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Strand Strand Number Sense 1.0 Number Sense CA Math Standard CA Math Standard 1.0 Students understand the relationship between numbers and quantities (i.e., that a set of objects has the same number of objects in different situations regardless of its position or arrangement). 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other. Counting and Cardinality K.CC: Know number names and the counting sequence. K.CC: Count to tell the number of objects. Compare numbers. (Cluster Statement) 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.* K.CC.7: Compare two numbers between 1 and 10 presented as written numerals. K.CC.1: Count to 100 by ones and by tens. K.CC.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.3: Write numbers from 0– 20. Represent a number of objects with written numeral 0 -20 (with 0 representing a count of no objects). K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a

Analysis by Sacramento County Office of Education June 22, 2010 – Addendum A © Sacramento County Office of Education, California, 2010. All rights reserved. 1

Domain

Common Core Standard (CCS)

Alignment

Comments in reference to CCS

Yes

Counting and Cardinality

Yes

*Note: Include groups up to ten objects.

1.2 Count, recognize, represent, name, and order a number of objects (up to 30).

Counting and Cardinality

Partial

CCS has students count to 30 and by ones and twos, but represent and write numbers to 20 instead of 30(CA). CCS has students compare two numbers (written) but does not mention ordering numbers.

Strand

CA Math Standard

Domain

1.3 Know that the larger numbers describe sets with more objects in them than the smaller numbers have.

Counting and Cardinality

Common Core Standard (CCS) rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects K.CC.4: Understand the relationship between numbers and quantities; connect counting to cardinality. K.CC.4a: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. K.CC.4b: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.4c: Understand that each successive number name refers to a quantity that is one larger. 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.*

Alignment

Comments in reference to CCS

Yes

2.0 Number Sense

2.0 Students understand and describe simple additions and subtractions.

Operations and Algebraic Thinking

K.OA: (Cluster Statement) Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Yes

Analysis by Sacramento County Office of Education June 22, 2010 – Addendum A © Sacramento County Office of Education, California, 2010. All rights reserved.

2

Strand

CA Math Standard 2.1 Use concrete objects to determine the answers to addition and subtraction problems (for two numbers that are each less than 10).

Domain Operations and Algebraic Thinking

Common Core Standard (CCS) 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. K.OA.2: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Alignment Yes

Comments in reference to CCS *Note: Drawings need not show details, but should show the mathematics in the problem.

3.0 Number Sense

3.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones and tens places.

No

3.1 Recognize when an estimate is reasonable.

No

CCS does not mention estimation of quantities except in the Mathematical Practice standards. Estimation is then described as “make conjectures about the form and meaning of the solution and detect possible errors by strategically using estimation and other mathematical knowledge." CCS does not mention estimation of quantities except in the Mathematical Practice standards. Estimation is then described as “make conjectures about the form and meaning of the solution and detect possible errors by strategically using estimation and other mathematical knowledge."

Strand Algebra and Functions 1.0 Algebra and Functions

CA Math Standard 1.0 Students sort and classify objects. 1.1 Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular group (e.g., all these balls are green, those are red). Measurement and Data Measurement and Data K.MD: Describe and compare measurable attributes. K.MD.3: Classify objects into given categories; count the numbers of object in each category and sort the categories by count*. Yes Yes *Note: Limit category counts to be less than or equal to 10.

Analysis by Sacramento County Office of Education June 22, 2010 – Addendum A © Sacramento County Office of Education, California, 2010. All rights reserved.

3

Strand Strand Measurement and Geometry 1.0 Measurement and Geometry

CA Math Standard CA Math Standard 1.0 Students understand the concept of time and units to measure it; they understand that objects have properties, such as length, weight, and capacity, and that comparisons may be made by referring to those properties. 1.1 Compare the length, weight, and capacity of objects by making direct comparisons with reference objects (e.g., note which object is shorter, longer, taller, lighter, heavier, or holds more).

Domain

Common Core Standard (CCS)

Alignment

Comments in reference to CCS

Measurement and Data

Measurement and Data

K.MD: Describe and compare measurable attributes. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Cluster Statements) K.MD.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of/less of” the attribute, and describe the difference.

Partial

1.MD: (Cluster statement) Tell and write time.

Yes

1.2 Demonstrate an understanding of concepts of time (e.g., morning, afternoon, evening, today, yesterday, tomorrow, week, year) and tools that measure time (e.g., clock, calendar). 1.3 Name the days of the week. 1.4 Identify the time (to the nearest hour) of everyday events (e.g., lunch time is 12 o’clock; bedtime is 8 o’clock at night). 2.0 Measurement and Geometry 2.0 Students identify common objects in their environment and describe the geometric features. Geometry K.G: Identify and describe shapes (squares, circles, triangle, rectangle, hexagons, cubes, cones cylinders, and spheres). (Cluster Statement)

No

1.MD.3: Tell and write time in hours and half-hours using analog and digital clocks.

No No 1.MD.3: Tell and write time in hours and half-hours using analog and digital clocks.

Yes

Analysis by Sacramento County Office of Education June 22, 2010 – Addendum A © Sacramento County Office of Education, California, 2010. All rights reserved.

4

cube. cone). number of sides and vertices/”corners”) and other attribute (e. circle. K. and how many more or less are in one category than in another.g.4: Analyze and compare twoand three-dimensional shapes. and picture graphs.0 Students collect information about objects and events in their environment. California. 2010. Domain Geometry Common Core Standard (CCS) K. sphere.2: Correctly name shapes regardless of their orientation or overall size.g. collect data.2: Correctly name shapes regardless of their orientation or overall size. roundness.: “mathematically proficient students look closely to discern a pattern or structure (in problem solving.g.. parts (e. how many in each category. triangle.. . Alignment Yes Comments in reference to CCS Geometry Yes Strand Statistics. and record the results using objects. number of corners). or colors.2 Identify. represent. 2010 – Addendum A © Sacramento County Office of Education.G.2 Compare familiar plane and solid objects by common attributes (e. and extend simple patterns (such as circles or triangles) by referring to their shapes. using informal language to describe their similarities. and Probability 1.G.. Analysis by Sacramento County Office of Education June 22. 1.. Data Analysis.g. position.) 5 No 1. in different sizes and orientations. All rights reserved. difference.1 Identify and describe common geometric objects (e.0 Statistics. 1. having sides of equal length). and Probability CA Math Standard 1. pictures.Strand CA Math Standard 2.MD. square. describe.MD: (Cluster Statement) Represent and interpret data. CCS does not mention patterns except in the Mathematical Practice Standards. K. Data Analysis.4: Organize.1 Pose information questions. and interpret data with up to three categories. ask and answer questions about the total number of data points. sizes. 2. No 1.G. rectangle. size. shape.

K. All rights reserved.0 Students make decisions about how to set up a problem. to model problems. K. materials. 2.2 Make precise calculations and check the validity of the results in the context of the problem.0 Mathematical Reasoning CA Math Standard CA Math Standard 1.MP.1 Determine the approach. 2.1: Make sense of problems and persevere in solving them. K.MP.Strand Strand Mathematical Reasoning 1. 2010. 2010 – Addendum A © Sacramento County Office of Education.5: Use appropriate tools strategically. California.MP. 1.2 Use tools and strategies. K.3: Construct viable arguments and critique the reasoning of others. Mathematical Practice Standards Mathematical Practice Standards Yes Yes Mathematical Practice Standards Yes Analysis by Sacramento County Office of Education June 22.5: Use appropriate tools strategically.4: Model with mathematics.MP. 1. and strategies to be used.MP.MP. 6 .4: Model with mathematics.0 Students solve problems in reasonable ways and justify their reasoning. Domain Common Core Standard (CCS) Alignment Comments in reference to CCS Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards K. K.6: Attend to precision. K. Yes Yes Yes 2. such as manipulatives or sketches.0 Mathematical Reasoning 2.MP.1 Explain the reasoning used with concrete objects and/or pictorial representations.

2010.6: Compose simple shapes to form larger shapes.2 Analysis by Sacramento County Office of Education June 22.CC.4 No Yes Grade One MG2. 5=2+3 and 5=4+1).g.4 Geometry Yes Grade One MG2.G. K.G.Kindergarten Common Core Standards not found in Kindergarten CA Mathematics Standards Domain Counting and Cardinality Common Core standard K. two. six. parts(e.. sticks and clay balls) and drawing shapes. and record each decomposition by a drawing or equation (e.4: For any number from 1 to 9. difference. K. “flat”) or three‐dimensional (“solid”). K.g. K.OA. K. K. All rights reserved.g.2 Geometry Geometry Geometry Geometry No Yes Grade Two MG2. 18=10+8). find the number that makes 10 when added to the given number.3 No Partial Grade One NS2. “Can you join these two triangles with full sides touching to make a rectangle?” Found in CA Math standards No Counting and Cardinality No Operations and Algebraic Thinking Operations and Algebraic Thinking Operations and Algebraic Thinking Number and Operations in Base Ten Yes Grade One NS1. having sides of equal length). and record the answer with a drawing or equation.g. beside.G. by using objects or drawings. in different size and orientations. say the number names in the standard order. and record each composition or decomposition by a drawing or equation (e. eight.G.1: Describe objects in the environment using names of shapes. California.4b: Understand that the last number name said tells the number of objects counted. understand the these numbers are composed of ten ones and one.G..1 Yes Grade One NS3. in front of. e. four.3: Decompose numbers less that or equal to 10 into pairs in more than one way.g. K.g. behind and next to. For example.3: Identify shapes as two‐dimensional (lying in a plane.CC. and describe the relative positions of these objects using terms such as above. K... five.. using informal language to describe their similarities. e.. e. by using objects or drawings.OA. number of sides and vertices/”corners”) and other attributes (e.4: Analyze and compare two‐ and three‐dimensional shapes. 2010 – Addendum B © Sacramento County Office of Education.g.. 7 .NBT. K.4a: When counting objects.g.5: Fluently add and subtract numbers within 5. or nine ones. K. by using objects or drawings. The number of objects is the same regardless of their arrangement or the order in which they were counted.OA. pairing each object with one and only one number name and each number name with one and only object. three..5: Model shapes in the world by building shapes from components (e.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones. below. seven.

1. Yes. CCS does not mention estimation of quantities except in the Mathematical Practice standards.MD. 1. lunch time is 12 o’clock. pictures. 8 . ask and answer questions about the total number of data points.0 Measurement and Geometry 1. year) and tools that measure time (e. yesterday. All rights reserved. and picture graphs.0 Number Sense 3. CCS does not mention estimation of quantities except in the Mathematical Practice standards. No Yes. and Probability Analysis by Sacramento County Office of Education June 22. 2010 – Addendum C © Sacramento County Office of Education. and record the results using objects. 1.0 Measurement and Geometry 1.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones and tens places: Found in Common Core Standards No.MD: (Cluster Statement) Represent and interpret data. and Probability 1.Kindergarten CA Mathematics Standards not found in the Kindergarten Common Core Standards Strand 3.0 Number Sense CA Math Standard 3.g.3: Tell and write time in hours and halfhours using analog and digital clocks.0 Statistics Data Analysis. calendar).g. Estimation is then described as “make conjectures about the form and meaning of the solution and detect possible errors by strategically using estimation and other mathematical knowledge.2 Demonstrate an understanding of concepts of time (e. 1.1 Pose information questions. represent.1 Recognize when an estimate is reasonable.0 Measurement and Geometry 1. tomorrow. 3.MD. 1. Estimation is then described as “make conjectures about the form and meaning of the solution and detect possible errors by strategically using estimation and other mathematical knowledge. today.0 Students collect information about objects and events in their environment. 1. morning. Yes. California. 1..3 Name the days of the week.g.. evening. how many in each category. week.MD. and how many more or less are in one category than in another. 1." No.4: Organize." Yes.3: Tell and write time in hours and halfhours using analog and digital clocks.4 Identify the time (to the nearest hour) of everyday events (e. bedtime is 8 o’clock at night). 2010. clock.. and interpret data with up to three categories. 1. collect data.0 Statistics Data Analysis. 1. afternoon.

0 Number Sense CA Math Standard CA Math Standard 1. Understand the following as special cases: Yes Domain Common Core Standard (CCS) Alignment Comments in reference to CCS Yes 1.1: Count to 120. =.. diagrams.0 Students understand and use numbers up to 100. and write whole numbers to 100.NBT. demonstrating fluency for addition and subtraction within 10. read. =.3: Compare two two-digit numbers based on meanings of the tens and ones digits. In this range. 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14). 5 + 3. 2 + 2 + 2 + 2.g. using the relationship between addition and subtraction (e.g. 11 -3). 1. decomposing a number leading to a ten (e.Analysis of California Mathematics standards to Common Core standards-Grade 1 Strand Strand Number Sense 1. Number and Operations in Base Ten Number and Operations in Base Ten 1. All rights reserved.g. 2010 – Addendum A © Sacramento County Office of Education.g.NBT.6: Add and subtract within 20. Number and Operations in Base Ten Yes Analysis by Sacramento County Office of Education June 22.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. Use strategies such as counting on: making ten (e. Operations and Algebraic Thinking Yes 1. or 30 + 4). adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). knowing that 8 + 4 = 12. one know 12 – 8 = 4). 1. Number and Operations in Base Ten Yes 1..OA.g. 8 may be represented as 4 + 4. 1 .NBT. equal to. recording the results of comparisons with the symbols >.g. 2010. three groups of 10 and 4 equals 34.2 Compare and order whole numbers to 100 by using the symbols for less than.. (Cluster Statement) 1. and <. or greater than (<. and creating equivalent but easier or known sums (e. >).3 Represent equivalent forms of the same number through the use of physical models. 1. 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9).NBT: Extend the counting sequence.. and number expressions (to 20) (e..4 Count and group object in ones and tens (e. 1. 10 -2. California. read and write numerals and represent a number of objects with a written numeral.1 Count. starting at any number less than 120..

and pennies. and creating equivalent but easier or known sums (e. The numbers 10. two.. 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9).g. 2010 – Addendum A © Sacramento County Office of Education.OA.5 Identify and know the value of coins and show different combinations of coins that equal the same value. Analysis by Sacramento County Office of Education June 22. c. using the relationship between addition and subtraction (e. six. knowing that 8 + 4 = 12. decomposing a number leading to a ten (e. three. seven. Use strategies such as counting on: making ten (e. The second grade standard does expect knowledge of value and then computation. adding 6 + 7 Yes Partial 2.6: Add and subtract within 20. b.1 Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory. five.Strand CA Math Standard Domain Common Core Standard (CCS) a. 70.8: Solve word problems involving dollar bills. seven. one know 12 – 8 = 4).* By end of Grade 2. 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14). eight. using dollar signs and cents sign appropriately CCS does not introduce money in first grade.MD. Alignment Comments in reference to CCS 1. Operations and Algebraic Thinking Operations and Algebraic Thinking 1. or nine tens (and 0 ones).2: Fluently add and subtract within 20 using mental strategies. 30. 90 refer to one.. five. nickels.0 Number Sense 2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems. 2010. 80. The numbers from 11 to 19 are composed of a ten and one. (Cluster Statement) 1. know from memory all sums of two one-digit numbers.g. 50. demonstrating fluency for addition and subtraction within 10. eight. quarters. 20.g. 40. 2 . two.. 10 can be thought of as a bundle of ten ones-called a “ten”.g. four. California. four. No 2. six.OA. 2. All rights reserved. 2. or nine ones.. dimes. three. 60.OA: Represent and solve problems involving addition and subtraction.

and understand subtraction as taking apart and taking from. properties of operations. and 10 less than a given number. ones and ones. Alignment Comments in reference to CCS Yes Yes 2. and adding a two-digit number and a multiple of 10.NBT. 10s. 2010. finding the difference). Operations and Algebraic Thinking Number and Operations in Base Ten Common Core Standard (CCS) by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Counting and Cardinality Operations and Algebraic Thinking Partial K. and 10s to 100. California.6 Solve addition and subtraction problems with one-and two-digit numbers (e. using concrete models or drawings and strategies based on place value.4: Add within 100.5: Relate counting to addition and subtraction (e. 5 + 58 = __). by counting on 2 to add 2). 10 more than.OA.NBT. by 5s.NBT. mentally find 10 more or 10 less that the number. 1.. comparing.g. Yes Analysis by Sacramento County Office of Education June 22. 1. and/or the relationship between addition and subtraction. and 100s. without having to count: explain the reasoning used. 2.4: Understand subtraction as an unknown-addend problem. 2.OA.2: Count within 1000. 2010 – Addendum A © Sacramento County Office of Education. including adding a two-digit number. All rights reserved.CC.5: Given a two-digit number.OA: (Cluster Statement) Understand addition as putting together and adding to. one less than. 3 . 5s.. 1. 2. related the strategy to a written method and explain the reasoning used.Strand CA Math Standard Domain 2. and sometimes it is necessary to compose a ten.4 Count by 2s.1: Count to 100 by ones and by tens. 2.5 Show the meaning of addition (putting together. one adds tens and tens.3 Identify one more than.2 Use the inverse relationship between addition and subtraction to solve problems. increasing) and subtraction (taking away.g. Number and Operations in Base Ten 1. No K. Understand that in adding two-digit numbers.

Alignment Comments in reference to CCS Yes 3.0 Number Sense 3.8: Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. 2010 – Addendum A © Sacramento County Office of Education. California. All rights reserved. tens.OA. e.NBT. . and equations with a symbol for the unknown number to represent the problem.” CCS does not mention estimation of quantities except in the Mathematical Practice standards.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones. drawings. No CCS does not mention estimation of quantities except in the Mathematical Practice standards.2: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. 2010.Strand CA Math Standard Domain 2. 1. using concrete models or drawings and strategies based on place value.. 1OA. by using objects. properties of operations.7 Find the sum of three one-digit numbers. Operations and Algebraic Thinking Common Core Standard (CCS) 1. Estimation is then described as “make conjectures about the form and meaning of the solution and detect possible errors by strategically using estimation and other mathematical knowledge.g. No Analysis by Sacramento County Office of Education June 22. and hundreds places. and/or the relationship between addition and subtraction. Estimation is then described as “make conjectures about the form and meaning of the solution and 4 3.1 Make reasonable estimates when comparing larger or smaller numbers. related the strategy to a written method and explain the reasoning used.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences).

Add to and Take from with result unknown.MD.2 Understand the meaning of the symbols +.MD: Measure lengths indirectly and by iterating length units.. and determine if equations involving addition and subtraction are true or false.OA: Represent and solve problems involving addition and subtraction. start unknown. All rights reserved.1: Order three objects by length..1 Write and solve number sentences from problem situations that express relationships involving addition and subtraction. change unknown. weight.Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS detect possible errors by strategically using estimation and other mathematical knowledge.0 Algebra and Functions CA Math Standard 1. 1.1 Compare the length. Yes Partial 3MD. Strand Measurement and Geometry 1. taking from.g. e. drawings. etc.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to. compare the lengths of two objects indirectly by using a third object. -. 1.7: Understand the meaning of the equal sign. kilograms (kg). 2010 – Addendum A © Sacramento County Office of Education. taking apart.0 Students use number sentences with operational symbols and expressions to solve problems. 1.0 Measurement and Geometry No CA Math Standard 1. . 2010. California. and comparing. and equations with a symbol for the unknown number to represent the problem.g.” Strand Algebra and Function 1.* Operations and Algebraic Thinking 1. 5 Analysis by Sacramento County Office of Education June 22. with unknowns in all positions. 1.).3 Create problem situations that might lead to given number sentences involving addition and subtraction. by using objects.* Add.OA. (Cluster Statement) 1. Yes 1.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g). and volume of two or more objects by using direct comparison or a nonstandard unit. and liters (l). (Cluster Statement) 1. subtract. Measurement and Data Measurement and Data 1. together.0 Students use direct comparison and nonstandard units to describe the measurements of objects. Yes Yes *Refers to table with common addition and subtraction situations (e. =.OA. putting.

(Cluster Statement). 2010 – Addendum A © Sacramento County Office of Education.. Analysis by Sacramento County Office of Education June 22. Yes Yes No K. Alignment Comments in reference to CCS multiply.MD. 2.3: Tell and write time in hours and half-hours using analog and digital clocks. before/after. size. in different sizes and orientations. orientation. and describe their relative position or their location in space. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.G: Reason with shapes and their attributes. and explain which attributes are being used for classification.G. or divide to solve onestep word problems involving masses or volumes that are given in the same units.g.. 1. All rights reserved.2: Express the length of an object as a whole number of length units. parts (e. shape.1 Identify.* *Excludes compound units cm3 and finding the geometric volume of a container • Excludes multiplicative comparison problems (problems involving notions of “times as much”. including the faces of three-dimensional objects.G.g...g. and compare triangles. using informal language to describe their similarities. 2. or number of corners. by laying multiple copies of a shorter object (the length unit) end to end. California.and three-dimensional shapes. such as color. position. squares. roundness. having sides of equal length).g. triangles are closed and three-sided) versus non-defining attributes (e. Geometry 1.) 2.2 Tell time to the nearest half hour and relate time to events (e. and circles.MD.Strand CA Math Standard Domain Common Core Standard (CCS) 1. classify them by common attributes. 2010. Measurement and Data Geometry 1.0 Measurement and Geometry 1.. build and Yes 6 . color. differences.0 Students identify common geometric figures. 2.1: Distinguish between defining attributes (e. rectangles. understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. see glossary table dealing with common multiplication and division situations.g.4: Analyze and compare two.. overall size).2 Classify familiar plane and solid objects by common attributes.g. number of sides and vertices/”corners”) and other attributes (e. e. describe. by using drawings (such as a beaker with a measurement scale) to represent the problem. shorter/longer).

least often) by using pictures. tally charts. California. bar graphs.Strand CA Math Standard Domain Common Core Standard (CCS) draw shapes to possess defining attributes. smallest. rhythms. largest. 2010 – Addendum A © Sacramento County Office of Education.1: Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above.0 Statistics. next to.. and compare data by category on simple graphs and charts. represent. 1. far.MD. sizes.3: Classify objects into given categories. ask and answer questions about the total number of data points. Measurement and Data 1. how many in each category. Alignment Comments in reference to CCS 2. count the numbers of objects in each category and sort the categories by count. down.. below. Strand Statistics. No No K.g.0 Statistics. and next to. in front of.1 Sort objects and data by common attributes and describe the categories. Data Analysis. and direction (e. Measurement and Data 1. beside. and how many more or less are in one category than in another. All rights reserved.G. near. shapes.” Analysis by Sacramento County Office of Education June 22.0 Students sort objects and create and describe patterns by numbers.g. No CCS mentions patterns in the Mathematical Practice Standards: “mathematically proficient students look closely to discern a pattern or structure. behind. Data Analysis. Yes No K. position. most often. up. and Probability CA Math Standard 1. and Probability 2.4: Organize. 2010. in front of. 7 .2 Represent and compare data (e. left or right of). 2. and Probability 1. Data Analysis. above.MD: Represent and interpret data (Cluster Statement). below. behind.3 Give and follow directions about location. or colors. represent.MD.0 Students organize. and interpret data with up to three categories.4 Arrange and describe objects in space by proximity. and picture graphs. 1. Yes 2.

such as manipulatives or sketches..6: Attend to precision. All rights reserved. Yes 3.g.MP. 2.7: Look for and make use of structure.0 Students note connections between one problem and another.5: Use appropriate tools strategically.MP. 1.0 Mathematical Reasoning Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards 1.2 Make precise calculations and check the validity of the results from the context of the problem.8: Look for and express regularity in repeated reasoning.1 Determine the approach. rhythmic.MP. CA Math Standard 1.MP.0 Mathematical Reasoning 1.4: Model with mathematics.MP. 8 .MP. 2010 – Addendum A © Sacramento County Office of Education. 1. materials.0 Students make decisions about how to set up a problem. and explain ways to get to a next element in simple repeating patterns (e. Yes Yes Yes 2.MP.Strand CA Math Standard 2. 2010.5: Use appropriate tools strategically.1 Explain the reasoning used and justify the procedures selected. 3.MP. 1.3: Construct viable arguments and critique the reasoning of others. color. 1. 1. California.1 Describe.2 Use tools. to model problems. Yes Yes 1.4: Model with mathematics. 1. 1. and shape).0 Mathematical Reasoning Students solve problems and justify their reasoning 2. extend. Domain Common Core Standard (CCS) Alignment No Comments in reference to CCS Strand Mathematical Reasoning 1.1: Make sense of problems and persevere in solving them.MP. numeric. and strategies to be used. 1. Yes Analysis by Sacramento County Office of Education June 22.

9 . and right circular cylinders) to create a composite shape. NS4. fourth of. Describe the whole as two of. All rights reserved. Understand for these examples that decomposing into more equal share creates smaller shares. and use the phrases half of. 2010 – Addendum B © Sacramento County Office of Education. and compose new shapes from the composite shape (*Students do not need to learn formal names). To add 2 + 6+ 4. fourths. or four of the shares. trapezoids. right circular cones. triangles. squares. 2010.1 Geometry Yes Grade Two MG2. Examples: If 8 + 3 = 11 is known. half-circles. and quarters. 3 + 8 = 11 is also known.Grade 1 Common Core Standards not found in Grade 1 CA Mathematics Standards Domain Operations and Algebraic Thinking Common Core standard 1. 1. Found in CA Math standards Yes Grade Two AF1.2 Geometry Yes Grade Two NS4. the second two numbers can be added to make a ten. right rectangular prisms.3: Partition circles and rectangles into two and four equal shares. describe the shares using the words halves.OA.3: Apply properties of operations as strategies to add and subtract (*Students need not use formal terms for these properties).2. (Commutative property of addition).G. NS4. and quarter-circles) or three-dimensional shapes (cubes.3 Analysis by Sacramento County Office of Education June 22.G. 1. California. so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition).1.2: Compose two-dimensional shapes (rectangles. and quarter of.

No.4: Analyze and compare two. comparing. and circles. Analysis by Sacramento County Office of Education June 22. No.8: Solve word problems involving dollar bills.3 Give and follow directions about location.0 Algebra and Functions 2. squares. 2010. parts (e.” No.OA: (Cluster Statement) Understand addition as putting together and adding to. describe.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones.Grade 1 CA Mathematics Standards not found in the Grade 1 Common Core Standards Strand 1. CCS does not mention estimation of quantities except in the Mathematical Practice standards.g. California. 10 . nickels.0 Number Sense 3.G. number of sides and vertices/”corners”) and other attributes (e. 3. using dollar signs and cents sign appropriately K. CCS does not mention estimation of quantities except in the Mathematical Practice standards.and threedimensional shapes. quarters.3 Create problem situations that might lead to given number sentences involving addition and subtraction.” No. Yes.0 Measurement and Geometry 2.0 Measurement and Geometry 1. 2. Estimation is then described as “make conjectures about the form and meaning of the solution and detect possible errors by strategically using estimation and other mathematical knowledge. dimes. and hundreds places Found in Common Core Standards Yes.5 Identify and know the value of coins and show different combinations of coins that equal the same value.MD. Estimation is then described as “make conjectures about the form and meaning of the solution and detect possible errors by strategically using estimation and other mathematical knowledge. 2..5 Show the meaning of addition (putting together. including the faces of three-dimensional objects. in different sizes and orientations. using informal language to describe their similarities.0 Number Sense 3.0 Number Sense 3. differences. and compare triangles. and understand subtraction as taking apart and taking from. K. 1.. 2010 – Addendum C © Sacramento County Office of Education. having sides of equal length).0 Number Sense CA Math Standard 1. 2. increasing) and subtraction (taking away.1 Identify. 2.1 Make reasonable estimates when comparing larger or smaller numbers. finding the difference). tens. 2. rectangles. and pennies. All rights reserved.g.

2010. sizes.” No.1 Sort objects and data by common attributes and describe the categories. Yes. and next to.g.g. count the numbers of objects in each category and sort the categories by count.Strand 2. down. 1. California. CCS mentions patterns in the Mathematical Practice Standards: “mathematically proficient students look closely to discern a pattern or structure. K. position.. and Probability 2. Found in Common Core Standards Yes. rhythms. K.G. up. shapes. and Probability 2. and Probability 2. rhythmic.0 Statistics. Data Analysis.0 Students sort objects and create and describe patterns by numbers. or colors 2. Analysis by Sacramento County Office of Education June 22. far.1: Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above. above. next to.MD.4 Arrange and describe objects in space by proximity. 2010 – Addendum C © Sacramento County Office of Education. below. below. beside.0 Statistics.1 Describe. Data Analysis. and direction (e. behind. All rights reserved.3: Classify objects into given categories. left or right of).0 Measurement and Geometry CA Math Standard 2. in front of. color.. No. 11 . behind. near. in front of. and shape). Data Analysis. extend.0 Statistics. numeric. and explain ways to get to a next element in simple repeating patterns (e. 1.

six.0 Number Sense CA Math Standard CA Math Standard 1.000). California.0 Students understand the relationship between numbers.NBT: Understand Place Value. 400. or nine hundreds (and 0 tens and 0 ones). 2010 – Addendum A © Sacramento County Office of Education. models. (Cluster Statement) 2. and expanded forms (e. two. tens and ones.NBT. Use place value understanding and properties of operations to add and subtract. 800. seven. quantities. skip-count by 5s. 900 refer to one. and place value in whole numbers up to 1.Analysis of California Mathematics standards to Common Core standards-Grade 2 Strand Strand Number Sense 1.1b: The numbers 100. five. read. 700. three. 2.NBT.1 Count. 45 = 4 tens + 5) to represent numbers (to 1. Numbers and Operations in Base Ten Numbers and Operations in Base Ten 2.g. e.2 Use words. number names and expanded form.. eight.1a: 100 can be thought of as a bundle of ten tens-called a “hundred.000 and identify the place value for each digit. and write whole numbers to 1.NBT.3: Read and write numbers to 1000 using base-ten numerals.NBT. 2.g. 500. 600.2: Count within 1000. All rights reserved. Understand the following as special cases: 2. Numbers and Operations in Base Ten Yes Analysis by Sacramento County Office of Education June 22. 10s and 100s. 1 .NBT. 0 tens.1: Understand that the three-digit number represent amounts of hundreds.000. number names and expanded form. and 6 ones. 200. four. Yes Domain Common Core Standard (CCS) Alignment Comments in Reference to CCS Yes 1. 300. 2010. 2. 1.NBT.” 2. 706 equals 7 hundreds.3: Read and write numbers to 1000 using base-ten numerals.

ones and ones.1: (Cluster Statement) Use place value understanding and properties of operations to add and subtract. calculate. and/or the relationship between addition and subtraction.NBT.NBT. and sometimes it is necessary to compose or decompose tens or hundreds. =. All rights reserved. 2. one adds or subtracts hundreds and hundreds. and solve problems involving addition and subtraction of two. using place value and the properties of operations. relate the strategy to a written method. Numbers and Operations in Base Ten Numbers and Operations in Base Ten Yes Yes Analysis by Sacramento County Office of Education June 22. 2. using >.7: Add and subtract within 1000. California. tens and tens. and < symbols to record the results of the comparisons.NBT.and three-digit numbers.000 by using the symbols <..Strand CA Math Standard 1. properties of operations.0 Number Sense 2. 2 .4: Compare two three-digit numbers based on meanings of the hundreds. tens and ones digits.g. an opposite number sentence for 8 + 6 = 14 is 14 − 6 = 8) to solve problems and check solutions. 2.3 Order and compare whole numbers to 1.NBT. properties of operations. =. 2010 – Addendum A © Sacramento County Office of Education. 2. Understand that in adding or subtracting three-digit numbers.1 Understand and use the inverse relationship between addition and subtraction (e. and/or the relationship between addition and subtraction. 2.NBT.9: Explain why addition and subtraction strategies work.5: Fluently add and subtract within 100 using strategies based on place value. 2010. >. using concrete models or drawings and strategies based on place value.0 Students estimate. Alignment Yes Comments in Reference to CCS 2. Domain Numbers and Operations in Base Ten Common Core Standard (CCS) 2.

Strand

CA Math Standard 2.2 Find the sum or difference of two whole numbers up to three digits long.

Domain Numbers and Operations in Base Ten

Common Core Standard (CCS) 2.NBT.6: Add up to four two-digit numbers using strategies based on place value and properties of operations. 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. 2.OA.1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions, e.g., by using drawing and equations with a symbol for the unknown number to represent the problem. 2.OA.2: Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers.

Alignment Yes

Comments in Reference to CCS

2.3 Use mental arithmetic to find the sum or difference of two two-digit numbers.

Operations and Algebraic Thinking

Yes

Number and Operations in Base Ten

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.

3

Strand

CA Math Standard

Domain

Common Core Standard (CCS) 2.NBT.8: Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

Alignment

Comments in Reference to CCS

3.0 Number Sense

3.0 Students model and solve simple problems involving multiplication and division. 3.1 Use repeated addition, arrays, and counting by multiples to do multiplication.

No

Operations and Algebraic Thinking

2.OA.4: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Partial

2.OA: (Cluster Statement) Represent and solve problems involving multiplication and division. 3.OA.3: Use multiplication and division with 100 to solve word problem 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. CCS only looks at arrays up to 5 by 5. CCS does not mention counting by multiples. 3.OA.3: Use multiplication and division with 100 to solve word problem 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. 3.OA.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one know 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 3.NF: Develop an understanding of fractions as numbers. (Cluster Statement)

4

3.2 Use repeated subtraction, equal sharing, and forming equal groups with remainders to do division.

No

3.3 Know the multiplication tables of 2s, 5s, and 10s (to “times 10”) and commit them to memory.

No

4.0 Number Sense

4.0 Students understand that fractions and decimals may refer to parts of a set and parts of a whole.

No

Strand

CA Math Standard

Domain

Common Core Standard (CCS)

Alignment

4.1 Recognize, name, and compare unit fractions from ½ to 1/12.

No

Comments in Reference to CCS CCS does not mention parts of sets, nor does it mention decimals. 3.NF.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 3.NF.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram. CCS does not name the specific fractions and uses the number line to identify.

4.2 Recognize fractions of a whole and parts of a group (e.g., one-fourth of a pie, two-thirds of 15 balls).

No

3.NF.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. CCS does not mention parts of groups.

4.3 Know that when all fractional parts are included, such as four-fourths, the result is equal to the whole and to one.

Geometry

5.0 Number Sense

5.0 Students model and solve problems by representing, adding, and subtracting amounts of money. 5.1 Solve problems using combinations of coins and bills.

Measurement and Data Measurement and Data

2.G.3: Partition circles and rectangles into two, three, or four equal shares, describe the shares using 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. 2.MD: Work with time and money. (Cluster Statement) 2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels and pennies, using dollar and cent symbols appropriately.

Yes

Yes

Yes

5

Strand

6.0 Number Sense

CA Math Standard 5.2 Know and use the decimal notation and the dollar and cent symbols for money. 6.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones, tens, hundreds, and thousands places.

Domain

Common Core Standard (CCS)

Alignment No

Comments in Reference to CCS Decimal notation occurs in Grade 4 of the CCS, but not in relation to money. CCS does not reference estimation directly. In the Mathematical Practice standards, CCS implies a thorough understanding of the concepts so students could develop strong estimation skills as a byproduct of the depth of understanding.

No

6.1 Recognize when an estimate is reasonable in measurements (e.g., closest inch). Strand Algebra and Functions 1.0 Algebra and Functions CA Math Standard 1.0 Students model, represent, and interpret number relationships to create and solve problems involving addition and subtraction. 1.1 Use the commutative and associative rules to simplify mental calculations and to check results.

No

No

3.OA: (Cluster Statement) Represent and solve problems involving addition and subtraction. 3.OA.5: Apply properties of operations as strategies to multiply and divide. CCS applies to multiplication

No

1.2 Relate problem situations to number sentences involving addition and subtraction.

Operations and Algebraic Thinking

2.OA.1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.NBT.7: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of

Yes

**Number and Operations in Base Ten
**

Analysis by Sacramento County Office of Education June 22, 2010 – Addendum A © Sacramento County Office of Education, California, 2010. All rights reserved.

6

7 . and comparing it to the item to be measured. using concrete models or drawings and strategies based on place value.MD: Measure and estimate lengths in standard units.0 Measurement and Geometry CA Math Standard 1. picture graphs. yardsticks. Understand that in adding or subtracting three-digit numbers. Alignment Comments in Reference to CCS 1. All rights reserved. 2010.0 Students understand that measurement is accomplished by identifying a unit of measure. one adds or subtracts hundreds and hundreds. and/or the relationship between addition and subtraction. 2.MD 1: Measure the length of an object by selecting and using appropriate tools such as rulers. ones and ones. 2010 – Addendum A © Sacramento County Office of Education. Measurement and Data 2. Yes CCS does not ask for nonstandard unit Analysis by Sacramento County Office of Education June 22. one adds or subtracts hundreds and hundreds. and sometimes it is necessary to compose or decompose tens or hundreds. tens and tens. and/or the relationship between addition and subtraction. California.Strand CA Math Standard Domain Common Core Standard (CCS) operations.NBT. properties of operations. Understand that in adding or subtracting three-digit numbers. relate the strategy to a written method. and number sentences. 1. Number and Operations in Base Ten Yes Strand Measurement and Geometry 1.1 Measure the length of objects by iterating (repeating) a nonstandard or standard unit.3 Solve addition and subtraction problems by using data from simple charts. (Cluster Statement) Yes Measurement and Data 2. tens and tens. relate the strategy to a written method. meter sticks and measuring tapes. iterating (repeating) that unit.7: Add and subtract within 1000. ones and ones. and sometimes it is necessary to compose or decompose tens or hundreds.

weeks in a year. minutes in an hour.5 Determine the duration of intervals of time in hours (e. e.1 Describe and classify plane and solid geometric shapes (e.m. circle.g. cube. days in a month. and vertices.m. No 2. 3.g.. sphere.g. 1. Analysis by Sacramento County Office of Education June 22. weeks in a year). 2010. Solve word problems involving addition and subtraction of time intervals in minutes. to 4:00 p.MD 2: Measure the length of an object twice.. hexagons and cubes. 11:00 a. square.MD. California. (Cluster Statement) 2.G 1: Recognize and draw shapes having specified attributes.). 2. Measurement and Data Yes 1. 2. and p.g.0 Students identify and describe the attributes of common figures in the plane and of common objects in space. where the horizontal scale is marked off in wholenumber units. describe how the two measurements relate to the size of the unit chosen.G: Reason with shapes and their attributes. by representing the problem on a number line diagram. such as a given number of angles or a given number of equal faces. pentagons. 2. All rights reserved.4 Tell time to the nearest quarter hour and know relationships of time (e. using length units of different lengths for the two measurements. days in a month.m. 8 . triangle. rectangle. Geometry 2..0 Measurement and Geometry 2. Identify triangles. using a. Yes Geometry Partial CCS list of plane and solid shapes does not match CA. quadrilaterals. Measurement and Data Partial CCS does not ask for minutes in an hour. edges.3 Measure the length of an object to the nearest inch and/or centimeter. Show the measurements by making a line plot.MD 9: Generate measurement data by measuring lengths of several objects to the nearest whole unit. Alignment Yes Comments in Reference to CCS 1. or by making repeated measurements of the same object.1: Tell and write time to the nearest minute and measure time intervals in minutes.Strand CA Math Standard 1.m. rectangular prism) according to the number and shape of faces. Domain Measurement and Data Common Core Standard (CCS) 2.MD 7: Tell and write time from analog and digital clocks to the nearest five minutes. 2010 – Addendum A © Sacramento County Office of Education.2 Use different units to measure the same object and predict whether the measure will be greater or smaller when a different unit is used. pyramid..

bar graphs and charts with tallies). right rectangular prisms.2 Represent the same data set in more than one way (e. and compare problems using information presented in a bar graph. Solve simple put-together. two congruent right triangles can be arranged to form a rectangle).SP. triangle. right circular cones.g. 2010. Measurement and Data 2.0 Students collect numerical data and record. spread. Solve simple put-together.MD: Represent and interpret data.2 Put shapes together and take them apart to form other shapes (e. Measurement and Data Yes 1.circles) or three-dimensional shapes (cubes. keeping track of what has been counted.g.G. All rights reserved. (Cluster Statement) Yes Measurement and Data 2.1 Record numerical data in systematic ways.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center. Data Analysis and Probability 1. Strand Statistics. and interpret the data on bar graphs and other representations. squares.MD 10: Draw a picture graph and bar graph (with single-unit scale) to represent a data set with up to four categories. trapezoids. and 9 Analysis by Sacramento County Office of Education June 22. display. Domain Common Core Standard (CCS) Alignment No Comments in Reference to CCS 1. and right circular cylinders) to create a composite shape. take-apart. and Probability CA Math Standard 1. 2010 – Addendum A © Sacramento County Office of Education. organize. No 6.0 Statistics. Yes 1. and compare problems using information presented in a bar graph.. half-circles.MD 10: Draw a picture graph and bar graph (with single-unit scale) to represent a data set with up to four categories. and compose new shapes from the composted shape. and quarter. take-apart. 1. California..Strand CA Math Standard 2.2: Compose two-dimensional shapes (rectangles. Data Analysis. .3 Identify features of data sets (range and mode). 2.

All rights reserved. Solve simple put-together. CCS does not directly state “solve”.4 Ask and answer simple questions related to data representations. and compare problems using information presented in a bar graph. No 3. 3.9: Identify arithmetic patterns (including patterns in the addition table or multiplication table).9: Identify arithmetic patterns (including patterns in the addition table or multiplication table). and Probability 2. . 1. 12 .0 Mathematical Reasoning CA Math Standard 1. the number of ears on one horse. materials.0 Statistics. California. and strategies to be used. four horses). 2. . Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards MP1: Make sense of problems and persevere in solving them.g. and explain them using properties of operations. 2010 – Addendum A © Sacramento County Office of Education. Domain Measurement and Data Common Core Standard (CCS) 2. such as manipulatives or sketches. describe. Alignment Yes Comments in Reference to CCS overall shape. 10 Yes Yes Yes Analysis by Sacramento County Office of Education June 22. 8. .2 Solve problems involving simple number patterns.Strand CA Math Standard 1. to model problems. 3.MD 10: Draw a picture graph and bar graph (with single-unit scale) to represent a data set with up to four categories. and identify and explain patterns in arithmetic. Data Analysis. and extend patterns and determine a next term in linear patterns (e.1 Recognize.2 Use tools. 2010.OA: (Cluster Statement) Solve problems involving the four operations.OA. MP5: Use appropriate tools strategically.OA. and explain them using properties of operations. 2. 2. three horses.0 Students make decisions about how to set up a problem. take-apart.1 Determine the approach. .0 Students demonstrate an understanding of patterns and how patterns grow and describe them in general ways. No No Strand Mathematical Reasoning 1. MP5: Use appropriate tools strategically. two horses. 1. MP4: Model with mathematics. 4..

Yes Analysis by Sacramento County Office of Education June 22. California. 2010.2 Make precise calculations and check the validity of the results in the context of the problem. 11 .0 Students note connections between one problem and another.0 Mathematical Reasoning CA Math Standard 2.Strand 2. MP3: Construct viable arguments and critique the reasoning of others. 2010 – Addendum A © Sacramento County Office of Education. 2.0 Students solve problems and justify their reasoning. 3. MP8: Look for and express regularity in repeated reasoning. Alignment Yes Comments in Reference to CCS Yes Yes MP7: Look for and make use of structure.1 Defend the reasoning used and justify the procedures selected.0 Mathematical Reasoning Domain Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards Common Core Standard (CCS) MP3: Construct viable arguments and critique the reasoning of others. 3. MP6: Attend to precision. 2. All rights reserved.

2.OA. …. by pairing objects or counting them by 2s. expressing the length difference in terms of a standard length unit.MD 3: Estimate lengths using units of inches.g.Grade 2 Common Core Standards not found in Grade 2 CA Mathematics Standards Domain Operations and Algebraic Thinking Measurement and Data Measurement and Data Measurement and Data Common Core standard 2 . 2.G. All rights reserved. write an equation to express an even number as a sum of two equal addends.MD 6: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0. 2. e. 1. 2010. e. feet. and represent whole-number sums and differences within 100 on a number line diagram.3: Determine whether a group of objects (up to 10) has an odd or even number of members.2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Found in CA Math Standards No No No No Measurement and Data No Geometry No Analysis by Sacramento County Office of Education June 22. 2.. by using drawings (such as drawings of rulers) and equations with a symbol for an unknown to represent the problem. 2.g. 2010 – Addendum B © Sacramento County Office of Education. California.. 12 .MD 4: Measure to determine how much longer one object is than another. centimeters and meters.MD 5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units. 2.

2.0 Number Sense 4.NF: Develop an understanding of fractions as numbers. name.g.OA: (Cluster Statement) Represent and solve problems involving multiplication and division. and measurement quantities. (Cluster Statement) CCS does not mention parts of sets. All rights reserved. knowing that 8 x 5 = 40.Grade 2 CA Mathematics Standards not found in the Grade 2 Common Core Standards Strand 3. Analysis by Sacramento County Office of Education June 22. one know 40 ÷ 5 = 8) or properties of operations. 13 3. know from memory all products of two one-digit numbers. By the end of Grade 3. 4..0 Students understand that fractions and decimals may refer to parts of a set and parts of a whole. using strategies such as the relationship between multiplication and division (e.OA. 3.g. understand a fraction a/b as the quantity formed by a parts of size 1/b. 3. nor does it mention decimals. by using drawings and equations with a symbol for the unknown number to represent the problem. Yes..0 Number Sense 3. represent fractions on a number line diagram.NF.7: Fluently multiply and divide within 100.1 Recognize.0 Number Sense 4.0 Number Sense CA Math Standard 3. Yes. 4.0 Number Sense 3.OA.3: Use multiplication and division with 100 to solve word problem in situations involving equal groups. 3.3 Know the multiplication tables of 2s. . 3. arrays. CCS does not name the specific fractions and uses the number line to identify.2 Use repeated subtraction. equal sharing. and 10s (to “times 10”) and commit them to memory.2: Understand a fraction as a number on the number line. e. 2010 – Addendum C © Sacramento County Office of Education. Yes. 2010. and compare unit fractions from ½ to 1/12. 3. California. 5s.NF. Found in Common Core Standards Yes. 3.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts.0 Students model and solve simple problems involving multiplication and division. Yes. and forming equal groups with remainders to do division.

). tens.0 Number Sense 6. one-fourth of a pie.2 Know and use the decimal notation and the dollar and cent symbols for money. CCS applies to multiplication Yes. 2010. 11:00 a. represent.m. No.0 5.5: Apply properties of operations as strategies to multiply and divide. CCS does not mention parts of groups. and interpret number relationships to create and solve problems involving addition and subtraction. Number Sense 5.OA: Represent and solve problems involving addition and subtraction. 3. and thousands places. Found in Common Core Standards Yes. (Cluster Statement) Yes. but not in relation to money..MD. 2010 – Addendum C © Sacramento County Office of Education.1 Use the commutative and associative rules to simplify mental calculations and to check results. All rights reserved.g. In the Mathematical Practice standards. Yes. 3. No. Solve word problems involving addition and subtraction of time intervals in minutes. 3.g. Decimal notation occurs in Grade 4 of the CCS.g.. closest inch). 1. CCS implies a thorough understanding of the concepts so students could develop strong estimation skills as a byproduct of the depth of understanding.1 Recognize when an estimate is reasonable in measurements (e.NF. California. 3..0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones.g.5 Determine the duration of intervals of time in hours (e. hundreds. understand a fraction a/b as the quantity formed by a parts of size 1/b. to 4:00 p. 14 .Strand 4. 1. 6.1: Tell and write time to the nearest minute and measure time intervals in minutes.2 Recognize fractions of a whole and parts of a group (e. by representing the problem on a number line diagram. CCS does not reference estimation directly. two-thirds of 15 balls).0 Students model.m.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts.0 1..0 Algebra and Functions 1. 1. No. Number Sense 6.OA. Analysis by Sacramento County Office of Education June 22.0 Number Sense CA Math Standard 4.0 Algebra and Functions 6. e.0 Measurement and Geometry 1.

2010..g. and Probability 2. 3. squares. Yes. Found in Common Core Standards Yes.g.2 Put shapes together and take them apart to form other shapes (e. 3. . 8. the number of ears on one horse. 2.Strand 2. and overall shape.2: Compose two-dimensional shapes (rectangles.1 Recognize.9: Identify arithmetic patterns (including patterns in the addition table or multiplication table). Yes. 6.SP. 1. . right rectangular prisms. CCS does not directly state “solve”. California.G. Data Analysis.0 Measurement and Geometry CA Math Standard 2. Data Analysis. All rights reserved. and right circular cylinders) to create a composite shape. spread. three horses. Yes.3 Identify features of data sets (range and mode). and explain them using properties of operations.. and compose new shapes from the composted shape. four horses). two horses. Analysis by Sacramento County Office of Education June 22.OA: (Cluster Statement) Solve problems involving the four operations. triangle. 3.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center. 1. and explain them using properties of operations. and Probability 1. 2.OA. . and quartercircles) or three-dimensional shapes (cubes. trapezoids.9: Identify arithmetic patterns (including patterns in the addition table or multiplication table). 2010 – Addendum C © Sacramento County Office of Education. 4.OA. half-circles. 2.0 Students demonstrate an understanding of patterns and how patterns grow and describe them in general ways. 12 .0 Statistics. right circular cones.0 Statistics. Yes. and extend patterns and determine a next term in linear patterns (e. 15 .2 Solve problems involving simple number patterns. and identify and explain patterns in arithmetic. two congruent right triangles can be arranged to form a rectangle). describe.

000. CCS adds the comparison of one place value to the next (x 10). using >. and expanded form. No 1. and thousand.NBT. 1. =.3: Use place value understanding to round multi-digit whole numbers to any place.NBT. understanding the relative sizes of numbers in each place. All rights reserved. hundred. using >.000.000.NBT. 1 1. . 2010. Numbers and Operations in Base Ten 3.NBT 1: Use place value understanding to round whole numbers to the nearest 10 or 100. 4. and write whole numbers to 10.0 Students understand the place value of whole numbers.2: Read and write multi-digit whole numbers using base-ten numerals.000. Compare two multidigit numbers based on meanings of the digits in each place.Analysis of California Mathematics standards to Common Core standards-Grade 3 Strand 1.3 Identify the place value for each digit in numbers to 10.2 Compare and order whole numbers to 10.NBT. CCS Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1. 4. and < symbols to record the results of comparisons. and expanded form.000 to the nearest ten. a digit in one place represents ten times what it represents in the place to its right. No 1. 4. Compare two multidigit numbers based on meanings of the digits in each place.1 Count. Domain Common Core Standard (CCS) Alignment No Comments in reference to CCS CCS explains in the Grade 4 overview: “Students generalize their understanding of place value to 1. No Analysis by Sacramento County Office of Education June 22. California.2: Read and write multi-digit whole numbers using base-ten numerals. number names. read.000. Partial 4. 2010 – Addendum A © Sacramento County Office of Education.0 Number Sense CA Math Standard 1.1: Recognize that in a multidigit whole number. number names.000.000. =.4 Round off numbers to 10.” CCS does not mention what the place value limit in Grade 3. and < symbols to record the results of comparisons.

0 Number Sense CA Math Standard 1.OA.1 Find the sum or difference of two whole numbers between 0 and 10.3 Use the inverse relationship of multiplication and division to compute and check results. 2010 – Addendum A © Sacramento County Office of Education. By the end of Grade 3. knowing that 8 x 5 = 40. Domain Common Core Standard (CCS) Alignment No Comments in reference to CCS Operations and Algebraic Thinking Numbers and Operations in Base Ten 3.g.0 Students calculate and solve problems involving addition. and/or the relationship between addition and subtraction.000. California.g. using strategies such as the relationship between multiplication and division (e. know from Yes Yes CCS does not set a place value limit for Grade 3. properties of operations.NBT.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers3. 2. 2 .. Operations and Algebraic Thinking Yes Number and Operations in Base Ten 2. Operations and Algebraic Thinking Yes Yes Analysis by Sacramento County Office of Education June 22..3: Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e. 2010. 3.NBT.7: Fluently multiply and divide within 100.OAT (Cluster Statement)Use place value understanding and properties of operations to perform multi-digit arithmetic 3. knowing that 8 x 5 = 40. 3.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value.Strand 2. By the end of Grade 3.OA.2 Memorize to automaticity the multiplication table for numbers between 1 and 10.5 Use expanded notation to represent numbers (e. subtraction. using strategies such as the relationship between multiplication and division (e.000 + 200 + 6). 5 x 60) using strategies based on place value and properties of operations. multiplication. one know 40 ÷ 5 = 8) or properties of operations.g. 2. know from memory all products of two one-digit numbers. It is 1000 at Grade 2 and 1. 9 x 80..g. 3..000. and division:. 2.000 at Grade 4. All rights reserved.206 = 3. one know 40 ÷ 5 = 8) or properties of operations.OA. 3.7: Fluently multiply and divide within 100.

using strategies such as the relationship between multiplication and division (e. using strategies such as the relationship between multiplication and division (e.. or as a number of shares or a number of groups can be expressed as 56 ÷ 8.Strand CA Math Standard Domain Common Core Standard (CCS) memory all products of two onedigit numbers.OA. interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. Alignment Comments in reference to CCS 2. OA.OA. interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares. 2010 – Addendum A © Sacramento County Office of Education.g.4 Solve simple problems involving multiplication of multidigit numbers by one-digit numbers (3.OA.6: Understand division as an unknown-factor problem 3. By the end of Grade 3. 2010. know from memory all products of two one-digit numbers. one know 40 ÷ 5 = 8) or properties of operations. Operations and Algebraic Thinking 3. All rights reserved..1: Interpret products of whole number.g.7: Fluently multiply and divide within 100. 2. 2..g. No 3 . 3. e.5 Solve division problems in which a multidigit number is evenly divided by a one-digit number (135 ÷ 5 = __). e. Analysis by Sacramento County Office of Education June 22. knowing that 8 x 5 = 40.2: Interpret whole-number quotients of whole numbers..671 x 3 = __).OA. Operations and Algebraic Thinking Yes Partial CCS asks for fluency with numbers within 100. California. By the end of Grade 3. knowing that 8 x 5 = 40.g.6 Understand the special properties of 0 and 1 in multiplication and division. Yes Partial CCS only designates within 100. know from memory all products of two one-digit numbers. 3. one know 40 ÷ 5 = 8) or properties of operations.7: Fluently multiply and divide within 100. 3.

.g. simple fractions. Domain Common Core Standard (CCS) Alignment No Comments in reference to CCS Operations and Algebraic Thinking 3.3b: Recognize and generate simple equivalent fractions..8: Solve two-step word problems using the four operations. California.3: Use multiplication and division with 100 to solve word problems in situations involving equal groups.NF: (Cluster Statement) Develop an understanding of fractions as numbers. show that 3/8 is larger than 1/4).NF.OA. 4 . Yes 3. 2. Explain why the Yes Analysis by Sacramento County Office of Education June 22. simple fractions. 3. 3. Partial CCS does not explicitly describe the relationship between whole numbers. arrays. and decimals.OA.NF: (Cluster Statement) Understand decimal notation for fractions.NF.3: Explain equivalence of fractions in special cases. Number and OperationsFractions 3. by using drawings and equations with a symbol for the unknown number to represent the problem. or the same point on a number line.NF. 4/6 = 2/3. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. and compare fractions by reasoning about their size. 3. 3. 4. 2010.g.g.8 Solve problems that require two or more of the skills mentioned above.0 Students understand the relationship between whole numbers. 2010 – Addendum A © Sacramento County Office of Education. All rights reserved. 1/2 of a pizza is the same amount as 2/4 of another pizza that is the same size.0 Number Sense 3. Number and Operations – Fractions 3.7 Determine the unit cost when given the total cost and number of units. and compare decimal fractions.1 Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context (e. ½ = 2/4. Represent these problems using equations with a letter standing for the unknown quantity.. and measurement quantities.Strand CA Math Standard 2. e. and decimals.3a: Understand two fractions as equivalent (equal) if they are the same size. e.

NF. =. However. California. determine that 1/8 + 3/8 is the same as 1/2).g. e.NF. 3. it is implied in statement 3. 3. 3.NF. Number and OperationsFractions Partial CCS does not mention adding and subtracting of simple fractions. 3.NF.Strand CA Math Standard Domain Common Core Standard (CCS) fractions are equivalent. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.2b. <.NF. by using a visual fraction model. by using a visual fraction model.3d: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Record the results of comparisons with the symbols >. 2010.2: Understand a fraction as a number on the number line.3c: Express whole numbers as fractions.NF. and justify the conclusions. represent fractions on a number line diagram. Alignment Comments in reference to CCS 3..2b: Represent a fraction a/b on a number line diagram by marking off a length of 1/b from 0. Analysis by Sacramento County Office of Education June 22.2 Add and subtract simple fractions (e. 2010 – Addendum A © Sacramento County Office of Education.. 3.g. and recognize fractions that are equivalent to whole numbers. 5 . Recognize that comparisons are valid only when the two fractions refer to the same whole.2a: Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts.g. e. All rights reserved. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line..

and/or the relationship between addition and subtraction.1 Represent relationships of quantities in the form of mathematical expressions. properties of operations. simplify. equations. 6 .0 Students select appropriate symbols. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors.8: Solve two-step word problems using the four operations.NF. or inequalities.6: Use decimal notation for fractions with denominators 10 or 100. using concrete models or drawings and strategies based on place value.OA. No 1. multiplication. Represent these problems using equations with a letter standing for the unknown quantity. All rights reserved. 1. Operations and Algebraic Thinking 3. CCS describes the two different representations with denominators that are the powers of 10. 3.4 Know and understand that fractions and decimals are two different representations of the same concept (e.0 Algebra Functions Operations and Algebraic Thinking 3. 2010 – Addendum A © Sacramento County Office of Education. and divide decimals to hundredths. and properties to represent.2 Solve problems involving numeric equations or inequalities. operations. subtract.3 Solve problems involving addition. 2010. Domain Common Core Standard (CCS) Alignment No Comments in reference to CCS 5. 1. relate the strategy to a written method and explain the reasoning used. subtraction.8: Solve two-step word problems using the four operations.OA. Yes Yes 1.NBT.Strand CA Math Standard 3. multiply. and identify and explain patterns in arithmetic. and solve simple number relationships.g. 50 cents is 1/2 of a dollar.OA: (Cluster Statement) Solve problems involving the four operations. 3.. California. 4. Assess the reasonableness of answers using mental computation and estimation strategies including rounding Yes Analysis by Sacramento County Office of Education June 22.7: Add. describe. Represent these problems using equations with a letter standing for the unknown quantity. 75 cents is 3/4 of a dollar).

OA.. 2.. 2010. Partial 2. convert 5cm to 0. if 5 x 7 = 35.g. __ inches = __ feet x 12).g..g.05m).OA: (Cluster Statement) Represent and solve problems involving multiplication and division. Operations and Algebraic Thinking 3.0 Algebra Functions 2. and use these conversions in solving multistep. Yes 5. then what is 7 x 5? and if 5 x 7 x 3 = 105.g. if 4 __ 3 = 12. then what is 7 x 3 x 5?).. CCS adds the distributive property.0 Students represent simple functional relationships: Operations and Algebraic Thinking 3.5: Apply properties of operations as strategies to multiply and divide. All rights reserved. Analysis by Sacramento County Office of Education June 22.1 Solve simple problems involving a functional relationship between two quantities (e.Strand CA Math Standard 1.4 Express simple unit conversions in symbolic form (e.. what operational symbol goes in the blank?).3 Select appropriate operational and relational symbols to make an expression true (e. find the total cost of multiple items given the cost per unit).g. Domain Common Core Standard (CCS) Alignment No Comments in reference to CCS No 1.. the number of legs on a given number of horses may be calculated by counting by 4s or by multiplying the number of horses by 4).5: Generate a number or shape pattern that follows a given rule. 1.2 Extend and recognize a linear pattern by its rules (e.OA. 7 . No No 4.5 Recognize and use the commutative and associative properties of multiplication (e. California. 2010 – Addendum A © Sacramento County Office of Education.1: Convert among differentsized standard measurement units within a given measurement system (e. real world problems. Identify apparent features of the pattern that were not explicit in the rule itself.g. 2.MD.

MD. liquid volume.S. kilograms (kg). Measurement and Data 1. 5. Partial 5. and can be used to measure volume. 2010.g.5: Recognize area as an attribute of plane figures and understand concepts of area measurement.) and estimate and measure the length. California. called a “unit square” is said to have “one square unit” of area.MD. 3..Strand 1. and can be used to measure area.3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. 5. 3.MD: (Cluster Statements) Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. and weight/mass of given objects.0 Students choose and use appropriate units and measurement tools to quantify the properties of objects. and liters (l).3a: A cube with side length 1 unit. 3. 8 .5b: A plane figure which can be covered without gaps or overlaps by n unit squares is said to have and area of n square units. Measurement and Data 3.S.MD. or divide to solve one-step word problems involving masses or volumes that are given in the same units. All rights reserved.MD.2 Estimate or determine the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them.0 Measurement and Geometry CA Math Standard 1.1 Choose the appropriate tools and units (metric and U.MD.3b: A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. called a “unit cube. subtract. Add. Alignment Partial Comments in reference to CCS 1. e. a. Partial CCS does not mention length.” is said to have “one cubic unit” of volume.MD: Geometric measurement: understand concepts of area and relate area to multiplication and to addition. It also does not mention U.5a: A square with side length 1 unit. 3. measurement units.MD. multiply. 2010 – Addendum A © Sacramento County Office of Education.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g).MD. It also asks for the ability to utilize the four operations in solving problems dealing with volume and mass. Domain Measurement and Data Common Core Standard (CCS) 3. Analysis by Sacramento County Office of Education June 22. by using drawings (such as a beaker with a measurement scale) to represent the problem.

and use these conversions in solving multistep.Strand CA Math Standard 1.g.0 Measurement and Geometry 2. 2010..0 Students describe and compare the attributes of plane and solid geometric figures and use their understanding to show relationships and solve problems. Alignment Yes Comments in reference to CCS 1. pentagons. describe.. 2. right angle for the right triangle).MD. and draw examples of quadrilaterals that do not belong to any of these subcategories. 9 .G.2 Identify attributes of triangles (e.g. Domain Measurement and Data Common Core Standard (CCS) 3. hexagons. such as a given number of angles or a given number of equal faces. and octagons). Geometry 3. finding an unknown side length. Partial No 2..G: (Cluster Statement) Reason with shapes and their attributes. including finding the perimeter given the side lengths. and that the shared attributes can define a larger category (e.1 Identify. Geometry 3. CCS does not specifically mention triangles but uses the word “shapes”.g.05m). 2. hexagons and cubes. Recognize rhombuses.1: Convert among differentsized standard measurement units within a given measurement system (e. quadrilaterals).8: Solve real world and mathematical problems involving perimeters of polygons. and others) may share attributes (e. All rights reserved.3 Find the perimeter of a polygon with integer sides. rectangles. convert 5cm to 0.4 Carry out simple unit conversions within a system of measurement (e. and squares as examples of quadrilaterals.g. rectangles. Partial Analysis by Sacramento County Office of Education June 22... 2.. two equal sides for the isosceles triangle.G 1: Understand that shapes in different categories (e.g. 2010 – Addendum A © Sacramento County Office of Education. Identify triangles. and classify polygons (including pentagons. three equal sides for the equilateral triangle. hours and minutes). No 5. quadrilaterals. and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. centimeters and meters. real world problems. rhombuses.1: Reason and draw shapes having specified attributes. California.g. having four sides).MD.

Recognize rhombuses. and that the shared attributes can define a larger category (e. half-circles.2: Compose two –dimensional shapes (rectangle.6 Identify common solid objects that are the components needed to make a more complex solid object.G 1: Understand that shapes in different categories (e. and others) may share attributes (e. 2. and draw examples of quadrilaterals that do not belong to any of these subcategories.g. prism. right rectangular prisms. pyramid..Strand CA Math Standard 2. right circular cones. equal sides and right angles for the square). and compose new shapes from the composite shape. California. No 4.5: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint. triangles. squares. Analysis by Sacramento County Office of Education June 22. parallel sides for the parallelogram.MD. Identify triangles.3 Identify attributes of quadrilaterals (e. quadrilaterals. No No 2. rectangles. and understand concepts of angle measurement.g.4 Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle.G. rectangular solid. Domain Geometry Common Core Standard (CCS) 3..g.G. and cubes. cylinder).1: Recognize and draw shapes having specified attributes.. pentagons. CCS states that students need to “understand concepts of angle measurement” and not specifically right angles. and quartercircles) or three-dimensional shapes (cube. rhombuses. right angles for the rectangle. and right circular cylinders) to create a composite shape.g. describe. having four sides). such as a given number of angles or a given number of equal faces. rectangles. 1.5 Identify. and classify common three-dimensional geometric objects (e. 2010 – Addendum A © Sacramento County Office of Education. 2. cube. trapezoids. hexagons. All rights reserved..g. and squares as examples of quadrilaterals. sphere. 2010. 10 . cone.. Alignment Yes Comments in reference to CCS 2. quadrilaterals).

or improbable.SP. use a line plot to predict the temperature forecast for the next day).. All rights reserved. No 7. 7.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency. 7. a probability around ½ indicates an event that is neither unlikely nor likely. unlikely.Strand 1. use a bar graph or a line plot). and Probability CA Math Standard 1.. if the agreement is not good.7: Develop a probability model and use it to find probabilities of events.SP.0 Students conduct simple probability experiments by determining the number of possible outcomes and make simple predictions.0 Statistics. 7. Analysis by Sacramento County Office of Education June 22.SP.1 Identify whether common events are certain. 2010 – Addendum A © Sacramento County Office of Education. A probability near 0 indicates an unlikely event.5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. California.SP: (Cluster Statement) Use random sampling to draw inferences about a population.g. 1.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency. explain possible source of the discrepancy. Data Analysis. 7.3 Summarize and display the results of probability experiments in a clear and organized way (e. Domain Common Core Standard (CCS) Alignment No Comments in reference to CCS 7. No 1.g.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency.. Larger numbers indicate greater likelihood. and predict the approximate relative frequency given the probability. and predict the 11 .2 Record the possible outcomes for a simple event (e. No 1.SP. and predict the approximate relative frequency given the probability. and a probability near 1 indicates a likely event. No 1. tossing a coin) and systematically keep track of the outcomes when the event is repeated many times.4 Use the results of probability experiments to predict future events (e. likely. 2010.g.SP. Compare probabilities from a model to observed frequencies.

0 Mathematical Reasoning Mathematical Practice Standards MP1: Make sense of problems and persevere in solving them Yes No estimation-They make conjectures about the form and meaning of the solution Mathematical Practice Standards MP5: Use appropriate tools strategically. symbols. and concepts in finding solutions.1 Use estimation to verify the reasonableness of calculated results.2 Apply strategies and results from simpler problems to more complex problems.0 Students use strategies. California. 2010 – Addendum A © Sacramento County Office of Education. 2. 2010. sequencing and prioritizing information. 1. to explain mathematical reasoning.7: Develop a probability model and use it to find probabilities of events. Mathematical Practice Standards MP1: Make sense of problems and persevere in solving them.0 Students make decisions about how to approach problems. graphs. such as words. explain possible source of the discrepancy.Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS approximate relative frequency given the probability. charts. if the agreement is not good. Yes Analysis by Sacramento County Office of Education June 22. Yes 2. numbers. 7. tables. Compare probabilities from a model to observed frequencies. 2. diagrams. 1. skills. Yes Mathematical Practice Standards MP1: Make sense of problems and persevere in solving them. and observing patterns. distinguishing relevant from irrelevant information. All rights reserved. 2. 2. 12 .SP. and models. 1.3 Use a variety of methods.0 Mathematical Reasoning 1.2 Determine when and how to break a problem into simpler parts.1 Analyze problems by identifying relationships.

2010 – Addendum A © Sacramento County Office of Education.Strand CA Math Standard 2. 2. support solutions with evidence in both verbal and symbolic work. MP7: Look for and make use of structure. MP8: Look for and express regularity in repeated reasoning.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language. Yes Analysis by Sacramento County Office of Education June 22.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. 3.1 Evaluate the reasonableness of the solution in the context of the original situation. Domain Mathematical Practice Standards Common Core Standard (CCS) MP1: Make sense of problems and persevere in solving them. 13 .0 Mathematical Reasoning 3.6 Make precise calculations and check the validity of the results from the context of the problem. All rights reserved. Yes Yes Yes Mathematical Practice Standards MP7: Look for and make use of structure. 2.3 Develop generalizations of the results obtained and apply them in other circumstances. Yes 3. Alignment Yes Comments in reference to CCS Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards MP6: Attend to precision.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems. California.0 Students move beyond a particular problem by generalizing to other situations. 3. 3. Yes MP6: Attend to precision. 2010. MP7: Look for and make use of structure.

2010 – Addendum B © Sacramento County Office of Education.4 and 1. 2010. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a x b and a x c.MD 6: Measure areas by counting unit squares (square cm. 3. 3. and improvised units. Find the area of a rectangle with whole-number side lengths by tiling it. Show the data by making a line plot. where the horizontal scale is marked off in appropriate units-whole numbers. or quarters. and explain them using properties of operations.Grade 3 Common Core Standards not found in Grade 3 CA Mathematics Standards Domain Operations and Algebraic Thinking Measurement and Data Common Core standard 3. by representing the problem on a number line diagram. square in.MD 4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.5 No Measurement and Data Measurement and Data Measurement and Data Partial Grade 4 MG 1.G 2: Partition shapes into parts with equal areas. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems. 3. D.1 Partial Grade 5 MG 1.1 Geometry No Analysis by Sacramento County Office of Education June 22. California.MD 7: Relate area to the operations of multiplication and addition. e. 3. B. square m. C. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts. applying this technique to solve real world problems.g. halves.1 No Grade 2 has time to the quarter hour and intervals of one hour. A. Solve word problems involving additions and subtraction of time intervals in minutes. 14 .MD 1: Tell and write time to the nearest minute and measure time intervals in minutes. and represent whole-number products as rectangular areas in mathematical reasoning. MG: 1. and show that the area is the same as would be found by multiplying the side lengths. Recognize area as an additive. Express the area of each part as a unit fraction of the whole. Use area models to represent the distributive property in mathematical reasoning. square ft.. All rights reserved. 3. Found in CA Math standards Partial Grade 2 SDAP 2.OA 9: Identify arithmetic patterns (including patterns in the addition table or multiplication table).

Number Sense 1.0 1.6 Understand the special properties of 0 and 1 in multiplication and division.7: Add.0 Students understand the place value of whole numbers.0 Number Sense 3.000. and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors. CCS Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1. .000. and < symbols to record the results of comparisons. 4. Number Sense 1..2: Read and write multi-digit whole numbers using baseten numerals. CCS adds the comparison of one place value to the next (x 10). and expanded form.NBT. using >. a digit in one place represents ten times what it represents in the place to its right.000. Analysis by Sacramento County Office of Education June 22.3 Solve problems involving addition.3 Identify the place value for each digit in numbers to 10.0 1. Yes. =. read. and divide decimals to hundredths.NBT. and write whole numbers to 10. Found in CCS No-CCS explains in the Grade 4 overview: “Students generalize their understanding of place value to 1. 3.000.000. using concrete models or drawings and strategies based on place value. and < symbols to record the results of comparisons.206 = 3.5 Use expanded notation to represent numbers (e.2: Read and write multi-digit whole numbers using baseten numerals. 2010 – Addendum C © Sacramento County Office of Education.0 1. Compare two multi-digit numbers based on meanings of the digits in each place. and/or the relationship between addition and subtraction. and expanded form.Grade 3 CA Mathematics Standards not found in the Grade 3 Common Core Standards Strand Number Sense 1. 2. relate the strategy to a written method and explain the reasoning used. properties of operations. multiplication. understanding the relative sizes of numbers in each place.000. All rights reserved.1: Recognize that in a multi-digit whole number.0 1. Yes. multiply. 3. California. Compare two multi-digit numbers based on meanings of the digits in each place. 4.NBT.2 Compare and order whole numbers to 10.0 CA Math Standard 1. number names.000. using >. subtract. 2010.7 Determine the unit cost when given the total cost and number of units.000 + 200 + 6).0 Number Sense 2. No No No Yes 5.” CCS does not mention what the place value limit in Grade 3. Number Sense 1. 2. number names. subtraction. 15 Number Sense 1. =.NBT.g.0 Number Sense 2.1 Count. Yes 4.

2.4 Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle. __ inches = __ feet x 12).2 Extend and recognize a linear pattern by its rules (e.0 Yes 5.5: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint. CCS states that students need to “understand concepts of angle measurement” and not specifically right angles.4 Know and understand that fractions and decimals are two different representations of the same concept (e.MD.g..g. what operational symbol goes in the blank?). centimeters and meters.1: Convert among different-sized standard measurement units within a given measurement system (e. No Algebra Function 1.. Found in CCS Yes 4. Yes 5.NF.. describe. hours and minutes).g.. 50 cents is 1/2 of a dollar.. and use these conversions in solving multi-step. 2010. Identify apparent features of the pattern that were not explicit in the rule itself. hexagons. Algebra Functions 1.05m).0 2.1: Reason and draw shapes having specified attributes. 75 cents is 3/4 of a dollar).1 Solve simple problems involving a functional relationship between two quantities (e. Yes 2. Identify triangles.05m). and classify polygons (including pentagons. and octagons). the number of legs on a given number of horses may be calculated by counting by 4s or by multiplying the number of horses by 4). Analysis by Sacramento County Office of Education June 22.0 2.0 CA Math Standard 3.g.0 Measurement and Geometry 2. real world problems..1 Identify. Algebra Functions 2. Measurement and Geometry 1.MD. and use these conversions in solving multi-step.g. 16 .g. convert 5cm to 0. find the total cost of multiple items given the cost per unit).6: Use decimal notation for fractions with denominators 10 or 100.4 Carry out simple unit conversions within a system of measurement (e.g. 1. if 4 __ 3 = 12. convert 5cm to 0.Strand Number Sense 3. pentagons.g. All rights reserved. CCS describes the two different representations with denominators that are the powers of 10..G.0 2. such as a given number of angles or a given number of equal faces.3 Select appropriate operational and relational symbols to make an expression true (e.OA.0 1. 2010 – Addendum C © Sacramento County Office of Education. No Algebra Function 2. Measurement and Geometry 2. quadrilaterals.0 Yes 4. Yes 4.1: Convert among different-sized standard measurement units within a given measurement system (e.4 Express simple unit conversions in symbolic form (e. California. hexagons and cubes..5: Generate a number or shape pattern that follows a given rule. and understand concepts of angle measurement. real world problems.MD. 1.

and predict the 17 Statistics. Data Analysis.SP.SP.3 Summarize and display the results of probability experiments in a clear and organized way (e. cube. or improbable.. use a bar graph or a line plot). Yes 7. and classify common three-dimensional geometric objects (e. and a probability near 1 indicates a likely event.G..2 Record the possible outcomes for a simple event (e. right rectangular prisms. if the agreement is not good. Yes 7. rectangular solid. likely. and cubes.0 1. triangles. Yes 7. A probability near 0 indicates an unlikely event. half-circles. hexagons.g. unlikely. pyramid.0 Measurement and Geometry 2. 2010 – Addendum C © Sacramento County Office of Education. and predict the approximate relative frequency given the probability.SP. California. 2.g. and Probability 1. a probability around ½ indicates an event that is neither unlikely nor likely. Statistics. Analysis by Sacramento County Office of Education June 22.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency. Yes 7. Statistics. sphere. tossing a coin) and systematically keep track of the outcomes when the event is repeated many times. squares. Compare probabilities from a model to observed frequencies. cone. Yes 1. 2010. cylinder). and quarter-circles) or threedimensional shapes (cube.SP.G.4 Use the results of probability experiments to predict future events (e.5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. quadrilaterals.. such as a given number of angles or a given number of equal faces.0 Students conduct simple probability experiments by determining the number of possible outcomes and make simple predictions. and predict the approximate relative frequency given the probability.0 1. Larger numbers indicate greater likelihood.0 1. and Probability 1. 7. use a line plot to predict the temperature forecast for the next day).0 1. Data Analysis. Data Analysis.6 Identify common solid objects that are the components needed to make a more complex solid object.1 Identify whether common events are certain. Statistics.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency.0 Statistics. Found in CCS 2. trapezoids.Strand Measurement and Geometry 2. and Probability 1.5 Identify. right circular cones.0 CA Math Standard 2.2: Compose two –dimensional shapes (rectangle. . Data Analysis. and Probability 1. Data Analysis.SP: (Cluster Statement) Use random sampling to draw inferences about a population. describe.7: Develop a probability model and use it to find probabilities of events. and Probability 1. pentagons.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency. Identify triangles. and right circular cylinders) to create a composite shape.g. explain possible source of the discrepancy. and compose new shapes from the composite shape.g.1: Recognize and draw shapes having specified attributes. Yes 7. All rights reserved.. prism. 1.

Compare probabilities from a model to observed frequencies. if the agreement is not good. 2010.7: Develop a probability model and use it to find probabilities of events. 18 . 2010 – Addendum C © Sacramento County Office of Education. explain possible source of the discrepancy. 7.Strand CA Math Standard Found in CCS approximate relative frequency given the probability. Analysis by Sacramento County Office of Education June 22.SP. All rights reserved. California.

thousand.NF. 2010.7: Compare two decimals to hundredths by reasoning about their size. using >. number names.0 Number Sense CA Math Standard CA Math Standard 1. 1. 4..2 Order and compare whole numbers and decimals to two decimal places. or hundred Number and Operations in Base Ten 4. California. using >. All rights reserved. =. Recognize that comparisons are valid only when the two decimals refer to the same whole.NF Cluster Statement: Understand decimal notation for fractions.000. Yes Yes CCS expectations for Grade 4 are limited to whole numbers less than or equal to 1. 1.NBT: Generalize place value understanding for multi-digit whole numbers (Cluster Statement). 1 .g.NBT. and expanded form. and compare decimal fractions). 4.NBT. hundred. and justify the conclusions. Students use the concepts of negative numbers. by using a visual model.2: Read and write multi-digit whole numbers using base-ten numerals. Compare two multi-digit numbers based on meaning of the digits in each place.NBT. Compare two multi-digit numbers based on meaning of the digits in each place. <.2: Read and write multi-digit whole numbers using base-ten numerals. 4.0 Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions. =. and < symbols to record the results of comparisons.3: Use place value understanding to round multi-digit whole numbers to any place. number names. Number and Operations in Base Ten Yes Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education. Record the results of comparisons with the symbols >. ten thousand. =. and expanded form.000. 4.Analysis of California Mathematics standards to Common Core standards Grade 4 Strand Strand Number Sense 1. and < symbols to record the results of comparisons.1 Read and write whole numbers in the millions. e.3 Round whole numbers through the millions to the nearest ten. Yes Domain Common Core Standard (CCS) Alignment Comments in Reference to CCS 1. Number and Operations in Base Ten Number and Operations Fractions Number and Operations in Base Ten 4.

2: Understand a fraction as a number on the number line.0).NF. parts of a whole. 3.Strand CA Math Standard thousand. Recognize that the resulting interval has size a/b and that its endpoint Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education. for .3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations.NF. explain equivalents of fractions (see Standard 4.OA.4 Decide when a rounded solution is called for and explain why such a solution may be appropriate. No CCS does not mention fractions as parts of a set. 3. Domain Common Core Standard (CCS) 4.NF. Alignment Partial Comments in Reference to CCS Operations and Algebraic Thinking 1. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 1.2a: Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. represent fractions on a number line diagram. 3.NF1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts. All rights reserved. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. California. parts of a set. 3. understand a fraction a/b as the quantity formed by a parts of size 1/b. including problems in which remainders must be interpreted.5 Explain different interpretations of fractions. and division of whole numbers by whole numbers. 2010.2b: Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Represent these problems using equations with a letter standing for the unknown quantity. 2 .

5.3d: Compare two fractions with the same numerator or the same denominator by reasoning about their size.NF.Strand CA Math Standard Domain Common Core Standard (CCS) Alignment 1.NF. or the same point on a number line.3: Explain equivalence of fractions in special cases. 3.6 Write tenths and hundredths in decimal and fraction notations and know the fraction and decimal equivalents for halves and fourths (e. 3. by using visual fraction models or equations to represent the problem CCS does not specify other fractions than those with denominators of powers of 10. 4/6 = 2/3.NF.75). by using a visual fraction model..3: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). 3 . California.NF. 2010. and compare fractions by reasoning about their size. Explain whey the fractions are equivalent.g.3b: Recognize and generate simple equivalent fractions.NF.6: Use decimal notation for fractions with denominators 10 or 100. e.g.g.3a: Understand two fractions as equivalent (equal) if they are the same size. e.. 3.. and recognize fractions that are equivalent to whole numbers. 3. Partial Grade 4 Comments in Reference to CCS locates the number a/b on the number line. Recognize that Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education. ½ = 2/4. e.3c: Express whole numbers as fractions.NF. 3.5 or . 1/2 = 0. All rights reserved.g. 7/4 = 1 3/4 = 1. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.50. Number and Operations – Fractions 4.NF..

NF. in counting. Recognize that comparisons are valid only when the two decimals refer to the same whole. by using a visual model. and justify the conclusions. Record the results of comparisons with the symbols >.Strand CA Math Standard Domain Common Core Standard (CCS) Alignment 1. 4. by using a visual fraction model.. e. Number and Operations – Fractions 4. in "owing"). on a number line.NF. interpret. e. CCS does not ask students to draw a fraction. California.g.7c: Understand the absolute Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education. and relate a fraction to a simple decimal on a number line. All rights reserved. and explain statements of order for rational numbers in real-world contexts. 4 .NS.NS..NS. CCS does not specify other fractions than those with denominators of powers of 10.5: Express a fraction with denominator 10 as an equivalent fraction with a denominator 100. 6. =. Record the results of comparisons with the symbols >. or <. and use this technique to add two fractions with respective denominators 10 and 100. 6. 6. Use decimal notation for fractions with denominators 10 or 100.g..8 Use concepts of negative numbers (e. =.NS.7: Compare two decimals to hundredths by reasoning about their size. No CCS states two numbers on a number line not explicitly two negative numbers. and justify the conclusions. represent a given fraction by using drawings. 1. 2010.7 Write the fraction represented by a drawing of parts of a figure.7: Understand ordering and absolute value of rational numbers.b7: Write.7a: Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. Partial Comments in Reference to CCS comparisons are valid only when the two fractions refer to the same whole. 6.g. in temperature. <.

.0 Students extend their use and understanding of whole numbers to the addition and subtraction of simple decimals. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. properties of operations.. 5 1.2: Understand a fraction as a number on the number line.NS. 3. 3. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. multiply. Number and Operations – Fractions 4. California. Recognize that comparisons are valid only when the two decimals refer to the same whole. and divide decimals to hundredths.7d: Distinguish comparisons of absolute value from statements about order.2b: Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. 3.Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in Reference to CCS value of a rational number as its distance from 0 on the number line. =.NF.NF. Record the results of comparisons with the symbols >. using concrete models or drawings and strategies based on place value. interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. and/or relationship between addition and subtraction. 6.0 Number Sense 2. All rights reserved. Partial 2.NF.7: Compare two decimals to hundredths by reasoning about their size. subtract. represent fractions on a number line diagram. positive mixed numbers. <. and positive decimals to two decimal places. 5. and justify the conclusions. 2010.9 Identify on a number line the relative position of positive fractions.7: Add. No Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education. relate the strategy to a written method and explain the reasoning used.NBT. e.g. by using a visual model.2a: Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts.NF.

and division of whole numbers and understand the relationships among the operations. multiplication. 5. 3. use relationships between them to simplify computations and to check results. properties of operations.5: Multiply a whole number of up to four digits by a one-digit whole number. No Comments in Reference to CCS 5.NBT.5: Fluently multiply multidigit whole numbers using the standard algorithm. 4.Strand CA Math Standard 2. and multiply two two-digit numbers. Yes Number and Operations in Base 10 Number and Operations in Base 10 Yes Partial 5. All rights reserved. and/or area models.1 Demonstrate an understanding of. standard algorithms for the addition and subtraction of multi digit numbers.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm. CCS implies a thorough understanding of the concepts so students could develop strong estimation skills as a byproduct of the depth of understanding. 2010. 3. and/or relationship between addition and subtraction.1 Estimate and compute the sum or difference of whole numbers and positive decimals to two places. Number and Operations in Base 10 4.7: Add. and divide decimals to hundredths. standard algorithms for multiplying a multi digit number by a two-digit number and for dividing a multi digit number by a onedigit number.4: Use place value understanding to round decimals to any place.2 Demonstrate an understanding of. relate the strategy to a written method and explain the reasoning used. Domain Common Core Standard (CCS) Alignment No 3. 6 . subtract.NBT. using strategies based on place value and the properties of operations. California. using concrete models or drawings and strategies based on place value. subtraction.NBT.NBT: (Cluster Statement) Use place value understanding and properties of operations to perform multi-digit arithmetic 4.2 Round two-place decimals to one decimal or the nearest whole number and judge the reasonableness of the rounded answer.0 Students solve problems involving addition.0 Number Sense 2.NBT. multiply. rectangular arrays. and the ability to use. Illustrate and explain the calculation by using equations. In the Mathematical Practice standards.NBT. Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education. and the ability to use. CCS does not reference estimation directly. 3.

1 Understand that many whole numbers break down in different ways (e.NBT. Number and Operations in Base 10 Partial 5.5: Multiply a whole number of up to four digits by a one-digit whole number. Determine whether a given whole number in the range 1-100 is prime or composite. California. Alignment Comments in Reference to CCS 3. 4.Strand CA Math Standard Domain Common Core Standard (CCS) 4. rectangular arrays. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number.4 Solve problems involving division of multi digit numbers by one-digit numbers. 2010. 4. and/or area models.OA: (Cluster Statement) Gain familiarity with factors and multiples.NBT. Illustrate and explain the calculation by using equations. the properties of operations.NBT. Recognize that a whole number is a multiple of each of its factors. Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education.NS. 4. using strategies based on place value. using strategies based on place value and the properties of operations. and/or area models. rectangular arrays. using strategies based on place value. rectangular arrays.4: Find all factor pairs for a whole number in the range 1-100. 4. Operations and Algebraic Thinking Operations and Algebraic Thinking Yes Partial CCS only mentions factor pairs. 3.5: Fluently multiply multidigit whole numbers using the standard algorithm. 4. the properties of operations.OA.3 Solve problems involving multiplication of multi digit numbers by two-digit numbers. Number and Operations in Base Ten Partial 6. and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations.2: Fluently divide multi-digit numbers using the standard algorithm.NBT. and multiply two two-digit numbers.0 Students know how to factor small whole numbers. All rights reserved.0 Number Sense 4. and/or area models. 12 = 4 x 3 = 2 x 6 = 2 x 2 x 3).g.. and/or the relationship between multiplication and division.6: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors. 7 . 4. Illustrate and explain the calculation by using equations.6: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors.

3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations..2: Multiply or divide to solve word problems involving multiplicative comparison. any number in a specified set.1 Use parentheses brackets. California. Yes Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education. Determine whether a given whole number in the range 1-100 is prime or composite. boxes. Recognize that a whole number is a multiple of each of its factors. No 1. or braces in numerical expressions. and 11 do not have any factors except 1 and themselves and that such numbers are called prime numbers. No 5. depending on the purpose at hand.0 Algebra and Functions 1.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem. or.4: Find all factor pairs for a whole number in the range 1-100. Common Core Standard (CCS) 4. Represent these problems using equations with a letter standing for the unknown quantity. 7.3 Use parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations. 5. understand that a variable can represent an unknown number. distinguishing multiplicative comparison from additive comparison. 1. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.g.2 Know that numbers such as 2.0 Students use and interpret variables.OA. 4. Alignment Yes Comments in Reference to CCS Yes 1.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problem.1 4. 5.0A. and evaluate these expressions with these symbols. e.OA.OA. 8 .4 Use and interpret formulas (e.1 Use parentheses brackets.OA. mathematical symbols. or braces in numerical expressions.MD. All rights reserved. by using drawings and equations with a symbol for the unknown number to represent the problem.Strand CA Math Standard 4.1 Use letters.g. and evaluate these expressions with these symbols. Measurement and Data 4. 2010. 1. Operations and Algebraic Thinking Partial 6. Domain Operations and Algebraic Thinking 1. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number..2 Interpret and evaluate mathematical expressions that now use parentheses. and properties to write and simplify expressions and sentences. demonstrate an understanding and the use of the concept of a variable). or other symbols to stand for any number in simple expressions or equations (e.. 3. including problems in which remainders must be interpreted.EE.g. area = length x width or A = lw) to answer questions about quantities and their relationships.

MD. 2010. 1. 6. square inch (in2). square kilometer (km2).5 Understand that an equation such as y = 3 x + 5 is a prescription for determining a second number when a first number is given.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems 4.0 Algebra and Functions 2. 6.EE. 4. CCS does not explicitly describe the area/perimeter relationship.3 Understand that rectangles that have the same perimeter can have different areas. and polygons by 9 Partial Partial Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education. other triangles. 2. square yard (yd2).2 Know and understand that equals multiplied by equals are equal.MD.MD: (Cluster Statement) Solve problems involving measurement and conversion of measurements from a lager unit to a smaller unit.MD.1: Find the area of right triangles. 2. or square mile (mi2).5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set.EE Cluster Statement -Reason about and solve one-variable equations and inequalities. 2. 1. Domain Common Core Standard (CCS) Alignment No Comments in Reference to CCS 6.1 Measure the area of rectangular shapes by using appropriate units. All rights reserved. square meter (m2). . 1. such as square centimeter (cm2).3: Apply the area and perimeter formulas for rectangles in real world and mathematical problem.0 Students understand perimeter and area. make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.1 Know and understand that equals added to equals are equal.0 Measurement and Geometry CA Math Standard 1. No No No Strand Measurement and Geometry 1.MD.4 Understand and use formulas to solve problems involving perimeters and areas of rectangles and squares.Strand CA Math Standard 1.0 Students know how to manipulate equations. special quadrilaterals. CCS see glossary Table 4. Yes Yes Measurement and Data Measurement and Data Measurement and Data 4. 1.2 Recognize that rectangles that have the same area can have different perimeters. California. CCS see glossary Table 4. Use Measurement and Data Measurement and Data 4.G.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems Partial CCS does not explicitly describe the area/perimeter relationship.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems 4. if any.

draw 10 points on the graph of the equation y = 3 x and connect them by using a straight line). No Comments in Reference to CCS composing into rectangles or decomposing into triangles and other shapes. and graph the ordered pairs on a coordinate plane. 5..2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation. 5. No Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education. 10 .OA.G. California.. apply these techniques in the context of solving real-world and mathematical problems.g.0 Students use two-dimensional coordinate grids to represent points and graph lines and simple figures. 2010.Strand CA Math Standard those formulas to find the areas of more complex figures by dividing the figures into basic shapes.1 Draw the points corresponding to linear relationships on graph paper (e. Identify apparent relationships between corresponding terms.G: Graph points on the coordinate plane to solve real-world and mathematical problems (Cluster Statement). 5.3: Generate two numerical patterns using two given rules. Form ordered pairs consisting of corresponding terms from the two patterns. All rights reserved.0 Measurement and Geometry 2. Domain Common Core Standard (CCS) Alignment 2. 2.

They understand that the slope (m) of a line is a constant rate of change. Domain Common Core Standard (CCS) Alignment No Comments in Reference to CCS See Introduction: Grade 8 Students use linear equations and systems of linear equations to represent. so that if the input or xcoordinate changes by an amount A. All rights reserved. analyze. See Introduction: Grade 8 Students use linear equations and systems of linear equations to represent. and the graphs are lines through the origin.coordinates. No Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education. and the graphs are lines through the origin. the output or y-coordinate changes by the amount m·A. understanding that the constant of proportionality (m) is the slope. They understand that the slope (m) of a line is a constant rate of change. the output or y-coordinate changes by the amount m·A.2 Understand that the length of a horizontal line segment equals the difference of the x. Students recognize equations for proportions (y/x = m or y = mx) as special linear equations (y = mx + b). California. 11 . 2010.Strand CA Math Standard 2.coordinates. analyze.3 Understand that the length of a vertical line segment equals the difference of the y. and solve a variety of problems. understanding that the constant of proportionality (m) is the slope. and solve a variety of problems. Students recognize equations for proportions (y/x = m or y = mx) as special linear equations (y = mx + b). 2. so that if the input or xcoordinate changes by an amount A.

12 . CCS does not explicitly identify radius and diameter. No 3.3 Identify congruent figures. California. Domain Geometry Common Core Standard (CCS) 4.2: Classify two-dimensional figures based on the presence of absence of parallel or perpendicular line. 4. Identify these in two-dimensional figures. and identify right triangles. No 7.G. 2010.Strand 3.G. give an informal derivation of the relationship between the circumference and area of a circle. Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education.1 Identify lines that are parallel and perpendicular. lines. given two congruent figures.1: Draw points.0 Measurement and Geometry CA Math Standard 3. or the presence or absence of angle of a specified size. and perpendicular and parallel lines. obtuse).0 Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems.2 Identify the radius and diameter of a circle. angle (right.2: Understand that a twodimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations. Recognize right triangles as a category. Alignment Yes Comments in Reference to CCS Geometry Yes 3.4: Know the formulas for the area and circumference of a circle and use them to solve problems. 4. All rights reserved. describe a sequence that exhibits the congruence between them. acute. line segments. 3.G. 8. rays.G. reflections.G: (Cluster Statement) Draw and identify lines and angles. and classify shapes by properties of their lines and angles. and translations.

respectively. and an obtuse angle. Apply these techniques in the context of solving real-world and mathematical problems. California. pyramids) in terms of the number and shape of faces.MD. 2010. by considering the fraction of the circular arc between the points where the two rays intersect the circle. and make models of geometric solids (e.5 Know the definitions of a right angle.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. interpret two-dimensional representations of three-dimensional objects. All rights reserved. and full turns.Strand CA Math Standard 3. Recognize right triangles as a category. 1/2. prisms.G.G. or the presence or absence of angles of a specified size.4 Identify figures that have bilateral and rotational symmetry. edges. 4.b: An angle that turns through n one-degree angles is said to have an angle measure of n degrees. An angle that turns through 1/360 of a circle is called a “one-degree angle.4: Represent three-dimensional figures using nets made up of rectangles and triangles. 4. 3.a: An angle is measured with reference to a circle with its center at the common endpoint of the rays. describe. Identify line-symmetric figures and draw lines of symmetry.6 Visualize.. and draw patterns (of faces) for Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education.5: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint. Understand that 90°.g.” and can be used to measure angles. Alignment Yes Comments in Reference to CCS 3. and 360° are associated. and understand concepts of angle measurement. No 6. Domain Geometry Common Core Standard (CCS) 4. Geometry Partial CCS does not specify knowing definitions of types of angles. with 1/4. 180°. 3/4.5. 13 . an acute angle. 4. and identify right triangles. and vertices.G. and use the nets to find the surface area of these figures.5.MD.MD.2: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines. 270°. 4.

Recognize right triangle as a category.3: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number. California. 4. 6. Does not specifically use triangle names.0 Students organize. square.2: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines. and charts.. will make a model of the solid.g.1: Recognize a statistical question as one that anticipates variability in the data related to the questions and account for it in the answers. Measurement and Data 4. while a measure of variation describes how its values 14 No Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education.2 Identify the mode(s) for sets of categorical data and the mode(s).MD: (Cluster Statement) Represent and interpret data. rhombus. or the presence of absence of angle of a specified size. and identify right triangles. 1. All rights reserved. 1. Partial CCS classifies two-dimensional figures.G.G. trapezoid).Strand CA Math Standard a solid that. 6. Data Analysis. Strand Statistics. 3. median. and Probability CA Math Standard 1. or the presence of absence of angle of a specified size. Geometry Partial CCS classifies two-dimensional figures.g. represent.2: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines. Recognizes right triangles as a category. tables. when cut and folded. and interpret numerical and categorical data and clearly communicate their findings. isosceles.SP. spread. equilateral. and identify right triangles. Recognize right triangle as a category. and coordinate graphs. and overall shape.7 Know the definitions of different triangles (e. systematically collect and represent data on a number line.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center. 3.1 Formulate survey questions. Data Analysis. Recognizes right triangles as a category. Domain Common Core Standard (CCS) Alignment Comments in Reference to CCS Geometry 4. parallelogram. .8 Know the definition of different quadrilaterals (e. rectangle.0 Statistics.SP. Yes No 6. scalene) and identify their attributes. and Probability 1.. Does not specifically use quadrilateral names. 2010. and any apparent outliers for numerical data sets.SP.

just as with simple events.0 Statistics. 3 /4). No 7.SP. 1/8).8a: Understand that. tree diagrams). 2.1 Represent all possible outcomes for a simple probability situation in an organized way (e. and predict the approximate relative frequency given the probability. No Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education. 2010.0 Students make predictions for simple probability situations. California. All rights reserved. the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2. tree diagrams.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency..MD. tables.g.g. Alignment Yes Comments in Reference to CCS vary with a single number. Data Analysis. and Probability 2.2 Express outcomes of experimental probability situations verbally and numerically (e.SP Cluster Statement: Investigate chance processes and develop use.Strand CA Math Standard 1. grids.. and simulation.8: Find probabilities of compound events using organized lists. No 2. Domain Measurement and Data Common Core Standard (CCS) 4. 7. ¼. 3 out of 4. 7. and evaluate probability models. 2.SP. tables. Solve problems involving addition and subtraction of fractions by using information presented in line plots.3 Interpret one-and two-variable data graphs to answer questions about a situation. 7. 15 .

tables. and concepts in finding solutions. and models.3 Use a variety of methods. charts. 7. MP1: Make sense of problems and persevere in solving them. 16 .. 2. diagrams. All rights reserved. Yes Yes 2. tables and tree diagrams.SP. distinguishing relevant from irrelevant information. 1.1 Analyze problems by identifying relationships. MP1: Make sense of problems and persevere in solving them. such as words. identify the outcomes in the sample space which compose the event. For an event described in everyday language (e. 2. and observing patterns.SP.2 Apply strategies and results from simpler problems to more complex problems.0 Mathematical Reasoning CA Math Standard 1. MP1: Make sense of problems and persevere in solving them.0 Mathematical Reasoning 2. 1. symbols. Mathematical Practice Standards Mathematical Practice Standards MP1: Make sense of problems and persevere in solving them.0 Students use strategies. MP1: Make sense of problems and persevere in solving them.g. Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards MP1: Make sense of problems and persevere in solving them.Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in Reference to CCS 7. skills. 2. “rolling double sixes”).2 Determine when and how to break a problem into simpler parts. Yes Yes Yes Yes Yes Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education. sequencing and prioritizing information. graphs. numbers.1 Use estimation to verify the reasonableness of calculated results.8c: Design and use a simulation to generate frequencies for compound events Strand Mathematical Reasoning 1. to explain mathematical reasoning.0 Students make decisions about how to approach problems.8b: Represent sample spaces for compound events using methods such as organized lists. MP3: Construct viable arguments and critique the reasoning of others. California. 2010.

1 Evaluate the reasonableness of the solution in the context of the original situation. 2. Domain Mathematical Practice Standards Common Core Standard (CCS) MP6: Attend to precision.6 Make precise calculations and check the validity of the results from the context of the problem. support solutions with evidence in both verbal and symbolic work. Yes Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards MP7: Look for and make use of structure.3 Develop generalizations of the results obtained and apply them in other circumstances. 17 . 3.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. 2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language. 3. MP8: Look for and express regularity in repeated reasoning.0 Students move beyond a particular problem by generalizing to other situations. Yes Yes MP7: Look for and make use of structure. All rights reserved. 2010. California. 3. Yes 3. Yes Mathematical Practice Standards MP7: Look for and make use of structure.0 Mathematical Reasoning 3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.Strand CA Math Standard 2. Yes Analysis by Sacramento County Office of Education June 2010 -Addendum A © Sacramento County Office of Education. MP7: Look for and make use of structure. Alignment Yes Comments in Reference to CCS Mathematical Practice Standards MP1: Make sense of problems and persevere in solving them.

g. interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. 2010. and/or by using properties of operations and the relationship between addition and subtraction.g.3b: Decompose a fraction into a sum of fractions with the same denominator in more than one way. by using a visual fraction model. 4. Represent verbal statements of multiplicative comparisons as multiplication equations. Use this principle to recognize and generate equivalent fractions.NF.g. e. All rights reserved.OA. or >. by replacing each mixed number with an equivalent fraction.3: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.NF. s: 3/8 = 1/8 + 1/8 + 1/8. For .3 Number and Operations – Fractions Number and Operations – Fractions Number and Operations – Fractions Number and Operations – Fractions No No No Number and Operations – Fractions Number and Operations – Fractions Number and Operations – Fractions Yes Grade 5 NS2. or by comparing to a benchmark fraction such as ½. by using visual fraction models and equations to represent the problem. and justify the conclusions. 4. with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. 4. by creating common denominators or numerators.2: Compare two fractions with different numerators and different denominators. 4. For . recording each decomposition by an equation.5: Generate a number or shape pattern that follows a given rule..NBT. by using a visual fraction model.Grade 4 Common Core Standards not found in Grade 4 CA Mathematics Standards Domain Operations and Algebraic Thinking Common Core standard 4..g.1: Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models. 18 Found in CA Math standards No Operations and Algebraic Thinking Partial Grade 7 AF1. recognize that 700/70 = 10 by applying concepts of place value and division. Record the results of comparisons with symbols.3a: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. e. 4. .3d: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators.g.3c: Add and subtract mixed numbers with like denominators.. Justify decompositions.g. given the rule “Add 3” and the starting number 1.NF. 4. e..NF. 4. Recognize that comparisons are valid only when the two fractions refer to the same whole. 4. 4.1: Recognize that in a multi-digit whole number a digit in one place represents ten times what it represents in the place to its right. 3/8 = 1/8 + 2/8. e. e.NF.3 Yes Grade 5 NS 2.NF. 4.OA.4 Analysis by Sacramento County Office of Education June 2010 -Addendum B © Sacramento County Office of Education. Identify apparent features of the pattern that were not explicit in the rule itself.1 Number and Operations in Base Ten Number and Operations – Fractions No Partial Grade 5 NS1.4: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.NF. Explain informally why the numbers will continue to alternate in this way..2 Partial Grade 5 NS2.1: Interpret a multiplication equation as a comparison..NF. =. e.3 Yes Grade 5 NS2. California. generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers.

4.MD. and money.6: Measure angles in whole-number degrees using a protractor. Within a single system of measurement. 4.5 Partial Grade 6 MG2.1 Yes Grade 5 MG 1.1: Know relative sizes of measurement units within one system of units including km. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. intervals of time.4a: Understand a fraction a/b as a multiple of 1/b 4.g.NF. l.5b: An angle that turns through n one-degree angles is said to have an angle measure of n degrees. e. 4.NF. g. including problems involving simple fractions or decimals. kg. by using an equation with a symbol for the unknown angle measure. masses of objects. All rights reserved.MD. the angle measure of the whole is the sum of the angle measures of the parts.7: Recognize angle measure as additive.g. 4. Found in CA Math standards No No Yes Grade 5 NS 2. hr. liquid volumes. Sketch angle of specified measure. and problem that require expressing measurements given in a larger unit in terms of a smaller unit.. by using visual fraction models and equations to represent the problem. m.2: Use the four operations to solve word problems involving distance. 4. ml. 4. California.Domain Number and Operations – Fractions Number and Operations – Fractions Number and Operations – Fractions Measurement and Data Common Core standard 4. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems.1 No Analysis by Sacramento County Office of Education June 2010 -Addendum B © Sacramento County Office of Education.4b: Understand a multiple of a/b as a multiple of 1/b and use this understanding to multiply a fraction by a whole number. min.4 Measurement and Data Measurement and Data Measurement and Data Measurement and Data No Yes Grade 5 MG 2. express measurements in a larger unit in terms of a smaller unit.NF. 2010. cm..MD. e. Record measurement equivalents in a two-column table. When an angle is decomposed into non-overlapping parts. sec.4c: Solve word problems involving multiplication of a fraction by a whole number. 19 .MD.MD.1 Grade 7 MG1.

e.0 Number Sense CA Math Standard 1. Analysis by Sacramento County Office of Education June 2010 -Addendum C © Sacramento County Office of Education. parts of a whole. California.5 Explain different interpretations of fractions.. understand a fraction a/b as the quantity formed by a parts of size 1/b. 3.NF. Found in Common Core Standards Yes.NF.g. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 3. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.NF. and division of whole numbers by whole numbers. 3. 5.2a: Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. 3. All rights reserved.3: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). by using visual fraction models or equations to represent the problem CCS does not mention fractions as parts of a set. for. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. parts of a set. represent fractions on a number line diagram.2b: Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0.2: Understand a fraction as a number on the number line. 2010.NF.Grade 4 CA Mathematics Standards not found in Grade 4 Common Core Standards Strand 1. 20 .NF1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts.0). explain equivalents of fractions (see Standard 4.

subtract. All rights reserved. Found in Common Core Standards Yes. California. 6. in counting. interpret. interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. 5.NBT. Yes.NS. in temperature.0 Number Sense CA Math Standard 1.NS. multiply.0 Number Sense 2. In the Mathematical Practice standards.7b: Write. For .7: Add.7d: Distinguish comparisons of absolute value from statements about order.7: Understand ordering and absolute value of rational numbers.NS.7: Add. properties of operations. 5. 21 .NS. and explain statements of order for rational numbers in real-world contexts. CCS states two numbers on a number line not explicitly two negative numbers. and divide decimals to hundredths. 6.0 Number Sense 2. 2. relate the strategy to a written method and explain the reasoning used. 6. on a number line. and/or relationship between addition and subtraction. 2010. CCS implies a thorough understanding of the concepts so students could develop strong estimation skills as a Analysis by Sacramento County Office of Education June 2010 -Addendum C © Sacramento County Office of Education.NS. 6. and divide decimals to hundredths.a7: Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. relate the strategy to a written method and explain the reasoning used. Yes. 6.7c: Understand the absolute value of a rational number as its distance from 0 on the number line. CCS does not reference estimation directly. and/or relationship between addition and subtraction.NBT. write – 3 oC > –7 oC to express the fact that –3 oC is warmer than – 7 oC.0 Students extend their use and understanding of whole numbers to the addition and subtraction of simple decimals.Strand 1. in "owing"). using concrete models or drawings and strategies based on place value.g. properties of operations.1 Estimate and compute the sum or difference of whole numbers and positive decimals to two places. multiply. subtract.. 2.8 Use concepts of negative numbers (e. using concrete models or drawings and strategies based on place value.

5.0 2.0 Algebra and Functions 1.OA. Yes.2 Know and understand that equals multiplied by equals are equal.Strand 2. 1. (Cluster Statement Grade 6) No.0 Measurement and Geometry 2. 22 . Identify apparent relationships between corresponding terms.0 Algebra and Functions 2. 2.. 1. 6. Yes.0 Algebra and Functions 1. 5.0 Measurement and Geometry 2.1 Know and understand that equals added to equals are equal. 5.0 Students know how to manipulate equations. CCS see glossary Table 4.5 Understand that an equation such as y = 3 x + 5 is a prescription for determining a second number when a first number is given. California. Yes. Yes. generate terms in the resulting sequences. if any.0 Algebra and Functions 2.5: Understand solving an equation or inequality as a process of answering a question: which values from a specified set. and evaluate these expressions with these symbols.2 Round two-place decimals to one decimal or the nearest whole number and judge the reasonableness of the rounded answer.0 Students use two-dimensional coordinate grids to represent points and graph lines and simple figures.NBT. 2010.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation. or braces in numerical expressions.OA. and graph the ordered pairs on a coordinate plane. or braces in numerical expressions. CCS see glossary Table 4. Form ordered pairs consisting of corresponding terms from the two patterns. 5. and observe that the terms in one sequence Analysis by Sacramento County Office of Education June 2010 -Addendum C © Sacramento County Office of Education.3 Use parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations. 1.EE: Reason about and solve one-variable equations and inequalities.OA. 2. 5. given the rule “Add 3” and the starting number 0.g. For.0 Algebra and Functions 2. Found in Common Core Standards byproduct of the depth of understanding.1: Use parentheses brackets. Yes. 5. make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.1: Use parentheses brackets. draw 10 points on the graph of the equation y = 3 x and connect them by using a straight line).1 Draw the points corresponding to linear relationships on graph paper (e.4: Use place value understanding to round decimals to any place. 2. No.0 Number Sense CA Math Standard 2. 6. Yes. All rights reserved. 2. Yes. and evaluate these expressions with these symbols.2 Interpret and evaluate mathematical expressions that now use parentheses. 1.0 Algebra and Functions 2.EE.3: Generate two numerical patterns using two given rules. and given the rule “Add 6” and the starting number 0.G: Graph points on the coordinate plane to solve real-world and mathematical problems (Cluster Statement).

2010. Yes. California.0 3.3 Understand that the length of a vertical line segment equals the difference of the y. Measurement and Geometry 3. 8. 7. give an informal derivation of the relationship between the circumference and area of a circle. See Introduction: Grade 8 Students use linear equations and systems of linear equations to represent. analyze. 23 .0 2. They understand that the slope (m) of a line is a constant rate of change. See Introduction: Grade 8 Students use linear equations and systems of linear equations to represent.2: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations. Students recognize equations for proportions (y/x = m or y = mx) as special linear equations (y = mx + b). understanding that the constant of proportionality (m) is the slope. describe a sequence that exhibits the congruence between them. Measurement and Geometry 2.coordinates. and solve a variety of problems.G. Explain informally why this is so.4: Know the formulas for the area and circumference of a circle and use them to solve problems.0 3. Found in Common Core Standards are twice the corresponding terms in the other sequence.Strand CA Math Standard Measurement and Geometry 2. given two congruent figures. They understand that the slope (m) of a line is a constant rate of change. CCS does not explicitly identify radius and diameter.3 Identify congruent figures. reflections.2 Identify the radius and diameter of a circle. and the graphs are lines through the origin. and solve a variety of problems. so that if the input or xcoordinate changes by an amount A. so that if the input or xcoordinate changes by an amount A. Yes. the output or y-coordinate changes by the amount m·A.coordinates. and translations. understanding that the constant of proportionality (m) is the slope. and the graphs are lines through the origin. Yes. Students recognize equations for proportions (y/x = m or y = mx) as special linear equations (y = mx + b). analyze. Yes. Measurement and Geometry 3. All rights reserved. Analysis by Sacramento County Office of Education June 2010 -Addendum C © Sacramento County Office of Education. the output or y-coordinate changes by the amount m·A.G.0 2.2 Understand that the length of a horizontal line segment equals the difference of the x.

just as with simple events.1: Recognize a statistical question as one that anticipates variability in the data related to the questions and account for it in the answers.S7.S7. interpret two-dimensional representations of three-dimensional objects. median.SP. 1.1 Represent all possible outcomes for a simple probability situation in an organized way (e.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency. Yes. and coordinate graphs. 7. 2. Statistics. and draw patterns (of faces) for a solid that.0 CA Math Standard 3.g... and any apparent outliers for numerical data sets. and simulation. 6. Apply these techniques in the context of solving real-world and mathematical problems. and make models of geometric solids (e.SP. tree diagrams).8b: Represent sample spaces for compound events using methods such as organized lists. 1. 7. Yes. and evaluate probability models.SP. prisms. the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. edges. Data Analysis.4: Represent three-dimensional figures using nets made up of rectangles and triangles. pyramids) in terms of the number and shape of faces. Yes.0 2. All rights reserved.Strand Measurement and Geometry 3. and Probability 1. and charts.0 Statistics. 3 out of 4.1 Formulate survey questions. and predict the approximate relative frequency given the probability. “rolling double sixes”). and Probability 2.8c: Design and use a simulation to generate frequencies for compound events Analysis by Sacramento County Office of Education June 2010 -Addendum C © Sacramento County Office of Education. 3 /4). tables.6 Visualize. 7.. will make a model of the solid.0 2. and Probability 2. Data Analysis. Yes.2 Identify the mode(s) for sets of categorical data and the mode(s).SP. tables. identify the outcomes in the sample space which compose the event.. 7.8: Find probabilities of compound events using organized lists.0 Students make predictions for simple probability situations. grids.g. describe. 24 .SP: (Cluster Statement) Investigate chance processes and develop use. tables and tree diagrams. Statistics.g.SP. systematically collect and represent data on a number line. and Probability 1.g. 7. tables. 6.8a: Understand that. Data Analysis. when cut and folded. Data Analysis.1: Recognize a statistical question as one that anticipates variability in the data related to the questions and account for it in the answers. and vertices.SP. California. and Probability 2.0 Statistics. For an event described in everyday language (e. 7. and use the nets to find the surface area of these figures. Yes. tree diagrams. 6. Data Analysis. 2010.G.2 Express outcomes of experimental probability situations verbally and numerically (e.SP. Found in Common Core Standards Yes.0 Statistics.

1 Estimate. 1. 5. Analysis by Sacramento County Office of Education June 22. and percents. or equations. e. 1.Analysis of California Mathematics standards to Common Core standards-Grade 5 Strand Strand Number Sense 1. 2010 . number names. Partial CCS does not reference estimation directly..3b: Compare two decimals to thousandths based on meaning of the digits in each place.RP.0 Students compute with very large and very small numbers. and manipulate very large (e. Number Operations in Base Ten 5. All rights reserved. No 6. 5. and compare decimals to thousandths.g.NBT. double number line diagrams. thousandths) numbers.2 Interpret percents as a part of a hundred. 5. and expanded form.NBT. e.RP. 2010.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10) + 9 x (1/100) + 2 x (1/1000). =.NBT. In the Mathematical Practice standards. Use table to compare 1 . and plot the pairs of values on the coordinate plane. positive integers.3: Use ratio and rate reasoning to solve real-world and mathematical problems. round. Partial CCS Cluster Statement does not mention integers and percents. and fractions and understand the relationship between decimals.g. find missing values in the tables.NBT.3a: Read and write decimals to thousandths using base-ten numerals.3a: Make table of equivalent ratios relating quantities with whole number measurements. write. California. fractions. CCS implies a thorough understanding of the concepts so students could develop strong estimation skills as a by-product of the depth of understanding. decimals. Domain Common Core Standard (CCS) Alignment Comments in Reference to CCS Number Operations in Base Ten 5. tape diagrams.g.1: Recognize that in a multi-digit number. 347.4: Use place value understanding to round decimals to any place. using >. millions) and very small (e. a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.NBT. compute a given percent of a whole number. by reasoning about tables of equivalent ratios. They understand the relative magnitudes of numbers.. 5..0 Number Sense CA Math Standard CA Math Standard 1.NBT: (Cluster Statement) Perform operations with multi-digit whole numbers and with decimals to hundredths. and < symbols to record the results of comparisons.g..3: Read. 6.Addendum A © Sacramento County Office of Education. find decimal and percent equivalents for common fractions and explain why they represent the same value.

3b: solve unit rate problems including those involving unit pricing and constant speed.3c: Find a percent of a quantity as a rate per 100 (e.3d: Use ratio reasoning to convert measurement units. All rights reserved. Recognize that a whole number is a multiple of each of its factors.1: Write and evaluate numerical expressions involving whole-number exponents.. mixed numbers. 6. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in 2 Analysis by Sacramento County Office of Education June 22.RP.4: Find all factor pairs for a whole number in the range 1-100. 1. No No 1. 2010. compute examples as repeated multiplication.Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in Reference to CCS ratios. fractions.5 Identify and represent on a number line decimals.OA.g.RP.4 Determine the prime factors of all numbers through 50 and write the numbers as the product of their prime factors by using exponents to show multiples of a factor (e.g.. given a part and the percent. . 6. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. 6. California. No 4. manipulate and transform units appropriately when multiplying or dividing quantities.Addendum A © Sacramento County Office of Education. 1. 30% of a quantity means 30/100 times the quantity): solve problems involving finding the whole. Determine whether a given whole number in the range is prime or composite.RP. 2010 .EE.6: Understand a rational number as a point on the number line.NS. 6. 24 = 2 x 2 x 2 x 3 = 23 x 3).3 Understand and compute positive integer powers of nonnegative integers. and positive and negative integers. 6.

6b: Write interpret. 5. 2.6a: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line. and/or the relationship between addition and subtraction.1: Apply and extend previous understandings of 3 Analysis by Sacramento County Office of Education June 22. California.. recognize that the opposite of the opposite of a number is the number itself.6c: Find and position integers and other rational numbers on a horizontal or vertical number line diagram. Number and Operations – Fractions Number and Operations Base Ten Number and Operations in Base Ten 5. properties of operations. multiply. .Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in Reference to CCS the plane with negative number coordinates. and divide with decimals. add with negative integers.Addendum A © Sacramento County Office of Education.NS. -(-3) = 3 and then 0 is its own opposite. and divide decimals to hundredths. Yes 2.7: Add. All rights reserved. multiply. Partial 6. subtract. and simple multiplication and division of fractions and decimals. 6. 6.NBT.NS. 6.3: Fluently add. and explain statements of order for rational number in real-world contexts.0 Number Sense 2.g. related the strategy to a written method and explain the reasoning used. Apply and extend previous understanding of multiplication and division to multiply and divide fractions.NS. subtract. 2010 .NS. using concrete models or drawings and strategies based on place value. multiply and divide multi-digit decimals using the standard algorithm for each operation. 5. subtraction.NBT: (Cluster Statement) Perform Operations with multi-digit whole numbers and with decimals to hundredths. 7. 2010.NF: (Cluster Statement) Use equivalent fractions as a strategy to add and subtract fractions.1 Add. find and position pairs of integers and other rational numbers on the coordinate plane. subtract positive integers from negative integers.NS.0 Students perform calculations and solve problems involving addition. and verify the reasonableness of the results. e. subtract.

Analysis by Sacramento County Office of Education June 22. 2. properties of operations.7: Add. equivalently. as the result of a sequence of operations a × q ÷ b. All rights reserved. Do the same with (2/3) × (4/5) = 8/15. 5. 5. But division of a fraction by a fraction is not a requirement at this grade. and create a story context for this equation. rectangular arrays. and/or the relationship between addition and subtraction. California. (a/b) × (c/d) = ac/bd. 2010. including ones arising in concrete situations.NBT. 2.2 Demonstrate proficiency with division. Illustrate and explain the calculation by using equations. 2010 .NF. and express answers in the simplest form. subtract. use a visual fraction model to show (2/3) × 4 = 8/3.NF. represent addition and subtraction on a horizontal or vertical number line diagram.3 Solve simple problems. 5.4a: Interpret the product (a/b) × q as a parts of a partition of q into b equal parts. by reasoning about the relationship between multiplication and division.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. including division with positive decimals and long division with multidigit divisors. and/or area models. Number and Operations Fractions Yes Number and Operations Fractions 5. multiply. Number Operations in Base Ten 5. and divide decimals to hundredths.NBT. involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less).) Yes *Students able to multiply fractions in general can develop strategies to divide fractions in general. Yes 2. relate the strategy to a written method and explain the reasoning used.Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in Reference to CCS addition and subtraction to add and subtract rational numbers.NF. (In general. For example. the properties of operations.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors. 4 . using strategies based on place value. using concrete models or drawings and strategies based on place value.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.4 Understand the concept of multiplication and division of fractions.Addendum A © Sacramento County Office of Education. and/or the relationship between multiplication and division.

and compute such quotients. 5 . Alignment Comments in Reference to CCS 2.6: Solve real world problems involving multiplication of fractions and mixed numbers. 5. 5. create a story context for (1/3) ÷ 4.g.g.6: Solve real world problems involving multiplication of fractions and mixed numbers. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.NF. 5. For example. 2010. and represent fraction products as rectangular areas. and show that the area is the same as would be found by multiplying the side lengths.Strand CA Math Standard Domain Common Core Standard (CCS) 5.. 5. 2010 . Number and Operations Fractions Yes Analysis by Sacramento County Office of Education June 22. Multiply fractional side lengths to find areas of rectangles.NF. California. e..7b: Interpret division of a whole number by a unit fraction. create a story context for 4 ÷ (1/5).Addendum A © Sacramento County Office of Education.NF. For example. 5.5 Compute and perform simple multiplication and division of fractions and apply these procedures to solving problems. and use a visual fraction model to show the quotient.7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions*.4b: Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths.NF. All rights reserved. e. 5.NF. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.NF. by using visual fraction models or equations to represent the problem.NF. and use a visual fraction model to show the quotient.7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.7a: Interpret division of a unit fraction by a nonzero whole number and compute such quotients. by using visual fraction models or equations to represent the problem.

2 Use a letter to represent an unknown number. No 1. and evaluate expressions in which letters stand for numbers.EE: (Cluster Statement) Apply and extend previous understandings of arithmetic to algebraic expressions..Addendum A © Sacramento County Office of Education.4 Identify and graph ordered pairs in the four quadrants of the coordinate plane.0 Students use variables in simple expressions. 1.OA: Write and interpret numerical expressions. read. 6.8: Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. to define a coordinate system.9: Use variables to represent two quantities in a realworld problem that change in relationship to one another.3 Know and use the distributive property in equations and expressions with variables.NF. by using visual fraction models and equations to represent the problem.g.1 Use information taken from a graph or equation to answer questions about a problem situation. write an equation to express one quantity. and relate these to the equation.G. thought of as the independent variable. e.3: Apply the properties of operations to generate equivalent expressions. No No Geometry 5.Strand CA Math Standard Domain Common Core Standard (CCS) 5. California. 6. 1. thought of as the dependent variable. 2010 . called axes.NS. write and evaluate simple algebraic expressions in one variable by substitution. called its coordinates. Understand that the first number Partial 6. All rights reserved. Alignment Comments in Reference to CCS Strand Algebra Functions 1. with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plan located by using an ordered pair of numbers. . in terms of the other quantity.7c: Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions.2: Write. Operations and Algebraic Thinking 5.1: Use a pair of perpendicular number lines.EE. Analyze the relationship between the dependent and independent variables using graphs and table.EE. 2010. 1. and plot and interpret the results. Include use of coordinates and absolute value to find distances 6 Analysis by Sacramento County Office of Education June 22.0 Algebra Functions CA Math Standard 1. Partial 6.EE. compute the value of the expression for specific values of the variable. 6.

1 Derive and use the formula for the area of a triangle and of a parallelogram by comparing it with the formula for the area of a rectangle (i. Analysis by Sacramento County Office of Education June 22. special quadrilaterals. and polygons by composing into rectangle or decomposing into triangles and other shapes. write the equation. Identify apparent relationships between corresponding terms. two of the same triangles make a parallelogram with twice the area.0 Students understand and compute the volumes and areas of simple objects.. Geometry Grade 5 Common Core Standard (CCS) indicates how far to travel from the origin in the direction of one axis.5 Solve problems involving linear functions with integer values. and graph the ordered pairs on a coordinate plane. 1.EE. 7 .0 Measurement and Geometry CA Math Standard 1.G.OA. x-axis and xcoordinate. apply these techniques in the context of solving real-world and mathematical problems. Alignment Comments in Reference to CCS between points with the same first coordinate or the same second coordinate. with the convention that the names of the two axes and the coordinates correspond (e. Analyze the relationship between the dependent and independent variable using graphs and table and relate these to the equation.MD: (Cluster Statement) Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.e. Yes No 6. thought of as the dependent variable. Form ordered pairs consisting of corresponding terms from the two patterns. All rights reserved. 2010 . other triangles. thought of as the independent variable.9: Use variable to represent two quantities in a real-world problem that change in relationship to one another.Strand CA Math Standard Domain 1. 5.G. and the second number indicates how far to travel in the direction of the second axis. Measurement and Data 5.. y-axis and y-coordinate). Strand Measurement and Geometry 1. in terms of the other quantity.Addendum A © Sacramento County Office of Education.1: Find the area of right triangles.g. a parallelogram is compared with a rectangle of the same area by cutting and pasting a right triangle on the parallelogram). Partial 6. 5. 2010.3: Generate two numerical patterns using two given rules.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation. and graph the resulting ordered pairs of integers on a grid. California. write an equation to express one quantity.

California.MD. 5.3b: A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. to represent the associative property of multiplication.5: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.Strand CA Math Standard 1. 5. Apply these techniques in the context of solving real world and mathematical problems. Domain Common Core Standard (CCS) Alignment No Comments in Reference to CCS 6. and use the nets to find the surface area of these figures. using cubic cm. cubic inch [in3]. cubic in. called a “unit cube. 5..G. 2010 . 5. cubic ft.e.5b: Apply the formulas V = l x w x h and V = b x h for rectangular prisms to find volumes of right rectangular with whole number edge lengths in the Yes Analysis by Sacramento County Office of Education June 22.4: Represent threedimensional figures using nets made up of rectangles and triangles.MD. cubic centimeter [cm3].. All rights reserved.MD.3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.3 Understand the concept of volume and use the appropriate units in common measuring systems (i.5a: Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes. 5. cubic meter [m3]. cubic yard [yd3]) to compute the volume of rectangular solids. 2010. 8 .Addendum A © Sacramento County Office of Education.g. and show that the volume is the same as would be found by multiplying the edges lengths.MD. and improvised units. Measurement and Data 5.4: Measure volumes by counting unit cubes.MD.3a: A cube with side length 1 unit.” is said to have “one cubic unit” of volume. and can be used to measure volume.MD.2 Construct a cube and rectangular box from twodimensional patterns and use these patterns to compute the surface area for these objects.MD. 5. equivalently by multiplying the heights by the area of the base. Represent threefold wholenumber products as volumes e. 1.

including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. CCS does not mention differentiate between appropriate units of measure.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. plane and solid geometric figures. masses of objects. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.Addendum A © Sacramento County Office of Education.0 Students identify. area.MD.4 Differentiate between.4: Measure volumes by counting unit cubes. 5. and money. cubic ft. liquid volumes. 2. find the perimeter.G: (Cluster Statement) Classify two-dimensional figures into categories based on their properties. Yes Analysis by Sacramento County Office of Education June 22. 5.5c: Recognize volume as additive. two-and threedimensional objects (i.Strand CA Math Standard Domain Common Core Standard (CCS) context of solving real world and mathematical problems.2: Use the four operations to solve word problems involving distances. 4. cubic in.MD. Find volumes of solid figures composed of two nonoverlapping right rectangular prisms by adding the volumes of the non-overlapping parts. 5. intervals of time. 2010. All rights reserved. 2010 .MD. describe.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. and the relationships between.G. Measurement and Data Partial 4.0 Measurement and Geometry 2. Geometry 5. 9 .. and classify the properties of. applying this technique to solve real world problems. Alignment Comments in Reference to CCS 1. using cubic cm. California.e.4: Classify two-dimensional figures in a hierarchy based on properties. and improvised units.MD.G. and use appropriate units of measures for. 5. volume).

4. identify.MD. construct and describe geometrical figures and describe the relationships between them.5: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint.Strand CA Math Standard 2. CCS does not specify drawing two-dimensional views of three10 Analysis by Sacramento County Office of Education June 22. 2010 . ruler. as in plane sections of right rectangular prisms and right rectangular pyramids. No 8. and the angle-angle criterion for similarity of triangles.MD. 2010.5: Use informal arguments to establish facts about the angle sum and exterior angle of triangles. protractor. No 2. 4. lines. by considering the fraction of the circular arc between the points where the two rays intersect the circle.1: Draw points. and perpendicular and parallel lines. angles (right. Identify these in two-dimensional figures. All rights reserved. rays.3 Visualize and draw twodimensional views of threedimensional objects made from rectangular solids. and understand concepts of angle measurement: 4.MD.MD. 4.MD. compass. drawing software).5b: An angle that turns through n one-degree angles is said to have an angle measure of n degrees. An angle that turns through 1/360 of a circle is called a “one-degree angle” and can be used to measure angles.5a: An angle is measure with reference to a circle with its center at the common endpoint of the rays. line segments. Sketch angles of specified measure. and draw angles. Alignment Partial Comments in Reference to CCS 7. obtuse).G: (Cluster Statement) Draw. .g.6: Measure angles in whole-number degrees using a protractor. Domain Measurement and Data Common Core Standard (CCS) 4..1 Measure.G. rectangles.G. about the angles created when parallel lines are cut by a transversal. and triangles by using appropriate tools (e.3: Describe the twodimensional figures that result from slicing three-dimensional figures. straightedge.Addendum A © Sacramento County Office of Education. 2.2 Know that the sum of the angles of any triangle is 180° and the sum of the angles of any quadrilateral is 360° and use this information to solve problems. 7. California. acute. perpendicular and parallel lines.

11 .5c: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation).MD: (Cluster Statement) Represent and interpret data. and Probability CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in Reference to CCS dimensional objects. Data Analysis.1 Know the concepts of mean. and mode. 6.5: Summarize numerical data sets in relation to their context.Strand Strand Statistics. 2010 . 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.5d: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.0 Students display. including data sets of different sizes.Addendum A © Sacramento County Office of Education.SP. 6.5b: Describing the nature of the attribute under investigation. and interpret different data sets. All rights reserved. Measurement and Data 5.SP. Yes No 6. CA Math Standard 1.SP.SP. including how it was measured and its units of measurement. compare. 6. analyze.SP. compute and compare simple examples to show that they may differ. 2010. and Probability 1. Data Analysis. California. 1.0 Statistics.5a: Reporting the number of observations. such as by: 6. Analysis by Sacramento County Office of Education June 22. median.

2c: Represent proportional relationships by equations.2b: Identify the constant of proportionality (unit rate) in tables. 7. Use operations on fractions for this grade to solve problems involving information presented in line plots. CCS does not mention circle graph. equations.2a: Decide whether two quantities are in a proportional relationship. and verbal descriptions of proportional relationships.4 Identify ordered pairs of data from a graph and interpret the meaning of the data in terms of the situation depicted by the graph. 1/8). including dot plots.0) and (1.Addendum A © Sacramento County Office of Education. diagrams.2: Make a line plot to display a data set of measurements in fractions of a unit (1/2.. 1.RP.RP. Partial CCS does not specify using percentages to compare data.r) where r is the unit rate. California. Domain Common Core Standard (CCS) Alignment No Comments in Reference to CCS 6. 7.RP. Measurement and Data 5. 2010 . histogram.g.. histograms.4: Display numerical data in plots on a number line. No Analysis by Sacramento County Office of Education June 22. 7. 12 .2 Organize and display singlevariable data in appropriate graphs and representations (e. e.RP. and box plots. by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.MD. 7. 1.Strand CA Math Standard 1.3 Use fractions and percentages to compare data sets of different sizes.RP. graphs.g.y) on the graph of a proportional relationship means in terms of the situation. 2010. 7.2d: Explain that a point (x.SP.2: Recognize and represent proportional relationships between quantities. with special attention to the points (0. ¼. All rights reserved. circle graphs) and explain which types of graphs are appropriate for various data sets.

Understand that the first number indicates how far to travel from the origin in the direction of one axis. for example.0 Mathematical Reasoning 2. All rights reserved.Addendum A © Sacramento County Office of Education. California. ( x.2 Determine when and how to break a problem into simpler parts. Yes Yes Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards 5. and the second number indicates how far to travel in the direction of the second axis. 2. distinguishing relevant from irrelevant information. 1. skills.MP1: Make sense of problems and persevere in solving them. x-axis and xcoordinate. CCS implies a thorough understanding of the concepts so 13 Analysis by Sacramento County Office of Education June 22. and observing patterns. . y-axis and y-coordinate). sequencing and prioritizing information.0 Mathematical Reasoning CA Math Standard 1. with the convention that the names of the two axes and the coordinates correspond (e. In the Mathematical Practice standards. Yes Yes CCS does not reference estimation directly.MP1: Make sense of problems and persevere in solving them. y ). Mathematical Practice Standards Mathematical Practice Standards 5.0 Students make decisions about how to approach problems: 1.. called axes. to define a coordinate system. Domain Geometry Common Core Standard (CCS) 5. and concepts in finding solutions.G.MP1: Make sense of problems and persevere in solving them.MP3: Construct viable arguments and critique the reasoning of others.1 Analyze problems by identifying relationships. 5. 2010. Alignment Yes Comments in Reference to CCS Strand Mathematical Reasoning 1. called its coordinates.1: Use a pair of perpendicular number lines.1 Use estimation to verify the reasonableness of calculated results.Strand CA Math Standard 1. 2010 . with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plan located by using an ordered pair of numbers. 5. Yes 2.0 Students use strategies.MP1: Make sense of problems and persevere in solving them.5 Know how to write ordered pairs correctly. 5.g.

MP7: Look for and make use of structure.MP1: Make sense of problems and persevere in solving them. to explain mathematical reasoning.MP7: Look for and make use of structure. 3.MP1: Make sense of problems and persevere in solving them. 2. All rights reserved.0 Students move beyond a particular problem by generalizing to other situations.6 Make precise calculations and check the validity of the results from the context of the problem. symbols. 2. California. Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards Mathematical Practice Standards 5.Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in Reference to CCS students could develop strong estimation skills as a byproduct of the depth of understanding. 3. Mathematical Practice Standards Mathematical Practice Standards 5. support solutions with evidence in both verbal and symbolic work. 14 . such as words. 2010 .4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language. 2.0 Mathematical Reasoning 5.MP6: Attend to precision. Analysis by Sacramento County Office of Education June 22. 5. diagrams. and models. 3. 5.MP8: Look for and express regularity in repeated reasoning. 2010. graphs.Addendum A © Sacramento County Office of Education.MP1: Make sense of problems and persevere in solving them. 3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems. Yes Yes Mathematical Practice Standards 5. Mathematical Practice Standards 5.MP1: Make sense of problems and persevere in solving them.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.3 Use a variety of methods. 2. 2. tables. numbers. charts.2 Apply strategies and results from simpler problems to more complex problems.1 Evaluate the reasonableness of the solution in the context of the original situation. 5.

Alignment Comments in Reference to CCS Analysis by Sacramento County Office of Education June 22.MP7: Look for and make use of structure. 2010.3 Develop generalizations of the results obtained and apply them in other circumstances. Domain Mathematical Practice Standards Common Core Standard (CCS) 5. 2010 .Strand CA Math Standard 3. All rights reserved. California.Addendum A © Sacramento County Office of Education. 15 .

California. 5. Comparing the size of a product to the size of one factor on the basis of the size of the other factor.3: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). or braces in numerical expressions. 2010 – Addendum B © Sacramento County Office of Education.NBT. b. and show that the area is the same as would be found by multiplying the side lengths.5 Number and Operations – Fractions Number and Operations – Fractions Yes Grade 6 NS2.g. and evaluate these expressions with these symbols.NF. by using visual fraction models or equations to represent the problem. and compute such quotients.NF. 5.2 Partial Grade 4 MG1. and represent fraction products as rectangular areas. including cases of unlike denominators.1 Number and Operations – Fractions Partial Grade 6 NS1. 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 10.2 Number and Operations – Fractions Number and Operations - Yes Grade 6 NS2.7b: Interpret division of a whole number by a unit fraction.NF.3 Partial Grade 7 MG1. 5. Found in CA Math Standards Yes Grade 4 AF1. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.g.Grade 5 Common Core Standards not found in Grade 5 CA Mathematics Standards Domain Operations and Algebraic Thinking Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations in Base Ten Number and Operations Fractions Common Core Standard 5.1 Partial Grade 7 NS1. Multiply fractional side lengths to find areas of rectangles.2: Solve word problems involving addition and subtraction of fractions referring to the same who.4b: Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriated unit fraction side lengths.5: Interpret multiplications as scaling (resizing) by: a.. 5. 5. All rights reserved. without performing the indicated multiplication.NBT.OA.NF.2 No Number and Operations – Fractions Yes Grade 4 NS1. and relating the principle of fraction equivalence a/b = (n x a)/ (n x b) to the effect multiplying a/b by 1.1: Use parentheses brackets. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. 5.2 16 Analysis by Sacramento County Office of Education June 22.NF.7a: Interpret division of a unit fraction by a non-zero whole number. 5. as the result of a sequence of operations a x q ÷b.5: Fluently multiply multi-digit whole numbers using the standard algorithm.2 Yes Grade 6 NS2.2: Write simple expressions that record calculations with numbers. and interpret numerical expressions without evaluating them. by using visual fraction models or equations to represent the problem.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10.OA.4a: Interpret the product (a/b) x q as a parts of a partition of q into b equal parts. 5. equivalently.NF. and compute such quotients. e. e.. 5. 2010.NF.1 Partial Grade 4 NS3.2 Yes Grade 7 AF1. . Explaining why multiplying a given number by a fraction greater than 1 results in a product greater that the given number by a fraction less than 1 results in a product smaller than the given number. 5.

California. and use a visual fraction model to show the quotient.05 m) and use conversions in solving multi-step.. 2010. 17 .g.MD. created a story context for 4 divided by (1/5).1 Analysis by Sacramento County Office of Education June 22.Domain Fractions Common Core Standard For example. convert 5 cm to 0. All rights reserved. 2010 – Addendum B © Sacramento County Office of Education. Use the relationship between multiplication and division to explain than 4 divided by (1/5) = 20 because 20 x (1/5) = 4. 5. Found in CA Math Standards Measurement and Data Yes Grade 7 MG1. real world problems.1: Convert among different-sized standard measurement units with a given measurement system (e.

fractions. 6. Use table to compare ratios. Recognize that a whole number is a multiple of each of its factors. 1. 2010. California. 6. find decimal and percent equivalents for common fractions and explain why they represent the same value. given a part and the percent.5 Identify and represent on a number line decimals. Yes 6. e.0 Number Sense CA Math Standard 1.6a: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line. find missing values in the tables.RP. and positive and negative integers. manipulate and transform units appropriately when multiplying or dividing quantities.1: Write and evaluate numerical expressions involving wholenumber exponents.g.3c: Find a percent of a quantity as a rate per 100 (e.2 Interpret percents as a part of a hundred. Yes 6.6: Understand a rational number as a point on the number line.g. All rights reserved.6c: Find and position integers and other rational numbers on a Analysis by Sacramento County Office of Education June 22.NS. 6.RP.. 6. 1. Determine whether a given whole number in the range is prime or composite.4 Determine the prime factors of all numbers through 50 and write the numbers as the product of their prime factors by using exponents to show multiples of a factor (e. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number.g. -(-3) = 3 and then 0 is its own opposite.EE. 6.NS.. 30% of a quantity means 30/100 times the quantity): solve problems involving finding the whole.4: Find all factor pairs for a whole number in the range 1-100.RP.OA.RP.NS.NS.0 Number Sense 1.0 Number Sense . Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.Grade 5 CA Mathematics Standards not found in the Grade 5 Common Core Standards Strand 1. compute a given percent of a whole number. and explain statements of order for rational number in real-world contexts.3b: solve unit rate problems including those involving unit pricing and constant speed.6b: Write interpret. recognize that the opposite of the opposite of a number is the number itself.3 Understand and compute positive integer powers of nonnegative integers.0 Number Sense 1.3d: Use ratio reasoning to convert measurement units. mixed numbers. Yes 4. 6.3a: Make table of equivalent ratios relating quantities with whole number measurements.. and plot the pairs of values on the coordinate plane. 2010 – Addendum C © Sacramento County Office of Education. Found in Common Core Standards Yes 6. 1. 18 1. 24 = 2 x 2 x 2 x 3 = 23 x 3). compute examples as repeated multiplication.

thought of as the independent variable. and use the nets to find the surface area of these figures.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another.1 Derive and use the formula for the area of a triangle and of a parallelogram by comparing it with the formula for the area of a rectangle (i.3: Apply the properties of operations to generate equivalent expressions. in terms of the other quantity.0 Algebra 1. apply these techniques in the context of solving real-world and mathematical problems. 2010.2: Write.EE.Strand CA Math Standard Found in Common Core Standards horizontal or vertical number line diagram. 1.G.G.3: Describe the two-dimensional figures that result from slicing threedimensional figures.EE. and polygons by composing into rectangle or decomposing into triangles and other shapes.5: Use informal arguments to establish facts about the angle sum and exterior angle of triangles.3 Visualize and draw two-dimensional views of threedimensional objects made from rectangular solids. All rights reserved. 2. and evaluate expressions in which letters stand for numbers..0 Measurement and Geometry Analysis by Sacramento County Office of Education June 22. Yes 6. Yes 6. and relate these to the equation. thought of as the dependent variable. read. Yes 6. 1.2 Use a letter to represent an unknown number. 1.2 Know that the sum of the angles of any triangle is 180° and the sum of the angles of any quadrilateral is 360° and use this information to solve problems.G. 2. 1. Analyze the relationship between the dependent and independent variables using graphs and table.G.2 Construct a cube and rectangular box from two-dimensional patterns and use these patterns to compute the surface area for these objects. 2010 – Addendum C © Sacramento County Office of Education. Yes CCS does not specify drawing two-dimensional views of threedimensional objects. write an equation to express one quantity. find and position pairs of integers and other rational numbers on the coordinate plane. 1.e.0 Measurement and Geometry 2. 19 . Yes 8. about the angles created when parallel lines are cut by a transversal.3 Know and use the distributive property in equations and expressions with variables.0 Algebra 1. and the angle-angle criterion for similarity of triangles. 1. Yes 6.EE. write and evaluate simple algebraic expressions in one variable by substitution. special quadrilaterals.0 Measurement and Geometry 2.1 Use information taken from a graph or equation to answer questions about a problem situation. California.1: Find the area of right triangles.4: Represent three-dimensional figures using nets made up of rectangles and triangles. as in plane sections of right rectangular prisms and right rectangular pyramids. 7.0 Algebra 1. Apply these techniques in the context of solving real world and mathematical problems. Yes 6. a parallelogram is compared with a rectangle of the same area by cutting and pasting a right triangle on the parallelogram). other triangles. two of the same triangles make a parallelogram with twice the area.

5: Summarize numerical data sets in relation to their context.y) on the graph of a proportional relationship means in terms of the situation. Yes 7.0) and (1. including dot plots. California.2c: Represent proportional relationships by equations.4: Display numerical data in plots on a number line. 7. and Probability Analysis by Sacramento County Office of Education June 22. 20 .5c: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation).2 Organize and display single-variable data in appropriate graphs and representations (e. including how it was measured and its units of measurement.2a: Decide whether two quantities are in a proportional relationship. and box plots.RP. graphs. histogram.SP.2 Statistics.SP. 1.g. diagrams. 7. such as by: 6. 1. 6.RP. and mode. 6.4 Identify ordered pairs of data from a graph and interpret the meaning of the data in terms of the situation depicted by the graph.5a: Reporting the number of observations. All rights reserved. and verbal descriptions of proportional relationships.RP.2 Statistics.r) where r is the unit rate.5b: Describing the nature of the attribute under investigation.. 7. compute and compare simple examples to show that they may differ. Data Analysis. Yes 6. Data Analysis. by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. with special attention to the points (0. 7.g. 6.5d: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.2 Statistics. histograms. equations. circle graphs) and explain which types of graphs are appropriate for various data sets. Found in Common Core Standards Yes 6.1 Know the concepts of mean.2: Recognize and represent proportional relationships between quantities.Strand 1. CCS does not mention circle graph.2d: Explain that a point (x. 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. and Probability 1. 2010 – Addendum C © Sacramento County Office of Education.RP.SP. e..2b: Identify the constant of proportionality (unit rate) in tables. and Probability CA Math Standard 1.RP. Data Analysis.SP.SP.SP. 1. median. 2010.

6: Understand a rational number as a point on the number line. Students solve problems involving fractions. 6. Yes The content in this CCS is also mapped to CA.NF 1. The Number System 6. 2.NS: (Cluster statement) Apply and extend previous understandings of numbers to the system of rational numbers.6a: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 one a number line.Analysis of California Mathematics Standards to Common Core Standards .5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values. ratios. 4. 2010.4 Yes Problems involving fractions are also included in 5. Domain Common Core Standard (CCS) Alignment Comments in reference to the CCS 1.NS. The Number System 6. 1 . explaining the meaning of zero in each situation. All rights reserved. 5th grade AF1.NS.0 Number Sense CA Math Standard CA Math Standard 1. and mixed numbers.Grade 6 Strand Strand Number Sense 1.0 Students compare and order positive and negative fractions. 6. recognize that the opposite of the opposite of a number is the number itself and that 0 is its own opposite.RP: (Cluster statement) Understand ratio concepts and use ratio reasoning to solve problems.1 Compare and order positive and negative fractions. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. use positive and negative numbers to represents quantities in real-world contexts. proportions. Analysis by Sacramento County Office of Education June 22. and mixed numbers and place them on a number line. decimals. 6. 3. decimals. 6 and 7. 2010 – Addendum A © Sacramento County Office of Education.NS. and percentages. California.

7b: Write. and explain statements of order for rational numbers in real-world contexts.7a: Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. 2 .6b: Understand signs of number in ordered pairs as indicating locations in quadrants of the coordinate plane. All rights reserved.7: Understand ordering and absolute value of rational numbers. 6.NS. 2010. the locations of the points are related by reflections across both axes. 6.Strand CA Math Standard Domain Common Core Standard (CCS) 6.NS.NS. California. recognize that when two ordered pairs differ only by signs. 2010 – Addendum A © Sacramento County Office of Education.NS.NS. 6. interpret. find and position pairs of integers and other rational numbers on a coordinate plane.7c: 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. 6.NS.6c: Find and position integers and other rational numbers on a horizontal or vertical number line diagram. 6. Alignment Comments in reference to the CCS Analysis by Sacramento County Office of Education June 22.

Strand

CA Math Standard

Domain

1.2 Interpret and use ratios in different contexts (e.g., batting averages, miles per hour) to show the relative sizes of two quantities, using appropriate notations (a/b, a to b, a:b).

Ratio and Proportional Relationships

Common Core Standard (CCS) 6.NS.7d: Distinguish comparisons of absolute value fro statements about order. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.RP.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.

Alignment

Comments in reference to the CCS

Yes

7.RP.1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.

1.3 Use proportions to solve problems (e.g., determine the value of N if 4/7 = N/21, find the length of a side of a polygon similar to a known polygon). Use cross-multiplication as a method for solving such problems, understanding it as the multiplication of both sides of an equation by a multiplicative inverse.

No

7.RP.2: Recognize and represent proportional relationships between quantities. 7.RP.2a: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. 7.RP.2b: Identify constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 7.RP.2c: Represent proportional relationships by equations. 7.RP.3: Use proportional relationships to solve multi-step ratio and percent problems. 7.G.1: Solve problems involving scale drawings of geometric figures,

3

Strand

CA Math Standard

Domain

Common Core Standard (CCS)

Alignment

1.4 Calculate given percentages of quantities and solve problems involving discounts at sales, interest earned, and tips.

Ratio and Proportional Relationships

6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. 6.RP.3a: 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. 6.RP.3b: Solve unit rate problems including those involving unit pricing and constant speed. 6.RP.3c: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. 6.RP.3d: Use ratio reasoning of a quantity to convert measurement

Partial

Comments in reference to the CCS including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. CCS does not reference crossmultiplication or multiplicative inverse. These are implied in the standards that require students to use operations and properties of numbers. 7.RP-3 Use proportional relationships to solve multistep ratio and percent problems.

4

Strand

CA Math Standard

Domain

Common Core Standard (CCS) units; manipulate and transform units appropriately when multiplying or dividing quantities.

Alignment

Comments in reference to the CCS

2.0 Number Sense

2.0 Students calculate and solve problems involving addition, subtraction, multiplication, and division. 2.1 Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation. The Number System 6.NS.1: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

No

7.NS. (Cluster statement) Apply and extend previous understandings of operations with fractions to add, subtract, multiply and divide rational numbers. 5.NF.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. 5.NF.2: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases 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. 5.NF.6: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Partial

2.2 Explain the meaning of multiplication and division of positive fractions and perform the calculations (e.g., 5/8 ÷ 15/16 = 5/8 x 16/15 = 2/3).

The Number System

6.NS.1: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

Yes

5

Strand

CA Math Standard 2.3 Solve addition, subtraction, multiplication, and division problems, including those arising in concrete situations that use positive and negative integers and combinations of these operations.

Domain Expressions and Equations

Common Core Standard (CCS) 6.EE.3: Apply the properties of operations to generate equivalent expressions. 6.NS.2: Fluently divide multi-digit numbers using the standard algorithm. 6.NS.3: Fluently add, subtract, multiply and divide multi-digit decimals using the standard algorithm for each operation.

Alignment Partial

Comments in reference to the CCS 7.NS.1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line. 7.NS.1a: Describe situations in which opposite quantities combine to make 0. 7.NS.1b: Understand p + q as a number located |q| from p, is the positive or negative direction depending upon 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 realworld contexts. 7.NS.1c: Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 7.NS.1d: Apply properties of operations as strategies to add and subtract rational numbers. 7.NS.2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. 7.NS.2a: Understand that

6

All rights reserved. leading to products such as (-1)(-1) = 1 and the rule for multiplying signed numbers.NS. convert Analysis by Sacramento County Office of Education June 22.NS. 7. then –(p/q) = (p)/q = p/(-q). 7. 2010.Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to the CCS multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations. 7. 2010 – Addendum A © Sacramento County Office of Education. fractions. 7. and decimals).EE. California. using tools strategically. Interpret quotients of rational numbers by describing real-world contexts. know that the decimal form of a rational number terminates in 0s or eventually repeats. If p and q are integers. Apply properties of operations to calculate with numbers in any form. and every quotient of integers (with non-zero divisors) is a rational number.2c: Apply properties of operations as strategies to multiply and divide rational numbers.NS. 7 . Interpret products of rational numbers by describing real-world contexts. particularly the distributive property.2b: Understand that integers can be divided. provided the divisor is not zero.2d: Convert a rational number to a decimal using long division.3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers.

use them to solve problems with fractions (e.2 Write and evaluate an algebraic expression for a given situation. 6.g.EE-. and graph and interpret their results. 1. Partial Strand Algebra and Functions 1. Expressions and Equations Yes Analysis by Sacramento County Office of Education June 22. Yes Expressions and Equations 6.0 Students write verbal expressions and sentences as algebraic expressions and equations. 2010. All rights reserved. read. 8 .EE. (Cluster statement) Reason about and solve one-variable equations and inequalities. 2. CCS limits common factors to numbers less than or equal to 100.4: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. California. Yes CCS specifically reference realworld and mathematical problems.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.NS. using up to three variables. 1. and x are all nonnegative rational numbers. 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. to find a common denominator to add two fractions or to find the reduced form for a fraction). and evaluate expressions in which letters stand for numbers. The Number System 6. 5.7: Solve real-world and mathematical problems by writing and solving equations in the form of x + p = q and px = q for cases in which p. they evaluate algebraic expressions. q.2: Write. and assess the reasonableness of answers using mental computation and estimation strategies. 6. CCS limits least common multiple to numbers less than or equal to 12.EE.0 Algebra and Functions CA Math Standard 1..2a: Write expressions that record operations with numbers and with letters standing for numbers.1 Write and solve one-step linear equations in one variable. 2010 – Addendum A © Sacramento County Office of Education. solve simple linear equations.EE-. Expressions and Equations 6.Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to the CCS between forms as appropriate.4 Determine the least common multiple and the greatest common divisor of whole numbers.NF.

EE-3.2b: Identify parts of an expression using mathematical terms (sum. product. view one or more parts of an expression as a single entity. factor.EE.EE-. California. 2010 – Addendum A © Sacramento County Office of Education. term.2: Write. factor. All rights reserved.Strand CA Math Standard Domain Common Core Standard (CCS) 6. Analysis by Sacramento County Office of Education June 22.EE. 6. Alignment Comments in reference to the CCS 1. product. in the conventional order when there are no parentheses to specify a particular order (Order of Operations). Yes The use of the commutative. quotient. Expressions and Equations 6.1: Write and evaluate numerical expressions involving whole-number exponents. and justify each step in the process.EE.3 Apply algebraic order of operations and the commutative. 6. 6.2c: Evaluate expressions at specific values of their variables. view one or more parts of an expression as a single entity. 9 . 6. coefficient). quotient. term. and distributive properties is implied in 6.2a: Write expressions that record operations with numbers and with letters standing for numbers. associative. Perform arithmetic operations. including those involving whole number exponents. and distributive properties to evaluate expressions. 2010. read. and evaluate expressions in which letters stand for numbers. Include expressions that arise from formulas used in real-word problems.EE.EE. associative.2b: Identify parts of an expression using mathematical terms (sum. coefficient).

Expressions and Equations Yes CCS does not reference scientific calculator. term. in the conventional order when there are no parentheses to specify a particular order (Order of Operations).2: Write. when the two expression name the same number regardless of which value is substituted into them. including those involving whole number exponents. 10 . Perform arithmetic operations.) 6. product. Analysis by Sacramento County Office of Education June 22. 2010.EE. view one or more parts of an expression as a single entity.4 Solve problems manually by using the correct order of operations or by using a scientific calculator.2a: Write expressions that record operations with numbers and with letters standing for numbers.EE.3: Apply properties of operations to generate equivalent expression. quotient. 6. Alignment Comments in reference to the CCS Mathematical Practices 1.2c: Evaluate expressions at specific values of their variables. and evaluate expressions in which letters stand for numbers.2b: Identify parts of an expression using mathematical terms (sum. read. 6. 6. California.EE.EE.e. All rights reserved. 2010 – Addendum A © Sacramento County Office of Education.MP: Construct valid arguments and critique the reasoning of others. 6. Include expressions that arise from formulas used in real-word problems..4: Identify when two expressions are equivalent (i.Strand CA Math Standard Domain Common Core Standard (CCS) 6. 6. factor.EE.EE. coefficient).

and verbal descriptions of proportional relationships. double number line diagrams. California.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems.RP. 7. equations.2a: Decide whether two quantities are in a proportional relationship. .3a: Make tables of equivalent ratios relating quantities with whole number measurements. graphs. 7. and plot the pairs of values on the coordinate plane.RP. including those involving whole number exponents. by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. 6. Alignment Comments in reference to the CCS 2.2c: Evaluate expressions at specific values of their variables.. (Cluster statement) Understand ratio concepts and use ration reasoning to solve problems.RP.. 6.EE. diagrams. graphs. All rights reserved. Ratio and Proportional Relationships Partial 7. Use tables to compare ratios. e.0 Algebra and Functions 2. tape diagrams.2d: Explain what a point (x. and rules to solve problems involving rates and proportions. 7.RP.EE.Strand CA Math Standard Domain Common Core Standard (CCS) 6. Perform arithmetic operations. 2010 – Addendum A © Sacramento County Office of Education.RP. 6.g. 6.g. e.3b: Solve unit rate problems including those involving unit pricing and constant speed. by reasoning about tables of equivalent ratios.RP. 2010.2: Recognize and represent proportional relationships between quantities.RP. 6.3: Apply the properties of operations to generate equivalent expressions.2c: Represent proportional relationships by equations. 7. in the conventional order when there are no parentheses to specify a particular order (Order of Operations).RP. y) on the graph of proportional relationship means in terms of the 11 Analysis by Sacramento County Office of Education June 22. Include expressions that arise from formulas used in real-word problems.2b: Identify the constant of proportionality (unit rate) in tables. or equations.0 Students analyze and use tables. find missing values in the tables.

Ratio and Proportional Relationships Partial 5.3c: Find a percent of a quantity as a rate per 100 (e.1 Convert one unit of measurement to another (e. manipulate and transform units appropriately when multiplying or dividing quantities. and plot the pairs of values on the coordinate plane. 2010 – Addendum A © Sacramento County Office of Education.RP. e. by reasoning about tables of equivalent ratios. or equations. solve problems involving finding the whole..3a: Make tables of equivalent ratios relating quantities with whole number measurements. California.RP. 2010.MD. solve problems involving finding the whole. find missing values in the tables. 2. 6. with special attention to the points (0.3b: Solve unit rate problems including those involving unit pricing and constant speed. given a part and the percent. All rights reserved. Analysis by Sacramento County Office of Education June 22.g.RP..g. 12 . Use tables to compare ratios. 0) and (1. tape diagrams. double number line diagrams.g. 6.3: Use ratio and rate reasoning to solve real-world and mathematical problems. given a part and the percent. from feet to miles.1: Convert among differentsized measurement units within a given measurement system and use these conversions in solving multistep. Alignment Comments in reference to the CCS situation. 6.3d: Use ratio reasoning of a quantity to convert measurement units..g. 6. 30% of a quantity means 30/100 times the quantity).RP.Strand CA Math Standard Domain Common Core Standard (CCS) 6. from centimeters to inches). r) where r is the unit rate.3c: Find a percent of a quantity as a rate per 100 (e..RP. 6. real world problems.RP. 30% of a quantity means 30/100 times the quantity).

g.3c: Find a percent of a quantity as a rate per 100 (e. graphs. 6.3a: Make tables of equivalent ratios relating quantities with whole number measurements. Ratio and Proportional Relationships Common Core Standard (CCS) 6.and use rate language in the context of a ratio relationship. California. 7.Strand CA Math Standard Domain 2. e. Use tables to compare ratios.g.RP. find missing values in the tables. All rights reserved.3d: Use ratio reasoning to convert measurement units. equations. by reasoning about tables of equivalent ratios. by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.3: Use ratio and rate reasoning to solve real-world and mathematical problems.. tape diagrams.RP. manipulate and transform units appropriately when multiplying or dividing quantities. Analysis by Sacramento County Office of Education June 22. e.RP. 13 . 2010. diagrams. 2010 – Addendum A © Sacramento County Office of Education.2a: Decide whether two quantities are in a proportional relationship.RP. 6.RP. 7.2: Recognize and represent proportional relationships between quantities. and plot the pairs of values on the coordinate plane.2 Demonstrate an understanding that rate is a measure of one quantity per unit value of another quantity.2b: Identify the constant of proportionality (unit rate) in tables.RP. solve problems involving finding the whole.3b: Solve unit rate problems including those involving unit pricing and constant speed.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b 0.. and verbal descriptions of proportional relationships.RP.RP. Alignment Comments in reference to the CCS Partial 7.2c: Represent proportional relationships by equations. 7. 6.RP. 30% of a quantity means 30/100 times the quantity).RP. 6. or equations. 6. double number line diagrams..g. given a part and the percent.

e. 6. by reasoning about tables of equivalent ratios. 6. average speed. 6. Use tables to compare ratios.g. Alignment Comments in reference to the CCS 2. distance.3a: Make tables of equivalent ratios relating quantities with whole number measurements. 2010 – Addendum A © Sacramento County Office of Education.3d: Use ratio reasoning to convert measurement units.. manipulate and transform units appropriately when multiplying or dividing quantities. Ratio and Proportional Relationships Yes Analysis by Sacramento County Office of Education June 22.3d: Use ratio reasoning to convert measurement units. All rights reserved. 30% of a quantity means 30/100 times the quantity).RP. given a part and the percent.Strand CA Math Standard Domain Common Core Standard (CCS) 6. solve problems involving finding the whole.3: Use ratio and rate reasoning to solve real-world and mathematical problems.3c: Find a percent of a quantity as a rate per 100 (e. tape diagrams..RP. 6.3 Solve problems involving rates. find missing values in the tables.RP.RP. manipulate and transform units appropriately when multiplying or dividing quantities. 2010. double number line diagrams. or equations.RP. California.RP. and plot the pairs of values on the coordinate plane. 14 .3b: Solve unit rate problems including those involving unit pricing and constant speed. and time. 6.g.

2c: Evaluate expressions at specific values of their variables. 6. 6.2b: Identify parts of an expression using mathematical terms (sum.the formulas for the perimeter of a rectangle. product.0 Students investigate geometric patterns and describe them algebraically.. or. 6.EE. including those involving whole number exponents. Perform arithmetic operations. respectively). C = pd . A = 1/2bh. 2010 – Addendum A © Sacramento County Office of Education.EE-. P = 2w + 2l. coefficient). and the circumference of a circle. Expressions and Equations Common Core Standard (CCS) 6. in the conventional order when there are no parentheses to specify a particular order (Order of Operations). 6. factor. any number in a specified set.EE. view one or more parts of an expression as a single entity. read. Include expressions that arise from formulas used in real-word problems.1 Use variables in expressions describing geometric quantities (e. 2010.0 Algebra and Functions CA Math Standard 3. quotient.EE-. and evaluate expressions in which letters stand for numbers. term. 15 . depending on the purpose at hand.g. California.2: Write. All rights reserved. the area of a triangle. understand that a variable can represent an unknown number.6: Use variables to represent and write expressions when solving a real-world or mathematical problem.Strand 3. Domain Expressions and Equations 3.EE. Alignment Yes Comments in reference to the CCS Yes Analysis by Sacramento County Office of Education June 22.2a: Write expressions that record operations with numbers and with letters standing for numbers.

in the conventional order when there are no parentheses to specify a particular order (Order of Operations).EE. know the formulas for the circumference and area of a circle.2 Express in symbolic form simple relationships arising from geometry. Domain Expressions and Equations Common Core Standard (CCS) 6. factor. 6. 6.2a: Write expressions that record operations with numbers and with letters standing for numbers. All rights reserved. including those involving whole number exponents. term.EE. 2010.Strand CA Math Standard 3. California.EE.0 Measurement and Geometry CA Math Standard 1. Include expressions that arise from formulas used in real-word problems. Geometry 6. (Cluster statement) Solve real-world and mathematical problems involving area. 1. view one or more parts of an expression as a single entity. quotient.G.1 Understand the concept of a constant such as π. product. read.G.2: Write. and evaluate expressions in which letters stand for numbers. 2010 – Addendum A © Sacramento County Office of Education. 16 .0 Students deepen their understanding of the measurement of plane and solid shapes and use this understanding to solve problems. Alignment Yes Comments in reference to the CCS Strand Measurement and Geometry 1. 6. and volume 7. coefficient).EE. Perform arithmetic operations.4: Know the formulas for the area and circumference of a circle and use them to solve problems: give an informal derivation of the Yes Geometry Yes Analysis by Sacramento County Office of Education June 22.2b: Identify parts of an expression using mathematical terms (sum. surface area.2c: Evaluate expressions at specific values of their variables.

No 5.G. 7.14.2 Know common estimates of π (3. and spheres and use them to solve realworld and mathematical problems. All rights reserved.6: Solve real world and mathematical problems involving area. Mathematical Practices Geometry Common Core Standard (CCS) relationship between the circumference and area of a circle. complementary. 7. Apply the formulas V = lwh and V= bh to find the volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.G.3: Understand that attributes belonging to a category of twodimensional figures also belong to all subcategories of that category. 17 . polygons.2 Use the properties of complementary and supplementary Analysis by Sacramento County Office of Education June 22. 7. 2. and show that the volume is the same as would be found by multiplying the edge lengths of the prism. vertical. quadrilaterals. compare these formulas and explain the similarity between them and the formula for the volume of a rectangular solid.G. Alignment Comments in reference to the CCS Yes Partial 7. adjacent.5: Use facts about supplementary. California.0 Students identify and describe the properties of two-dimensional figures.5: Use facts about supplementary.0 Measurement and Geometry 2.2: Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths. complementary.4: Classify two-dimensional figures in a hierarchy based on properties.G. 6.G. 22/7) and use these values to estimate and calculate the circumference and the area of circles. cubes and right prisms.dimensional objects composed of triangles.9: Know the formulas for volumes of cone.5: Use appropriate tools strategically. No 2. 5.Strand CA Math Standard Domain 1. 7. compare with actual measurements. 8.G.G. volume and surface area of twoand three.G.MP.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. 2010. complementary. Geometry 1. or supplementary and provide descriptions of these terms. and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 2010 – Addendum A © Sacramento County Office of Education. No 2. cylinders.3 Know and use the formulas for the volume of triangular prisms and cylinders (area of base × height).1 Identify angles as vertical.

0 Statistics. and overall shape. a right isosceles triangle).Strand CA Math Standard angles and the sum of the angles of a triangle to solve problems involving an unknown angle. and Probability 1. 6. 7.SP: (Cluster statement) Develop understanding of statistical variability.0 Students compute and analyze statistical measurements for data sets. with ruler and protractor.1 Compute the range..SP. Domain Common Core Standard (CCS) Alignment No Comments in reference to the CCS vertical. noticing when the conditions determine a unique triangle. 2010. more than one triangle. a quadrilateral having equal sides but no right angles. Strand Statistics. 7. Yes Yes Analysis by Sacramento County Office of Education June 22. and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.5: Use facts about supplementary.g. Focus on constructing triangles from three measures of angles or sides. and Probability CA Math Standard 1. 1. 6. complementary.G. All rights reserved. 2. while a measure of variation describes how its value vary with a single number. 2010 – Addendum A © Sacramento County Office of Education. median.2: Draw (freehand.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center. and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. California. spread. Statistics and Probability Statistics and Probability 6. or no triangle. Data Analysis. Data Analysis.3: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number.SP. vertical. and mode of data sets.3 Draw quadrilaterals and triangles from given information about them (e. and with technology) geometric shapes with given conditions. mean. 18 .G.

2 Understand how additional data added to data sets may affect these computations of measures of central tendency. linear association and nonlinear association.0 Students use data samples of a population and describe the characteristics and limitations of the samples. outliers.4 Know why a specific measure of central tendency (mean.1: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.SP. CCS includes describing patterns as clustering. outliers. 1. 2010.3 Understand how the inclusion or exclusion of outliers affects measures of central tendency. such as by relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. positive or negative association.SP. Describe such patterns as clustering.SP.SP. 6. outliers. California. No 8. CCS does not specifically sate knowing the effect of additional data. Statistics and Probability Yes Statistics and Probability Analysis by Sacramento County Office of Education June 22.SP: (Cluster statement) Use random sampling to draw inferences about a population. 2010 – Addendum A © Sacramento County Office of Education. 19 . median.1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities.3: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number.0 Statistics. Statistics and Probability 6. Alignment Partial Comments in reference to the CCS 8. and Probability 2. positive or negative association. 7. while a measure of variation describes how its values vary with a single number. Yes 2. Describe such patterns as clustering.5d: Summarize numerical data set in relation to their context.SP. Data Analysis.1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities.Strand CA Math Standard 1. positive or negative association. linear association and nonlinear association. linear association and nonlinear association. 1. mode) provides the most useful information in a given context. All rights reserved. Domain Statistics and Probability Common Core Standard (CCS) 6.

1: Understand that statistics can be used to gain information about a population by examining a sample of the population. 7.3 Analyze data displays and explain why the way in which the question was asked might have influenced the results obtained and why the way in which the results were displayed might have influenced the conclusions reached.2 Identify different ways of selecting a sample (e. 2010. All rights reserved.1 Compare different samples of a population with the data from the entire population and identify a situation in which it makes sense to use a sample.SP.1: Understand that statistics can be used to gain information about a population by examining a sample of the population. Understand that random sampling tends to produce representative samples and support valid inferences. generalizations about a population from a sample are valid only if the sample is representative of that population.5a: Summarize numerical data sets in relation to their context by reporting the number of observations 6. 6. No 2..Strand CA Math Standard 2. Statistics and Probability 6. 2010 – Addendum A © Sacramento County Office of Education. Domain Common Core Standard (CCS) Alignment No Comments in reference to the CCS 7.SP.g.SP. generalizations about a population from a sample are valid only if the sample is representative of that population. convenience sampling.SP.SP. random sampling) and which method makes a sample more representative for a population. 2. responses to a survey.5c: Summarize numerical data sets in relation to their context by giving quantitative measures of center (median and/or mean) and variability) interquartile range and/or mean Yes Analysis by Sacramento County Office of Education June 22. California. Understand that random sampling tends to produce representative samples and support valid inferences.5b: Summarize numerical data sets in relation to their context by describing the nature of the attribute under investigation. including how it was measured and its units of measurement. 20 .

6. 6.SP.4 Identify data that represent sampling errors and explain why the sample (and the display) might be biased. All rights reserved. 6.5d: Summarize numerical data sets in relation to Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. California.SP. including how it was measured and its units of measurement.5c: Summarize numerical data sets in relation to their context by giving quantitative measures of center (median and/or mean) and variability) interquartile range and/or mean absolute deviation) as well as describing any overall pattern with reference to the context in which the data were given. 2010.5a: Summarize numerical data sets in relation to their context by reporting the number of observations 6. 21 .5b: Summarize numerical data sets in relation to their context by describing the nature of the attribute under investigation.SP.SP.5d: Summarize numerical data sets in relation to Relating the choice of measures of center and variability to the shape of the data distribution and the context in Alignment Comments in reference to the CCS 2. 6. Statistics and Probability Yes Analysis by Sacramento County Office of Education June 22. 2010 – Addendum A © Sacramento County Office of Education.Strand CA Math Standard Domain Common Core Standard (CCS) absolute deviation) as well as describing any overall pattern with reference to the context in which the data were given.SP.

All rights reserved.2: Reason abstractly and quantitatively. and predict the approximate relative frequency given the probability. and simulation. MP-3 Construct viable arguments and critiques the reasoning of others.Strand CA Math Standard Domain Common Core Standard (CCS) which the data were gathered. and Probability 3. No 7. 2010. tree diagrams.7: Develop a probability model and use it to find probabilities of events. in simple cases.0 Statistics. Data Analysis.5 Identify claims based on statistical data and. evaluate the validity of the claims. tables. Analysis by Sacramento County Office of Education June 22.SP. if the agreement is not good. Mathematical Practices Yes 3. 7.0 Students determine theoretical and experimental probabilities and use these to make predications about events.SP.7a: Develop uniform probability model by assigning equal probability to all outcomes. California. Compare probabilities from a model to observed frequencies. Alignment Comments in reference to the CCS 2.SP. explain possible sources of the discrepancy. 22 .6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency. 7SP.MP. 6. and use the model to determine probabilities of events.8: Find probabilities of compound events using organized list. 7SP. 2010 – Addendum A © Sacramento County Office of Education. 7.7b: Develop a probability model (which may not be uniform) by observing frequencies in data generated form a chance process.

tree diagrams. grids.1 Represent all possible outcomes for compound events in an organized way (e. just as with simple events. 23 . and simulation. 7. just as with simple events.8a: Understand that.8b: Represent sample spaces for compound events using methods such as organized lists. 7.SP.” rolling double sixes”). identify the outcomes in the sample space which compose the event.8: Find probabilities of compound events using organized list. California. For an event described in everyday language (e.8b: Represent sample spaces for compound events using methods such as organized lists. All rights reserved.g.SP.8c: Design and use a simulation to generate frequencies for compound events.g. 7.” rolling double sixes”). tables and tree diagrams. No Analysis by Sacramento County Office of Education June 22.8a: Understand that.SP.SP-8c Design and use a simulation to generate frequencies for 3..Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to the CCS 7.. tree diagrams) and express the theoretical probability of each outcome. the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. identify the outcomes in the sample space which compose the event. tables. 2010. tables. tables and tree diagrams.g. 7.SP.SP. 7. the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. For an event described in everyday language (e. 7.SP. 2010 – Addendum A © Sacramento County Office of Education..

tables and tree diagrams.SP. “rolling double sixes”).Strand CA Math Standard 3. 7.4 Understand that the probability of either of two disjoint events occurring is the sum of the two individual probabilities and that the probability of one event following another. and simulation. proportions. Larger numbers indicate greater likelihood. 3. 2010 – Addendum A © Sacramento County Office of Education. Domain Common Core Standard (CCS) Alignment No 3. identify the outcomes in the sample space which compose the event.SP. and a probability near 1 indicates a likely event. All rights reserved. and percentages between 0 and 100 and verify that the probabilities computed are reasonable. and predict the approximate relative frequency given the probability.8b: Represent sample spaces for compound events using methods such as organized lists.. 7. A probability near 0 indicates an unlikely event. is the product of the two probabilities.g. decimals between 0 and 1.3 Represent probabilities as ratios. know that if P is the probability of an event. 24 . California. 7. tree diagrams. in independent trials.g. No Comments in reference to the CCS compound events.P is the probability of an event not occurring. 2010. No Analysis by Sacramento County Office of Education June 22.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency. 7. 7. the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. 1.8: Find probabilities of compound events using organized lists..2 Use data to estimate the probability of future events (e.SP. tables.SP. batting averages or number of accidents per mile driven).8a: Understand that. just as with simple events. a probability around ½ indicates an event that is neither unlikely nor likely. For an event described in everyday language (e.SP.

tables and tree diagrams. 2010. 7. . 2010 – Addendum A © Sacramento County Office of Education.7: Look for and make use of structure.5 Understand the difference between independent and dependent events.8a: Understand that. 1. All rights reserved. and observing patterns.MP.. No 7. Mathematical 6. tables. distinguishing relevant from irrelevant information.1 Analyze problems by identifying relationships. identify the outcomes in the sample space which compose the event. 6. identifying missing information.8: Look for and express regularity in repeated reasoning. California. sequencing and prioritizing information. Strand Mathematical Reasoning 1. For an event described in everyday language (e. 7. “rolling double sixes”).8c: Design and use a simulation to generate frequencies for compound events.SP.SP.8: Find probabilities of compound events using organized lists. tree diagrams.8c: Design and use a simulation to generate frequencies for compound events.MP. just as with simple events.MP. 3. 7.0 Mathematical Reasoning CA Math Standard 1.SP.SP.Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to the CCS 7.MP.2: Reason abstractly and Yes 25 Yes Yes Analysis by Sacramento County Office of Education June 22.SP.1: Make sense of problems and preserve in solving them 6.g. the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. 1.2 Formulate and justify Mathematical Practices Mathematical Practices 6. and simulation.0 Students make decisions about how to approach problems.8b: Represent sample spaces for compound events using methods such as organized lists.

6. 6.2: Reason abstractly and quantitatively.7: Look for and make use of structure. 2.3 Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic and algebraic techniques. and concepts in finding solutions. 6.3: Construct viable arguments and critique the reasoning of others.3 Determine when and how to break a problem into simpler parts.1: Make sense of problems and preserve in solving them. 2.MP. 26 . 2010 – Addendum A © Sacramento County Office of Education. Mathematical Practices 6.1: Make sense of problems and preserve in solving them.MP.MP. 6.MP.MP.5: Use appropriate tools strategically.MP. 6.MP. Yes Mathematical Practices Yes 2.0 Mathematical Reasoning 2.7: Look for and make use of structure. 6. 2. All rights reserved.5: Use appropriate tools strategically.7: Look for and make use of structure. 6.7: Look for and make use of structure.MP. 6.MP.MP.1: Make sense of problems and preserve in solving them.Strand CA Math Standard mathematical conjectures based on a general description of the mathematical question or problem posed. 6.8: Look for and express regularity in repeated reasoning. Alignment Comments in reference to the CCS 1. skills.MP.2 Apply strategies and results from simpler problems to more complex problems.0 Students use strategies.MP. 6.8: Look for and express regularity in repeated reasoning 6. Mathematical Practices Mathematical Practices Yes Yes Mathematical Practices Yes Analysis by Sacramento County Office of Education June 22.MP. Domain Practices Common Core Standard (CCS) quantitatively. California. 6. 6.8: Look for and express regularity in repeated reasoning.1 Use estimation to verify the reasonableness of calculated results. 2010.MP.

MP. Domain Mathematical Practices Common Core Standard (CCS) 6.5: Use appropriate tools strategically.MP. diagrams. 3. Alignment Yes Comments in reference to the CCS Mathematical Practices 6. 2010 – Addendum A © Sacramento County Office of Education.6: Attend to precision. 6.MP. 6. 6.MP. numbers. 3.0 Mathematical Reasoning 6.7: Look for and make use of structure.3: Construct viable arguments and critique the reasoning of others. 6.MP.Strand CA Math Standard 2.2: Reason abstractly and quantitatively.4 Use a variety of methods. California.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.MP. to explain mathematical reasoning. Yes 3. 6.MP.6 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. graphs. All rights reserved.6: Attend to precision. Yes Yes 3.MP. 27 .7 Make precise calculations and check the validity of the results from the context of the problem.8: Look for and express regularity in repeated reasoning.0 Students move beyond a particular problem by generalizing to other situations. 2010.3 Develop generalizations of the results obtained and the strategies used and apply them in new problem situations. Yes No Mathematical Practices Mathematical Practices Mathematical Practices 6.MP. symbols. Mathematical Practices Yes Mathematical Practices Yes Analysis by Sacramento County Office of Education June 22. 2. and models. 6. charts.4: Model with mathematics.1 Evaluate the reasonableness of the solution in the context of the original situation.8: Look for and express regularity in repeated reasoning 6. such as words. 3. support solutions with evidence in both verbal and symbolic work.8: Look for and express regularity in repeated reasoning. tables. 2.7: Look for and make use of structure. 2.MP.MP.5 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language.

G.NS 2. 6. Recognize that inequalities of the form x > c or x < c have infinitely many solutions. Found in CA Math standards Yes The Number System Yes Grade 7. 2010 – Addendum B © Sacramento County Office of Education.1 and A. 28 . interpret absolute value as magnitude for a positive or negative quantity in a real world situation. 6. use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate.EE. California.AF 1. thought of as the dependent variable. 6. tables. 6.7d: Distinguish comparisons of absolute value from statements about order.MG 2. thought of as the independent variable. 2010.NS.7c: Understand the absolute value of a rational number as its distance fro 0 o the number line. 6. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. special quadrilaterals.G. G.NS 2.2 Geometry Geometry Yes Grade 7.8: Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem.5 Yes Grade 7. and use the nets to find the surface area of these figures. write an equation to express one quantity. 7. 6.AF 1. in terms of the other quantity.4: Represent three-dimensional figures using nets made up of rectangles and triangles. Apply these techniques in the context of solving real-world and mathematical problems.MG 3. other triangles. for an account balance of -30 dollars. NS. Apply these techniques in the context of solving real-world and mathematical problems.5 Yes Grade 7.2 Yes Grade 7.F.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another.MG 3. write |–30| = 30 to describe the size of the debt in dollars. 6. the locations of the points are related by reflections across one or both axes. For example.5 Analysis by Sacramento County Office of Education June 22. 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. and relate these to an equation.Grade 6 Common Core Standards not found in 6th Grade CA Mathematics Standards Domain The Number System Common Core standard 6. Analyze the relationship between the dependent and independent variables using graphs.8: Solve real-world and mathematical problems by graphing points in all four quadrants.5 Geometry Yes Grade 7.5b: Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane. For example.EE.1 The Number System Expressions and Equations Expressions and Equations Yes Grade 7.NS 2. recognize that an account balance of less than -30 dollars represents a debt greater than 30 dollars. represent solutions of such inequalities on number line diagrams.NS.NS.5 The Number System Yes Grade 7.3: Draw polygons in the coordinate plane given coordinates for the vertices. All rights reserved.1: Find the area of right triangles. 1. recognize that when two ordered pairs differ only by signs.

and adjacent angles in a multi-step problem to write and solve simple equations for an 29 2. Yes 7. Yes 5. e. and division. . These are implied in the standards that require students to use operations and properties of numbers.NS.RP.0 Number Sense 2.0 Number Sense CA Math Standard 1. 7. by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. adjacent.G. understanding it as the multiplication of both sides of an equation by a multiplicative inverse.0 Students calculate and solve problems involving addition. subtract. Yes 7. Yes 7.2b: Identify constant of proportionality (unit rate) in tables.2: Recognize and represent proportional relationships between quantities.. equations.G. and verbal descriptions of proportional relationships.3 Use proportions to solve problems (e.Grade 6 CA Mathematics Standards not found in the Grade 6 Common Core Standards Strand 1.2 Use the properties of complementary and supplementary angles and the sum of the angles of a triangle to solve problems involving an unknown angle.0 Measurement and Geometry 2. find the length of a side of a polygon similar to a known polygon).3: Use proportional relationships to solve multi-step ratio and percent problems. 2010.2c: Represent proportional relationships by equations. All rights reserved. determine the value of N if 4/7 = N/21.2a: Decide whether two quantities are in a proportional relationship. 5. multiply and divide rational numbers. including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. Found in CCS Yes 7. 2.5: Use facts about supplementary. complementary. and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. Use cross-multiplication as a method for solving such problems.5: Use facts about supplementary.1 Identify angles as vertical. 7. multiplication.4: Classify two-dimensional figures in a hierarchy based on properties.RP.G.g.RP. 2. subtraction.G. 7. Analysis by Sacramento County Office of Education June 22. CCS does not reference cross-multiplication or multiplicative inverse. diagrams. 2. vertical.g.RP.RP. complementary.. complementary.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. vertical.1: Solve problems involving scale drawings of geometric figures.G. 7.0 Students identify and describe the properties of twodimensional figures. graphs. California. 2010 – Addendum C © Sacramento County Office of Education. 7. or supplementary and provide descriptions of these terms. (Cluster statement) Apply and extend previous understandings of operations with fractions to add.

7a: Develop uniform probability model by assigning equal probability to all outcomes. and Probability 2.SP.g. 2. if the agreement is not good. 3.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency. with ruler and protractor. convenience sampling. 2010 – Addendum C © Sacramento County Office of Education.7: Develop a probability model and use it to find probabilities of events.1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities.. and Probability 3.G.5: Use facts about supplementary.SP.0 Statistics. and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.0 Students determine theoretical and experimental probabilities and use these to make predications about events.G. or no triangle. random sampling) and which method makes a sample more representative for a population. explain possible sources of the discrepancy.Strand CA Math Standard unknown angle in a figure. Yes 7.2: Draw (freehand.3 Understand how the inclusion or exclusion of outliers affects measures of central tendency.. Analysis by Sacramento County Office of Education June 22. Compare probabilities from a model to observed frequencies. and use the model to determine probabilities of events. Focus on constructing triangles from three measures of angles or sides. and with technology) geometric shapes with given conditions. 7SP. Understand that random sampling tends to produce representative samples and support valid inferences.1: Understand that statistics can be used to gain information about a population by examining a sample of the population. a quadrilateral having equal sides but no right angles. vertical. a right isosceles triangle). 1. Yes 8. 7.SP. Understand that random sampling tends to produce representative samples and support valid inferences. generalizations about a population from a sample are valid only if the sample is representative of that population.g.0 Statistics. and Probability 1. 30 . 2010. linear association and nonlinear association. 2.SP. 7. Describe such patterns as clustering. Data Analysis. California. complementary.0 Statistics. All rights reserved. Yes 7. more than one triangle.1 Compare different samples of a population with the data from the entire population and identify a situation in which it makes sense to use a sample. Data Analysis. noticing when the conditions determine a unique triangle. Found in CCS 7. responses to a survey.3 Draw quadrilaterals and triangles from given information about them (e.2 Identify different ways of selecting a sample (e. and predict the approximate relative frequency given the probability. positive or negative association. 2. generalizations about a population from a sample are valid only if the sample is representative of that population. Yes 7. outliers.SP.1: Understand that statistics can be used to gain information about a population by examining a sample of the population. Data Analysis.

SP. and percentages between 0 and 100 and verify that the Analysis by Sacramento County Office of Education June 22. All rights reserved.SP-8c Design and use a simulation to generate frequencies for compound events.g.SP. 3.” rolling double sixes”). 7.8: Find probabilities of compound events using organized list.8b: Represent sample spaces for compound events using methods such as organized lists.g. California. grids. Data Analysis. identify the outcomes in the sample space which compose the event. Yes 7. 7. Data Analysis.1 Represent all possible outcomes for compound events in an organized way (e. For an event described in everyday language (e.8c: Design and use a simulation to generate frequencies for compound events.g.7b: Develop a probability model (which may not be uniform) by observing frequencies in data generated form a chance process. tree diagrams.8a: Understand that. .5: Understand that the probability of a chance event is a number 31 3.SP.8: Find probabilities of compound events using organized list. For an event described in everyday language (e.SP. Yes 7. just as with simple events. the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs..8a: Understand that.SP. Data Analysis. and predict the approximate relative frequency given the probability. tables.SP.0 Statistics. 7.SP.0 Statistics. 7. 7.. 2010. tree diagrams) and express the theoretical probability of each outcome. 2010 – Addendum C © Sacramento County Office of Education. 7. tables. tables and tree diagrams.g. decimals between 0 and 1. tables. 7. and simulation.3 Represent probabilities as ratios.Strand CA Math Standard Found in CCS 7SP.. and 3. identify the outcomes in the sample space which compose the event.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency.SP. and Probability 3. batting averages or number of accidents per mile driven). proportions. 3.0 Statistics.” rolling double sixes”). and Probability 3. tables and tree diagrams. Yes 7.8b: Represent sample spaces for compound events using methods such as organized lists.SP. tree diagrams. just as with simple events. the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs..2 Use data to estimate the probability of future events (e. and simulation.

the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.8a: Understand that. For an event described in everyday language (e.SP.8: Find probabilities of compound events using organized lists. 7. tables and tree diagrams. is the product of the two probabilities. the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. California. “rolling double sixes”). 3. know that if P is the probability of an event. For an event described in everyday language (e. 7. and a probability near 1 indicates a likely event.SP.8b: Represent sample spaces for compound events using methods such as organized lists. identify the outcomes in the sample space which compose the event. “rolling double sixes”). and Probability 3.g. and simulation. and Probability 3. just as with simple events.SP. tree diagrams.SP. a probability around ½ indicates an event that is neither unlikely nor likely. Data Analysis. and simulation.SP. Analysis by Sacramento County Office of Education June 22.SP.8a: Understand that.. 7. 7.0 Statistics. 2010. 7. Found in CCS between 0 and 1 that expresses the likelihood of the event occurring. 1.4 Understand that the probability of either of two disjoint events occurring is the sum of the two individual probabilities and that the probability of one event following another.P is the probability of an event not occurring. tables.Strand Probability CA Math Standard probabilities computed are reasonable.5 Understand the difference between independent and dependent events. in independent trials. Yes 7.8b: Represent sample spaces for compound events using methods such as organized lists. Data Analysis. 7.0 Statistics. 7.8: Find probabilities of compound events using organized lists.SP. All rights reserved. 2010 – Addendum C © Sacramento County Office of Education.g. A probability near 0 indicates an unlikely event. 3. Larger numbers indicate greater likelihood. tables.. just as with simple events. 32 .8c: Design and use a simulation to generate frequencies for compound events. identify the outcomes in the sample space which compose the event.8c: Design and use a simulation to generate frequencies for compound events.SP. tree diagrams. tables and tree diagrams.

0 Number Sense CA Math Standard CA Math Standard 1.NS. The Number System 7.NS.1a: Describe situations in which opposite quantities combine to make 0. 7.NS. p – q = p + (-q). is the positive or negative direction depending upon whether q is positive or negative. 1 Domain Common Core Standard (CCS) Alignment Comments in reference to the CCS Yes . All rights reserved. multiply and divide rational numbers. 2010. 7.1c: Understand subtraction of rational numbers as adding the additive inverse. 2010 – Addendum A © Sacramento County Office of Education. Interpret sums of rational numbers by describing real-world contexts. 7. 7.NS. and apply this Analysis by Sacramento County Office of Education June 22. subtract.0 Students know the properties of.1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers: present addition and subtraction on a horizontal or vertical number line.1b: Understand p + q as a number located |q| from p.Apply and extend previous understandings of operations with fractions to add. and compute with. Show that the distance between two rational numbers on the number line is the absolute value f their difference. Show that a number and its opposite have a sum of 0 (are additive inverses).NS: Cluster statement.Analysis of California Mathematics Standards to Common Core Standards Grade 7 Strand Strand Number Sense 1. California. rational numbers expressed in a variety of forms.

NS. If p and q are integers. Interpret products of rational numbers by describing real-world contexts.NS.1d: Apply properties of operations as strategies to add and subtract rational numbers. Alignment Comments in reference to the CCS Analysis by Sacramento County Office of Education June 22. California.NS. then –(p/q) = (p)/q = p/ (-q).3: Solve real-world problems involving the four operations with rational numbers.2b: Understand that integers can be divided.2d: Convert a rational number to a decimal using long division: know that the decimal form of a rational number terminates in 0s or eventually repeats.NS. All rights reserved. 7.2c: Apply properties of operations as strategies to multiply and divide rational numbers. provided the divisor is not zero. Interpret quotients of rational numbers by describing real-world contexts. 7. 2010. 7.NS. and every quotient of integers (with non-zero divisors) is a rational number. 7.2a: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations. particularly the distributive property leading to products such as (-1)(-1) = 1 and the rule for multiplying signed numbers. 7. 2 . 7.NS. 2010 – Addendum A © Sacramento County Office of Education.Strand CA Math Standard Domain Common Core Standard (CCS) principal in real-world contexts.

including problems where both decimal and scientific notation are used. Show that a number and its opposite have a sum of 0 (are additive inverses). is the positive or negative direction depending upon whether q is positive or negative.1 Read. 8. fractions.2 Add.1a: Describe situations in which opposite quantities combine to make 0 7. Interpret sums of rational numbers by describing realworld contexts. 3 .1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. Domain Common Core Standard (CCS) Alignment No Comments in reference to the CCS 8.Strand CA Math Standard 1.NS.NS. 7.NS.4: Perform operations with numbers expressed in scientific notation.EE.3: Use numbers expressed in the form of a single digit times an integer power to 10 to estimate very large or very small quantities. multiply. 1. and compare rational numbers in scientific notation (positive and negative powers of 10) with approximate numbers using scientific notation.1b: Understand p + q as a number located |q| from p.1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers: present addition and subtraction on a horizontal or vertical number line. and terminating decimals) and take positive rational numbers to wholenumber powers. Interpret scientific notation that has been generated by technology.. and divide rational numbers (integers. The Number System 7. Use scientific notation and choose units of appropriate size for measurements of very large and very small quantities. 2010 – Addendum A © Sacramento County Office of Education. use millimeters per year for seafloor spreading). All rights reserved. and to express how many times as much one is that the other. California.g. 8.EE. subtract. write.NS. (e.1c: Understand subtraction of rational numbers as adding Yes Analysis by Sacramento County Office of Education June 22.EE. 7. 2010.

particularly the distributive property leading to products such as (-1)(-1) = 1 and the rule for multiplying signed numbers.2b: Understand that integers can be divided. 7.Strand CA Math Standard Domain Common Core Standard (CCS) the additive inverse. and apply this principal in realworld contexts. 4 .NS-1d: Apply properties of operations as strategies to add and subtract rational numbers. Interpret quotients of rational numbers by describing real-world contexts.NS. 2010 – Addendum A © Sacramento County Office of Education. If p and q are integers. Show that the distance between two rational numbers on the number line is the absolute value f their difference. All rights reserved. Interpret products of rational numbers by describing real-world contexts. 7. 2010. 7.2: Apply and extend previous understandings of multiplication and division of fractions to multiply and divide rational numbers: present addition and subtraction on a horizontal or vertical number line.2a: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations. 7.NS. provided the divisor is not zero. California. p – q = p + (q). then –(p/q) = (p)/q = p/ (-q).NS. Alignment Comments in reference to the CCS Analysis by Sacramento County Office of Education June 22. and every quotient of integers (with non-zero divisors) is a rational number.

California. 2010 – Addendum A © Sacramento County Office of Education. 5 1. computations.Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to the CCS 7. Interpret products of rational numbers by describing real-world contexts.2d: Convert a rational number to a decimal using long division: know that the decimal form of a rational number terminates in 0s or eventually repeats.NS. . If p and q are integers.2b: Understand that integers can be divided.2a: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations. then –(p/q) = (p)/q = p/ (-q).NS. particularly the distributive property leading to products such as (-1)(-1) = 1 and the rule for multiplying signed numbers. 7. and applications.3 Convert fractions to decimals and percents and use these representations in estimations. All rights reserved.NS. 7. 7.NS.NS. Analysis by Sacramento County Office of Education June 22.2: Apply and extend previous understandings of multiplication and division of fractions to multiply and divide rational numbers: present addition and subtraction on a horizontal or vertical number line. provided the divisor is not zero. The Number System Partial CCS does not include converting fractions to percents. 2010. Interpret quotients of rational numbers by describing real-world contexts.2c: Apply properties of operations as strategies to multiply and divide rational numbers. and every quotient of integers (with non-zero divisors) is a rational number. 7.

5 Know that every rational number is either a terminating or repeating decimal and be able to convert terminating decimals into reduced fractions. Yes Analysis by Sacramento County Office of Education June 22.2: Apply and extend previous understandings of multiplication and division of fractions to multiply and divide rational numbers: present addition and subtraction on a horizontal or vertical number line. 7. using tools strategically. 2010 – Addendum A © Sacramento County Office of Education. fractions and decimals).EE. California. All rights reserved. 6 . The Number System 7. Know that other numbers are called irrational. No 8. Apply properties of operations to calculate with numbers in any form. 7.1: Understand informally that every number has a decimal expansion: the rational numbers are those with decimal expansions that terminate in 0s or eventually repeat. Alignment Comments in reference to the CCS 1. 2010.4 Differentiate between rational and irrational numbers. 1. and assess the reasonableness of answers using mental computation or estimation strategies.Strand CA Math Standard Domain Expressions and Equations Common Core Standard (CCS) 7.2: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities are related.NS.EE.3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers.2d: Convert a rational number to a decimal using long division: know that the decimal form of a rational number terminates in 0s or eventually repeats.NS. convert between forms as appropriate.NS. 7.2c: Apply properties of operations as strategies to multiply and divide rational numbers.NS.

tax. 2010 – Addendum A © Sacramento County Office of Education. and profit and compute simple and compound interest. 2010.2a: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations.RP. 7. 7 .6 Calculate the percentage of increases and decreases of a quantity. particularly the distributive property leading to products such as (-1)(-1) = 1 and the rule for multiplying signed numbers.3: Uses proportional relationships to solve multistep ratio and percent problems. Ratios and Proportional Relationships Ratios and Proportional Relationships Yes Partial CCS does not reference compound interest. provided the divisor is not zero. Interpret products of rational numbers by describing real-world contexts.NS. 7. and every quotient of integers (with non-zero divisors) is a rational number. 7.2d: Convert a rational number to a decimal using long division: know that the decimal form of a rational number terminates in 0s or eventually repeats. Interpret quotients of rational numbers by describing real-world contexts. If p and q are integers.Strand CA Math Standard Domain Common Core Standard (CCS) 7. percent increase and decrease. markups. Alignment Comments in reference to the CCS 1. All rights reserved. Example included because it clarifies the standard. 1. then –(p/q) = (p)/q = p/ (-q).NS. markups and markdowns.NS. Examples: simple interest.7 Solve problems that involve discounts. Analysis by Sacramento County Office of Education June 22.RP.3: Uses proportional relationships to solve multistep ratio and percent problems.2c: Apply properties of operations as strategies to multiply and divide rational numbers. fees.NS. gratuities and commissions. 7. California.2b: Understand that integers can be divided. commissions. 7.

Work with radicals and integer exponents.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.EE. and simplify rational numbers by using exponent rules. 2. 8 . 32 × 3–5 = 3–3 = 1/33 = 1/27. 8.EE: Cluster statement. Expressions and Equations No Analysis by Sacramento County Office of Education June 22.Strand 2. 2010 – Addendum A © Sacramento County Office of Education.0 Number Sense CA Math Standard 2. CCS example is included to clarify the standard. California. 6.2 Add and subtract fractions by using factoring to find common denominators.NS.0 Students use exponents.1 Understand negative wholenumber exponents. CCS does not specifically mention using factoring to find common denominators. 8. No 2.EE. 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. Multiply and divide expressions involving exponents with a common base. 5.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example. 8. No 2.3 Multiply.4: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Domain Common Core Standard (CCS) percent error. divide. All rights reserved.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. Alignment No Comments in reference to the CCS Fractions are not specifically mentioned. and roots and use exponents in working with fractions. 2010.NF. powers.

interpret absolute value as magnitude for a positive or negative quantity in a real world situation. Domain Common Core Standard (CCS) Alignment No Comments in reference to the CCS 8. locate them approximately on a number line diagram.NS. 7. 6.1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers: present addition and subtraction on a horizontal or vertical number line.5.NS. and explain statements of order for rational numbers in real-world contexts.NS.NS. All rights reserved. Know that irrational. then between 1.NS.NS. is 2. and estimate the value of . California.7c: Understand the absolute value of a rational number as its distance from 0 to the number line. 6.NS. 8. where p is a positive rational number.1b: Understand p + q as a number located |q| from p. 9 Analysis by Sacramento County Office of Education June 22. interpret. Interpret sums of rational numbers by describing realworld contexts. is the positive or negative direction depending upon whether q is positive or negative.7: Understand ordering and absolute value of rational numbers.4 and 1. determine without a calculator the two integers between which its square root lies and explain why. and explain how to continue on to get better approximations.NS. The Number System 7. 7. and determine the absolute value of real numbers.5 Understand the meaning of the absolute value of a number. show that is between 1 and 2. 6. 6. Evaluate square roots of small perfect squares and cube toots of small perfect cubes. Show that a number an its opposite have a sum of 0 (are additive inverses). .7b: Write. interpret the absolute value as the distance of the number from zero on a number line. 7. 2010.EE.7a: Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.7d: Distinguish comparisons of absolute value from statements about order.1a: Describe situations in which opposite quantities combine to make 0.2: Use rational approximations of irrational number to compare size of irrational numbers.2: Use square root and cube root symbols to represent solutions to equations of the form x = p and x = p.Strand CA Math Standard 2.1c: Understand subtraction Partial 6.NS.NS.4 Use the inverse relationship between raising to a power and extracting the root of a perfect square integer. for an integer that is not square. 2010 – Addendum A © Sacramento County Office of Education.

EE. inequalities. Show that the distance between two rational numbers on the number line is the absolute value f their difference.4b: Solve word problems leading to inequalities of the form px + q > r or px + q < r where p. 2010 – Addendum A © Sacramento County Office of Education. Alignment Comments in reference to the CCS 6. Solve equations of these forms fluently. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. equations.NS.8: Solve real-world and mathematical problems by graphing points in all four quadrants.Solve real-life and mathematical problems using numerical and algebraic expression and equations. 7.4a: Solve word problems leading to equations of the form px + q = r and p(x + q) = r. and graphs. Expressions and Equations 7. p – q = p + (q).NS.4b: Solve word problems leading to inequalities of the form px + q > r or px + q < r.EE: Cluster statement. Graph the solution set of the inequality and interpret it in the context of the problem. Strand Algebra and Functions 1. 7. q. q.0 Algebra and Functions CA Math Standard 1.EE. identifying the sequence of the operations used in each approach.1d: Apply properties of operations as strategies to add and subtract rational numbers. Compare an algebraic solution to an arithmetic solution.EE.0 Students express quantitative relationships by using algebraic terminology. 2010. where p. and r are specific rational numbers. and r are specific rational numbers.Strand CA Math Standard Domain Common Core Standard (CCS) of rational numbers as adding the additive inverse. All rights reserved. and apply this principal in realworld contexts. 10 . California. Yes Analysis by Sacramento County Office of Education June 22. 7. expressions. 7.

2010. California.1: Apply properties of operations as strategies to add. and expand linear expressions with rational coefficients. commutative) and justify the process used.2 Use the correct order of operations to evaluate algebraic expressions such as 3(2x + 5)2.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another. thought of as the dependent variable in terms of the independent variable.EE.EE. any number in a specified set. 6.Strand CA Math Standard Domain 1. 7. represent solutions of such inequalities on number line diagrams. subtract. identity. Alignment Comments in reference to the CCS Partial 6. depending on the purpose at hand..EE. associative.1: Apply properties of operations as strategies to add. 7. 1. and r are specific rational numbers. and expand linear expressions with rational coefficients. 7. 6. All rights reserved. factor. half as large as area A).. Expressions and Equations Expressions and Equations Expressions and Equations 1.g. or a system of equations or inequalities that represents a verbal description (e. Expressions and Equations Common Core Standard (CCS) where p.EE. factor. Yes Yes Analysis by Sacramento County Office of Education June 22.8: Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem.3 Simplify numerical expressions by applying properties of rational numbers (e.1 Use variables and appropriate operations to write an expression. understand that a variable can represent an unknown number. 11 . Recognize that inequalities of the form x > c or x < c have infinitely many solutions. distributive. an inequality. three less than a number. q.g.EE.4: Use variables to represent quantities in a real-world and mathematical problems and construct simple equations and inequalities to solve problems about the quantities. inverse. Graph the solution set of the inequality and interpret it in the context of the problem. write an equation to express one quantity.EE. or. subtract. 2010 – Addendum A © Sacramento County Office of Education. Analyze the relationship between the independent and dependent variables using graphs and tables and relate these to the equations. an equation.

Alignment Comments in reference to the CCS Yes 1. term. California. read.2: Write.3: Construct viable arguments and critique the reasoning of others.4 Use algebraic terminology (e.EE. 2010 – Addendum A © Sacramento County Office of Education. Perform arithmetic operations. factor. 2010.2b: Identify parts of an expression using mathematical terms (sum.. expression. product. equation. All rights reserved. inequality.g.Strand CA Math Standard Domain Mathematical Practices Expressions and Equations 1. 12 . Analyze the relationship between the independent and dependent variables using graphs and tables and relate these to the equations. Common Core Standard (CCS) MP. quotient. and evaluate expressions involving wholenumber exponents. including those involving whole number exponents.2c: Evaluate expressions at specific values of their variables. 6. variable.EE. 6.EE. No 6. coefficient).EE.2a: Write expressions that record operations with numbers and with letters standing for numbers.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another. constant) correctly. thought of as the dependent variable in terms of the independent variable. in the conventional order when there are no parentheses to specify a particular order (Order of Operations). Include expressions that arise from formulas used in real-word problems.EE. view one or more parts of an expression as a single entity. term. coefficient. 6. write an equation to express one quantity.5 Represent quantitative relationships graphically and interpret the meaning of a specific part of a graph in the situation represented by the graph. Analysis by Sacramento County Office of Education June 22. 6.

0 Algebra and Functions CA Math Standard 2. No 13 . factor.2b: Identify parts of an expression using mathematical terms (sum.2c: Evaluate expressions at specific values of their variables. term. 2.2 Multiply and divide monomials.2a: Write expressions that record operations with numbers and with letters standing for numbers. All rights reserved.2: Write. 6. Include expressions that arise from formulas used in real-word problems. Perform arithmetic operations.EE: Cluster statement. quotient.EE. view one or more parts of an expression as a single entity.EE. 6. including those involving whole number exponents. 6. 2.EE. coefficient). and evaluate expressions involving whole-number exponents. No There is no mention of “Interpret positive whole-number powers as repeated multiplication and negative whole-number powers as repeated division or multiplication by the multiplicative inverse.EE.1 Interpret positive wholenumber powers as repeated multiplication and negative whole-number powers as repeated division or multiplication by the multiplicative inverse. California.Strand 2.” 6. Simplify and evaluate expressions that include exponents. read. product. 6. Domain Common Core Standard (CCS) Alignment No Comments in reference to the CCS 8.3: Apply the properties of operations to generate equivalent expressions. 2010. extend the process of taking powers and extracting roots to monomials Analysis by Sacramento County Office of Education June 22. 2010 – Addendum A © Sacramento County Office of Education.EE.0 Students interpret and evaluate expressions involving integer powers and simple roots. in the conventional order when there are no parentheses to specify a particular order (Order of Operations).Work with radicals and integer exponents.

. cubes with varying edge lengths or a triangle prism with a fixed height and an equilateral triangle base of varying lengths). give examples of functions that are not linear.0 Algebra and Functions CA Math Standard when the latter results in a monomial with an integer exponent. derive the equation y = mx for a 14 Analysis by Sacramento County Office of Education June 22. or by verbal descriptions. 8.2 Plot the values from the volumes of three-dimensional shapes for various values of the edge lengths (e. interpreting the unit rate as the slope of the graph. 3. .Strand 3. Students graph and interpret linear and some nonlinear functions.6: Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane.F. California.5: Graph proportional relationships. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.3 Graph linear functions. Compare two different proportional relationships represented in different ways.3: Interpret the equation y = mx + b as defining a linear function. All rights reserved. noting that the vertical change (change in y.EE. 8.) 8. No No No 8.F. whose graph is a straight line.1: Understand that a function is a rule that assigns to each input exactly one output. numerically in tables. 3.Use functions to model relationships between quantities. 2010.2: Compare properties of two functions each represented in a different way (algebraically. 2010 – Addendum A © Sacramento County Office of Education.g.F: Cluster statement.1 Graph functions of the form y = nx2 and y = nx3 and use in solving problems.value) per unit of horizontal change (change in x. Domain Common Core Standard (CCS) Alignment Comments in reference to the CCS Functions No 8. 3.F. 8. graphically.EE.value) is always the same and know that the ratio ("rise over run") is called the slope of a graph.

and r are specific rational numbers. interpreting the unit rate as the slope of the graph. 4. 7. Compare an algebraic solution to an arithmetic solution. Expressions and Equations 7. For scatter plots that suggest a linear association.g. interpret the solution or solutions in the context from which they arose. and construct simple equations and inequalities to solve problems by reasoning about the quantities.EE. 2010.1 Solve two-step linear equations and inequalities in one variable over the rational numbers. where p. identifying the sequence of the operations used in each approach. q. 8.7: Solve linear equations in one variable.5: Graph proportional relationships. Fit a line to the plot and understand that the slope of the line equals the quantities. 8. and informally assess the model fit by judging the closeness of the data points to the line.SP. 8. 15 .Strand CA Math Standard Domain Common Core Standard (CCS) Alignment 3. and verify the reasonableness of the results.EE: Cluster statement-Solve real-life and mathematical problems using numerical and algebraic expressions and equations.0 Students solve simple linear equations and inequalities over the rational numbers.EE.EE. circumference to diameter of a circle).4: Use variables to represent quantities in a real-world or mathematical problem. 2010 – Addendum A © Sacramento County Office of Education. Expressions and Equations Yes Analysis by Sacramento County Office of Education June 22. No Comments in reference to the CCS line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.4 Plot the values of quantities whose ratios are always the same (e.2: Know that straight lines are widely used to model relationships between two quantitative variables. All rights reserved.0 Algebra and Functions 4. Solve equations of these forms fluently. Partial 4.. informally fit a straight line. cost to the number of an item. Compare two different proportional relationships represented in different ways.EE. California.4a: Solve word problems leading to equations of the form px + q = r and p(x + q) = r. 7. feet to inches.

MP.RP. find missing values in the tables.Strand CA Math Standard Domain Common Core Standard (CCS) 7. 6. 6.4b: Solve word problems leading to inequalities of the form px + q > r or px + q < r where p. average speed. 2010 – Addendum A © Sacramento County Office of Education. Alignment Comments in reference to the CCS Mathematical Practices 4. and plot the pairs of values on the coordinate plane..1: Make sense of problems and preserve in solving them.RP. double number line diagrams or equations.3: Use ratio and rate reasoning to solve real-world and mathematical problems. and time. by reasoning about tables or equivalent ratios. No CCS does not specifically reference average speed. manipulate and transform units appropriately when multiplying or dividing quantities.3c: Find a percent of a quantity as a rate per 100 (e. 6. given a part and the percent.. and time or a direct variation.g. California.3a: Make tables of equivalent ratios relating quantities with wholenumber measurements. Analysis by Sacramento County Office of Education June 22.RP. 16 .EE. tape diagrams. 30% of a quantity means 30/100 times the quantity).3b: Solve unit rate problems including those involving unit pricing and constant speed. 6. 2010. All rights reserved. Use tables to compare ratios. and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.RP. solve problems involving finding the whole. q. RP.3d: Use ratio reasoning to convert measurement units. e. 7. 6.g. distance.2 Solve multi step problems involving rate. distance.

MD: Cluster statement.MD. 6.3d: Use ratio reasoning to convert measurement units. 5. double number line diagrams or equations. 6. RP.RP.RP.3b: Solve unit rate problems including those involving unit pricing and constant speed.g. 6. 2010.1: Convert among differentsized measurement units within a given measurement system and use these conversions in solving multistep. Domain Common Core Standard (CCS) Alignment Comments in reference to the CCS No CCS does not reference conversion between measurement systems. 17 .RP. Analysis by Sacramento County Office of Education June 22.0 Students choose appropriate units of measure and use ratios to convert within and between measurement systems to solve problems.g.3c: Find a percent of a quantity as a rate per 100 (e. 30% of a quantity means 30/100 times the quantity).Strand Strand Measurement and Geometry 1.3: Use ratio and rate reasoning to solve real-world and mathematical problems. 5. All rights reserved. real world problems.Convert like measurement units within a given measurement system. Use tables to compare ratios. tape diagrams.. California.. 6. e.RP.0 Measurement and Geometry CA Math Standard CA Math Standard 1. solve problems involving finding the whole. given a part and the percent. 6. 2010 – Addendum A © Sacramento County Office of Education. and plot the pairs of values on the coordinate plane.3a: Make tables of equivalent ratios relating quantities with wholenumber measurements. find missing values in the tables. by reasoning about tables or equivalent ratios.

RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems.G1: Solve problems involving scale drawings of geometric figures..Strand CA Math Standard Domain Common Core Standard (CCS) Alignment 1. 6. RP. by reasoning about tables or equivalent ratios.g. 1. solve problems involving finding the whole.3c: Find a percent of a quantity as a rate per 100 (e.1 Compare weights. e.3b: Solve unit rate problems including those involving unit pricing and constant speed. manipulate and transform units appropriately when multiplying or dividing quantities. capacities. Use tables to compare ratios. miles per hour and feet per second. tape diagrams. and plot the pairs of values on the coordinate plane.3d: Use ratio reasoning to convert measurement units.RP. All rights reserved. including actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. 2010. given a part and the percent. 6.g. 6. and temperatures within and between measurement systems (e. Geometry 7. find missing values in the tables. 30% of a quantity means 30/100 times the quantity). cubic inches to cubic centimeters). California.. double number line diagrams or equations. 6.. times.3a: Make tables of equivalent ratios relating quantities with wholenumber measurements. 2010 – Addendum A © Sacramento County Office of Education.2 Construct and read drawings and models made to scale.g. 18 . geometric measures. CCS does not reference comparing measurement systems.RP. 6.RP. No Comments in reference to the CCS manipulate and transform units appropriately when multiplying or dividing quantities. Yes Analysis by Sacramento County Office of Education June 22.

0 Measurement and Geometry 2. volume and surface area of two-and three.g.. Partial CCS does not reference how perimeter. speed.G.3c: Find a percent of a quantity as a rate per 100 (e.3: Use ratio and rate reasoning to solve real-world and mathematical problems. manipulate and transform units appropriately when multiplying or dividing quantities.. find missing values in the tables. Use tables to compare ratios. and plot the pairs of values on the coordinate plane. given a part and the percent.RP. Analysis by Sacramento County Office of Education June 22.dimensional objects composed of triangles. 6. 2010. 30% of a quantity means 30/100 times the quantity). California. RP. persondays) to solve problems. 19 . 6. and volume are affected by changes of scale. tape diagrams. cubes and right prisms. area..3d: Use ratio reasoning to convert measurement units.g. double number line diagrams or equations. solve problems involving finding the whole.RP.RP. check the units of the solutions. area. and volume of common geometric objects and use the results to find measures of less common objects. They know how perimeter. by reasoning about tables or equivalent ratios. and volume are affected by changes of scale. Alignment Partial Comments in reference to the CCS CCS does not reference dimensional analysis.3a: Make tables of equivalent ratios relating quantities with whole-number measurements.3 Use measures expressed as rates (e. 2. and use dimensional analysis to check the reasonableness of the answer. All rights reserved.3b: Solve unit rate problems including those involving unit pricing and constant speed.g. quadrilaterals. area. 6.0 Students compute the perimeter.6: Solve real world and mathematical problems involving area.RP.g. Domain Ratios and Proportional Reasoning Common Core Standard (CCS) 6. Geometry 7. density) and measures expressed as products (e.Strand CA Math Standard 1. 6.. e. 2010 – Addendum A © Sacramento County Office of Education. polygons.

polygons.G. 6. quadrilaterals.G. Does not mention using an “object built from rectangular solids” or the two scale factor conditions. and spheres and use them to solve realworld and mathematical problems. other triangles. cubic feet) and to conversions between units (1 square foot = 144 square inches or [1 ft2] = [144 in2]. double number line diagrams or equations.1: Find the area of right triangles. 7. square inches. the surface area of the faces. parallelograms.Strand CA Math Standard 2.3 Compute the length of the perimeter. volume and surface area of two-and three.1 Use formulas routinely for finding the perimeter and area of basic twodimensional figures and the surface area and volume of basic threedimensional figures. and cylinders. and the volume of a threedimensional object built from rectangular solids. 7. Domain Geometry Common Core Standard (CCS) 7. Understand that when the lengths of all dimensions are multiplied by a scale factor.G.dimensional objects composed of triangles.dimensional objects composed of triangles. prisms. 20 Analysis by Sacramento County Office of Education June 22. trapezoids. .RP.6: Solve real world and mathematical problems involving area. Geometry Partial 6.G. including rectangles.38 cubic centimeters or [1 in3] = [16. 2. circles. by reasoning about tables or equivalent ratios. cubes and right prisms. cylinders. squares.2 Estimate and compute the area of more complex or irregular two-and three-dimensional figures by breaking the figures down into more basic geometric objects.9: Know the formulas for volumes of cone. cubes and right prisms. the surface area is multiplied by the square of the scale factor and the volume is multiplied by the cube of the scale factor. 7.3: Use ratio and rate reasoning to solve real-world and mathematical problems.g. quadrilaterals. triangles. 2010.4: 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. tape diagrams. e.4 Relate the changes in measurement with a change of scale to the units used (e.6: Solve real world and mathematical problems involving area. cubes and right prisms. volume and surface area of two-and three.38 cm3]). 2. volume and surface area of two-and three. 2010 – Addendum A © Sacramento County Office of Education. Alignment Partial Comments in reference to the CCS 8. Geometry Partial No CCS does not reference change of scale to the units used. 2. California.g.dimensional objects composed of triangles. 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.6: Solve real world and mathematical problems involving area. G... polygons. quadrilaterals. special quadrilaterals. polygons. All rights reserved.G. 1 cubic inch is approximately 16.

use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Use tables to compare ratios. diagonals.3c: Find a percent of a quantity as a rate per 100 (e.G. given a part and the percent.0 Measurement and Geometry 3.3b: Solve unit rate problems including those involving unit pricing and constant speed.RP.3: Draw polygons in the coordinate plane given coordinates for the vertices. angle bisectors.RP. and chords of circles) by using a compass and straightedge. 3.1 Identify and construct basic elements of geometric figures (e.g.3d: Use ratio reasoning to convert measurement units. solve problems involving finding the whole. 2010 – Addendum A © Sacramento County Office of Education. CCS does not reference by identifying attributes of figures. and plot the pairs of values on the coordinate plane.RP. 6. No No Geometry No 6. central angles.. and perpendicular bisectors.. . 3.G: Geometry Cluster statementUnderstand and apply the Pythagorean Theorem. All rights reserved. manipulate and transform units appropriately when multiplying or dividing quantities. 2010.3a: Make tables of equivalent ratios relating quantities with wholenumber measurements. RP. determine lengths and areas related to them.Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to the CCS 6. mid-points.g. 6. 3. 8. find missing values in the tables. altitudes. Apply these techniques in the context of solving 21 Analysis by Sacramento County Office of Education June 22. radii. California. and determine their image under translations and reflections.2 Understand and use coordinate graphs to plot simple figures. diameters. 6. 30% of a quantity means 30/100 times the quantity).0 Students know the Pythagorean theorem and deepen their understanding of plane and solid geometric shapes by constructing figures that meet given conditions and by identifying attributes of figures.

3 Know and understand the Pythagorean theorem and its converse and use it to find the length of the missing side of a right triangle and the lengths of other line segments and.4: Understand that a twodimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations. given two congruent figures. 2010 – Addendum A © Sacramento County Office of Education.G. given two congruent figures.6: Explain a proof of the Pythagorean Theorem and its converse. No No Analysis by Sacramento County Office of Education June 22. reflections and translations.G.4 Demonstrate an understanding of conditions that indicate two geometrical figures are congruent and what congruence means about the relationships between the sides and angles of the two figures. 8. 8. reflections.Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to the CCS real-world and mathematical problems. All rights reserved. describe a sequence that exhibits the congruence between them.G.3: Describe the effect of dilations. describe a sequence that exhibits the similarity between them. . in some situations. California.7: Apply the Pythagorean Theorem to determine unknown side lengths in right triangle in real-world and mathematical problems in two and three dimensions. empirically verify the Pythagorean theorem by direct measurement. 3. rotations.G. 8. reflections. given two similar twodimensional figures.2: Understand that a twodimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations. translations. and translations.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. 8. translations. and reflections of two-dimensional figures using coordinates. 22 3. 2010.G. 8. describe a sequence that exhibits the congruence between them. and dilations. 8.

and Probability CA Math Standard 1.6 Identify elements of threedimensional geometric objects (e.Strand CA Math Standard 3. skew lines.SP. 2010 – Addendum A © Sacramento County Office of Education. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.4: Represent three-dimensional figures using nets made up of rectangles and triangles.1 Know various forms of display for data sets. Strand Statistics. and cones.SP. All rights reserved.4: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table.G.g. prisms. 2010. Apply these techniques in the context of solving real-world and mathematical problems.0 Statistics. 6.way table summarizing data on two categorical variables collected from the same subjects. Statistics and Probability 7. and use nets to find the surface area of these figures.SP. and box plots. including dot plots. and represent data sets that have one or more variables and identify relationships among variables within a data set by hand and through the use of an electronic spreadsheet software program.5 Construct two-dimensional patterns for three-dimensional models. Analysis by Sacramento County Office of Education June 22. use the forms to display a single set of data or to compare two sets of data. 3. 23 . including a stem-and-leaf plot or box-and-whisker plot.0 Students collect. Generate multiple samples (or simulated samples) of the same size to gauge the variations in estimates of predictions..5: Summarize numerical sets of data in relation to their context.. histograms. No Partial 1.2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest.4: Display numerical data in plots on a number line. the possible ways three planes might intersect). and Probability 1. Construct and interpret a two. California.SP. Statistics and Probability No 8. organize. such as cylinders. Data Analysis. Data Analysis. diagonals of rectangular solids) and describe how two or more objects are related in space (e. Domain Common Core Standard (CCS) Alignment No Comments in reference to the CCS 6.g. 6.

1.3 Understand the meaning of.5a: Reporting the number of observations. 6. Describe patterns such as clustering outliers.1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities.5b: Describing the nature of the attribute under investigation.SP. the minimum. 24 . Domain Statistics and Probability Common Core Standard (CCS) 7.SP. linear association. No 6. such as by: 6. including how it was measured and its units of measurements. measuring the difference between the centers by expressing it as a multiple of a measure of variability. 2010 – Addendum A © Sacramento County Office of Education. 6. All rights reserved.3: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities. the median.SP. the upper quartile. the lower quartile.5d: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.SP. between time spent on homework and grade level).SP.4: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. Alignment Partial Comments in reference to the CCS 8. positive or negative association. and the maximum of a data set.SP.SP. and nonlinear association.. and be able to compute. Analysis by Sacramento County Office of Education June 22. 2010.5: Summarize numerical data sets in relation to their context. California.5c: Summarize numerical data sets in relation to their context by giving quantitative measures of center (median and/or mean) and variability) interquartile range and/or mean absolute deviation) as well as describing any overall pattern with reference to the context in which the data were given.SP. 7.Strand CA Math Standard 1. 6.2 Represent two numerical variables on a scatter plot and informally describe how the data points are distributed and any apparent relationship that exists between the two variables (e.g.

8: Look for and express regularity in repeated reasoning. 7. Mathematical Practices Yes 2.MP. 1. and observing patterns.7: Look for and make use of structure.1: Make sense of problems and preserve in solving them. and concepts in finding solutions. 1. 7.MP.0 Students use strategies. distinguishing relevant from irrelevant information.3: Construct viable arguments and critique the reasoning of others. 7. Yes Mathematical Practices Yes 2.MP.2: Reason abstractly and quantitatively. 25 .1 Use estimation to verify the reasonableness of calculated results.5: Use appropriate tools strategically. Yes Yes Mathematical Practices 7. 7. identifying missing information.7: Look for and make use of structure.Strand Strand Mathematical Reasoning 1.7: Look for and make use of structure.8: Look for and express regularity in repeated reasoning. 1. 7. 7.0 Mathematical Reasoning 2. sequencing and prioritizing information. Domain Common Core Standard (CCS) Alignment Comments in reference to the CCS Mathematical Practices Mathematical Practices 7.1: Make sense of problems and preserve in solving them.MP. 7.MP.MP.0 Students make decisions about how to approach problems. 7.MP.MP. All rights reserved.1: Make sense of problems and preserve in solving them.1 Analyze problems by identifying relationships.MP. 2010. 7.8: Look for and express regularity in repeated reasoning. Mathematical Practices Yes 2. 7.2: Reason abstractly and quantitatively.MP.MP.MP. 2010 – Addendum A © Sacramento County Office of Education. 7.0 Mathematical Reasoning CA Math Standard CA Math Standard 1.1: Make sense of problems and preserve in solving them.MP. Mathematical Practices Yes Analysis by Sacramento County Office of Education June 22. California.3 Determine when and how to break a problem into simpler parts.2 Formulate and justify mathematical conjectures based on a general description of the mathematical question or problem posed. 7. 7.MP.7: Look for and make use of structure. skills.2 Apply strategies and results from simpler problems to more complex problems.MP.

Strand

CA Math Standard 2.3 Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic and algebraic techniques.

Domain Mathematical Practices

Common Core Standard (CCS) 7.MP.2: Reason abstractly and quantitatively. 7.MP.5: Use appropriate tools strategically. 7.MP.7: Look for and make use of structure. 7.MP.8: Look for and express regularity in repeated reasoning. 7.MP.2: Reason abstractly and quantitatively. 7.MP.3: Construct valid arguments and critique the reasoning of others. 7.MP.4: Model with mathematics.

Alignment Yes

Comments in reference to the CCS

2.4 Make and test conjectures by using both inductive and deductive reasoning.

Mathematical Practices

Yes

3.0 Mathematical Reasoning

2.5 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. 2.6 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work. 2.7 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. 2.8 Make precise calculations and check the validity of the results from the context of the problem. 3.0 Students determine a solution is complete and move beyond a particular problem by generalizing to other situations. 3.1 Evaluate the reasonableness of the solution in the context of the original situation.

Mathematical Practices

Yes

Mathematical Practices

7.MP.6: Attend to precision.

Yes

Mathematical Practices

7.MP.6: Attend to precision.

Yes

Mathematical Practices Mathematical Practices

7.MP.6: Attend to precision. 7.MP.8: Look for and express regularity in repeated reasoning.

Yes Yes

Mathematical Practices

7.MP.2: Reason abstractly and quantitatively.

Yes

26

Strand

CA Math Standard

Domain

3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems. 3.3 Develop generalizations of the results obtained and the strategies used and apply them to new problem situations.

Mathematical Practices

Common Core Standard (CCS) 7.MP.3: Construct viable arguments and critique the reasoning of others. 7.MP.8: Look for and express regularity in repeated reasoning.

Alignment

Comments in reference to the CCS

Yes

Mathematical Practices

7.MP.5: Use appropriate tools strategically. 7.MP.7: Look for and make use of structure. 7.MP.8: Look for and express regularity in repeated reasoning.

Yes

27

**Grade 7 Common Core Standards not found in 7th Grade CA Mathematics Standards
**

Domain Ratios and Proportional Reasoning Ratios and Proportional Reasoning Ratios and Proportional Reasoning Common Core standard 7.RP.1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units 7.RP.2: Recognize and represent proportional relationships between quantities. 7.RP.2a: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. 7.RP.2b: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. 7.RP.2c: Represent proportional relationships by equations. 7.RP.2d: Explain what a point (x, y) on the graph of proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. 7.G.2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 7.G.3: Describe the two-dimensional figures that result from slicing three-dimensional figure, as in plane sections of right rectangular prisms and right triangular prisms. 7.G.5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 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 for 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. 7.SP.5: Understand that the probability of a chance event is a number between o and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around ½ indicates an event is neither unlikely or likely, and a probability near 1 indicates a likely event. 7.SP.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. 7.SP.7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain

th

**Found in CA Math standards Yes 6th Grade- NS 1.2 Yes 6th Grade- NS 1.2 Yes 6 Grade- NS 1.3 and AF 2.2
**

th

Ratios and Proportional Reasoning Ratios and Proportional Reasoning Ratios and Proportional Reasoning

Yes 6 Grade- AF 2.0

th

**Yes 6th Grade- NS 1.3 Yes 6 Grade- AF 2.0
**

th

Geometry

Yes 6th Grade- MG 2.3

Geometry Geometry Statistics and Probability

No Yes 6th Grade- MG 2.3 Yes 6th Grade- SDAP 2.1 and 2.2

Statistics and Probability

Yes 6th Grade- SDAP 3.3

Statistics and Probability

**Yes 6 Grade- SDAP 3.0 and 3.2 Yes 6 Grade- SDAP 3.0
**

th

Statistics and Probability

Analysis by Sacramento County Office of Education June 22, 2010 – Addendum B © Sacramento County Office of Education, California, 2010. All rights reserved.

28

Domain Statistics and Probability Statistics and Probability Statistics and Probability Statistics and Probability Statistics and Probability

Common Core standard possible sources of the discrepancy. 7. SP.7a: Develop uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. 7. SP.7b: Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. 7. SP.8: Find probabilities of compound events using organized list, tables, tree diagrams, and simulation. 7. SP.8a: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. 7. SP.8b: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g.,” rolling double sixes”), identify the outcomes in the sample space which compose the event. 7. SP.8c: Design and use a simulation to generate frequencies for compound events.

Found in CA Math standards Yes 6th Grade- SDAP 3.0

**Yes 6th Grade- SDAP 3.1 Yes 6 Grade- SDAP 3.1 and 3.4
**

th

Yes 6th Grade- SDAP 3.1 6th Grade- SDAP 3.0

Statistics and Probability

Analysis by Sacramento County Office of Education June 22, 2010 – Addendum B © Sacramento County Office of Education, California, 2010. All rights reserved.

29

**Grade 7 CA Mathematics Standards not found in the 7th grade Common Core Standards
**

Strand 1.0 Number Sense CA Math Standard 1.1 Read, write, and compare rational numbers in scientific notation (positive and negative powers of 10) with approximate numbers using scientific notation. Found in Common Core Standards Yes. 8.EE.3: Use numbers expressed in the form of a single digit times an integer power to 10 to estimate very large or very small quantities, and to express how many times as much one is that the other. 8.EE.4: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large and very small quantities. (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. 1.0 Number Sense 1.4 Differentiate between rational and irrational numbers. Yes. 8.NS.1: Understand informally that every number has a decimal expansion: the rational numbers are those with decimal expansions that terminate in 0s or eventually repeat. Know that other numbers are called irrational. Yes. Fractions are not specifically mentioned. 8.EE: Cluster statement- Work with radicals and integer exponents. 2.0 Number Sense 2.1 Understand negative whole-number exponents. Multiply and divide expressions involving exponents with a common base. Yes. CCS example is included to clarify the standard. 8.EE.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27. 2.0 Number Sense 2.2 Add and subtract fractions by using factoring to find common denominators. Yes. CCS does not specifically mention using factoring to find common denominators. 6.NS.4: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. 5.NF.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.

Analysis by Sacramento County Office of Education June 22, 2010 – Addendum C © Sacramento County Office of Education, California, 2010. All rights reserved. 30

2.0 Number Sense

2.0 Students use exponents, powers, and roots and use exponents in working with fractions.

Strand 2.0 Number Sense 2.0 Number Sense

CA Math Standard 2.3 Multiply, divide, and simplify rational numbers by using exponent rules. 2.4 Use the inverse relationship between raising to a power and extracting the root of a perfect square integer; for an integer that is not square, determine without a calculator the two integers between which its square root lies and explain why.

Found in Common Core Standards Yes. 8.EE.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. Yes. 8.NS.2: Use rational approximations of irrational number to compare size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of , show that is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations. 8.EE.2: Use square root and cube root symbols to represent solutions to equations of the form x = p and x = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube toots of small perfect

1.0 Algebra and Functions

1.5 Represent quantitative relationships graphically and interpret the meaning of a specific part of a graph in the situation represented by the graph.

2.0 Algebra and Functions 2.0 Algebra and Functions

2.0 Students interpret and evaluate expressions involving integer powers and simple roots. 2.1 Interpret positive whole-number powers as repeated multiplication and negative whole-number powers as repeated division or multiplication by the multiplicative inverse. Simplify and evaluate expressions that include exponents.

cubes. Know that is irrational. Yes. 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable in terms of the independent variable. Analyze the relationship between the independent and dependent variables using graphs and tables and relate these to the equations. Yes. 8.EE: Cluster statement- Work with radicals and integer exponents. Yes. There is no mention of “Interpret positive whole-number powers as repeated multiplication and negative whole-number powers as repeated division or multiplication by the multiplicative inverse.” 6.EE.2: Write, read, and evaluate expressions involving whole-number exponents. 6.EE.2a: Write expressions that record operations with numbers and with letters standing for numbers. 6.EE.2b: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. 6.EE.2c: Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-word problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). 6.EE.3: Apply the properties of operations to generate equivalent expressions.

Analysis by Sacramento County Office of Education June 22, 2010 – Addendum C © Sacramento County Office of Education, California, 2010. All rights reserved.

31

Strand 2.0 Algebra and Functions 3.0 Algebra and Functions

CA Math Standard 2.2 Multiply and divide monomials; extend the process of taking powers and extracting roots to monomials when the latter results in a monomial with an integer exponent. Students graph and interpret linear and some nonlinear functions.

Found in Common Core Standards

Yes. 8.F: Cluster statement- Use functions to model relationships between quantities. 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. 8.F.2: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions.) 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.

3.0 Algebra and Functions 3.0 Algebra and Functions 3.0 Algebra and Functions

3.1 Graph functions of the form y = nx2 and y = nx3 and use in solving problems. 3.2 Plot the values from the volumes of three-dimensional shapes for various values of the edge lengths (e.g., cubes with varying edge lengths or a triangle prism with a fixed height and an equilateral triangle base of varying lengths). 3.3 Graph linear functions, noting that the vertical change (change in y- value) per unit of horizontal change (change in x- value) is always the same and know that the ratio ("rise over run") is called the slope of a graph.

No. No.

Yes. 8.EE.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. 8.EE.6: Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. Yes. 8.EE.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. 8.SP.2: Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.

3.0 Algebra and Functions

3.4 Plot the values of quantities whose ratios are always the same (e.g., cost to the number of an item, feet to inches, circumference to diameter of a circle). Fit a line to the plot and understand that the slope of the line equals the quantities.

Analysis by Sacramento County Office of Education June 22, 2010 – Addendum C © Sacramento County Office of Education, California, 2010. All rights reserved.

32

Strand 4.RP. e. CCS does not specifically reference average speed. find missing values in the tables. and time or a direct variation. 6.. 5.0 Measurement and Geometry 1. by reasoning about tables or equivalent ratios.. distance. 6.3c: Find a percent of a quantity as a rate per 100 (e.RP. manipulate and transform units appropriately when multiplying or dividing quantities. 6. California. RP.0 Algebra and Functions CA Math Standard 4. Use tables to compare ratios.0 Students choose appropriate units of measure and use ratios to convert within and between measurement systems to solve problems. Yes.Convert like measurement units within a given measurement system. 5. 1. Use tables to compare ratios. 2010. real world problems.g.g.RP. tape diagrams. 30% of a quantity means 30/100 times the quantity). Analysis by Sacramento County Office of Education June 22.3d: Use ratio reasoning to convert measurement units.3a: Make tables of equivalent ratios relating quantities with whole-number measurements.RP. and time. 6.g. solve problems involving finding the whole.MD: Cluster statement. 2010 – Addendum C © Sacramento County Office of Education. given a part and the percent.3b: Solve unit rate problems including those involving unit pricing and constant speed. 6. and plot the pairs of values on the coordinate plane.. RP. and plot the pairs of values on the coordinate plane.RP.3b: Solve unit rate problems including those involving unit pricing and constant speed. 33 . double number line diagrams or equations.3: Use ratio and rate reasoning to solve real-world and mathematical problems.RP. 6. All rights reserved. find missing values in the tables. e.3: Use ratio and rate reasoning to solve real-world and mathematical problems.3a: Make tables of equivalent ratios relating quantities with whole-number measurements. average speed.2 Solve multi step problems involving rate. 6. 6. by reasoning about tables or equivalent ratios. Found in Common Core Standards Yes. tape diagrams. double number line diagrams or equations.MD. distance.1: Convert among different-sized measurement units within a given measurement system and use these conversions in solving multi-step. CCS does not reference conversion between measurement systems.

given a part and the percent.3c: Find a percent of a quantity as a rate per 100 (e. California. and plot the pairs of values on the coordinate plane. given a part and the percent. CCS does not reference change of scale to the units used. square inches. 34 .. by reasoning about tables or equivalent ratios. 1. 6. cubic feet) and to conversions between units (1 square foot = 144 square inches or [1 ft2] = [144 in2].3: Use ratio and rate reasoning to solve real-world and mathematical problems.3: Use ratio and rate reasoning to solve real-world and mathematical problems.3d: Use ratio reasoning to convert measurement units.38 cubic centimeters or [1 in3] = [16.g.RP.3d: Use ratio reasoning to convert measurement units. 6.RP.RP. All rights reserved. tape diagrams. 6. tape diagrams. times. 6... Analysis by Sacramento County Office of Education June 22.3c: Find a percent of a quantity as a rate per 100 (e. cubic inches to cubic centimeters). 30% of a quantity means 30/100 times the quantity). e.. manipulate and transform units appropriately when multiplying or dividing quantities.Strand CA Math Standard Found in Common Core Standards 6. 6. RP.3b: Solve unit rate problems including those involving unit pricing and constant speed. Use tables to compare ratios.RP. 6. Yes.g.. 2010 – Addendum C © Sacramento County Office of Education.RP.g.g. Yes. CCS does not reference comparing measurement systems. 2. solve problems involving finding the whole. double number line diagrams or equations. double number line diagrams or equations. 6. solve problems involving finding the whole.RP. RP. 1 cubic inch is approximately 16. and temperatures within and between measurement systems (e.3b: Solve unit rate problems including those involving unit pricing and constant speed. miles per hour and feet per second.3a: Make tables of equivalent ratios relating quantities with whole-number measurements.1 Compare weights. e. geometric measures. Use tables to compare ratios. 6. 6.RP.g.38 cm3]).0 Measurement and Geometry 2.4 Relate the changes in measurement with a change of scale to the units used (e. capacities. 2010.. by reasoning about tables or equivalent ratios.RP. find missing values in the tables. and plot the pairs of values on the coordinate plane.3a: Make tables of equivalent ratios relating quantities with whole-number measurements.g. 30% of a quantity means 30/100 times the quantity). manipulate and transform units appropriately when multiplying or dividing quantities. find missing values in the tables.

given two similar two-dimensional figures.0 Measurement and Geometry Yes.3 Know and understand the Pythagorean theorem and its converse and use it to find the length of the missing side of a right triangle and the lengths of other line segments and. 3. translations. Yes. .G. describe a sequence that exhibits the congruence between them.RP. 6.3: Describe the effect of dilations. 35 Analysis by Sacramento County Office of Education June 22. empirically verify the Pythagorean theorem by direct measurement.. 8. 3. diameters. angle bisectors. altitudes. Apply these techniques in the context of solving real-world and mathematical problems. rotations. and chords of circles) by using a compass and straightedge.7: Apply the Pythagorean Theorem to determine unknown side lengths in right triangle in real-world and mathematical problems in two and three dimensions. and dilations. given a part and the percent. 2010 – Addendum C © Sacramento County Office of Education.G. diagonals. CCS does not reference by identifying attributes of figures.. mid-points. 8. radii. reflections. 8.RP. and perpendicular bisectors.0 Students know the Pythagorean theorem and deepen their understanding of plane and solid geometric shapes by constructing figures that meet given conditions and by identifying attributes of figures. 3. Yes.G. and translations. 2010.1 Identify and construct basic elements of geometric figures (e. 8. 30% of a quantity means 30/100 times the quantity). and determine their image under translations and reflections.4: Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations.Strand CA Math Standard Found in Common Core Standards 6. California. 3. 8. central angles.2 Understand and use coordinate graphs to plot simple figures.0 Measurement and Geometry 3. 8.2: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations.0 Measurement and Geometry 3.g.g.6: Explain a proof of the Pythagorean Theorem and its converse. solve problems involving finding the whole. No. determine lengths and areas related to them.G.Understand and apply the Pythagorean Theorem.G. 3. use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. translations.3: Draw polygons in the coordinate plane given coordinates for the vertices. reflections. in some situations. given two congruent figures.3c: Find a percent of a quantity as a rate per 100 (e. 6.G.G: Geometry Cluster statement.0 Measurement and Geometry 3. manipulate and transform units appropriately when multiplying or dividing quantities. and reflections of two-dimensional figures using coordinates. describe a sequence that exhibits the similarity between them. All rights reserved.3d: Use ratio reasoning to convert measurement units.

4: Represent three-dimensional figures using nets made up of rectangles and triangles. such as cylinders.SP. 6. 6.5c: Summarize numerical data sets in relation to their context by giving quantitative measures of center (median and/or mean) and variability) interquartile range and/or mean absolute deviation) as well as describing any overall pattern with reference to the context in which the data were given.3 Understand the meaning of. the minimum.5: Summarize numerical data sets in relation to their context. such as by: 6. and box plots..G..1 Know various forms of display for data sets.2: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations.SP. California. Apply these techniques in the context of solving real-world and mathematical problems. reflections and translations.5a: Reporting the number of observations.g.SP.0 Measurement and Geometry 3. 6.SP. Yes. 8. skew lines.g. 6.0 Measurement and Geometry CA Math Standard 3. and cones. describe a sequence that exhibits the congruence between them. use the forms to display a single set of data or to compare two sets of data.0 Statistics. 36 . 2010. 3. and Probability Found in Common Core Standards Yes. 6. the possible ways three planes might intersect). Analysis by Sacramento County Office of Education June 22. histograms. given two congruent figures. the lower quartile.4: Display numerical data in plots on a number line. All rights reserved.dimensional geometric objects (e. diagonals of rectangular solids) and describe how two or more objects are related in space (e.SP. the upper quartile.5: Summarize numerical sets of data in relation to their context Yes.5b: Describing the nature of the attribute under investigation.5 Construct two-dimensional patterns for threedimensional models. and be able to compute. 3. Data Analysis. 1. 1. prisms. including dot plots. 2010 – Addendum C © Sacramento County Office of Education.SP. 3. including how it was measured and its units of measurements.4 Demonstrate an understanding of conditions that indicate two geometrical figures are congruent and what congruence means about the relationships between the sides and angles of the two figures.5d: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. and use nets to find the surface area of these figures. including a stem-and-leaf plot or box-and-whisker plot. No.6 Identify elements of three. 6.0 Measurement and Geometry 1. the median. 6. Yes. and the maximum of a data set.Strand 3.SP.G.

that the sum of a rational number and an irrational number is irrational. and multiplication. A-APR.. Convert a rational number to a decimal using long division. know that the decimal form of a rational number terminates in 0s or eventually repeats 8-NS. and estimate the value of expressions (e. and every quotient of integers (with non-zero divisor) is a rational number. namely.g. Understand that integers can be divided. Explain why the sum or product of two rational numbers is rational. Interpret quotients of rational numbers by describing real world contexts. 1. π2). multiplication. Understand that rational expressions form a system analogous to the rational numbers. provided that the divisor is not zero. 1 . multiply. California. Use rational approximations of irrational numbers to compare the size of irrational numbers. subtraction. add. including closure properties for the four basic arithmetic operations where applicable: Domain 7-Expressions and Equations 8-Expressions and Equations N-The Real Number System A-Arithmetic with Polynomials and Rational Expressions Common Core Standard (CCS) 7-NS. closed under addition.2b. subtract.1.7.1 Students use properties of numbers to demonstrate whether assertions are true or false. and divide rational expressions. N. Understand that polynomials form a system analogous to the integers. and real numbers.2d. they are closed under the operations of addition. 2010. and division by a nonzero rational expression. irrational.Analysis of California Mathematics standards to Common Core standards Algebra I CA Math Standard 1. Alignment Yes Comments in reference to CCS No May be embedded in CCS Mathematical Practice Standards Analysis by Sacramento County Office of Education July 1 2010 © Sacramento County Office of Education. locate them approximately on a number line diagram. and multiply polynomials.0 Students identify and use the arithmetic properties of subsets of integers and rational. subtraction. All rights reserved.2.RN. A-APR. If p and q are integers.3. subtract. and that the product of a nonzero rational number and an irrational number is irrational. 7-NS. then –(p/q) = (–p)/q = p/(–q). add.

q. No CCS covers this standard in 8th grade 7-Expressions and Equations 8-Expressions and Equations A-Reasoning with Equations and Inequalities A-Creating Equations Yes Analysis by Sacramento County Office of Education July 1 2010 © Sacramento County Office of Education. and r are specific rational numbers.1. All rights reserved.2. California. Solve linear equations with rational number coefficients. 2 . Use the properties of exponents to transform expressions for exponential functions. 8-Expressions and Equations N-The Real Number System A-Seeing Structure in Expressions 8-EE. where p. Solve word problems leading to inequalities of the form px + q > r or px + q < r. Use variables to represent quantities in a real-world or mathematical problem. 7-EE. Solve word problems leading to equations of the form px + q = r and p(x + q) = r. 2010. No 8-Expressions and Equations 8-EE. identifying the sequence of the operations used in each approach.4.0 Students understand and use such operations as taking the opposite. finding the reciprocal. Partial Comments in reference to CCS Reciprocal is not specifically stated in CCS 3. Compare an algebraic solution to an arithmetic solution. Solve equations of these forms fluently. and r are specific rational numbers. b. 5. and raising to a fractional power. Know that √2 is irrational. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values. including equations whose solutions require expanding expressions using the distributive property and collecting like terms. b. including word problems. 4.0 Students solve equations and inequalities involving absolute values. such as 3(2x-5) + 4(x-2) = 12. Know and apply the properties of integer exponents to generate equivalent numerical expressions.CA Math Standard Domain Common Core Standard (CCS) Alignment 2. N-RN. where p is a positive rational number. A-SSE. a.7. 8-EE. Evaluate square roots of small perfect squares and cube roots of small perfect cubes.1. Solve linear equations in one variable. involving linear equations and linear inequalities in one variable and provide justification for each step. q. Graph the solution set of the inequality and interpret it in the context of the problem. and construct simple equations and inequalities to solve problems by reasoning about the quantities. Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p.0 Students simplify expressions before solving linear equations and inequalities in one variable. allowing for a notation for radicals in terms of rational exponents. where p.2. N-RN. taking a root.0 Students solve multistep problems. They understand and use the rules of exponents.3c. Rewrite expressions involving radicals and rational exponents using the properties of exponents.

including equations with coefficients represented by letters. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane.10. A-REI. often forming a curve (which could be a line).3. graph 2x + 6y = 4).CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 8-EE. A-CED. starting from the assumption that the original equation has a solution. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step. Graph the solutions to a linear inequality in two variables as a halfplane (excluding the boundary in the case of a strict inequality). and interpret solutions as viable or nonviable options in a modeling context. interpreting the unit rate as the slope of the graph. or no solutions. a = a.3. Graph proportional relationships. Represent constraints by equations or inequalities.5. A-REI. Solve linear equations in one variable.7.. 12.0 Students graph a linear equation and compute the x. Give examples of linear equations in one variable with one solution. replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.5. including equations whose solutions require expanding expressions using the distributive property and collecting like terms. Compare two different proportional relationships represented in different ways. California. All rights reserved. until an equivalent equation of the form x = a.g. A-REI. A-REI. and graph the Analysis by Sacramento County Office of Education July 1 2010 © Sacramento County Office of Education. b. or a = b results (where a and b are different numbers). They are also able to sketch the region defined by linear inequality (e. given a system of two equations in two variables. 6. infinitely many solutions. 8-Expressions and Equations A-Reasoning with Equations and Inequalities F..and yintercepts (e. a. A-REI. Solve linear equations with rational number coefficients. A-REI. and by systems of equations and/or inequalities. Construct a viable argument to justify a solution method.1.g. 8. they sketch the region defined by 2x + 6y < 4)..EE.Interpreting Functions Yes 3 . Solve systems of linear equations exactly and approximately (e. Solve linear equations and inequalities in one variable. Prove that.g. with graphs). 2010. Show which of these possibilities is the case by successively transforming the given equation into simpler forms.6. focusing on pairs of linear equations in two variables.

7. given an equation of the line. with graphs). 8. No CCS covers this standard in Geometry 8-Expressions and Equations A.3. Analyze and solve pairs of simultaneous linear equations. 2010. b.. 9. c.g.8. replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions. and by systems of equations and/or inequalities. A-REI.5. find the equation of a line parallel or perpendicular to a given line that passes through a given point).6. Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.5. Represent constraints by equations or inequalities. California. Solve systems of two linear equations in two variables algebraically.g. Yes Analysis by Sacramento County Office of Education July 1 2010 © Sacramento County Office of Education. given a system of two equations in two variables. No G-Expressing Geometric Properties with Equations G-GPE. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs. A-REI. Prove that. because points of intersection satisfy both equations simultaneously.0 Students solve a system of two linear equations in two variables algebraically and are able to interpret the answer graphically. Graph linear and quadratic functions and show intercepts. focusing on pairs of linear equations in two variables. Solve systems of linear equations exactly and approximately (e.0 Students understand the concepts of parallel lines and perpendicular lines and how those slopes are related. 4 . maxima. Solve real-world and mathematical problems leading to two linear equations in two variables. A-CED. and minima.7a. F-IF. Students are able to solve a system of two linear inequalities in two variables and to sketch the solution sets. All rights reserved. Students are able to find the equation of a line perpendicular to a given line that passes through a given point.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.. Students are able to derive linear equations by using the point-slope formula.0 Students verify that a point lies on a line. and estimate solutions by graphing the equations. a. Solve simple cases by inspection. and interpret solutions as viable or nonviable options in a modeling context.AlgebraCreating Equations A-Reasoning with Equations and Inequalities 8-EE.

as appropriate to the initial form of the equation. Use the structure of an expression to identify ways to rewrite it. see x4 – y4 as (x2)2 – (y2)2. These techniques include finding a common factor for all terms in a polynomial. subtract. for x2 = 49). namely. 11. a computer algebra system. A-Arithmetic with Polynomials and Rational Expressions Yes Analysis by Sacramento County Office of Education July 1 2010 © Sacramento County Office of Education. they are closed under the operations of addition. 3.0 Students simplify fractions with polynomials in the numerator and denominator by factoring both and reducing them to the lowest terms. 10.2.12. where a(x). by using these techniques. Rewrite simple rational expressions in different forms. multiply. and r(x) are polynomials with the degree of r(x) less than the degree of b(x). Partial CCS does not specifically reference third-degree polynomials 12. 6. A-SSE. A-REI. California. the quadratic formula and factoring. long division. and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.0 Students apply basic factoring techniques to second. and multiply polynomials. add. q(x). and divide monomials and polynomials. write a(x)/b(x) in the form q(x) + r(x)/b(x). Graph the solutions to a linear inequality in two variables as a halfplane (excluding the boundary in the case of a strict inequality). All rights reserved..CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS A-REI 7.0 Students add. A-APR 1. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. recognizing the difference of two squares. a. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.4b: Solve quadratic equations by inspection (e.g. A-APR. thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2). 5 . For example. completing the square. subtract. including word problems. Factor a quadratic expression to reveal the zeros of the function it defines. taking square roots. Understand that polynomials form a system analogous to the integers.and simple third-degree polynomials. often forming a curve (which could be a line). Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane. A-REI. 2010. for the more complicated examples. or. Students solve multistep problems. b. using inspection. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. subtraction. b(x). A-REI 10. and multiplication. and recognizing perfect squares of binomials. A-Arithmetic with Polynomials and Rational Expressions Yes A-Seeing Structure in Expressions A-Reasoning with Equations and Inequalities A-SSE.

and percent mixture problems.3. 16. 8-Functions F-Interpreting Functions 8-F. All rights reserved. and symmetry of the graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models. work problems. multiply. subtract. Derive the quadratic formula from this form. determine whether a given relation defines a function. y) values. Understand that rational expressions form a system analogous to the rational numbers. a.0 Students solve a quadratic equation by factoring or completing the square.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 13. Students solve both computationally and conceptually challenging problems by using these techniques. 8a.1. No Yes 6 . numerically in tables.0 Students add. multiplication. give examples of functions that are not linear. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. and in terms of its graph or a table of values. graphically.0 Students understand the concepts of a relation and a function. F-IF. 2010. or by verbal descriptions). closed under addition. Construct a function to model a linear relationship between two quantities.7. and divide rational expressions. Determine the rate of change and initial value of the function from a description of a relationship or from two (x. and give pertinent information about given relations and functions. multiply. and division by a nonzero rational expression.1. F-IF. Compare properties of two functions each represented in a different way (algebraically. A-Arithmetic with Polynomials and Rational Expressions A-APR. 4. including reading these from a table or from a graph. and divide rational expressions and functions. 8-F. Understand that a function is a rule that assigns to each input exactly one output. add.4. 8-F. California.0 Students apply algebraic techniques to solve rate problems. 14. extreme values. subtraction. Yes A-Reasoning with Equations and Inequalities F-Interpreting Functions A-REI. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element Analysis by Sacramento County Office of Education July 1 2010 © Sacramento County Office of Education. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Yes 15. 8-F. Solve quadratic equations in one variable. whose graph is a straight line.2. subtract. Use the process of factoring and completing the square in a quadratic function to show zeros. Interpret the equation y = mx + b as defining a linear function. and interpret these in terms of a context.

California. 7 . F-IF. a set of ordered pairs.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS of the range. 6. or by verbal descriptions). All rights reserved. to the quantitative relationship it describes. and relate these to the equation.0 Students determine whether a relation defined by a graph. 8-F. or a symbolic expression. 8-Functions F-Interpreting Functions 8-Cluster domain. 2010. Analyze the relationship between the dependent and independent variables using graphs and tables. F-IF. thought of as the dependent variable.1. and interpret statements that use function notation in terms of a context. 8-F.0 Students determine the domain of independent variables and the range of dependent variables defined by a graph. Use function notation. If f is a function and x is an element of its domain. Use function notation.EE. The graph of f is the graph of the equation y = f(x). graphically. F-IF. Compare properties of two functions each represented in a different way (algebraically. then f(x) denotes the output of f corresponding to the input x. write an equation to express one quantity. 18. F-IF. Use variables to represent two quantities in a real-world problem that change in relationship to one another.9. 8-F. Relate the domain of a function to its graph and. 6-Expressions and Equations 8-Functions F-Interpreting Functions Yes Analysis by Sacramento County Office of Education July 1 2010 © Sacramento County Office of Education. If f is a function and x is an element of its domain. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. and interpret statements that use function notation in terms of a context.1.2. in terms of the other quantity. Yes 17. a set of ordered pairs. where applicable. numerically in tables. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.2. evaluate functions for inputs in their domains. or a symbolic expression is a function and justify the conclusion. Use functions to model relationships between quantities. The graph of f is the graph of the equation y = f(x). The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. evaluate functions for inputs in their domains. thought of as the independent variable.1. Understand that a function is a rule that assigns to each input exactly one output.5. then f(x) denotes the output of f corresponding to the input x.2. Understand that a function is a rule that assigns to each input exactly one output.

2. including step functions and absolute value functions. completing the square. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Graph square root. to the quantitative relationship it describes. F-IF.. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e. then f(x) denotes the output of f corresponding to the input x. b. where the function is increasing or decreasing. Sketch a graph that exhibits the qualitative features of a function that has been described verbally. and minima. California. a.5. where applicable. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. as appropriate to the initial form of the equation. 2010. 19. F-IF. Use function notation. F-FI. linear or nonlinear). by hand in simple cases and using technology for more complicated cases. A-REI. evaluate functions for inputs in their domains. Graph linear and quadratic functions and show intercepts. the quadratic formula and factoring. graphically.0 Students use the quadratic formula to find the roots of a second-degree polynomial and to solve quadratic equations. and interpret statements that use function notation in terms of a context. or by verbal descriptions). Graph functions expressed symbolically and show key features of the graph. and piecewise-defined functions. 8-F. The graph of f is the graph of the equation y = f(x).g. If f is a function and x is an element of its domain.0 Students graph quadratic functions and know that their roots are the x-intercepts. F-IF. All rights reserved. Factor a quadratic expression to reveal the zeros of the function it defines. A-REI. numerically in tables. Compare properties of two functions each represented in a different way (algebraically.7. A-Reasoning with Equations and Inequalities A-Reasoning with Equations and Inequalities Yes Yes A-Seeing Structure in Expressions F-Interpreting Functions Yes Analysis by Sacramento County Office of Education July 1 2010 © Sacramento County Office of Education. maxima. Solve quadratic equations by inspection (e. 21.4b. Derive the quadratic formula from this form.4a..g.5. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b. A-SSE. Relate the domain of a function to its graph and.1.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 8-F.3a. for x2 = 49). 8 .2.0 Students know the quadratic formula and are familiar with its proof by completing the square. taking square roots. 20. cube root.

and interpret these in terms of a context. and simple rational and exponential functions. and symmetry of the graph. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. 1. F-IF. showing period. Include equations arising from linear and quadratic functions. Graph polynomial functions.0 Students apply quadratic equations to physical problems. F-IF. one. e. extreme values. and amplitude. and showing end behavior. or two points. Use the process of factoring and completing the square in a quadratic function to show zeros. showing intercepts and end behavior. 2010. 23. a. 9 . Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. identifying zeros when suitable factorizations are available.8.0 Students use the quadratic formula or factoring techniques or both to determine whether the graph of a quadratic function will intersect the x-axis in zero. identifying zeros and asymptotes when suitable factorizations are available. Graph exponential and logarithmic functions. and showing end behavior. Create equations and inequalities in one variable and use them to solve problems. Graph rational functions. All rights reserved. and trigonometric functions. and symmetry of the graph. F-Interpreting Functions c. midline. a. and interpret these in terms of a context. extreme values.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 22. A-CED. California. Use the process of factoring and completing the square in a quadratic function to show zeros.8. Partial Does not specifically state using the discriminant A-Creating Equations Partial CCS does not specifically mention motion of an object under the force of gravity Analysis by Sacramento County Office of Education July 1 2010 © Sacramento County Office of Education. d. such as the motion of an object under the force of gravity.

communicate them to others. and previously established results in constructing arguments.2 Students identify the hypothesis and conclusion in logical deduction. 24. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. making plausible arguments that take into account the context from which the data arose. 25. All rights reserved. students learn to determine domains to which an argument applies. to justify each step of a procedure.1 Students explain the difference between inductive and deductive reasoning and identify and provide examples of each. and respond to the arguments of others.3. Construct viable arguments and critique the reasoning of others. MP. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments. definitions.3 Implied CCS is not explicit regarding this standard Analysis by Sacramento County Office of Education July 1 2010 © Sacramento County Office of Education.0 Students use and know simple aspects of a logical argument: Mathematical Practice MP. diagrams. drawings. They justify their conclusions. and—if there is a flaw in an argument—explain what it is.0 Students use properties of the number system to judge the validity of results. Mathematically proficient students understand and use stated assumptions. 2010.3 Yes 24. and can recognize and use counterexamples. even though they are not generalized or made formal until later grades. Students at all grades can listen or read the arguments of others. decide whether they make sense. and actions. and ask useful questions to clarify or improve the arguments. and to prove or disprove statements: Mathematical Practice Mathematical Practice Implied MP. distinguish correct logic or reasoning from that which is flawed.3 No Mathematical Practice MP.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 24. They are able to analyze situations by breaking them into cases.3 Implied CCS is not explicit regarding this standard CCS is not explicit regarding this standard Mathematical Practice MP.3 Students use counterexamples to show that an assertion is false and recognize that a single counterexample is sufficient to refute an assertion. They reason inductively about data. California. Such arguments can make sense and be correct. Elementary students can construct arguments using concrete referents such as objects. 24. Later. 10 .

California.1 Students use properties of numbers to construct simple. All rights reserved. 25.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 25.2 Students judge the validity of an argument according to whether the properties of the real number system and the order of operations have been applied correctly at each step. always. 11 .3 Given a specific algebraic statement involving linear. or absolute value expressions or equations or inequalities. claimed assertions. or never. valid arguments (direct and indirect) for.3 No Analysis by Sacramento County Office of Education July 1 2010 © Sacramento County Office of Education. quadratic. or formulate counterexamples to. students determine whether the statement is true sometimes.3 Implied CCS is not explicit regarding this standard Mathematical Practice MP. 25. 2010.3 No Mathematical Practice MP. Mathematical Practice MP.

G-SRT. G-Congruence G-Similarity. communicate them to others. They justify their conclusions. 1 Alignment Partial Comments in reference to CCS Not specifically referenced in CCS 2. Elementary students can construct arguments using concrete referents such as objects. They reason inductively about data. decide whether they make sense. distinguish correct logic or reasoning from that which is flawed. Prove theorems about triangles.5. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. theorems.0 Students write geometric proofs.10. They are able to analyze situations by breaking them into cases. and respond to the arguments of others. Prove theorems about lines and angles. and ask useful questions to clarify or improve the arguments. All rights reserved. diagrams.3. Mathematical Practice MP 3 MP4 MP5 Analysis by Sacramento County Office of Education July 1. including proofs by contradiction. California. Mathematically proficient students understand and use stated assumptions. and actions.0 Students demonstrate understanding by identifying and giving examples of undefined terms. and inductive and deductive reasoning. Prove theorems about parallelograms. Domain Mathematical Practice Common Core Standard (CCS) MP. Such arguments can make sense and be correct. even though they are not generalized or made formal until later grades. Later. and—if there is a flaw in an argument—explain what it is. G-CO. Students at all grades can listen or read the arguments of others.9. drawings. Prove theorems about triangles. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments.Analysis of California Mathematics standards to Common Core standards Geometry CA Math Standard 1. G-CO.4. Construct viable arguments and critique the reasoning of others. G-CO. 3. axioms. G-SRT. definitions.11. and previously established results in constructing arguments. 2010. students learn to determine domains to which an argument applies. Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. and can recognize and use counterexamples. Right Triangles and Trigonometry Partial CCS does not specifically reference proofs by contradiction Partial Not specifically referenced in CCS .0 Students construct and judge the validity of a logical argument and give counterexamples to disprove a statement. 2010 © Sacramento County Office of Education. making plausible arguments that take into account the context from which the data arose.

G-CO. Theorems include: a line parallel to one side of a triangle divides the other two proportionally. G.9. Theorems include: measures of interior angles of a triangle sum to 180°. G-SRT. transparencies. 8-Geometry G-Congruence G-Similarity. Prove theorems about parallelograms. alternate interior angles are congruent and corresponding angles are congruent. Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.11. or geometry software.0 Students know and are able to use the triangle inequality theorem. Theorems include: vertical angles are congruent.CO-7. the diagonals of a parallelogram bisect each other. 8-Geometry G-Congruence G-Similarity. and SSS) follow from the definition of congruence in terms of rigid motions. Understand congruence and similarity using physical models. or geometry software. the Pythagorean Theorem proved using triangle similarity. opposite angles are congruent. 5. G-SRT.5. Explain how the criteria for triangle congruence (ASA. Yes 5. G-CO. Understand congruence and similarity using physical models. the medians of a triangle meet at a point. Prove theorems about lines and angles. base angles of isosceles triangles are congruent. 4. G-CO. Analysis by Sacramento County Office of Education July 1. 2 No . Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. and conversely. SAS. the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length. 8-Cluster. 2010 © Sacramento County Office of Education. Theorems include: opposite sides are congruent. 2010. All rights reserved. Right Triangles and Trigonometry Yes 6. when a transversal crosses parallel lines. G-SRT. G.CO8. and conversely. points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints. Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.0 Students prove that triangles are congruent or similar.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 4.10. and they are able to use the concept of corresponding parts of congruent triangles. California. rectangles are parallelograms with congruent diagonals.0 Students prove basic theorems involving congruence and similarity. Prove theorems about triangles. Right Triangles and Trigonometry 8-Cluster. transparencies. Prove theorems about triangles.

12. All rights reserved. e. Find the area of right triangles. . equilateral triangles. other triangles. and spheres. California.7. Partial Comments in reference to CCS CCS does not specifically reference properties of circles or quadrilateral properties CCS does not specifically reference derivation of perimeter etc. and surface area of common geometric figures. rhombi.Expressing Geometric Properties with Equations G-Geometry Measurement and Dimension 8-Geometry G-Geometry Measurement and Dimension G-GPE. 2010 © Sacramento County Office of Education. cylinders.CA Math Standard Domain Common Core Standard (CCS) Alignment 7. Prove theorems about lines and angles. and cylinders. 9. circumference.1. 6-G. cones. and prove properties of angles for a quadrilateral inscribed in a circle.0 Students know. and polygons by composing into rectangles or decomposing into triangles and other shapes. and the properties of circles.9. and volume of common geometric figures and solids. Use coordinates to compute perimeters of polygons and areas of triangles and rectangles. pyramids. about the angles created when parallel lines are cut by a transversal. Prove theorems about lines and angles.0 Students find and use measures of sides and of interior and exterior angles of triangles and polygons to classify figures and solve problems.g. alternate interior angles are congruent and corresponding angles are congruent.. area. pyramids.9.5. Use informal arguments to establish facts about the angle sum and exterior angle of triangles. and spheres and use them to solve real-world and mathematical problems. and students commit to memory the formulas for prisms. parallelograms.0 Students prove and use theorems involving the properties of parallel lines cut by a transversal.0 Students determine how changes in dimensions affect the perimeter.9. 8. G-C. G-MD. Yes 6-Geometry Partial CCS does not specifically reference scalene No 8-Geometry G-Congruence 8-G. G-CO. apply these techniques in the context of solving real-world and mathematical problems. area. special quadrilaterals.3. Theorems include: vertical angles are congruent. Theorems include: vertical angles are congruent. and solve problems involving the perimeter.0 Students compute the volumes and surface areas of prisms. and trapezoids. volume. the properties of quadrilaterals. when a transversal crosses parallel lines. cylinders. when a transversal crosses parallel lines. G-Congruence G-Circles G-CO. Prove that all circles are similar. Construct the inscribed and circumscribed circles of a triangle. Know the formulas for the volumes of cones.0 Students compute areas of polygons. and the angle-angle criterion for similarity of triangles. derive. 10. points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.1. Partial 8-G. G. 11. scalene triangles. 2010. alternate 3 Yes Analysis by Sacramento County Office of Education July 1. using the distance formula. including rectangles. lateral area.

g. and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. 2010. points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints. 4 . such as angle bisectors. Use facts about supplementary. copying an angle. vertical. reflective devices. including the midpoint of a line segment. paper folding. Construct the inscribed and circumscribed circles of a triangle. Use coordinates to compute perimeters of polygons and areas of triangles and rectangles. G-C. 14.0 Students prove the Pythagorean theorem. 8-G. 2010 © Sacramento County Office of Education.0 Students use the Pythagorean theorem to determine distance and find missing lengths of sides of right triangles. and a regular hexagon inscribed in a circle. dynamic geometric software. the distance formula. vertical. Make formal geometric constructions with a variety of tools and methods (compass and straightedge. string. G-Congruence G-Circles Yes 17. and the line parallel to a given line through a point off the line. using the distance formula.7. 7-G.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 13. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. Partial CCS does not specifically reference midpoint Analysis by Sacramento County Office of Education July 1. e. and constructing a line parallel to a given line through a point not on the line.8. bisecting an angle. Construct a tangent line from a point outside a given circle to the circle.4. G-CO. perpendicular bisectors. Copying a segment. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. etc. a square. constructing perpendicular lines. 15. including the perpendicular bisector of a line segment. and exterior angles. Construct an equilateral triangle.0 Students prove relationships between angles in polygons by using properties of complementary. Explain a proof of the Pythagorean Theorem and its converse. 7-Geometry interior angles are congruent and corresponding angles are congruent. California.0 Students perform basic constructions with a straightedge and compass.12.7.4.6. No No Covered in 8th grade Covered in 8th grade 16. supplementary. 8-G. G-CO. G-C. and various forms of equations of lines and circles. and prove properties of angles for a quadrilateral inscribed in a circle. Use coordinates to prove simple geometric theorems algebraically. G-GPE. G-Expressing G-Geometric Properties with Equations G-GPE. No Covered in 7th grade 8-Geometry 8-Geometry 8-G.).0 Students prove theorems by using coordinate geometry.5.13.3.. complementary. bisecting a segment. All rights reserved.

Lines are taken to lines.8.1. tangents.4. given an angle and a length of a side. and chords. leading to definitions of trigonometric ratios for acute angles.6. Angles are taken to angles of the same measure. Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to calculate trigonometric ratios. Identify and describe relationships among inscribed angles. 21. Right Triangles and Trigonometry F-Trigonometric Functions G-SRT. G-Similarity. Include the relationship between central.0 Students prove and solve problems regarding relationships among chords. Construct the inscribed and circumscribed circles of a triangle. translations. tan(x) = sin(x)/cos(x). They also know and are able to use elementary relationships between them. 2010 © Sacramento County Office of Education. 8-G.2. 2 2 G-Similarity. and 90° triangles. the radius of a circle is perpendicular to the tangent where the radius intersects the circle. radii. b. For example. G-SRT.7. All rights reserved. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.0 Students know the definitions of the basic trigonometric functions defined by the angles of a right triangle. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. Right Triangles and Trigonometry Yes No G-Circles G-C. G-SRT.7. and reflections.CA Math Standard Domain Common Core Standard (CCS) Alignment 18. and inscribed and circumscribed polygons of circles. (sin(x)) + (cos(x)) = 1. secants. 5 Partial CCS does not specifically reference all the listed relationships 22. and line segments to line segments of the same length. inscribed. 8-Geometry G. G-SRT. side ratios in right triangles are properties of the angles in the triangle. California. Construct a tangent line from a point outside a given circle to the circle. inscribed angles.8. Understand that by similarity.Congruence Yes Analysis by Sacramento County Office of Education July 1. and translations: a.0 Students know the effect of rigid motions on figures in the coordinate plane and space. Explain and use the relationship between the sine and cosine of complementary angles.8.0 Students know and are able to use angle and side relationships in problems with special right triangles. including rotations. 2010. such as 30°. 60°. and prove properties of angles for a quadrilateral inscribed in a circle. and 90° triangles and 45°. F-TF.3. Explain and use the relationship between the sine and cosine of complementary angles. G-SRT. and circumscribed angles. G-C. inscribed angles on a diameter are right angles. Partial Comments in reference to CCS CCS does not specifically reference elementary trigonometric relationships 19.0 Students use trigonometric functions to solve for an unknown length of a side of a right triangle. . 20. G-C. reflections. Verify experimentally the properties of rotations. 45°.

or translation. use the definition of congruence in terms of rigid motions to decide if they are congruent..2. describe the rotations and reflections that carry it onto itself. G-CO. Develop definitions of rotations. parallel lines. circles. describe transformations as functions that take points in the plane as inputs and give other points as outputs.5. parallelogram. G-CO. reflections. or geometry software. draw the transformed figure using.g.. perpendicular lines. reflection. G-CO.6. Given a geometric figure and a rotation.g. G-C0. or regular polygon. Specify a sequence of transformations that will carry a given figure onto another. Analysis by Sacramento County Office of Education July 1. California. tracing paper. Represent transformations in the plane using. e. Cluster Experiment with transformations in the plane.3. translation versus horizontal stretch). 6 . trapezoid. Given a rectangle.. transparencies and geometry software.4.g. Compare transformations that preserve distance and angle to those that do not (e. Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure. e. G-CO. 2010. graph paper. and line segments.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS G-CO. and translations in terms of angles. given two figures. All rights reserved. 2010 © Sacramento County Office of Education.

given a system of two equations in two variables. with graphs). California. because points of intersection satisfy both equations simultaneously. Analyze and solve pairs of simultaneous linear equations.6. a. 2. 8-Equations and Expressions A-Reasoning with Equations and Inequalities 8-EE. A-REI. Solve real-world and mathematical problems leading to two linear equations in two variables. A-REI. All rights reserved. Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.. Represent a system of linear equations as a single matrix equation in a vector variable. with graphs.7. A-REI. Solve systems of two linear equations in two variables algebraically. Analysis by Sacramento County Office of Education July 1. and estimate solutions by graphing the equations. b.Analysis of California Mathematics standards to Common Core standards Algebra II CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 1. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs.0 Students solve equations and inequalities involving absolute value. c. Solve simple cases by inspection. Solve systems of linear equations exactly and approximately (e. 2010 © Sacramento County Office of Education. A-REI.0 Students solve systems of linear equations and inequalities (in two or three variables) by substitution. 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. A-REI. 2010. For example. determine whether the line through the first pair of points intersects the line through the second pair. For example. focusing on pairs of linear equations in two variables.g.9. Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).5. No Partial CCS does not specifically reference solving by substitution 1 . given coordinates for two pairs of points. replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions. or with matrices.8.8. Prove that.

Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. the remainder on division by x – a is p(a).2. make tables of values. perfect square trinomials. polynomial. 2 . A. thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2).10.2.0 Students are adept at operations on polynomials. California. rational. or find successive approximations. 2010 © Sacramento County Office of Education. including long division.1.11. Include cases where f(x) and/or g(x) are linear. Know and apply the Remainder Theorem: For a polynomial p(x) and a number a. A-REI. 2010. Solve quadratic equations in one variable. Use the structure of an expression to identify ways to rewrite it. Partial CCS does not specifically reference sum and difference of cubes Analysis by Sacramento County Office of Education July 1. see x4 – y4 as (x2)2 – (y2)2. A-APR.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS A-REI. exponential.g. A. For example. and multiplication.4. All rights reserved. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane. absolute value. so p(a) = 0 if and only if (x – a) is a factor of p(x). they are closed under the operations of addition.0 Students factor polynomials representing the difference of squares. e.12. Derive the quadratic formula from this form. add. Graph the solutions to a linear inequality in two variables as a halfplane (excluding the boundary in the case of a strict inequality).Seeing Structure in Expressions A-Reasoning with Equations and Inequalities A-SEE. namely. A-REI. find the solutions approximately. subtraction. 3. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x). and logarithmic functions. a. Yes 4. Understand that polynomials form a system analogous to the integers. often forming a curve (which could be a line). and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. using technology to graph the functions. subtract..Arithmetic with Polynomials and Rational Expressions A-APR. and multiply polynomials. A-REI. and the sum and difference of two cubes.

subtract. N-CN.0 Students add. A-SEE. write a(x)/b(x) in the form q(x) + r(x)/b(x). use properties of this representation for computation. multiply.3.0 Students demonstrate knowledge of how real and complex numbers are related both arithmetically and graphically. Use the relation i2 = –1 and the commutative. where a(x). Factor a quadratic expression to reveal the zeros of the function it defines. and conjugation of complex numbers geometrically on the complex plane. Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers). multiplication. or using the quadratic formula. or. Understand that rational expressions form a system analogous to the rational numbers.7. A-Arithmetic with Polynomials and Rational Expressions A-APR. and divide rational expressions. subtraction. and explain why the rectangular and polar forms of a given complex number represent the same number. Find the conjugate of a complex number. long division. Yes 6. a. subtract. 3 . closed under addition. 2010 © Sacramento County Office of Education. and distributive properties to add. and multiply complex numbers. N-CN. q(x). multiply. associative.Seeing Structure in Expressions A-Arithmetic with Polynomials and Rational Expressions N-CN. including those with negative exponents in the denominator. b(x). and evaluate rational expressions with monomial and polynomial denominators and simplify complicated rational expressions.2. Yes 7. They also solve quadratic equations in the complex number system.0 Students solve and graph quadratic equations by factoring. Rewrite simple rational expressions in different forms. multiply. and every complex number has the form a + bi with a and b real. A-APR. Students apply these techniques in solving word problems. Know there is a complex number i such that i2 = –1. Represent addition. using inspection. add.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 5. subtraction. completing the square. for the more complicated examples. reduce. use conjugates to find moduli and quotients of complex numbers. N-The Complex Number System N-CN. In particular.1. Partial CCS does not specifically reference negative exponents in the denominator N-The Complex Number System A. N-The Complex Number System N-CN. and r(x) are polynomials with the degree of r(x) less than the degree of b(x). 8. and division by a nonzero rational expression.7.3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Analysis by Sacramento County Office of Education July 1. California.6.0 Students add.4. subtract. b. divide. subtract. All rights reserved.5. they can plot complex numbers as points in the plane. N-CN. Solve quadratic equations with real coefficients that have complex solutions. multiplication. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. and divide complex numbers. a computer algebra system. 2010.

g. Solve quadratic equations by inspection (e. Graph linear and quadratic functions and show intercepts. a. a. and interpret these in terms of a context. the quadratic formula and factoring. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. F-FIF.. as appropriate to the initial form of the equation. 2010 © Sacramento County Office of Education. Graph functions expressed symbolically and show key features of the graph.7.7.4. 4 . Use the process of factoring and completing the square in a quadratic function to show zeros. Graph linear and quadratic functions and show intercepts.0 Students graph quadratic functions and determine the maxima. and zeros of the function. All rights reserved. and minima F-FIF. and minima. taking square roots. F-Interpreting Functions F-FIF. and c vary in the equation y = a(xb) + c.8. 9. by hand in simple cases and using technology for more complicated cases. minima. maxima. 10. for x2 = 49). a. California. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b. Graph functions expressed symbolically and show key features of the graph.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS F-Interpreting Functions A-REI. 2010. a. b. completing the square. b.0 Students demonstrate and explain the effect that changing a coefficient has on the graph of quadratic functions. Solve quadratic equations in one variable. students can determine how the graph of a parabola changes as a. 2 No Yes Analysis by Sacramento County Office of Education July 1. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. extreme values. maxima. that is. by hand in simple cases and using technology for more complicated cases. and symmetry of the graph. Derive the quadratic formula from this form.

0 Students prove simple laws of logarithms. b.3. a.0 Students use the definition of logarithms to translate between logarithms in any base.5.2 Students judge the validity of an argument according to whether the properties of real numbers.Linear and Exponential Models A-SEE. and use these functions in problems involving exponential growth and decay. Rewrite expressions involving radicals and rational exponents using the properties of exponents. N-RN. Analysis by Sacramento County Office of Education July 1. understand exponential functions. 13. All rights reserved.2.Seeing Structure in Expressions F. Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents. 2010. F-LE. Yes No Yes No 5 . Use the properties of exponents to transform expressions for exponential functions.0 Students know the laws of fractional exponents. c. Prove that linear functions grow by equal differences over equal intervals. exponents.1. 2010 © Sacramento County Office of Education. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. and that exponential functions grow by equal factors over equal intervals.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 11. 11. California. A. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. 12. c. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. and logarithms have been applied correctly at each step. No F-Building Functions F-BF. 11.1 Students understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents. Distinguish between situations that can be modeled with linear functions and with exponential functions.

g. 2010.0 Students demonstrate and explain how the geometry of the graph of a conic section (e. foci.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 14. Use permutations and combinations to compute probabilities of compound events and solve problems. 6 . parabola. or logarithmic or exponential functions is sometimes true. ellipse.0 Students use fundamental counting principles to compute combinations and permutations. asymptotes. All rights reserved. Students can then graph the equation. or never true.0 Given a quadratic equation of the form ax + by + cx + dy + e = 0.9..0 Students understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify their approximate values.0 Students determine whether a specific algebraic statement involving rational expressions. or hyperbola. S-Conditional Probability and the Rules of Probability S-CP. 17. 19. 16. eccentricity) depends on the coefficients of the quadratic equation representing it. 18. 2 2 No No No No No Yes Analysis by Sacramento County Office of Education July 1. California. 15. radical expressions. always true.0 Students use combinations and permutations to compute probabilities. students can use the method for completing the square to put the equation into standard form and can recognize whether the graph of the equation is a circle. 2010 © Sacramento County Office of Education.

0 Students find the general term and the sums of arithmetic series and of both finite and infinite geometric series. find the value of k given the graphs.0 Students apply the method of mathematical induction to prove general statements about the positive integers. Yes No A. k f(x).CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 20.3.4. given that the function has an inverse. Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n.Seeing Structure in Expressions A-SEE. Produce an invertible function from a non-invertible function by restricting the domain. Verify by composition that one function is the inverse of another. Derive the formula for the sum of a finite geometric series (when the common ratio is not 1). Read values of an inverse function from a graph or a table. F-BF. defining the inverse function and performing arithmetic operations on functions. Identify the effect on the graph of replacing f(x) by f(x) + k. 2010. 22.4. 24.0 Students solve problems involving functional concepts. where x and y are any numbers. 2010 © Sacramento County Office of Education. b.Seeing Structure in Expressions A-SEE. with coefficients determined for example by Pascal’sTriangle. a. such as composition.4. 21. d. Yes Analysis by Sacramento County Office of Education July 1. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Partial F-Building Functions F-BF. 23. Partial CCS does not specifically reference arithmetic series CCS does not specifically reference arithmetic series A.5. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. California.0 Students know the binomial theorem and use it to expand binomial expressions that are raised to positive integer powers. Experiment with cases and illustrate an explanation of the effects on the graph using technology. and use the formula to solve problems. and f(x + k) for specific values of k (both positive and negative). 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. c.0 Students derive the summation formulas for arithmetic series and for both finite and infinite geometric series. 7 . A-Arithmetic with Polynomials and Rational Expressions A-APR. All rights reserved. f(kx). Find inverse functions.

1. they are closed under the operations of addition. Understand that polynomials form a system analogous to the integers.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS F-BF. subtraction. Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents. All rights reserved. subtract. Yes Analysis by Sacramento County Office of Education July 1. add.0 Students use properties from number systems to justify steps in combining and simplifying functions. 2010 © Sacramento County Office of Education. A-Arithmetic with Polynomials and Rational A-APR. namely. 2010. 8 . California. and multiply polynomials.5. 25. and multiplication.

Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle. students can prove this identity by using the Pythagorean theorem and.8..2. Yes Analysis by Sacramento County Office of Education.9. interpreted as radian measures of angles traversed counterclockwise around the unit circle. conversely. Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to calculate trigonometric ratios.1 Students prove that this identity is equivalent to the Pythagorean theorem (i. cosine.3. F-TF. California.8. cosines.0 Students know the definition of sine and cosine as y-and xcoordinates of points on the unit circle and are familiar with the graphs of the sine and cosine functions. π+x.2 Students prove other trigonometric identities and simplify others by using the identity cos (x) + sin (x) = 1. tangent for π/3. All rights reserved. 2 2 2 2 2 2 F-Trigonometric Functions F-Trigonometric Functions F-TF. and tangent for x.0 Students understand the notion of angle and how to measure it. π/4 and π/6. 1 . and 2π–x in terms of their values for x. 2. Use special triangles to determine geometrically the values of sine.e. They can convert between degrees and radians. F-TF. cosine. July 1.1. and tangent and use them to solve problems.0 Students know the identity cos (x) + sin (x) = 1: 3. Prove the addition and subtraction formulas for sine. students use this identity to prove that sec (x) = tan (x) + 1. Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to calculate trigonometric ratios.Analysis of California Mathematics standards to Common Core standards Trigonometry CA Math Standard 1. 2010 © Sacramento County Office of Education. Domain F-Trigonometric Functions Common Core Standard (CCS) F-TF. Yes Yes F-Trigonometric Functions F-TF. For example. and use the unit circle to express the values of sine. in both degrees and radians. Alignment Partial Comments in reference to CCS CSS does not specify converting between degrees and radians CSS does not specify graphs of sine and cosine functions F-Trigonometric Functions F-TF. Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers. Partial 3. 2010. 3. where x is any real number. they can prove the Pythagorean theorem as a consequence of this identity).

0 Students demonstrate an understanding of half-angle and double-angle formulas for sines and cosines and can use those formulas to prove and/or simplify other trigonometric identities.5.0 Students compute. Choose trigonometric functions to model periodic phenomena with specified amplitude.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 4. All rights reserved.9.0 Students know the definitions of the inverse trigonometric functions and can graph the functions.0 Students know that the tangent of the angle that a line makes with the x-axis is equal to the slope of the line. No No No No No F-Trigonometric Functions F-TF. and C in terms of amplitude. 2 . by hand. 2010 © Sacramento County Office of Education. 11. period. 7. 10. California. 6. the values of the trigonometric functions and the inverse trigonometric functions at various standard points. 8. Prove the addition and subtraction formulas for sine. and tangent and use them to solve problems. F-Trigonometric Functions F-TF. 9. cosine. July 1. and phase shift. and midline. frequency. B.0 Students demonstrate an understanding of the addition formulas for sines and cosines and their proofs and can use those formulas to prove and/or simplify other trigonometric identities.0 Students know the definitions of the tangent and cotangent functions and can graph them.0 Students know the definitions of the secant and cosecant functions and can graph them. frequency.0 Students graph functions of the form f(t) = A sin (Bt + C) or f(t) = A cos (Bt + C) and interpret A. Yes No Analysis by Sacramento County Office of Education. 2010. 5.

they can determine polar coordinates of a point given in rectangular coordinates and vice versa.Similarity. 15. July 1.0 Students are familiar with polar coordinates. and Trigonometry G-SRT. 3 .4. California. G. surveying problems. They can represent a complex number in polar form and know how to multiply complex numbers in their polar form.0 Students use trigonometry to determine unknown sides or angles in right triangles.0 Students are adept at using trigonometry in a variety of applications and word problems. and tangent and use them to solve problems. 19. Yes No N-CN. and explain why the rectangular and polar forms of a given complex number represent the same number.g. G-SRT. Partial Analysis by Sacramento County Office of Education.CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS 12. All rights reserved. 2010 © Sacramento County Office of Education. given one angle and the two adjacent sides. Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers).4. Prove the addition and subtraction formulas for sine. Yes 13. 18.11. Partial CSS does not specify multiplying complex numbers in their polar form No FTF F-TF.0 Students know DeMoivre’s theorem and can give nth roots of a complex number given in polar form. surveying problems. 16.11. 2010. resultant forces). Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers). Partial No N-Complex Number N-CN. G.g.0 Students know the law of sines and the law of cosines and apply those laws to solve problems. Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.Similarity.. Right Triangles. Right Triangles.9. 14.8.0 Students represent equations given in rectangular coordinates in terms of polar coordinates.0 Students determine the area of a triangle.0 Students are familiar with complex numbers.. cosine. In particular. 17. Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e. resultant forces). Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. and explain why the rectangular and polar forms of a given complex number represent the same number. and Trigonometry G-SRT.

2. they can translate between polar and rectangular coordinates and can interpret polar coordinates and vectors graphically. show that it is true for quadratic polynomials.0 Students are familiar with. Yes Analysis by Sacramento County Office of Education. N-CN.0 Students know the statement of. 4. and distributive properties to add. They can use the trigonometric form of complex numbers and understand that a function of a complex variable can be viewed as a function of two real variables. subtract. For example. California. and conjugation of complex numbers geometrically on the complex plane. multiplication.1 © Sacramento County Office of Education.9. 2010. All rights reserved. The Complex Number System Partial CCS does not specifically reference the proof of DeMoivre’s theorem. and can apply. The Complex Number System N-CN. and can apply. and multiply complex numbers. Represent addition. N-CN. (–1 + √3i)3 = 8 because (–1 + √3i) has modulus 2 and argument 120°. 2010 version 2. polar coordinates and vectors in the plane. 3.4. Know the Fundamental Theorem of Algebra. Know the Fundamental Theorem of Algebra. show that it is true for quadratic polynomials. N-CN. No Alignment Partial Comments in Reference to CCS CCS does not reference interpret polar coordinates and vectors graphically. 2. subtraction. July 4.Analysis of California Mathematics standards to Common Core standards Mathematical Analysis CA Math Standard 1. They know the proof of DeMoivre’s theorem. Domain The Complex Number System Common Core Standard (CCS) N-CN. and explain why the rectangular and polar forms of a given complex number represent the same number. associative.9. In particular.0 Students are adept at the arithmetic of complex numbers. Use the relation i2 = –1 and the commutative. Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers). the fundamental theorem of algebra. 1 . 5. use properties of this representation for computation.0 Students can give proofs of various formulas by using the technique of mathematical induction.

1. California.1.0 Students are familiar with conic sections. 2010 version 2. and determine its geometric components (foci. July 4. the locus of points whose sum of its distances from (1. G-GPE.CA Math Standard 5.2 Students can take a geometric description of a conic section—for example. 2 . Alignment Yes Comments in Reference to CCS 5. G-GPE. complete the square to find the center and radius of a circle given by an equation. Derive the equation of a circle of given center and radius using the Pythagorean Theorem. Derive the equations of ellipses and hyperbolas given the foci. Derive the equations of ellipses and hyperbolas given the foci. put it in standard form by completing the square and using rotations and translations. All rights reserved. using the fact that the sum or difference of distances from the foci is constant.1 Students can take a quadratic equation in two variables. both analytically and geometrically: Domain Expressing Geometric Properties with Equations Common Core Standard (CCS) G-GPE (Cluster statement). Derive the equation of a parabola given a focus and directrix. Translate between the geometric description and the equation for a conic section. complete the square to find the Yes Analysis by Sacramento County Office of Education. G-GPE. Yes 5. determine what type of conic section the equation represents. 0) and (- Expressing Geometric Properties with Equations G-GPE. Derive the equation of a parabola given a focus and directrix. G-GPE. using the fact that the sum or difference of distances from the foci is constant. Derive the equation of a circle of given center and radius using the Pythagorean Theorem. Expressing Geometric Properties with Equations G-GPE.3.3. Derive the equation of a circle of given center and radius using the Pythagorean Theorem.2. and so forth).1. 2010. if necessary.1 © Sacramento County Office of Education.2. G-GPE. complete the square to find the center and radius of a circle given by an equation. asymptotes.

and trigonometric functions.7c. and amplitude. G-GPE.7d. 3 . F-IF. Partial CCS does not specifically reference if infinite sequences converge or diverge. No Interpreting Functions F-IF. identifying zeros and asymptotes when suitable factorizations are available. All rights reserved.0 Students are familiar with the notion of the limit of a sequence and the limit of a function as the independent variable approaches a number or infinity.0 Students find the roots and poles of a rational function and can graph the function and locate its asymptotes. G-GPE. 2010 version 2. Graph exponential and logarithmic functions. F-IF. Building Functions F-BF. using the fact that the sum or difference of distances from the foci is constant. Domain Common Core Standard (CCS) center and radius of a circle given by an equation. Graph polynomial functions. Derive the equations of ellipses and hyperbolas given the foci. showing period. and translate between the two forms.★ Analysis by Sacramento County Office of Education. Write arithmetic and geometric sequences both recursively and with an explicit formula.0 Students demonstrate an understanding of functions and equations defined parametrically and can graph them. showing intercepts and end behavior. and showing end behavior. Graph rational functions. and showing end behavior. Derive the equation of a parabola given a focus and directrix. use them to model situations.2.1 © Sacramento County Office of Education.2. identifying zeros when suitable factorizations are available. Alignment Comments in Reference to CCS 6. 2010. Interpreting Functions Yes 7. July 4. midline. 8.7e. They determine whether certain sequences converge or diverge. California. 0) is 6—and derive a quadratic equation representing it.CA Math Standard 1.3.

9. Reasoning with Equations and Inequalities A-REI. and perform vector subtraction component-wise.9. Add. Understand vector subtraction v – w as v + (–w). July 4.2 © Sacramento County Office of Education. N-VM.0 Students interpret linear systems as coefficient matrices and the Gauss-Jordan method as row operations on the coefficient matrix.Analysis of California Mathematics standards to Common Core standards Linear Algebra CA Math Standard 1.0 Students solve linear equations in any number of variables by using Gauss-Jordan elimination. Yes Alignment Yes Comments in Reference to CCS 3.8.0 Students reduce rectangular matrices to row echelon form. Represent vector subtraction graphically by connecting the tips in the appropriate order. Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater). Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).8. A-REI. 2010 v2.4c. All rights reserved. 1 .9. Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater). Represent a system of linear equations as a single matrix equation in a vector variable. 2. Represent a system of linear equations as a single matrix equation in a vector variable. Reasoning with Equations and Inequalities A-REI. 5. Partial CCS does not specifically reference reducing matrices to row echelon form. N-VM. 4. 2010.0 Students perform addition on matrices and vectors. Domain Reasoning with Equations and Inequalities Common Core Standard (CCS) A-REI. California. where –w is the additive inverse of w. subtract.0 Students perform matrix multiplication and multiply vectors by matrices and by scalars.8. Vector and Matrix Quantities Vector and Matrix Quantities Yes Yes Analysis by Sacramento County Office of Education. A-REI. and multiply matrices of appropriate dimensions. with the same magnitude as w and pointing in the opposite direction.

Understand that the magnitude of a sum of two vectors is typically not the sum of the magnitudes.4a.4. and the solution set of a two-by-two system is interpreted as the intersection of a pair of lines in the plane. Reasoning with Equations and Inequalities Partial (possibly implied) CCS does not specifically reference the understanding of no solutions. Vector and Matrix Quantities Yes 8.9.9.g.0 Students demonstrate an understanding of the geometric interpretation of vectors and vector addition (by means of parallelograms) in the plane and in three-dimensional space.6. A-REI. focusing on pairs of linear equations in two variables. have exactly one solution. Add and subtract vectors. one solution. Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater). California. N-VM. component-wise. Add vectors end-to-end. All rights reserved.7. 2010.0 Students demonstrate an understanding that linear systems are inconsistent (have no solutions).CA Math Standard Domain Common Core Standard (CCS) N-VM. 7. Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater). July 4.. Multiply matrices by scalars to produce new matrices.0 Students interpret geometrically the solution sets of systems of equations. Compute the magnitude of a scalar multiple cv using ||cv|| = |c|v. Yes Analysis by Sacramento County Office of Education.0 Students demonstrate an understanding of the notion of the inverse to a square matrix and apply that concept to solve systems of linear equations.5b. 9.. 2010 v2. Compute the direction of cv knowing that when |c|v ≠ 0. with graphs). For example. e. Reasoning with Equations and Inequalities A-REI. the direction of cv is either along v (for c > 0) or against v (for c < 0).g. or infinitely many solutions. as when all of the payoffs in a game are doubled.2 © Sacramento County Office of Education. Alignment Comments in Reference to CCS 6. the solution set of a single linear equation in two variables is interpreted as a line in the plane. or have infinitely many solutions. 2 . N-VM. N-VM. and by the parallelogram rule. Yes Reasoning with Equations and Inequalities A-REI. Solve systems of linear equations exactly and approximately (e.

its determinant is nonzero. 12. N-VM. They can compute the inverse to 2 × 2 and 3 × 3 matrices using row reduction methods or Cramer’s rule. Compute the magnitude of a scalar multiple cv using ||cv|| = |c|v. N-VM. Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. Represent scalar multiplication graphically by scaling vectors and possibly reversing their direction..5a. July 4. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse. 2010 v2. Alignment Partial Comments in Reference to CCS CCS does not specifically reference 3x3 matrices and volume. Partial CCS does not specifically reference perpendicular vectors with zero dot product.0 Students know that a square matrix is invertible if. California. Analysis by Sacramento County Office of Education. Multiply a vector by a scalar.0 Students compute the scalar (dot) product of two vectors in n-dimensional space and know that perpendicular vectors have zero dot product. Domain Vector and Matrix Quantities Common Core Standard (CCS) N-VM. and interpret the absolute value of the determinant in terms of area. perform scalar multiplication component-wise.2 © Sacramento County Office of Education.5. All rights reserved. e. N-VM. and only if.g.10. cvy).0 Students compute the determinants of 2 × 2 and 3 × 3 matrices and are familiar with their geometric interpretations as the area and volume of the parallelepipeds spanned by the images under the matrices of the standard basis vectors in two-dimensional and threedimensional spaces.12. vy) = (cvx. the direction of cv is either along v (for c > 0) or against v (for c < 0).CA Math Standard 10. 3 . Vector and Matrix Quantities Vector and Matrix Quantities N-VM. 2010. 11. as c(vx.5b. Partial CCS does not specifically reference Cramer’s Rule. Compute the direction of cv knowing that when |c|v ≠ 0. Work with 2 × 2 matrices as transformations of the plane.

6 © Sacramento County Office of Education. Conditional Probability and the Rules of Probability S-CP. and interpret the answer in terms of the model. Domain Conditional Probability and the Rules of Probability Common Core Standard (CCS) S-CP. Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes.0 Students know the definition of the notion of independent events and can use the rules for addition. Understand the conditional probability of A given B as P(A and B)/P(B). 2010. P(A and B) = P(A)P(B|A) = P(B)P(A|B). P(A or B) = P(A) + P(B) – P(A and B). All rights reserved. 2010 v2. S-CP. and complementation to solve for probabilities of particular events in finite sample spaces.7. multiplication. Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities.” “not”).1.3. S-CP. and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A. 2. Apply the general Multiplication Rule in a uniform probability model. S-CP. 1 . Yes Alignment Yes Comments in Reference to CCS Analysis by Sacramento County Office of Education. or as unions.8. and the conditional probability of B given A is the same as the probability of B. and interpret the answer in terms of the model. Apply the Addition Rule.Analysis of California Mathematics standards to Common Core standards Probability and Statistics CA Math Standard 1. or complements of other events (“or.” “and. intersections. California. and use this characterization to determine if they are independent.0 Students know the definition of conditional probability and use it to solve for probabilities in finite sample spaces. July 4.2.

Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.6 © Sacramento County Office of Education.1. S-IC. All rights reserved. e. Calculate the expected value of a random variable.5. compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer. For example. 2010. 2010 v2.g.0 Students demonstrate an understanding of the notion of discrete random variables by using them to solve for the probabilities of outcomes. 2 . Making Inferences and Justifying Conclusions Yes Using Probability to Make Decisions Analysis by Sacramento County Office of Education. Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space. using simulation. July 4. interpret it as the mean of the probability distribution. a model says a spinning coin falls heads up with probability 0. Would a result of 5 tails in a row cause you to question the model? S-MD. and find Alignment Comments in Reference to CCS 3. For example.3.2.CA Math Standard Domain Common Core Standard (CCS) S-CP. 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. such as the probability of the occurrence of five heads in 14 coin tosses.2. For example. Decide if a specified model is consistent with results from a given data-generating process. find the expected value. S-MD. Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated..5. graph the corresponding probability distribution using the same graphical displays as for data distributions. S-MD. California.

binomial. 6th Statistics. find a current data distribution on the number of TV sets per household in the United States. Uses given functions or choose a function suggested by the context.5c.CA Math Standard Domain Common Core Standard (CCS) the expected grade under various grading schemes.6a. and exponential models. How many TV sets would you expect to find in 100 randomly selected households? Alignment Comments in Reference to CCS 4. 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. quadratic. 2010 v2.6. (+) Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically. Emphasize linear.4. and describe how the variables are related. Yes 5. and Probability 6-SP. 3 . Represent data on two quantitative variables on a scatter plot. For example.0 Students are familiar with the standard distributions (normal. and exponential) and can use them to solve for events in problems in which the distribution belongs to those families. California. Data Analysis. S-MD. find the expected value.6 © Sacramento County Office of Education. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation). S-ID. Yes Analysis by Sacramento County Office of Education.0 Students determine the mean and the standard deviation of a normally distributed random variable. and calculate the expected number of sets per household. use functions fitted to data to solve problems in the context of the data. Fit a function to the data. Interpreting Categorical and Quantitative Data S-ID. 2010. All rights reserved. July 4.

and Probability Analysis by Sacramento County Office of Education. Interpreting Categorical and Quantitative Data S-ID. 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.5d. median. California.0 Students know the definitions of the mean. 4 .3. 6-SP.6 © Sacramento County Office of Education. July 4.CA Math Standard 6. and mode of a distribution of data and can compute each in particular situations.5c. standard deviation) of two or more different data sets.5d. 2010 v2. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation). Domain 6th Statistics. 2010. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation).0 Students compute the variance and the standard deviation of a distribution of data. 6-SP. Use statistics appropriate to the shape of the data distribution to compare center (median. and Probability Common Core Standard (CCS) 6-SP. 6-SP. mean) and spread (interquartile range. Alignment Partial Comments in Reference to CCS CCS does not reference computation of mode for qualitative data. All rights reserved. Data Analysis. Relating the choice of measures of center and variability to Yes 7.5c. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number. Data Analysis. 6-SP.2. 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. while a measure of variation describes how its values vary with a single number. 6th Statistics. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

California.SP. and Probability Interpreting Categorical and Quantitative Data Yes Conditional Probability and the Rules of Probability S-CP. standard line and bar graphs. 6. Represent data with plots on the real number line (dot plots. Construct and interpret twoway frequency tables of data when two categories are associated with each object being classified. S-ID. and box plots). Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. collect data from a random sample of 5 Analysis by Sacramento County Office of Education. stem-and-leaf displays.1. Use statistics appropriate to the shape of the data distribution to compare center (median.6. . including frequency tables.6 © Sacramento County Office of Education. 2010 v2. and conditional relative frequencies). scatterplots. and describe how the variables are related. mean) and spread (interquartile range. histograms. 2010. Represent data on two quantitative variables on a scatter plot. 6th Statistics. histograms.4. S-ID. July 4. and box plots. and box-and-whisker plots. Summarize categorical data for two categories in two-way frequency tables. Alignment Comments in Reference to CCS Interpreting Categorical and Quantitative Data 8. For example. All rights reserved.5. S-ID. Recognize possible associations and trends in the data. Interpret relative frequencies in the context of the data (including joint.4. Display numerical data in plots on a number line. marginal. including dot plots. standard deviation) of two or more different data sets. histograms.0 Students organize and describe distributions of data by using a number of different methods. S-ID.2. Data Analysis.CA Math Standard Domain Common Core Standard (CCS) the shape of the data distribution and the context in which the data were gathered.

6 .CA Math Standard Domain Common Core Standard (CCS) students in your school on their favorite subject among math. July 4. 2010 v2. Alignment Comments in Reference to CCS Analysis by Sacramento County Office of Education. science. All rights reserved. 2010.6 © Sacramento County Office of Education. Do the same for other subjects and compare the results. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. California. and English.

S-CP. 2010 v2.6 © Sacramento County Office of Education.” “and. and interpret the answer in terms of the model. and the conditional probability of B given A is the same as the probability of B.1. July 4. S-CP. or as unions. and complementation for probability distributions and understand the simplifications that arise with independent events.3. California. Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes. Alignment Yes Comments in Reference to CCS 2. Understand the conditional probability of A given B as P(A and B)/P(B). multiplication. intersections.7.0 Students know the definition of conditional probability and use it to solve for probabilities in finite sample spaces.” “not”).2.Analysis of California Mathematics standards to Common Core standards Advanced Placement Probability and Statistics 1. All rights reserved. P(A and B) = P(A)P(B|A) = P(B)P(A|B). Apply the general Multiplication Rule in a uniform probability model.8. and use this characterization to determine if they are independent. S-CP.0 CA Math Standard Students solve probability problems with finite sample spaces by using the rules for addition. Apply the Addition Rule. 2010. Conditional Probability and the Rules of Probability Yes Analysis by Sacramento County Office of Education. Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities. S-CP. Domain Conditional Probability and the Rules of Probability Common Core Standard (CCS) S-CP. P(A or B) = P(A) + P(B) – P(A and B). and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A. 1 . or complements of other events (“or. and interpret the answer in terms of the model.

CA Math Standard Domain Common Core Standard (CCS) S-CP. using simulation. July 4. such as the probability of the occurrence of five or fewer heads in 14 coin tosses. 7th Statistics. and Probability Yes Making Inferences and Justifying Conclusions Using Probability to Make Decisions Analysis by Sacramento County Office of Education. 7-SP.1. compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer. For example. Understand statistics as a process for making inferences about population parameters based on a random sample from that population. Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency. For example. For example. e.5. when rolling a number cube 600 times. a model says a spinning coin falls heads up with probability 0. S-IC.2. Would a result of 5 tails in a row cause you to question the model? Alignment Comments in Reference to CCS 3.g. S-MD.6 © Sacramento County Office of Education.. 2010. predict that a 3 or 6 would be rolled roughly 200 times. Define a random variable for a quantity of interest by assigning a numerical value to 2 . Data Analysis. All rights reserved. but probably not exactly 200 times. California. Decide if a specified model is consistent with results from a given data-generating process. and predict the approximate relative frequency given the probability.6. S-IC.5. 2010 v2.0 Students demonstrate an understanding of the notion of discrete random variables by using this concept to solve for the probabilities of outcomes.1.

2010. For example. and find the expected grade under various grading schemes. S-MD. S-MD. find the expected value.6 © Sacramento County Office of Education. For example.2.4. Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated. and calculate the expected number of sets per household. S-MD. California. July 4. 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. interpret it as the mean of the probability distribution. find the expected value. All rights reserved. 2010 v2. 3 .3.CA Math Standard Domain Common Core Standard (CCS) each event in a sample space. Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically. Calculate the expected value of a random variable. graph the corresponding probability distribution using the same graphical displays as for data distributions. find a current data distribution on the number of TV sets per household in the United States. How many TV sets would you expect to find in 100 randomly selected households? Alignment Comments in Reference to CCS Analysis by Sacramento County Office of Education.

2. interpret it as the mean of the probability distribution. S-MD. S-MD. 4 . For example. 2010 v2.3. find a current data distribution on the number of TV sets per household in the United States.6 © Sacramento County Office of Education.2.4. 2010.4. S-MD. graph the corresponding probability distribution using the same graphical displays as for data distributions. July 4. California. Calculate the expected value of a random variable. 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. find the expected value.0 CA Math Standard Students understand the notion of a continuous random variable and can interpret the probability of an outcome as the area of a region under the graph of the probability density function associated with the random variable. For example. find the expected value.1. Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space. Domain Using Probability to Make Decisions Common Core Standard (CCS) S-MD. and find the expected grade under various grading schemes. interpret it as the mean of the probability distribution. Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically. Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated. Using Probability to Make Decisions Yes Analysis by Sacramento County Office of Education. All rights reserved. Calculate the expected value of a random variable.0 Students know the definition of the mean of a discrete random variable and can determine the mean for a particular discrete random variable. S-MD. and calculate the Alignment Yes Comments in Reference to CCS 5.

8. Data Analysis. and exponential) and can use the distributions to solve for events in problems in which the distribution belongs to those families. 6-SP. and exponential distributions. California.3. For example.0 Students determine the mean and the standard deviation of a normally distributed random variable. 2010 v2. and Probability Common Core Standard (CCS) expected number of sets per household. find the expected value. binomial.0 Students demonstrate an understanding of the standard distributions (normal. and find the expected grade under various grading schemes. S-MD. binomial.3.5c. S-MD.0 Students know the definition of the variance of a discrete random variable and can determine the variance for a particular discrete random variable. 2010. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation). 6th Statistics. 5 . July 4.3. Using Probability to Make Decisions Partial CCS does not explicitly reference normal distributions. 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. Analysis by Sacramento County Office of Education. How many TV sets would you expect to find in 100 randomly selected households? 6-SP. while a measure of variation describes how its values vary with a single number.6 © Sacramento County Office of Education. Using Probability to Make Decisions Partial CCS does not explicitly reference normal. 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. Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated. Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated. find the expected value.CA Math Standard Domain 6. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number. All rights reserved. For example. find the theoretical probability distribution Alignment Comments in Reference to CCS Yes 7.

1.5d.0 Students know the definitions of the mean. 6-SP.6 © Sacramento County Office of Education. Understand statistics as a process for making inferences about population parameters based on a random sample from that population. All rights reserved. 6-SP. 2010 v2.3. 6-SP. and mode of distribution of data and can compute each of them in particular situations. S-IC. July 4. and Probability Common Core Standard (CCS) for the number of correct answers obtained by guessing on all five questions of a multiple-choice test where each question has four choices. Interpreting Categorical and Quantitative Data S-ID.CA Math Standard Domain 9. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number. 6 Analysis by Sacramento County Office of Education. mean) and spread (interquartile range.5c. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.2. Data Analysis. and find the expected grade under various grading schemes. 10. 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. . while a measure of variation describes how its values vary with a single number. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation). Use statistics appropriate to the shape of the data distribution to compare center (median. Alignment Comments in Reference to CCS Yes Partial CCS does not reference computation of mode for qualitative data. median. standard deviation) of two or more different data sets. California. Making Inferences and Justifying Conclusions 6th Statistics. 2010.0 Students know the central limit theorem and can use it to obtain approximations for probabilities in problems of finite sample spaces in which the probabilities are distributed binomially.

and tables to estimate areas under the normal curve.6b. mean) and spread (interquartile range. Emphasize linear.1.6c. quadratic. S-ID. spreadsheets. Interpreting Categorical and Quantitative Data S-ID.6. Alignment Yes Comments in Reference to CCS 12. Recognize that there are data sets for which such a procedure is not appropriate. 2010. use functions fitted to data to solve problems in the context of the data.6 © Sacramento County Office of Education.0 Students find the line of best fit to a given distribution of data by using least squares regression. All rights reserved. Informally assess the fit of a function by plotting and analyzing residuals. Fit a linear function for a scatter plot that suggests a linear association. Domain Interpreting Categorical and Quantitative Data Common Core Standard (CCS) S-ID.4. Use calculators. and exponential models. Represent data on two quantitative variables on a scatter plot. Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. standard deviation) of two or more different data sets.0 Students compute the variance and the standard deviation of a distribution of data. 2010 v2.CA Math Standard 11.6a. and describe how the variables are related. Represent data with plots on the real number line (dot plots. S-ID. Fit a function to the data. S-ID. Yes Analysis by Sacramento County Office of Education. Use given functions or choose a function suggested by the context. Use statistics appropriate to the shape of the data distribution to compare center (median. July 4. S-ID. California. histograms. S-ID. 7 . and box plots).2.

histograms. Distinguish between correlation and causation. Compute (using technology) and interpret the correlation coefficient of a linear fit. California.6 © Sacramento County Office of Education.6. Yes 14. Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint.SP. Yes Analysis by Sacramento County Office of Education.1.7. All rights reserved. S-ID. Alignment Comments in Reference to CCS 13. and box plots). and conditional relative frequencies). Compute (using technology) and interpret the correlation coefficient of a linear fit. and box-and-whisker plots. standard line graphs and bar graphs. and Probability Interpreting Categorical and Quantitative Data 6. stem-and-leaf displays. Display numerical data in plots on a number line. Interpreting Categorical and Quantitative Data S-ID. S-ID. and box plots.CA Math Standard Domain Common Core Standard (CCS) S-ID. scatterplots. histograms.5.9. and describe how the variables are related. S-ID. including dot plots. histograms.0 Students organize and describe distributions of data by using a number of different methods. S-ID.8. Data Analysis. Represent data on two quantitative variables on a scatter plot. 6th Statistics.0 Students know what the correlation coefficient of two variables means and are familiar with the coefficient’s properties. 8 .8. 2010 v2. July 4. S-ID. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. 2010. Represent data with plots on the real number line (dot plots. Recognize possible associations and trends in the data.4. marginal. including frequency tables.

and of the variability of a statistic. Making Inferences and Justifying Conclusions Yes Analysis by Sacramento County Office of Education. For example. For example. Understand statistics as a process for making inferences about population parameters based on a random sample from that population. a model says a spinning coin falls heads up with probability 0.2. S-IC. July 4. S-CP. collect data from a random sample of students in your school on their favorite subject among math. 9 . Do the same for other subjects and compare the results.” “and. of the sampling distribution of a statistic. science. Decide if a specified model is consistent with results from a given data-generating process. using simulation. 2010 v2. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes. e. California. All rights reserved..1.4. Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. and English. or as unions.0 Students are familiar with the notions of a statistic of a distribution of values. S-IC.g.CA Math Standard Domain Conditional Probability and the Rules of Probability Common Core Standard (CCS) S-CP. Would a result of 5 tails in a row cause you to question the model? Alignment Comments in Reference to CCS 15.6 © Sacramento County Office of Education.5.1. 2010.” “not”). or complements of other events (“or. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. intersections.

All rights reserved. Use data from a sample survey to estimate a population mean or proportion.4.0 Students know basic facts concerning the relation between the mean and the standard deviation of a sampling distribution and the mean and the standard deviation of the population distribution.4. 18. develop a margin of error through the use of simulation models for random sampling. 10 . Decide if a specified model is consistent with results from a given data-generating process. using simulation. No Analysis by Sacramento County Office of Education.0 Students are familiar with the chisquare distribution and chi-square test and understand their uses. For example.0 Students determine the P-value for a statistic for a simple random sample from a normal distribution.5. develop a margin of error through the use of simulation models for random sampling. Would a result of 5 tails in a row cause you to question the model? S-IC. a model says a spinning coin falls heads up with probability 0. July 4. e.. 2010 v2.6 © Sacramento County Office of Education. 2010.CA Math Standard 16.0 Students determine confidence intervals for a simple random sample from a normal distribution of data and determine the sample size required for a desired margin of error. Domain Making Inferences and Justifying Conclusions Common Core Standard (CCS) S-IC. Use data from a sample survey to estimate a population mean or proportion. California. Making Inferences and Justifying Conclusions Yes No 19.g. Alignment Yes Comments in Reference to CCS 17. S-IC.2.

25. Partial Partial CCS covers this standard in Geometry Partial Covered in 8th grade CCS Comments Analysis by Sacramento County Office of Education July 1. quadratic. 25.1 Students use properties of numbers to construct simple. Students are able to find the equation of a line perpendicular to a given line that passes through a given point. All rights reserved.3 Given a specific algebraic statement involving linear.0 Students use the quadratic formula or factoring techniques or both to determine whether the graph of a quadratic function will intersect the x-axis in zero. such as the motion of an object under the force of gravity. and percent mixture problems. one. work problems. valid arguments (direct and indirect) for.0 Students solve equations and inequalities involving absolute values. These techniques include finding a common factor for all terms in a polynomial. and recognizing perfect squares of binomials. such as 3(2x-5) + 4(x-2) = 12. always. or formulate counterexamples to.Mathematics Crosswalk Summary Charts California Algebra Standards Not Covered in Common Core Algebra California Standards 1. claimed assertions. 7. 2010. or absolute value expressions or equations or inequalities. given an equation of the line. 4. 24. 2010 V3.1 © Sacramento County Office of Education.1 Students use properties of numbers to demonstrate whether assertions are true or false. 3. Students are able to derive linear equations by using the pointslope formula.0 Students apply algebraic techniques to solve rate problems. students determine whether the statement is true sometimes. 15. California. 23.0 Students apply quadratic equations to physical problems.and simple third-degree polynomials. or never. 22.3 Students use counterexamples to show that an assertion is false and recognize that a single counterexample is sufficient to refute an assertion. 1 .0 Students apply basic factoring techniques to second. 8.0 Students verify that a point lies on a line.0 Students simplify expressions before solving linear equations and inequalities in one variable.0 Students understand the concepts of parallel lines and perpendicular lines and how those slopes are related. 11. recognizing the difference of two squares. or two points.

A-REI. A-APR.1 © Sacramento County Office of Education. A-CED 2. using the same reasoning as in solving equations.4. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example. California. Interpret expressions that represent a quantity in terms of its context. so p(a) = 0 if and only if (x – a) is a factor of p(x). Know and apply the Remainder Theorem: For a polynomial p(x) and a number a. 2010 V3. Prove polynomial identities and use them to describe numerical relationships.5. and logarithmic functions. 2010. For example. using technology to graph the functions. 8. A-APR. For example.2. Derive the formula for the sum of a finite geometric series (when the common ratio is not 1). Rearrange formulas to highlight a quantity of interest.1. Algebra 2 Algebra 2 Algebra 2 Comments Algebra 2 Algebra 2 Algebra 2 Analysis by Sacramento County Office of Education July 1. where x and y are any numbers. or find successive approximations. Identify zeros of polynomials when suitable factorizations are available. A-APR. polynomial. All rights reserved. such as terms. Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n.3. Solve simple rational and radical equations in one variable. and coefficients. rearrange Ohm’s law V = IR to highlight resistance R. Interpret parts of an expression.. A-CED 4. with coefficients determined for example by Pascal’s Triangle. 2. rational. Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater). a. Represent a system of linear equations as a single matrix equation n a vector variable. interpret P(1+r)n as the product of P and a factor not depending on P. make tables of values. Include cases where f(x) and/or g(x) are linear. A-REI. A-REI. exponential. the polynomial identity (x2 + y2)2 = (x2 – y2)2 + (2xy)2 can be used to generate Pythagorean triples. factors. absolute value. and use the zeros to construct a rough graph of the function defined by the polynomial.High School Algebra Core Standards Not Matched to California Standards Common Core Standards High School Algebra A-SEE. A-REI.9. b. A-SEE.4. 2 . and use the formula to solve problems. Create equations in two or more variables to represent relationships between quantities.g. the remainder on division by x – a is p(a). calculate mortgage payments. graph equations on coordinate axes with labels and scales. A-APR. e. For example. Explain why the x-coordinates of the points where the graphs of he equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x). and give examples showing how extraneous solutions may arise. find the solutions approximately.

4. 10. 1b F-IF.5 Comments Consider adding A-SSE. 6.2 8-EE. 8a G-GPE. California.RN.1. 5.Algebra Crosswalk Core Standards Referenced 6th 6. 1.BF.1a. 4b 8th 8-NS.4a. All rights reserved. 3 A-SEE. 2.1 © Sacramento County Office of Education. 4a. 6. d 7-EE.1. 12 F-IF. 2010 V3.1a-c F. 7a-e. 5. 3b A-APR. 7. 5. 2010.2b. 2. 1. 2. 3.LE. 7 A-CED. 3 A-REI. 7. 5 Core N. 2.EE. 1. 4b.9 7th 7-NS. 1. 8a-c 8-F. 2. 1.4 F.1a-c Analysis by Sacramento County Office of Education July 1. 3 . 3a.

lateral area.California Geometry Standards Not Covered in Common Core Geometry California Standards 1. and volume of common geometric figures and solids.0 Students prove and use theorems involving the properties of parallel lines cut by a transversal. and trapezoids. area. and 90° triangles.1 © Sacramento County Office of Education.0 Students prove relationships between angles in polygons by using properties of complementary. 2010.0 Students know and are able to use the triangle inequality theorem. the distance formula. and exterior angles. 8.0 Students prove and solve problems regarding relationships among chords. and inductive and deductive reasoning. 6.0 Students prove theorems by using coordinate geometry. supplementary. including the midpoint of a line segment. tangents. 13. equilateral triangles. the properties of quadrilaterals. 14. including rectangles. and the properties of circles. 17. 2010 V3. 2 2 Comments Partial Partial Partial Partial Partial Partial Covered in 7th grade CCS Covered in 8th grade CCS Covered in 8th grade CCS Partial Partial Partial Analysis by Sacramento County Office of Education July 1. and inscribed and circumscribed polygons of circles. scalene triangles.0 Students prove the Pythagorean theorem.0 Students know the definitions of the basic trigonometric functions defined by the angles of a right triangle. 3. 18. parallelograms. derive. 21. tan(x) = sin(x)/cos(x). 11. For example. axioms. 4 . 20. (sin(x)) + (cos(x)) = 1. including proofs by contradiction. such as 30°. 60°.0 Students use the Pythagorean theorem to determine distance and find missing lengths of sides of right triangles.0 Students know and are able to use angle and side relationships in problems with special right triangles. circumference.0 Students determine how changes in dimensions affect the perimeter. 10.0 Students know. inscribed angles. All rights reserved. 2. and surface area of common geometric figures. 45°. secants. and various forms of equations of lines and circles.0 Students demonstrate understanding by identifying and giving examples of undefined terms. rhombi. 7. and solve problems involving the perimeter. vertical. area. theorems.0 Students compute areas of polygons. 15. California. and 90° triangles and 45°. volume.0 Students write geometric proofs.0 Students construct and judge the validity of a logical argument and give counterexamples to disprove a statement. They also know and are able to use elementary relationships between them.

and leaves a line passing through the center unchanged.6. G-GMD. Derive the equations of ellipses and hyperbolas given foci and directrices. G-SRT.1. their measures.5. derive the formula for the area of a sector. Apply geometric methods to solve design problems (e. and identify three-dimensional objects generated by rotations of two-dimensional objects. A dilation takes a line not passing through the center of the dilation to a parallel line. Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar. resultant forces). G-SRT. G-MG . G-GPE.High School Geometry Core Standards Not Matched to California Standards Common Core Standards High School Geometry G-GCO. Construct an equilateral triangle. and informal limit arguments. Find the point on a directed line segment between two given points that partitions the segment in a given ratio. a square. volume of a cylinder..g.13. G-GPE. area of a circle. Use geometric shapes. complete the square to find the center and radius of a circle given by an equation. and a regular hexagon inscribed in a circle.g. BTUs per cubic foot). Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side. Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.3. use the definition of similarity in terms of similarity transformations to decide if they are similar. Prove the Laws of Sines and Cosines and use them to solve problems. 11. and their properties to describe objects (e.2. designing an object or structure to satisfy physical constraints or minimize cost. Cavalieri’s principle. 5 . 9.5. 2010. G-C. Use dissection arguments. Give an informal argument for the formulas for the circumference of a circle.3. and cone. Derive the equation of a circle of given center and radius using the Pythagorean Theorem.3. find the equation of a line parallel or perpendicular to a given line that passes through a given point).. Identify the shapes of two-dimensional cross-sections of three dimensional objects. Derive the equation of a parabola given a focus and directrix.1. All rights reserved.. G-MG.1 © Sacramento County Office of Education. G-MG . Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g. persons per square mile.1. The dilation of a line segment is longer or shorter in the ratio given by the scale factor. 10. b. G-GPE. G-GPE.1. and define the radian measure of the angle as the constant of proportionality. working with typographic grid systems based on ratios). Apply concepts of density based on area and volume in modeling situations (e. G-GMD. G-SRT.g.. 4. Given two figures. surveying problems. G-GPE. G-SRT. G-SRT. Comments Math Analysis Math Analysis Math Analysis Math Analysis Analysis by Sacramento County Office of Education July 1. G-SRT. Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures. 2010 V3. modeling a tree trunk or a human torso as a cylinder). Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius.2. explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides...g.2.2. pyramid. Verify experimentally the properties of dilations given by a center and a scale factor: a. California. G-GMD.

6. 6. 7 G. 10.8 Comments Consider adding language for partial coverage of CA standards Analysis by Sacramento County Office of Education July 1.2.TF. 7. 7. 8. 9 Core G-CO. 4 G-GPE.Geometry Crosswalk Core Standards Referenced 6th 6-G.13 G-SRT.MD 3 F. 8 G-C. 5. 11.1 7th 7-G. 2010 V3.4.5.1. 2. 8. California. 6. 4. 5. 7. 2010. 6 .4.1 © Sacramento County Office of Education. 12.5 8th 8-G. 3. 3. 9. All rights reserved.

California. 9. and evaluate rational expressions with monomial and polynomial denominators and simplify complicated rational expressions. or hyperbola.0 Students apply the method of mathematical induction to prove general statements about the positive integers. parabola. 2010. 7. exponents. 11. or logarithmic or exponential functions is sometimes true.0 Students understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify their approximate values. and logarithms have been applied correctly at each step. 16.0 Students demonstrate and explain the effect that changing a coefficient has on the graph of quadratic functions. 4.0 Students demonstrate and explain how the geometry of the graph of a conic section (e. b.0 Students determine whether a specific algebraic statement involving rational expressions. that is.1 © Sacramento County Office of Education. and the sum and difference of two cubes.0 Students solve systems of linear equations and inequalities (in two or three variables) by substitution.0 Students find the general term and the sums of arithmetic series and of both finite and infinite geometric series. 17.California Algebra II Standards Not Covered in Common Core Algebra II California Standards 1.0 Students solve equations and inequalities involving absolute value. 18. 13.0 Students add. multiply. 23. subtract. and c vary in the equation y = a(x-b) + c.2 Students judge the validity of an argument according to whether the properties of real numbers. or with matrices. including those with negative exponents in the denominator. Partial Partial 2 2 2 Comments Partial Partial Partial Analysis by Sacramento County Office of Education July 1. radical expressions. 22.0 Students derive the summation formulas for arithmetic series and for both finite and infinite geometric series. 7 . or never true. perfect square trinomials. eccentricity) depends on the coefficients of the quadratic equation representing it. All rights reserved.. students can use the method for completing the square to put the equation into standard form and can recognize whether the graph of the equation is a circle.g. 15. students can determine how the graph of a parabola changes as a.0 Students use fundamental counting principles to compute combinations and permutations.0 Students use the definition of logarithms to translate between logarithms in any base. 11. Students can then graph the equation. ellipse.0 Students factor polynomials representing the difference of squares. foci. 2010 V3.0 Given a quadratic equation of the form ax + by + cx + dy + e = 0. divide. always true. 21. reduce. with graphs. asymptotes.0 Students prove simple laws of logarithms. 2. 14.

11. 5. 6.TF Analysis by Sacramento County Office of Education July 1. 9 A-APR. 7.CP. 2 F-IF. 7 A-REI. 2.4. 5. 9. 4 A-APR. California.4a-b. 5. 3.Algebra II Crosswalk Core Standards Referenced 6th None 7th None 8th 8-EE.1. 6 Trigonometric functions F. 12 F-IF. 4. 5.3.8.9 Comments Consider adding N-CN. 2010 V3.2. 8. 2. 4.7.1 © Sacramento County Office of Education. 8 . 6. 5 F-LE.1.1a-c S.3. 7 A-SEE.1. 2010. All rights reserved. 8 F-BF. 3a-c. 4 A-REI.8a-c Core N-CN.

18. All rights reserved.0 Students know the definition of sine and cosine as y-and x-coordinates of points on the unit circle and are familiar with the graphs of the sine and cosine functions. 9 .0 Students compute. Partial Partial Partial Comments Analysis by Sacramento County Office of Education July 1. 11.0 Students are adept at using trigonometry in a variety of applications and word problems. 7. by hand. 5.1 © Sacramento County Office of Education. 9. 2.California Trigonometry Standards Not Covered in Common Core Trigonometry California Standards 1.0 Students know that the tangent of the angle that a line makes with the x-axis is equal to the slope of the line.0 Students determine the area of a triangle. They can represent a complex number in polar form and know how to multiply complex numbers in their polar form. 2010. in both degrees and radians. They can convert between degrees and radians.0 Students know DeMoivre’s theorem and can give nth roots of a complex number given in polar form. 8. 6.0 Students are familiar with polar coordinates.0 Students demonstrate an understanding of half-angle and double-angle formulas for sines and cosines and can use those formulas to prove and/or simplify other trigonometric identities. 14.0 Students know the definitions of the secant and cosecant functions and can graph them. 19.0 Students know the definitions of the inverse trigonometric functions and can graph the functions. In particular. 17. the values of the trigonometric functions and the inverse trigonometric functions at various standard points.0 Students know the definitions of the tangent and cotangent functions and can graph them.0 Students understand the notion of angle and how to measure it.0 Students represent equations given in rectangular coordinates in terms of polar coordinates. 16.0 Students are familiar with complex numbers. they can determine polar coordinates of a point given in rectangular coordinates and vice versa. 15. 2010 V3. given one angle and the two adjacent sides. California.

4 G-SRT.1 © Sacramento County Office of Education. 9 Comments Analysis by Sacramento County Office of Education July 1. 8. California. All rights reserved.1.Trigonometry Crosswalk Core Standards Referenced 6th None 7th None 8th None Core N-CN. 11 T-TE. 3. 5. 2010 V3. 2.8. 10 . 2010.

0 Students demonstrate an understanding of functions and equations defined parametrically and can graph them.9 Analysis by Sacramento County Office of Education July 1. They determine whether certain sequences converge or diverge. All rights reserved.1 © Sacramento County Office of Education.5.0 Students are adept at the arithmetic of complex numbers. 8. In particular. 2010. Partial F-IF 7. they can translate between polar and rectangular coordinates and can interpret polar coordinates and vectors graphically. polar coordinates and vectors in the plane.0 Students can give proofs of various formulas by using the technique of mathematical induction. 2010 V3.California Mathematical Analysis Standards Not Covered in Common Core Mathematical Analysis California Standards 1. 3. 7. They know the proof of DeMoivre’s theorem. and can apply.0 Students are familiar with. They can use the trigonometric form of complex numbers and understand that a function of a complex variable can be viewed as a function of two real variables. California. F-BF 2 Comments Partial N-CN 4 Partial N-CN 2.0 Students are familiar with the notion of the limit of a sequence and the limit of a function as the independent variable approaches a number or infinity. 11 . 2.

5. 2010 V3.Mathematical Analysis Crosswalk Core Standards Referenced 6th 7th 8th Core N-CN 2.2. 2010. California. 12 .4.3 Comments Analysis by Sacramento County Office of Education July 1.1 © Sacramento County Office of Education.9 F-IF 7 F-BF 2 G-GPE 1. All rights reserved.

10. its determinant is nonzero. Comments Partial A-REI.0 Students demonstrate an understanding that linear systems are inconsistent (have no solutions).0 Students compute the determinants of 2 × 2 and 3 × 3 matrices and are familiar with their geometric interpretations as the area and volume of the parallelepipeds spanned by the images under the matrices of the standard basis vectors in two-dimensional and threedimensional spaces. have exactly one solution. 11.9 Possibly implied in AREI. They can compute the inverse to 2 × 2 and 3 × 3 matrices using row reduction methods or Cramer’s rule.9 Partial in N-VM. or have infinitely many solutions. All rights reserved. 12.1 © Sacramento County Office of Education.0 Students compute the scalar (dot) product of two vectors in n-dimensional space and know that perpendicular vectors have zero dot product.12 Partial in N-VM. 6. 2010 V3.California Linear Algebra Standards Not Covered in Common Core California Linear Algebra Standards 3. 13 . and only if.10 Partial in N-VM.5 Analysis by Sacramento County Office of Education July 1. California.0 Students reduce rectangular matrices to row echelon form.0 Students know that a square matrix is invertible if. 2010.

6 A-REI.Linear Algebra Crosswalk Core Standards Referenced 6th 7th 8th Core A-REI.10.5.9 N-VM.8. 14 . California.4. 2010 V3.6.12 Comments Analysis by Sacramento County Office of Education July 1. 2010.8 A-REI.1 © Sacramento County Office of Education.7. All rights reserved.

3. 2010. and mode of a distribution of data and can compute each in particular situations. All rights reserved.5. S-ID. 15 . median. California.0 Students know the definitions of the mean.2 Analysis by Sacramento County Office of Education July 1. 2010 V3.1 © Sacramento County Office of Education. Comments Partial 6-SP.California Probability and Statistics Standards Not Covered in Common Core California Probability and Statistics Standards 6.

Use calculators.3.0. 2010. spreadsheets. Analysis by Sacramento County Office of Education July 1.14. Distinguish between correlation and causation. Compute (using technology) and interpret the correlation coefficient of a linear fit. Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Partial Advanced Placement Probability and Statistics 13. S-ID. Interpret differences in shape. and spread in the context of the data sets. accounting for possible effects of extreme data points (outliers). California. Yes Advanced Placement Probability and Statistics 12. center. Understand statistics as a process for making inferences about population parameters based on a random sample from that population.0 S-ID. 13. 2010 V3.0.0 S-ID.0 S-ID. Comments Partial 6th SDAP 1.9. Recognize that there are data sets for which such a procedure is not appropriate.Probability and Statistics Core Standards Not Matched to California Standards Common Core Standards Probability and Statistics S-ID.0.15.9.0 S-IC. 16 . and tables to estimate areas under the normal curve.1 © Sacramento County Office of Education. All rights reserved.7.0 Yes Advanced Placement Probability and Statistics 12.3 Partial Advanced Placement Probability and Statistics 11. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.4.8.1. Yes Advanced Placement Probability and Statistics 3.0.

Evaluate reports based on data. Recognize the purposes of and differences among sample surveys. (+) Analyze decisions and strategies using probability concepts (e. California. chances of having a minor or a major accident. use simulations to decide if differences between parameters are significant. S-MD. Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A. (+) Use probabilities to make fair decisions (e. All rights reserved. 2. Use data from a sample survey to estimate a population mean or proportion. 2010.2.6. product testing. S-MD.0 S-MD. S-CP. No No Partial Algebra II 18.7.0 No S-IC. S-MD. develop a margin of error through the use of simulation models for random sampling. (+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. and observational studies. using a random number generator).5b. find the expected winnings from a state lottery ticket or a game at a fastfood restaurant. and interpret the answer in terms of the model..0.g. (+) Use permutations and combinations to compute probabilities of compound events and solve problems. Use data from a randomized experiment to compare two treatments.S-IC.5a.5. drawing by lots. Find the expected payoff for a game of chance.3 Partial Advanced Placement Probability and Statistics 16.. medical testing. S-MD. 17 . For example.6.g. pulling a hockey goalie at the end of a game). Evaluate and compare strategies on the basis of expected values. For example. S-IC.1 © Sacramento County Office of Education. experiments. but reasonable. explain how randomization relates to each. 2010 V3. S-IC.9. No No No No No Analysis by Sacramento County Office of Education July 1. Partial 6th SDAP 2. compare a high-deductible versus a low-deductible automobile insurance policy using various.3.5.6.4. 19. S-CP.

California.3.3. All rights reserved.5.5. 2010.5 7th 8th Core S-ID 1.4 Comments Analysis by Sacramento County Office of Education July 1.7.2. 18 . 2010 V3.2.Probability and Statistics Crosswalk Core Standards Referenced 6th SDAP-3.6 S-IC 2 S-CP 1.4.2.1 © Sacramento County Office of Education.8 S-MD 1.4.

5. S-ID. and exponential) and can use the distributions to solve for events in problems in which the distribution belongs to those families. Partial 6-SP. 2010.0 Students are familiar with the chi-square distribution and chi-square test and understand their uses. and mode of distribution of data and can compute each of them in particular situations. All rights reserved.3 Partial S-MD. 8. California. Comments Partial S-MD.2 Analysis by Sacramento County Office of Education July 1.3 10.0 Students know the definitions of the mean. 19 . 18.0 Students demonstrate an understanding of the standard distributions (normal.California Advanced Placement Probability and Statistics Standards Not Covered in Common Core California Advanced Placement Probability and Statistics Standards 7.0 Students determine the P-value for a statistic for a simple random sample from a normal distribution. 2010 V3.1 © Sacramento County Office of Education.0 Students determine the mean and the standard deviation of a normally distributed random variable. median.3. binomial. 19.

product testing. S-IC. 19.0 S-MD. chances of having a minor or a major accident. Recognize the purposes of and differences among sample surveys. S-MD. California. No No No No No Analysis by Sacramento County Office of Education July 1. use simulations to decide if differences between parameters are significant. experiments.6. (+) Use probabilities to make fair decisions (e. S-MD. 20 . medical testing.g. accounting for possible effects of extreme data points (outliers). Interpret differences in shape. S-MD. using a random number generator).3 Partial 6th SDAP 2. (+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.6. 2010..3 No No No Partial Algebra II 18. center.g.7. 2.1 © Sacramento County Office of Education. Comments Partial 6th SDAP 1. Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A. explain how randomization relates to each.3. drawing by lots. find the expected winnings from a state lottery ticket or a game at a fastfood restaurant. For example. but reasonable. For example. (+) Use permutations and combinations to compute probabilities of compound events and solve problems. Evaluate and compare strategies on the basis of expected values. and spread in the context of the data sets.Advanced Placement Probability and Statistics Core Standards Not Matched to California Standards Common Core Standards Advanced Placement Probability and Statistics S-ID.6. (+) Analyze decisions and strategies using probability concepts (e.9.5. S-CP. S-IC. 2010 V3.2.0. All rights reserved. S-IC. compare a high-deductible versus a low-deductible automobile insurance policy using various.5b. and interpret the answer in terms of the model. Use data from a randomized experiment to compare two treatments. pulling a hockey goalie at the end of a game). S-MD. Find the expected payoff for a game of chance. S-CP.3.. and observational studies. Evaluate reports based on data.5a.5.

5.6.2.1 © Sacramento County Office of Education.Advanced Placement Probability and Statistics Crosswalk Core Standards Referenced 6th SDAP 3.2.5.2.4.9 S-IC 1.8 S-MD 1.4 Comments Analysis by Sacramento County Office of Education July 1. 21 . 2010.4.2.3.4.4 S-CP 1.8. 2010 V3. All rights reserved.7.3.5 7th SDAP 6 8th Core S-ID 1.7. California.

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