Determine if a
sample is likely to be representative
of the larger population
Topic 4 - Data Analysis,
Statistics, and Probability
Grade 8 Obj. 85 - Answer a question
using information from two box-andwhisker plots
Topic 4 - Data Analysis,
CC 7.SP.6 - Approximate the
Statistics, and Probability
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. For
example, when rolling a number cube
600 times, predict that a 3 or 6 would
be rolled roughly 200 times, but
probably not exactly 200 times.
Grade 6 Obj. 151 - Determine an
experimental probability given a list of
results
Grade 6 Obj. 154 - Make a prediction
based on an experimental probability
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Grade 7, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 7.SP.7.a - Develop a uniform
Topic 4 - Data Analysis,
probability model by assigning equal Statistics, and Probability
probability to all outcomes, and use
the model to determine probabilities
of events. For example, if a student is
selected at random from a class, find
the probability that Jane will be
selected and the probability that a girl
will be selected.
Grade 7
Objective Description
Grade 6 Obj. 152 - Determine the
probability of a single event
Grade 6 Obj. 153 - Determine the
probability of the complement of a
single event
Grade 6 Obj. 155 - Make a prediction
based on a theoretical probability
CC 7.SP.7.b - Develop a probability Topic 4 - Data Analysis,
model (which may not be uniform) by Statistics, and Probability
observing frequencies in data
generated from a chance process.
For example, find the approximate
probability that a spinning penny will
land heads up or that a tossed paper
cup will land open-end down. Do the
outcomes for the spinning penny
appear to be equally likely based on
the observed frequencies?
Grade 8 Obj. 99 - Make a prediction
involving the probability of compound
events
Grade 6 Obj. 151 - Determine an
experimental probability given a list of
results
Grade 6 Obj. 154 - Make a prediction
based on an experimental probability
CC 7.SP.8.a - Understand that, just Topic 4 - Data Analysis,
as with simple events, the probability Statistics, and Probability
of a compound event is the fraction of
outcomes in the sample space for
which the compound event occurs.
Grade 6 Obj. 156 - Compare
predictions from experimental and
theoretical probability
Grade 8 Obj. 98 - Determine the
probability of an event consisting of
mutually exclusive events
Grade 8 Obj. 99 - Make a prediction
involving the probability of compound
events
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Grade 7, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 7.SP.8.b - Represent sample
Topic 4 - Data Analysis,
spaces for compound events using
Statistics, and Probability
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.
Grade 7
Objective Description
Grade 4 Obj. 143 - List possible
outcomes of a simple event
Grade 5 Obj. 165 - Determine all
possible outcomes of a compound
event using a list
Grade 5 Obj. 166 - Determine all
possible outcomes of a compound
event using a tree diagram
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Grade 8, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 8.NS.1 - Know that numbers that Topic 1 - Number Sense and
are not rational are called irrational. Operations
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.
CC 8.NS.2 - Use rational
Topic 1 - Number Sense and
approximations of irrational numbers Operations
to compare the size of irrational
numbers, locate them approximately
on a number line diagram, and
estimate the value of expressions
(e.g., pi²). For example, by truncating
the decimal expansion of the square
root of 2, show that the square root of
2 is between 1 and 2, then between
1.4 and 1.5, and explain how to
continue on to get better
approximations.
CC 8.EE.1 - Know and apply the
Topic 1 - Number Sense and
properties of integer exponents to
Operations
generate equivalent numerical
expressions. For example, 3² × (3 to
the -5 power) = (3 to the -3 power) =
1/3³ = 1/27.
Grade 8
Objective Description
Grade 8 Obj. 17 - Convert a
repeating decimal to a fraction or a
mixed number
Grade 8 Obj. 18 - Identify rational or
irrational numbers
Grade 8 Obj. 14 - Determine the two
closest integers to a given square
root
Grade 8 Obj. 15 - Approximate the
location of a square root on a number
line
Grade 8 Obj. 16 - Determine the
square root of a whole number to the
nearest tenth
Grade 8 Obj. 19 - Compare rational
numbers and/or irrational numbers in
various forms
Grade 8 Obj. 20 - Order rational
numbers and irrational numbers
Grade 7 Obj. 1 - Determine the
exponential notation that represents a
repeated multiplication
Grade 7 Obj. 5 - Evaluate a whole
number power of a whole number
Grade 8 Obj. 1 - Evaluate an integer
raised to a whole number power
Grade 8 Obj. 2 - Evaluate a zero or
negative power of an integer
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Grade 8, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 8.EE.2 - Use square root and
Topic 1 - Number Sense and
cube root symbols to represent
Operations
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 the square root of 2 is
irrational.
CC 8.EE.4 - Perform operations with Topic 1 - Number Sense and
numbers expressed in scientific
Operations
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.
Grade 8
Objective Description
Grade 6 Obj. 8 - Determine the cube
of a whole number to 15
Grade 7 Obj. 3 - Determine the
whole number that can be squared to
make a given number
Grade 7 Obj. 4 - Evaluate the
positive square root of a perfect
square
Grade 8 Obj. 13 - Determine both
square roots of a perfect square
Grade 7 Obj. 8 - Convert a whole
number greater than 10 to scientific
notation
Grade 7 Obj. 9 - Convert a whole
number greater than 10 from
scientific notation to standard form
Grade 8 Obj. 4 - Convert a number
less than 1 to scientific notation
CC 8.EE.5 - Graph proportional
Topic 2 - Algebraic Thinking
relationships, interpreting the unit rate
as the slope of the graph. Compare
two different proportional
relationships represented in different
ways. For example, compare a
distance-time graph to a distancetime equation to determine which of
two moving objects has greater
speed.
Page 97 of 136
Grade 8 Obj. 5 - Convert a number
less than 1 from scientific notation to
standard form
Grade 8 Obj. 48 - WP: Interpret the
meaning of the slope of a graphed
line
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 8, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 8.EE.7.b - Solve linear equations Topic 2 - Algebraic Thinking
with rational number coefficients,
including equations whose solutions
require expanding expressions using
the distributive property and collecting
like terms.
CC 8.F.1 - Understand that a function Topic 2 - Algebraic Thinking
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.
Topic 2 - Algebraic Thinking
CC 8.F.4 - Construct 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.
Grade 8
Objective Description
Grade 6 Obj. 102 - Solve a
proportion
Grade 7 Obj. 70 - Solve a proportion
involving decimals
Grade 7 Obj. 73 - Solve a 1-step
linear equation involving integers
Grade 7 Obj. 74 - Solve a 2-step
linear equation involving integers
Grade 8 Obj. 37 - Solve a 1-step
equation involving rational numbers
Grade 8 Obj. 38 - Solve a 2-step
equation involving rational numbers
Grade 7 Obj. 82 - Use a graph to
represent the ordered pairs in a
function table
Grade 8 Obj. 43 - Determine the
table of values that represents a
linear equation with rational
coefficients in two variables
Grade 8 Obj. 44 - Determine a linear
equation in two variables that
represents a table of values
Grade 8 Obj. 46 - Determine the
slope of a line given its graph or a
graph of a line with a given slope
Grade 8 Obj. 48 - WP: Interpret the
meaning of the slope of a graphed
line
Grade 8 Obj. 49 - WP: Interpret the
meaning of the y-intercept of a
graphed line
Page 98 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 8, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 8.F.5 - Describe qualitatively the Topic 2 - Algebraic Thinking
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.
CC 8.G.2 - Understand that a twodimensional 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.
CC 8.G.3 - Describe the effect of
dilations, translations, rotations, and
reflections on two-dimensional
figures using coordinates.
Page 99 of 136
Objective Description
Grade 8 Obj. 50 - WP: Determine a
linear graph that can represent a
situation
Grade 8 Obj. 51 - WP: Determine a
graph that can represent a situation
involving a varying rate of change
Topic 3 - Geometry and
Measurement
Grade 6 Obj. 133 - Identify congruent
shapes shown on a grid or within
pattern block arrangements, with
different orientations
Topic 3 - Geometry and
Measurement
Grade 6 Obj. 136 - Determine the
result of a reflection, a rotation, or a
translation on the Cartesian plane
CC 8.G.7 - Apply the Pythagorean
Topic 3 - Geometry and
Theorem to determine unknown side Measurement
lengths in right triangles in real-world
and mathematical problems in two
and three dimensions.
CC 8.G.8 - Apply the Pythagorean
Theorem to find the distance
between two points in a coordinate
system.
Grade 8
Topic 3 - Geometry and
Measurement
Grade 6 Obj. 137 - Determine the
transformation that generates the
image of a figure in the Cartesian
plane
Grade 7 Obj. 121 - Determine the
coordinates of a translated, a rotated,
or a reflected shape on the Cartesian
plane
Grade 8 Obj. 71 - Determine the
length of the hypotenuse of a right
triangle using the Pythagorean
theorem
Grade 8 Obj. 72 - Determine the
length of a leg of a right triangle using
the Pythagorean theorem
Grade 8 Obj. 73 - WP: Use the
Pythagorean theorem to find a length
or a distance
Grade 8 Obj. 74 - Determine a
distance on the Cartesian plane using
the Pythagorean theorem
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 8, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 8.G.9 - Know the formulas for the Topic 3 - Geometry and
volumes of cones, cylinders, and
Measurement
spheres and use them to solve realworld and mathematical problems.
CC 8.SP.1 - Construct and interpret Topic 4 - Data Analysis,
scatter plots for bivariate
Statistics, and Probability
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.
CC 8.SP.2 - Know that straight lines Topic 4 - Data Analysis,
are widely used to model
Statistics, and Probability
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.
Page 100 of 136
Grade 8
Objective Description
Grade 7 Obj. 94 - Determine the
volume of a cylinder
Grade 7 Obj. 95 - WP: Determine
the volume of a cylinder
Grade 7 Obj. 96 - WP: Solve a
problem involving the volume of a
geometric solid
Grade 8 Obj. 60 - Determine the
volume of a pyramid or a cone
Grade 8 Obj. 61 - WP: Determine
the volume of a pyramid or a cone
Grade 8 Obj. 77 - Use a scatter plot
to organize data
Grade 8 Obj. 78 - Determine if a
scatter plot shows a positive
relationship, a negative relationship,
or no relationship between the
variables
Grade 8 Obj. 80 - Answer a question
using information from a scatter plot
Grade 8 Obj. 79 - Approximate a
trend line for a scatter plot
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
AM2E Skills List
Grade 8, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 8.SP.3 - Use the equation of a
Topic 2 - Algebraic Thinking
linear model to solve problems in the
context of bivariate measurement
data, interpreting the slope and
intercept. For example, in a linear
model for a biology experiment,
interpret a slope of 1.5 cm/hr as
meaning that an additional hour of
sunlight each day is associated with
an additional 1.5 cm in mature plant
height.
Page 101 of 136
Grade 8
Objective Description
Grade 8 Obj. 48 - WP: Interpret the
meaning of the slope of a graphed
line
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
Accelerated Math Second Edition Algebra 1
Grade 8, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 8.EE.1 - Know and apply the
Topic 1 - Numbers and
properties of integer exponents to
Operations
generate equivalent numerical
expressions. For example, 3² × (3 to
the -5 power) = (3 to the -3 power) =
1/3³ = 1/27.
Topic 5 - Properties of Powers
CC 8.EE.7.b - Solve linear equations Topic 3 - Linear Equations and
with rational number coefficients,
Inequalities
including equations whose solutions
require expanding expressions using
the distributive property and collecting
like terms.
CC 8.EE.8.a - Understand 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.
CC 8.EE.8.b - Solve systems of two
linear equations in two variables
algebraically, and estimate solutions
by graphing the equations. Solve
simple cases by inspection. For
example, 3x + 2y = 5 and 3x + 2y = 6
have no solution because 3x + 2y
cannot simultaneously be 5 and 6.
Topic 4 - Systems of Linear
Equations and Inequalities
Topic 4 - Systems of Linear
Equations and Inequalities
Grade 8
Objective Description
Obj. 4 - Evaluate a fraction raised to
an integer power
Obj. 58 - Apply the product of powers
property to a monomial numerical
expression
Obj. 60 - Apply the power of a power
property to a monomial numerical
expression
Obj. 63 - Apply the quotient of
powers property to monomial
numerical expressions
Obj. 14 - Solve a 1-variable linear
equation that requires simplification
and has the variable on one side
Obj. 15 - Solve a 1-variable linear
equation with the variable on both
sides
Obj. 45 - Solve a system of linear
equations in two variables by
graphing
Obj. 46 - Solve a system of linear
equations in two variables by
substitution
Obj. 47 - Solve a system of linear
equations in two variables by
elimination
Obj. 48 - Determine the number of
solutions to a system of linear
equations
Obj. 49 - Solve a system of linear
equations in two variables using any
method
Page 102 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
Accelerated Math Second Edition Algebra 1
Grade 8, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 8.EE.8.c - Solve real-world and
Topic 4 - Systems of Linear
mathematical problems leading to
Equations and Inequalities
two linear equations in two variables.
For example, given coordinates for
two pairs of points, determine
whether the line through the first pair
of points intersects the line through
the second pair.
CC 8.F.1 - Understand 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.
CC 8.F.3 - Interpret the equation y =
mx + b as defining a linear function,
whose graph is a straight line; give
examples of functions that are not
linear. For example, the function A =
s² giving the area of a square as a
function of its side length is not linear
because its graph contains the points
(1,1), (2,4) and (3,9), which are not
on a straight line.
Grade 8
Objective Description
Obj. 54 - Determine if a given
ordered pair is a solution to a system
of linear inequalities
Obj. 50 - WP: Determine a system of
linear equations that represents a
given situation
Topic 2 - Relations and
Functions
Obj. 51 - WP: Solve a mixture
problem that can be represented by a
system of linear equations
Obj. 52 - WP: Solve a motion
problem that can be represented by a
system of linear equations
Obj. 53 - Solve a number problem
that can be represented by a linear
system of equations
Obj. 8 - Determine if a relation is a
function
Topic 2 - Relations and
Functions
Obj. 12 - Determine if a function is
linear or nonlinear
Obj. 13 - Determine whether a graph
or a table represents a linear or
nonlinear function
Page 103 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
Accelerated Math Second Edition Algebra 1
Grade 8, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 8.F.4 - Construct a function to
Topic 3 - Linear Equations and
model a linear relationship between Inequalities
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.
Grade 8
Objective Description
Obj. 26 - Determine the slope of a
line given two points on the line
Obj. 31 - Determine an equation of a
line given the slope and y-intercept of
the line
Obj. 32 - Determine an equation that
represents a graphed line
Obj. 33 - Determine an equation for a
line given the slope of the line and a
point on the line that is not the yintercept
Obj. 34 - Determine an equation of a
line given two points on the line
Page 104 of 136
02.28.11
Accelerated Math
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center-CCSSO, Math, 2010,
Accelerated Math Second Edition Geometry
Grade 8, Common Core State
Standards, produced by the National
Governor's Association and Council
of Chief State School Officers
Standard
Topic Description
CC 8.G.7 - Apply the Pythagorean
Topic 3 - Relationships Within
Theorem to determine unknown side Triangles
lengths in right triangles in real-world
and mathematical problems in two
and three dimensions.
CC 8.G.8 - Apply the Pythagorean
Theorem to find the distance
between two points in a coordinate
system.
Page 105 of 136
Topic 1 - Basic Concepts of
Geometry
Grade 8
Objective Description
Obj. 18 - Solve for the length of a
side of a triangle using the
Pythagorean theorem
Obj. 4 - Determine the distance
between two points
02.28.11
Accelerated Math
Number and Quantity Abbreviated Standards List with Aligned Product Skills
Product Name
Agency Tag Set Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Number and Quantity, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
Objective Description
Topic 6 ‐ Roots, Radicals, and Complex Algebra 2 Obj. 69 ‐ Write square roots as CC N‐RN.1 ‐ Explain how the exponential expressions
definition of the meaning of rational Numbers
exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5 to the 1/3 power to be the cube root of 5 because we want (5 to the 1/3 power)³ = 5 to the power (1/3 times 3) to hold, so (5 to the 1/3 power) cubed must equal 5.
CC N‐RN.2 ‐ Rewrite expressions involving radicals and rational exponents using the properties of exponents.
Topic 1 ‐ Review of Fundamental Concepts of Algebra
Pre‐Calculus Obj. 27 ‐ Simplify expressions w/ rational exponents
Topic 6 ‐ Roots, Radicals, and Complex Algebra 2 Obj. 73 ‐ Simplify expressions Numbers
with rational exponents
Topic 10 ‐ Radical Expressions
Algebra 1 Obj. 98 ‐ Simplify a monomial numerical expression involving the square root of a whole number
Algebra 1 Obj. 99 ‐ Multiply monomial numerical expressions involving radicals
Algebra 1 Obj. 100 ‐ Divide monomial numerical expressions involving radicals
CC N‐CN.2 ‐ Use the relation i² = ‐1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.
Topic 2 ‐ Polynomials
Algebra 1 Obj. 104 ‐ Simplify a monomial algebraic radical expression
Algebra 1 Obj. 107 ‐ Multiply monomial algebraic radical expressions
Algebra 1 Obj. 108 ‐ Divide monomial algebraic radical expressions
Pre‐Calculus Obj. 47 ‐ Add, subtract, multiply, & divide complex #s
Topic 6 ‐ Roots, Radicals, and Complex Algebra 2 Obj. 83 ‐ Add and subtract Numbers
complex numbers
Page 106 of 136
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Accelerated Math
Number and Quantity Abbreviated Standards List with Aligned Product Skills
Product Name
Agency Tag Set Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Number and Quantity, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
Objective Description
Topic 6 ‐ Roots, Radicals, and Complex Algebra 2 Obj. 84 ‐ Operations on complex Numbers
numbers
CC N‐CN.3 ‐ (+) Find the conjugate of Topic 6 ‐ Roots, Radicals, and Complex Algebra 2 Obj. 85 ‐ Rationalize denominators with complex numbers
a complex number; use conjugates to Numbers
find moduli and quotients of complex numbers.
CC N‐CN.4 ‐ (+) Represent complex Topic 6 ‐ Polar Coordinates
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.
CC N‐CN.6 ‐ (+) Calculate the distance Topic 1 ‐ Review of Fundamental between numbers in the complex Concepts of Algebra
plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.
Pre‐Calculus Obj. 81 ‐ Rectangular to polar coordinates
Pre‐Calculus Obj. 82 ‐ Polar to rectangular coordinates
Pre‐Calculus Obj. 86 ‐ Complex #s, a + bi to polar form
Pre‐Calculus Obj. 87 ‐ Complex #s, polar to a + bi form
Pre‐Calculus Obj. 1 ‐ Apply the distance & midpoint formulas
CC N‐CN.7 ‐ Solve quadratic Pre‐Calculus Obj. 13 ‐ Solve quad eqns, Topic 1 ‐ Review of Fundamental equations with real coefficients that Concepts of Algebra
quadratic formula
have complex solutions.
Topic 6 ‐ Roots, Radicals, and Complex Algebra 2 Obj. 82 ‐ Factor expressions using Numbers
complex numbers
Topic 7 ‐ Quadratic
Algebra 2 Obj. 88 ‐ Solve quad eqns, square root rule (complex roots)
Algebra 2 Obj. 92 ‐ Quadratic formula, complex roots
CC N‐CN.8 ‐ (+) Extend polynomial Topic 6 ‐ Roots, Radicals, and Complex Algebra 2 Obj. 82 ‐ Factor expressions using identities to the complex numbers. Numbers
complex numbers
For example, rewrite x² + 4 as (x + 2i)(x ‐ 2i).
Page 107 of 136
02.28.11
Accelerated Math
Number and Quantity Abbreviated Standards List with Aligned Product Skills
Product Name
Agency Tag Set Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Number and Quantity, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
Objective Description
CC N‐VM.2 ‐ (+) Find the components Topic 11 ‐ Vectors
of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.
Pre‐Calculus Obj. 152 ‐ Given 2 points, find a vector & its magnitude
CC N‐VM.3 ‐ (+) Solve problems Topic 11 ‐ Vectors
involving velocity and other quantities that can be represented by vectors.
Topic 11 ‐ Vectors
CC N‐VM.4.a ‐ Add 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.
Pre‐Calculus Obj. 162 ‐ WP: Navigational problems w/ vectors
Pre‐Calculus Obj. 151 ‐ Linear combinations of 2 vectors
Topic 5 ‐ Matrices and Determinants
CC N‐VM.6 ‐ (+) Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.
Algebra 2 Obj. 67 ‐ WP: Matrices
CC N‐VM.7 ‐ (+) Multiply matrices by Topic 5 ‐ Matrices and Determinants
scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.
Topic 8 ‐ Systems of Linear Equations and Inequalities
CC N‐VM.8 ‐ (+) Add, subtract, and Topic 5 ‐ Matrices and Determinants
multiply matrices of appropriate dimensions.
Algebra 2 Obj. 58 ‐ Matrices, multiply by a constant (2 x 2)
Pre‐Calculus Obj. 108 ‐ Matrices, multiply by a constant (2 x 2)
Algebra 2 Obj. 59 ‐ Matrices, sums and differences (3 x 3)
Algebra 2 Obj. 60 ‐ Matrices, products (3 x 3)
Topic 8 ‐ Systems of Linear Equations Pre‐Calculus Obj. 109 ‐ Matrices, and Inequalities
operations (3 x 3)
Page 108 of 136
02.28.11
Accelerated Math
Algebra
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Algebra, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
CC A‐SSE.2 ‐ Use the structure of an Topic 8 ‐ Polynomials
expression to identify ways to rewrite it. For example, see (x to the 4th power) ‐ (y to the 4th power) as (x²)² ‐ (y²)², thus recognizing it as a difference of squares that can be factored as (x² ‐ y²)(x² + y²).
Objective Description
Algebra 2 Obj. 126 ‐ Factor 4‐term expressions by grouping
CC A‐SSE.3.a ‐ Factor a quadratic Topic 7 ‐ Factor Algebraic Expressions Algebra 1 Obj. 80 ‐ Factor trinomials that result in factors of the form (x +/‐ a)(x +/‐ b)
expression to reveal the zeros of the function it defines.
Algebra 1 Obj. 81 ‐ Factor trinomials that result in factors of the form (ax +/‐ b)(cx +/‐ d)
Algebra 1 Obj. 82 ‐ Factor trinomials that result in factors of the form (ax +/‐ by)(cx +/‐
dy)
Algebra 1 Obj. 83 ‐ Factor the difference of two squares
Algebra 1 Obj. 84 ‐ Factor a perfect‐square trinomial
CC A‐SSE.3.c ‐ Use the properties of Topic 6 ‐ Roots, Radicals, and Complex Algebra 2 Obj. 71 ‐ Simplify nth roots
exponents to transform expressions Numbers
for exponential functions. Example: For example the expression 1.15 to the t power can be rewritten as ((1.15 to the 1/12 power) to the 12t power) is approximately equal to (1.012 to the 12t power) to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.
CC A‐SSE.4 ‐ Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments. (m)
Topic 12 ‐ Sequences and Series
Algebra 2 Obj. 191 ‐ Find sums of finite geometric series
Algebra 2 Obj. 195 ‐ WP: Geometric series
Page 109 of 136
02.28.11
Accelerated Math
Algebra
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Algebra, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
CC A‐APR.1 ‐ Understand that Topic 2 ‐ Algebra
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.
Topic 6 ‐ Polynomial Expressions
Objective Description
Grade 8 Obj. 35 ‐ Multiply two monomial algebraic expressions
Algebra 1 Obj. 69 ‐ Simplify a polynomial expression by combining like terms
Algebra 1 Obj. 70 ‐ Add polynomial expressions
Algebra 1 Obj. 71 ‐ Subtract polynomial expressions
Algebra 1 Obj. 72 ‐ Multiply a polynomial by a monomial
Algebra 1 Obj. 73 ‐ Multiply two binomials of the form (x +/‐ a)(x +/‐ b)
Algebra 1 Obj. 74 ‐ Multiply two binomials of the form (ax +/‐ b)(cx +/‐ d)
Algebra 1 Obj. 75 ‐ Multiply two binomials of the form (ax +/‐ by)(cx +/‐ dy)
Topic 8 ‐ Polynomials
Algebra 1 Obj. 76 ‐ Square a binomial
Algebra 1 Obj. 77 ‐ Multiply two nonlinear binomials
Algebra 1 Obj. 78 ‐ Multiply a trinomial by a binomial
Algebra 2 Obj. 110 ‐ Add polynomials
Algebra 2 Obj. 111 ‐ Subtract polynomials
Algebra 2 Obj. 112 ‐ Add and subtract polynomials
Algebra 2 Obj. 113 ‐ Square a binomial, ax + by
Algebra 2 Obj. 114 ‐ Multiply 2 binomials
Algebra 2 Obj. 115 ‐ Multiply monomials by polynomials
Algebra 2 Obj. 116 ‐ Multiply binomials by trinomials
Page 110 of 136
02.28.11
Accelerated Math
Algebra
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Algebra, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
CC A‐APR.2 ‐ Know and apply the Topic 2 ‐ Polynomials
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).
CC A‐APR.3 ‐ Identify zeros of Topic 2 ‐ Polynomials
polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
Topic 8 ‐ Quadratic Equations and Functions
CC A‐APR.5 ‐ (+) Know and apply the Topic 10 ‐ Probability
Binomial Theorem for the expansion of (x + y) to the n power 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.
Topic 13 ‐ Probability
CC A‐APR.6 ‐ Rewrite simple rational Topic 8 ‐ Polynomials
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.
Objective Description
Algebra 2 Obj. 117 ‐ Square trinomials
Algebra 2 Obj. 118 ‐ Simplify polynomial expr using multiplication
Pre‐Calculus Obj. 40 ‐ Remainder Theorem
Pre‐Calculus Obj. 49 ‐ Find zeros of polynomials
Algebra 1 Obj. 90 ‐ Determine the solution(s) of an equation given in factored form
Pre‐Calculus Obj. 142 ‐ Find given terms of binomial expansions
Algebra 2 Obj. 201 ‐ Binomial expansion, find nth terms
Algebra 2 Obj. 119 ‐ Divide polynomials by monomials
Algebra 2 Obj. 120 ‐ Divide polynomials
Algebra 2 Obj. 121 ‐ Long division, factor higher term polynomials
Page 111 of 136
02.28.11
Accelerated Math
Algebra
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Algebra, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
Objective Description
Topic 12 ‐ Rational Expressions
Algebra 1 Obj. 117 ‐ Divide a polynomial expression by a monomial
Algebra 1 Obj. 118 ‐ Divide a polynomial expression by a binomial
Algebra 2 Obj. 148 ‐ Multiply and simplify rational expressions
CC A‐APR.7 ‐ (+) Understand that Topic 10 ‐ Rational Expressions and rational expressions form a system Equations
analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
Topic 12 ‐ Rational Expressions
CC A‐CED.1 ‐ Create equations and inequalities in one variable and use them to solve problems.
Topic 1 ‐ Review of Fundamental Concepts of Algebra
Topic 2 ‐ Linear Equations and Inequalities
Algebra 2 Obj. 149 ‐ Divide and simplify rational expressions
Algebra 2 Obj. 150 ‐ Add rational expressions
Algebra 2 Obj. 151 ‐ Subtract rational expressions
Algebra 2 Obj. 152 ‐ Add and subtract rational expressions
Algebra 1 Obj. 115 ‐ Multiply rational expressions
Algebra 1 Obj. 116 ‐ Divide rational expressions
Algebra 1 Obj. 119 ‐ Determine the LCD of two rational expressions
Algebra 1 Obj. 120 ‐ Add or subtract two rational expressions with like denominators
Algebra 1 Obj. 121 ‐ Add or subtract two rational expressions with unlike monomial denominators
Algebra 1 Obj. 122 ‐ Add or subtract two rational expressions with unlike polynomial denominators
Pre‐Calculus Obj. 5 ‐ WP: Linear Equations
Algebra 2 Obj. 11 ‐ Solve linear equations
Algebra 2 Obj. 12 ‐ WP: Solve linear equations
Page 112 of 136
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Accelerated Math
Algebra
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Algebra, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
Objective Description
Algebra 2 Obj. 13 ‐ Solve linear inequalities
Topic 3 ‐ Linear Equations and Inequalities
Topic 7 ‐ Quadratic
Topic 13 ‐ Rational Equations and Functions
CC A‐CED.2 ‐ Create equations in two Topic 2 ‐ Algebra
or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
Topic 3 ‐ Linear Equations and Inequalities
Topic ‐ Relations, Functions, and Graphs
Topic 7 ‐ Quadratic
Page 113 of 136
Algebra 2 Obj. 14 ‐ Solve inequalities with rational expressions
Algebra 2 Obj. 15 ‐ Translate word phrases to inequalities
Algebra 2 Obj. 18 ‐ WP: Solve linear inequalities
Algebra 1 Obj. 16 ‐ WP: Determine a linear equation that can be used to solve a percent problem
Algebra 1 Obj. 19 ‐ WP: Solve a direct‐ or inverse‐variation problem
Algebra 2 Obj. 100 ‐ WP: Pythagorean Theorem
Algebra 2 Obj. 101 ‐ WP: Number problems using quadratic equations
Algebra 2 Obj. 102 ‐ WP: Area and perimeter
Algebra 2 Obj. 103 ‐ WP: Other problems using quadratic equations
Algebra 1 Obj. 127 ‐ WP: Solve a problem involving a rational equation
Grade 8 Obj. 40 ‐ WP: Use a 2‐variable equation with rational coefficients to represent a situation
Grade 8 Obj. 45 ‐ Determine the graph of a 2‐operation linear function
Algebra 1 Obj. 18 ‐ WP: Determine an equation representing a direct variation or an inverse variation
Algebra 2 Obj. 34 ‐ Graph linear equations, ax + by = c
Algebra 2 Obj. 35 ‐ Graph linear equations, y = ax + b
Algebra 2 Obj. 40 ‐ WP: Linear Equations
Algebra 2 Obj. 97 ‐ WP: Graph quadratic functions
02.28.11
Accelerated Math
Algebra
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Algebra, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
CC A‐CED.3 ‐ Represent constraints by Topic 4 ‐ Systems of Equations and equations or inequalities, and by Inequalities
systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
Objective Description
Algebra 2 Obj. 57 ‐ Solve linear programming problems
Topic ‐ Systems of Linear Equations and Inequalities
Algebra 1 Obj. 50 ‐ WP: Determine a system of linear equations that represents a given situation
Algebra 1 Obj. 57 ‐ WP: Determine possible solutions to a problem that can be represented by a system of linear inequalities
Topic 8 ‐ Systems of Linear Equations Pre‐Calculus Obj. 120 ‐ Max & min functions and Inequalities
w/ constraints
CC A‐CED.4 ‐ Rearrange formulas to Topic 3 ‐ Linear Equations and Algebra 1 Obj. 24 ‐ Rewrite an equation to highlight a quantity of interest, using Inequalities
solve for a specified variable
the same reasoning as in solving equations. For example, rearrange Ohm's law V = IR to highlight resistance R.
CC A‐REI.2 ‐ Solve simple rational and Topic 6 ‐ Roots, Radicals, and Complex Algebra 2 Obj. 76 ‐ Solve equations radical equations in one variable, and Numbers
containing radicals
give examples showing how extraneous solutions may arise.
Topic 11 ‐ Radical Equations and Functions
Topic 12 ‐ Rational Expressions
Topic 13 ‐ Rational Equations and Functions
Page 114 of 136
Algebra 1 Obj. 109 ‐ Solve a radical equation that leads to a linear equation
Algebra 1 Obj. 112 ‐ WP: Solve a problem involving a radical function
Algebra 1 Obj. 113 ‐ Determine the excluded values of a rational algebraic expression
Algebra 1 Obj. 123 ‐ Solve a proportion that generates a linear or quadratic equation
02.28.11
Accelerated Math
Algebra
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Algebra, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
CC A‐REI.3 ‐ Solve linear equations Topic 2 ‐ Algebra
and inequalities in one variable, including equations with coefficients represented by letters.
Topic ‐ Linear Equations and Inequalities
Objective Description
Algebra 1 Obj. 124 ‐ Solve a rational equation involving terms with monomial denominators
Algebra 1 Obj. 125 ‐ Solve a rational equation involving terms with polynomial denominators
Grade 8 Obj. 52 ‐ Solve a 2‐step linear inequality in one variable
Algebra 2 Obj. 11 ‐ Solve linear equations
Algebra 2 Obj. 13 ‐ Solve linear inequalities
Topic 3 ‐ Linear Equations and Inequalities
Algebra 2 Obj. 14 ‐ Solve inequalities with rational expressions
Algebra 1 Obj. 21 ‐ Solve a 1‐variable linear inequality with the variable on one side
Algebra 1 Obj. 22 ‐ Solve a 1‐variable linear inequality with the variable on both sides
CC A‐REI.4.b ‐ Solve quadratic Topic 7 ‐ 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.
Algebra 1 Obj. 23 ‐ Solve a 1‐variable compound inequality
Algebra 2 Obj. 87 ‐ Solve quad eqns, square root rule (real roots)
Algebra 2 Obj. 88 ‐ Solve quad eqns, square root rule (complex roots)
Algebra 2 Obj. 89 ‐ Factor quadratics, real roots
Algebra 2 Obj. 90 ‐ Factor quadratics, roots with radicals
Page 115 of 136
02.28.11
Accelerated Math
Algebra
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Algebra, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
Objective Description
Topic 8 ‐ Quadratic Equations and Functions
Algebra 2 Obj. 91 ‐ Quadratic formula, 2 real roots
Algebra 2 Obj. 92 ‐ Quadratic formula, complex roots
Algebra 2 Obj. 93 ‐ Find and use discriminants
Algebra 1 Obj. 89 ‐ Solve a quadratic equation by taking the square root
Algebra 1 Obj. 91 ‐ Solve a quadratic equation by factoring
Algebra 1 Obj. 92 ‐ Solve a quadratic equation using the quadratic formula
Algebra 1 Obj. 93 ‐ Use the discriminant to determine the number of real solutions
Algebra 1 Obj. 94 ‐ WP: Use a given quadratic equation to solve a problem
CC A‐REI.6 ‐ Solve systems of linear Topic 4 ‐ Systems of Linear Equations Algebra 1 Obj. 45 ‐ Solve a system of linear equations exactly and approximately and Inequalities
equations in two variables by graphing
(e.g., with graphs), focusing on pairs of linear equations in two variables.
Algebra 1 Obj. 46 ‐ Solve a system of linear equations in two variables by substitution
Algebra 1 Obj. 47 ‐ Solve a system of linear equations in two variables by elimination
Algebra 1 Obj. 49 ‐ Solve a system of linear equations in two variables using any method
CC A‐REI.7 ‐ Solve a simple system Topic 11 ‐ Conics and Second‐Degree Algebra 2 Obj. 175 ‐ Solve systems of linear consisting of a linear equation and a Equations
and 2nd‐degree equations
quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = ‐3x and the circle x² + y² = 3.
Algebra 2 Obj. 178 ‐ Graph systems of linear and 2nd‐degree equations
Page 116 of 136
02.28.11
Accelerated Math
Algebra
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Algebra, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
CC A‐REI.9 ‐ Find the inverse of a Topic 5 ‐ Matrices and Determinants
matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).
CC A‐REI.10 ‐ Understand that the Topic 1 ‐ Review of Fundamental graph of an equation in two variables Concepts of Algebra
is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
Objective Description
Algebra 2 Obj. 63 ‐ Matrices, inverses
Pre‐Calculus Obj. 2 ‐ Graph lines
Pre‐Calculus Obj. 23 ‐ Graph rational functions
Pre‐Calculus Obj. 24 ‐ Graph piecewise‐
defined functions
Topic 3 ‐ Relations, Functions, and Algebra 2 Obj. 34 ‐ Graph linear equations, Graphs
ax + by = c
Algebra 2 Obj. 35 ‐ Graph linear equations, y = ax + b
Topic 6 ‐ Roots, Radicals, and Complex Algebra 2 Obj. 78 ‐ Graph square roots
Numbers
Algebra 2 Obj. 79 ‐ Graph nth roots
Algebra 2 Obj. 96 ‐ Graph quadratic Topic 7 ‐ Quadratic
functions
Algebra 2 Obj. 127 ‐ Graph polynomial Topic 8 ‐ Polynomials
functions
Topic 9 ‐ Exponents and Logarithms
Algebra 2 Obj. 141 ‐ Graph exponential functions
Algebra 2 Obj. 142 ‐ Graph logarithmic functions
Topic 10 ‐ Rational Expressions and Algebra 2 Obj. 147 ‐ Graph rational Equations
functions and equations
Topic 11 ‐ Conics and Second‐Degree Algebra 2 Obj. 158 ‐ Graph circles
Equations
Algebra 2 Obj. 163 ‐ Graph ellipses
Algebra 2 Obj. 166 ‐ Graph hyperbolas (standard equation)
Algebra 2 Obj. 167 ‐ Graph hyperbolas (general equation)
Algebra 2 Obj. 171 ‐ Graph parabolas (y = x^2)
Algebra 2 Obj. 172 ‐ Graph parabolas (x = y^2)
Page 117 of 136
02.28.11
Accelerated Math
Algebra
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Algebra, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
Objective Description
Topic 15 ‐ Trigonometry
Algebra 2 Obj. 227 ‐ Graph sine and cosine functions
Algebra 2 Obj. 228 ‐ Graph trigonometric functions
Algebra 2 Obj. 45 ‐ Solve systems, substitution
CC A‐REI.11 ‐ Explain why the x‐
Topic 4 ‐ Systems of Equations and coordinates of the points where the Inequalities
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.(m)
Algebra 2 Obj. 46 ‐ Solve systems, elimination
Algebra 2 Obj. 48 ‐ Graph systems of equations
Topic 11 ‐ Conics and Second‐Degree Algebra 2 Obj. 175 ‐ Solve systems of linear Equations
and 2nd‐degree equations
Algebra 2 Obj. 176 ‐ Solve systems of 2nd‐
degree equations
Algebra 2 Obj. 178 ‐ Graph systems of linear and 2nd‐degree equations
CC A‐REI.12 ‐ Graph the solutions to a Topic 2 ‐ Linear Equations and Algebra 2 Obj. 21 ‐ Graph linear inequalities linear inequality in two variables as a Inequalities
in 2‐variables
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.
Topic 3 ‐ Linear Equations and Inequalities
Algebra 1 Obj. 38 ‐ Solve a 2‐variable linear inequality for the dependent variable
Algebra 1 Obj. 40 ‐ Determine the graph of a 2‐variable linear inequality
Page 118 of 136
02.28.11
Accelerated Math
Algebra
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Algebra, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Page 119 of 136
Topic Description
Objective Description
Topic 4 ‐ Systems of Equations and Inequalities
Topic ‐ Systems of Linear Equations and Inequalities
Algebra 2 Obj. 56 ‐ Solve systems of linear inequalities by graphing
Algebra 1 Obj. 55 ‐ Determine the graph of the solution set of a system of linear inequalities in two variables
02.28.11
Accelerated Math
Functions
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Functions, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
CC F‐IF.2 ‐ Use function notation, Topic 1 ‐ Review of Fundamental evaluate functions for inputs in their Concepts of Algebra
domains, and interpret statements that use function notation in terms of a context.
Topic 2 ‐ Relations and Functions
Topic 3 ‐ Relations, Functions, and Graphs
CC F‐IF.4 ‐ For a function that models Topic 7 ‐ Quadratic
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.‐ Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.(m)
Topic 8 ‐ Quadratic Equations and Functions
Objective Description
Pre‐Calculus Obj. 17 ‐ Evaluate functions for given values
Algebra 1 Obj. 11 ‐ Evaluate a function written in function notation for a given value
Algebra 2 Obj. 31 ‐ Evaluate functions for given values
Algebra 2 Obj. 97 ‐ WP: Graph quadratic functions
Algebra 1 Obj. 87 ‐ WP: Answer a question using the graph of a quadratic function
Topic 15 ‐ Trigonometry
CC F‐IF.5 ‐ Relate the domain of a Topic 2 ‐ Relations and Functions
function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person‐hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.(m)
Algebra 2 Obj. 236 ‐ WP: Trigonometry
Algebra 1 Obj. 10 ‐ WP: Determine a reasonable domain or range for a function in a given situation
CC F‐IF.7.a ‐ Graph linear and quadratic functions and show intercepts, maxima, and minima.
Pre‐Calculus Obj. 2 ‐ Graph lines
Page 120 of 136
Topic 1 ‐ Review of Fundamental Concepts of Algebra
02.28.11
Accelerated Math
Functions
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Functions, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
Objective Description
Topic 2 ‐ Algebra
Grade 8 Obj. 45 ‐ Determine the graph of a 2‐operation linear function
Grade 8 Obj. 47 ‐ Determine the x‐ or y‐
intercept of a line given its graph
Pre‐Calculus Obj. 36 ‐ Graph quadratic functions
Algebra 1 Obj. 28 ‐ Determine the x‐ or y‐
intercept of a line given an equation
Algebra 1 Obj. 29 ‐ Determine the graph of a line using given information
Algebra 1 Obj. 30 ‐ Determine the graph of a linear equation given in slope‐intercept, point‐slope, or standard form
Topic ‐ Polynomials
Topic 3 ‐ Linear Equations and Inequalities
Topic ‐ Relations, Functions, and Graphs
Topic 7 ‐ Conic Sections
Topic ‐ Quadratic
Topic 8 ‐ Quadratic Equations and Functions
CC F‐IF.7.b ‐ Graph square root, cube Topic 1 ‐ Review of Fundamental root, and piecewise‐defined Concepts of Algebra
functions, including step functions and absolute value functions.
Topic 3 ‐ Linear Equations and Inequalities
Algebra 2 Obj. 34 ‐ Graph linear equations, ax + by = c
Algebra 2 Obj. 35 ‐ Graph linear equations, y = ax + b
Pre‐Calculus Obj. 91 ‐ Parabolas, graph given equations
Algebra 2 Obj. 96 ‐ Graph quadratic functions
Algebra 1 Obj. 86 ‐ Determine the graph of a given quadratic function
Algebra 1 Obj. 88 ‐ Solve a quadratic equation by graphing the associated quadratic function
Pre‐Calculus Obj. 24 ‐ Graph piecewise‐
defined functions
Algebra 1 Obj. 37 ‐ Determine the graph of a 2‐variable absolute value equation
Topic 6 ‐ Roots, Radicals, and Complex Algebra 2 Obj. 78 ‐ Graph square roots
Numbers
Topic 11 ‐ Radical Equations and Algebra 1 Obj. 111 ‐ Determine the graph of Functions
a radical function
Page 121 of 136
02.28.11
Accelerated Math
Functions
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Functions, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
Objective Description
CC F‐IF.7.c ‐ Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
Topic 2 ‐ Polynomials
Pre‐Calculus Obj. 46 ‐ Graph nth‐degree polynomials
Topic 8 ‐ Polynomials
Topic 1 ‐ Review of Fundamental Concepts of Algebra
Algebra 2 Obj. 127 ‐ Graph polynomial functions
Pre‐Calculus Obj. 23 ‐ Graph rational functions
Topic 10 ‐ Rational Expressions and Equations
Topic 13 ‐ Rational Equations and Functions
Topic 3 ‐ Exponential and Logarithmic Functions
Algebra 2 Obj. 147 ‐ Graph rational functions and equations
Algebra 1 Obj. 126 ‐ Determine the graph of a rational function
Pre‐Calculus Obj. 55 ‐ Graph exponential functions
CC F‐IF.7.d ‐ (+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
CC F‐IF.7.e ‐ Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
Pre‐Calculus Obj. 56 ‐ Graph log functions
Topic 4 ‐ Trigonometric Functions
Topic 9 ‐ Exponential Equations and Functions
Topic ‐ Exponents and Logarithms
Topic 15 ‐ Trigonometry
Page 122 of 136
Pre‐Calculus Obj. 66 ‐ Graph sin & cos using amp, period, & phase shift
Pre‐Calculus Obj. 67 ‐ Graph tan & cot functions
Pre‐Calculus Obj. 68 ‐ Graph sec & csc functions
Algebra 1 Obj. 95 ‐ Determine the graph of an exponential function
Algebra 2 Obj. 141 ‐ Graph exponential functions
Algebra 2 Obj. 142 ‐ Graph logarithmic functions
Algebra 2 Obj. 227 ‐ Graph sine and cosine functions
Algebra 2 Obj. 228 ‐ Graph trigonometric functions
02.28.11
Accelerated Math
Functions
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Functions, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
CC F‐BF.1.a ‐ Determine an explicit expression, a recursive process, or steps for calculation from a context.
Topic 3 ‐ Exponential and Logarithmic Pre‐Calculus Obj. 57 ‐ WP: Exponential Functions
functions
Topic ‐ Relations, Functions, and Graphs
Topic 1 ‐ Review of Fundamental Concepts of Algebra
CC F‐BF.1.b ‐ Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.
CC F‐BF.1.c ‐ (+) Compose functions. Topic 1 ‐ Review of Fundamental Concepts of Algebra
For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.
CC F‐BF.2 ‐ Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.(m)
Page 123 of 136
Topic 3 ‐ Relations, Functions, and Graphs
Topic 12 ‐ Sequences and Series
Objective Description
Algebra 2 Obj. 40 ‐ WP: Linear Equations
Pre‐Calculus Obj. 18 ‐ Add, subtract, multiply, & divide functions
Pre‐Calculus Obj. 20 ‐ Find compositions of 2 functions
Algebra 2 Obj. 32 ‐ Find compositions of 2 functions
Algebra 2 Obj. 189 ‐ Find general terms of geo seq given first 4 terms
02.28.11
Accelerated Math
Functions
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Functions, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
Objective Description
CC F‐BF.3 ‐ Identify the effect on the Topic 1 ‐ Review of Fundamental graph of replacing f(x) by f(x) + k, k Concepts of Algebra
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.
Pre‐Calculus Obj. 22 ‐ Use rigid & nonrigid transformations to graph func
CC F‐BF.4.a ‐ Solve an equation of the Topic 3 ‐ Relations, Functions, and form f(x) = c for a simple function f Graphs
that has an inverse and write an expression for the inverse. For example, f(x) =2 x³ or f(x) = (x+1)/(x‐1) for x is not equal to 1.
Algebra 2 Obj. 33 ‐ Find inverses of functions
CC F‐BF.5 ‐ (+) Understand the inverse Topic 3 ‐ Exponential and Logarithmic Pre‐Calculus Obj. 50 ‐ Evaluate expressions relationship between exponents and Functions
w/ log exponents
logarithms and use this relationship to solve problems involving logarithms and exponents.
Pre‐Calculus Obj. 51 ‐ Exponential equations to log form
Pre‐Calculus Obj. 52 ‐ Log equations to exponential form
Pre‐Calculus Obj. 53 ‐ Find logs by converting to exponential form
Pre‐Calculus Obj. 57 ‐ WP: Exponential functions
Pre‐Calculus Obj. 58 ‐ Solve log equations
Topic 9 ‐ Exponents and Logarithms
Page 124 of 136
Pre‐Calculus Obj. 59 ‐ Solve exponential equations
Pre‐Calculus Obj. 60 ‐ WP: Compound interest
Pre‐Calculus Obj. 61 ‐ WP: Radioactive decay
Algebra 2 Obj. 129 ‐ Exponential equations to logarithmic form
02.28.11
Accelerated Math
Functions
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Functions, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
Objective Description
Algebra 2 Obj. 130 ‐ Logarithmic equations to exponential form
Algebra 2 Obj. 131 ‐ Find logarithms by converting to exponential form
Algebra 2 Obj. 135 ‐ Solve logarithmic equations
Algebra 2 Obj. 136 ‐ Solve exponential equations
Algebra 2 Obj. 137 ‐ Solve equations involving natural logarithms
Algebra 2 Obj. 138 ‐ WP: Interest problems
CC F‐LE.2 ‐ Construct linear and Topic 2 ‐ Algebra
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).
Topic 3 ‐ Linear Equations and Inequalities
Algebra 2 Obj. 139 ‐ WP: Growth and decay problems
Algebra 2 Obj. 140 ‐ WP: Earthquake problems
Grade 8 Obj. 44 ‐ Determine a linear equation in two variables that represents a table of values
Algebra 1 Obj. 32 ‐ Determine an equation that represents a graphed line
Algebra 1 Obj. 34 ‐ Determine an equation of a line given two points on the line
CC F‐TF.9 ‐ (+) Prove the addition and Topic 4 ‐ Trigonometric Functions
subtraction formulas for sine, cosine, and tangent and use them to solve problems.
Page 125 of 136
Algebra 1 Obj. 36 ‐ Determine an equation for a line that goes through a given point and is parallel or perpendicular to a given line
Pre‐Calculus Obj. 69 ‐ Apply sum & diff formula for sin & cos
02.28.11
Accelerated Math
Geometry
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Geometry, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
CC G‐CO.6 ‐ Use geometric Topic 11 ‐ Transformations in the descriptions of rigid motions to coordinate plane
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.
Objective Description
Geometry Obj. 107 ‐ Relate the coordinates of a preimage or an image to a translation described using mapping notation
Geometry Obj. 108 ‐ Determine the coordinates of a preimage or an image given a reflection across a horizontal line, a vertical line, the line y = x, or the line y = ‐x
Geometry Obj. 109 ‐ Relate the coordinates of a preimage or an image to a dilation centered at the origin
Geometry Obj. 111 ‐ Determine the coordinates of the image of a figure after two transformations of the same type
Geometry Obj. 112 ‐ Determine the coordinates of the image of a figure after two transformations of different types
Topic 6 ‐ Similarity
CC G‐SRT.1 ‐ Verify experimentally the properties of dilations given by a center and a scale factor:
Geometry Obj. 33 ‐ Determine the scale factor relating two similar polygons
CC G‐SRT.5 ‐ Use congruence and Topic 4 ‐ Congruent Triangles
similarity criteria for triangles to solve problems and to prove relationships in geometric figures.
Geometry Obj. 22 ‐ Determine the length of a side or the measure of an angle in congruent triangles
Geometry Obj. 23 ‐ Identify a triangle congruence postulate that justifies a congruence statement
Geometry Obj. 24 ‐ Identify congruent triangles using triangle congruence postulates or theorems
Page 126 of 136
02.28.11
Accelerated Math
Geometry
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Geometry, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
Objective Description
Topic 6 ‐ Similarity
Geometry Obj. 34 ‐ Determine the length of a side in one of two similar polygons
Geometry Obj. 35 ‐ Determine the length of a side or the measure of an angle in similar triangles
Geometry Obj. 36 ‐ Determine a length given the perimeters of similar triangles or the lengths of corresponding interior line segments
Geometry Obj. 37 ‐ Identify a triangle similarity postulate that justifies a similarity statement
Geometry Obj. 38 ‐ Identify similar triangles using triangle similarity postulates or theorems
Geometry Obj. 39 ‐ Determine a length in a triangle using a midsegment
CC G‐SRT.C3 ‐ Define trigonometric ratios and solve problems involving right triangles
Topic 7 ‐ Right Triangles and Trigonometry
Geometry Obj. 42 ‐ Determine a length using similar triangles formed by the altitude to the hypotenuse of a right triangle
Geometry Obj. 43 ‐ WP: Determine a length using similarity
Geometry Obj. 45 ‐ Determine a length using the properties of a 45‐45‐90 degree triangle or a 30‐60‐90 degree triangle
Geometry Obj. 46 ‐ Solve a problem using multiple non‐trigonometric right‐triangle relationships
Geometry Obj. 47 ‐ WP: Determine a length using the properties of a 45‐45‐90 degree triangle or a 30‐60‐90 degree triangle
CC G‐SRT.6 ‐ Understand that by Topic 7 ‐ Right Triangles and similarity, side ratios in right triangles Trigonometry
are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
Page 127 of 136
Geometry Obj. 49 ‐ Determine a sine, cosine, or tangent ratio in a right triangle
02.28.11
Accelerated Math
Geometry
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Geometry, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
CC G‐SRT.8 ‐ Use trigonometric ratios Topic 7 ‐ Right Triangles and and the Pythagorean Theorem to Trigonometry
solve right triangles in applied problems.(m)
Objective Description
Geometry Obj. 44 ‐ Determine a length in a complex figure using the Pythagorean theorem
Geometry Obj. 48 ‐ WP: Solve a problem involving a complex figure using the Pythagorean theorem
Geometry Obj. 50 ‐ Determine a length using a sine, cosine, or tangent ratio in a right triangle
Geometry Obj. 51 ‐ Determine the measure of an angle using a sine, cosine, or tangent ratio in a right triangle
Topic 15 ‐ Trigonometry
CC G‐SRT.10 ‐ (+) Prove the Laws of Sines and Cosines and use them to solve problems.
Topic 15 ‐ Trigonometry
CC G‐SRT.11 ‐ (+) Understand and Topic 15 ‐ Trigonometry
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).
Geometry Obj. 52 ‐ WP: Determine a length in a right triangle using a sine, cosine, or tangent ratio
Geometry Obj. 53 ‐ WP: Determine the measure of an angle in a right triangle using a sine, cosine, or tangent ratio
Algebra 2 Obj. 223 ‐ Find the sine, cosine, or tangent
Algebra 2 Obj. 224 ‐ Find the cosecant, secant, or cotangent
Algebra 2 Obj. 234 ‐ Find a side given side and angle
Algebra 2 Obj. 235 ‐ Find unknown sides of right triangles
Algebra 2 Obj. 229 ‐ Law of Sines
Algebra 2 Obj. 230 ‐ Law of Cosines
Algebra 2 Obj. 231 ‐ WP: Law of Sines and Law of Cosines
Algebra 2 Obj. 229 ‐ Law of Sines
Algebra 2 Obj. 230 ‐ Law of Cosines
Page 128 of 136
02.28.11
Accelerated Math
Geometry
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Geometry, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
CC G‐C.C2 ‐ Find arc lengths and areas Topic 8 ‐ Circles
of sectors of circles
Topic 9 ‐ Area
CC G‐GPE.1 ‐ Derive the equation of a Topic 8 ‐ Circles
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.
Objective Description
Algebra 2 Obj. 231 ‐ WP: Law of Sines and Law of Cosines
Geometry Obj. 54 ‐ Determine the measure of an arc or a central angle using the relationship between the arc and the central angle
Geometry Obj. 80 ‐ Determine the area of a sector of a circle
Geometry Obj. 67 ‐ Determine an equation of a circle
Geometry Obj. 68 ‐ Determine the radius, center, or diameter of a circle given an equation
Topic 11 ‐ Conics and Second‐Degree Algebra 2 Obj. 159 ‐ Circles, general form Equations
equations
CC G‐GPE.3 ‐ (+) Derive the equations Topic 11 ‐ Conics and Second‐Degree Algebra 2 Obj. 165 ‐ Ellipses, write equations using given facts
of ellipses and hyperbolas given the Equations
foci, using the fact that the sum or difference of distances from the foci is constant.
CC G‐GPE.5 ‐ Prove the slope criteria Topic 2 ‐ Parallel and Perpendicular for parallel and perpendicular lines 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).
Topic 3 ‐ Linear Equations and Inequalities
Page 129 of 136
Geometry Obj. 13 ‐ Determine if lines through points with given coordinates are parallel or perpendicular
Geometry Obj. 14 ‐ Determine the coordinates of a point through which a line must pass in order to be parallel or perpendicular to a given line
Algebra 1 Obj. 35 ‐ Determine if two lines are perpendicular or parallel given the equations of the lines
02.28.11
Accelerated Math
Geometry
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Geometry, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
Objective Description
CC G‐GPE.6 ‐ Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
Topic 1 ‐ Basic Concepts of Geometry
Geometry Obj. 6 ‐ Determine the midpoint of a line segment given the coordinates of the endpoints
CC G‐GPE.7 ‐ Use coordinates to Topic 1 ‐ Basic Concepts of Geometry
compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.(m)
Geometry Obj. 8 ‐ Solve a problem involving the midpoint formula
Geometry Obj. 5 ‐ Solve a problem involving the distance formula
Geometry Obj. 7 ‐ Determine the area of a right triangle or a rectangle given the coordinates of the vertices of the figure
CC G‐GMD.3 ‐ Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.(m)
Topic 3 ‐ Geometry and Measurement Grade 8 Obj. 64 ‐ Solve a problem involving the surface area or the volume of a pyramid or a cone
Topic 10 ‐ Surface Area and Volume
Geometry Obj. 91 ‐ Determine the volume of a right pyramid or a right cone
Geometry Obj. 92 ‐ Solve a problem involving the volume of a right pyramid or a right cone
Geometry Obj. 99 ‐ Determine the volume of a sphere or hemisphere
Geometry Obj. 100 ‐ WP: Determine the volume of a sphere or hemisphere
Geometry Obj. 101 ‐ Determine the volume of a complex solid figure
Geometry Obj. 102 ‐ WP: Solve a problem involving the volume of a complex solid figure
Geometry Obj. 104 ‐ Solve a problem involving the volumes of similar solid figures
Page 130 of 136
02.28.11
Accelerated Math
Statistics and Probability
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Statistics and Probability, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
Objective Description
Grade
07 Obj. 127 - Use a histogram to
CC S‐ID.1 ‐ Represent data with plots Topic 4 ‐ Data Analysis, Statistics, and represent
data
on the real number line (dot plots, Probability
histograms, and box plots).
Topic ‐ Descriptive statistics
Topic 14 ‐ Statistics
Grade 08 Obj. 083 ‐ Use a box‐and‐whisker plot to organize data
Probability & Statistics Obj. 23 ‐ Frequency histograms
Probability & Statistics Obj. 24 ‐ Relative frequency histograms
Probability & Statistics Obj. 35 ‐ Box‐and‐
whisker plots
Algebra 2 Obj. 209 ‐ Box‐and‐whisker plots
CC S‐ID.2 ‐ Use statistics appropriate Topic 4 ‐ Data Analysis, Statistics, and Grade 07 Obj. 132 - Determine the mean of
a set of data
to the shape of the data distribution Probability
to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
Grade 07 Obj. 134 - Determine the median
of a set of data
Grade 08 Obj. 081 - Determine the quartiles
of a data set
Topic ‐ Descriptive statistics
Topic 14 ‐ Statistics
CC S‐ID.3 ‐ Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
Page 131 of 136
Probability & Statistics Obj. 27 ‐ Mean
Probability & Statistics Obj. 28 ‐ Median
Probability & Statistics Obj. 38 ‐ Standard deviation
Algebra 2 Obj. 210 ‐ Interquartile ranges of data sets
Algebra 2 Obj. 211 ‐ Means of data sets
Algebra 2 Obj. 212 ‐ Medians of data sets
Topic 4 ‐ Data Analysis, Statistics, and Grade 08 Obj. 088 - Analyze the effect that
changing elements in a data set has on the
Probability
mean, the median, or the range
02.28.11
Accelerated Math
Statistics and Probability
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Statistics and Probability, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
CC S‐ID.4 ‐ Use the mean and Topic 4 ‐ Descriptive statistics
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.
Topic 14 ‐ Statistics
CC S‐ID.6.a ‐ Fit a function to the Topic 9 ‐ Exponential Equations and data; use functions fitted to data to Functions
solve problems in the context of the data.‐Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
Topic 11 ‐ Linear regression
CC S‐ID.6.c ‐ Fit a linear function for a Topic 4 ‐ Data Analysis, Statistics, and scatter plot that suggests a linear Probability
association.
CC S‐ID.7 ‐ Interpret the slope (rate of Topic 2 ‐ Algebraic Thinking
change) and the intercept (constant term) of a linear model in the context of the data.
Objective Description
Probability & Statistics Obj. 38 ‐ Standard deviation
Algebra 2 Obj. 216 ‐ Mean and standard deviation
Algebra 2 Obj. 218 ‐ Normal curves
Algebra 1 Obj. 96 ‐ WP: Evaluate an exponential growth or an exponential decay function
Algebra 1 Obj. 97 ‐ Solve a problem involving exponential growth or exponential decay
Probability & Statistics Obj. 99 ‐ Forecasting
Grade 08 Obj. 079 - Approximate a trend
line for a scatter plot
Grade 08 Obj. 048 - WP: Interpret the
meaning of the slope of a graphed line
Grade 08 Obj. 049 - WP: Interpret the
meaning of the y-intercept of a graphed line
CC S‐ID.8 ‐ Compute (using technology) and interpret the correlation coefficient of a linear fit.
Page 132 of 136
Topic 8 ‐ Bivariate data
Probability & Statistics Obj. 71 ‐ Calculate correlation coefficient
02.28.11
Accelerated Math
Statistics and Probability
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Statistics and Probability, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
Objective Description
Grade
07 Obj. 136 - Use a proportion to
CC S‐IC.1 ‐ Understand statistics as a Topic 4 ‐ Data Analysis, Statistics, and make
an
estimate, related to a population,
process for making inferences about Probability
based on a sample
population parameters based on a random sample from that population.
Grade 08 Obj. 092 - Determine if a sample
is likely to be representative of the larger
population
CC S‐IC.4 ‐ Use data from a sample Topic 7 ‐ Data collection
survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
Probability & Statistics Obj. 64 ‐ Experimental probability ‐ predict using sample results
Probability & Statistics Obj. 65 ‐ Capture/recapture experiments
Probability & Statistics Obj. 17 ‐ Venn diagrams
CC S‐CP.1 ‐ Describe events as subsets Topic 3 ‐ Sample spaces
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").
Topic 4 ‐ Data Analysis, Statistics, and Grade 05 Obj. 158 - Answer a question
using information from a Venn diagram
Probability
Grade 08 Obj. 086 - Answer a question
using information from a Venn diagram with
three circles
Grade 08 Obj. 087 - Use a Venn diagram to
organize summarized data
CC S‐CP.2 ‐ Understand that two Topic 3 ‐ Sample spaces
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.
Page 133 of 136
Probability & Statistics Obj. 22 ‐ Independent events
02.28.11
Accelerated Math
Statistics and Probability
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Statistics and Probability, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
CC S‐CP.4 ‐ Construct 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. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.
Topic Description
Objective Description
Grade
06 Obj. 145 - Use a frequency table
Topic 4 ‐ Data Analysis, Statistics, and to
represent
2 related data sets
Probability
Grade 06 Obj. 146 - Answer a question
using information from a frequency table
representing 2 related data sets
CC S‐CP.6 ‐ Find the conditional Topic 13 ‐ Probability
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.
CC S‐CP.7 ‐ Apply the Addition Rule, Topic 3 ‐ Sample spaces
P(A or B) = P(A) + P(B) ‐ P(A and B), and interpret the answer in terms of the model.
Topic 13 ‐ Probability
Algebra 2 Obj. 205 ‐ Conditional probability
Probability & Statistics Obj. 20 ‐ Bayes' formula for conditional probability
Algebra 2 Obj. 205 ‐ Conditional probability
CC S‐CP.8 ‐ (+) Apply the general Topic 4 ‐ Data Analysis, Statistics, and Grade 07 Obj. 137 - Determine the
probability for independent events
Multiplication Rule in a uniform Probability
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.
Page 134 of 136
02.28.11
Accelerated Math
Statistics and Probability
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Statistics and Probability, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
Objective Description
Grade 08 Obj. 096 - Determine the
probability of three or more independent
events
Topic 13 ‐ Probability
Algebra 2 Obj. 206 ‐ Probability of dependent events
Probability & Statistics Obj. 8 ‐ Permutations
CC S‐CP.9 ‐ (+) Use permutations and Topic 2 ‐ Counting
combinations to compute probabilities of compound events and solve problems.
Topic 3 ‐ Sample spaces
Probability & Statistics Obj. 9 ‐ Combinations
Probability & Statistics Obj. 14 ‐ Probability of compound events
Topic 4 ‐ Data Analysis, Statistics, and Grade 06 Obj. 157 - Determine the number
of possible combinations of a set of objects
Probability
Grade 08 Obj. 095 - Determine the number
of combinations possible in a given situation
CC S‐MD.3 ‐ (+) Develop a probability Topic 4 ‐ Descriptive statistics
distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. For example, find the theoretical probability distribution for the number of correct answers obtained by guessing on all five questions of a multiple‐choice test where each question has four choices, and find the expected grade under various grading schemes.
Page 135 of 136
Probability & Statistics Obj. 33 ‐ Expected value
02.28.11
Accelerated Math
Statistics and Probability
Abbreviated Standards List with Aligned Product Skills
Agency Tag Set Name
Product Name
NGA Center‐CCSSO, Math, 2010, High AM2e High School Skills List
School ‐ Statistics and Probability, Common Core State Standards, produced by the National Governor's Association and Council of Chief State School Officers
Standard
Topic Description
CC S‐MD.4 ‐ (+) Develop a probability Topic 7 ‐ Data collection
distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value. For example, find a current data distribution on the number of TV sets per household in the United States, and calculate the expected number of sets per household. How many TV sets would you expect to find in 100 randomly selected households?
Page 136 of 136
Objective Description
Probability & Statistics Obj. 64 ‐ Experimental probability ‐ predict using sample results
02.28.11