## Standards.CCK-8 History

February 25, 2013, at 08:57 AM by LFS -
Changed line 440 from:

<p><strong>7.EE-1.</strong> Apply  properties of operations as strategies to add, subtract, factor, and expand  linear expressions with rational coefficients. <br />

to:

<p><strong><a href="CC7EE-1" target="_blank">7.EE-1.</a></strong> Apply  properties of operations as strategies to add, subtract, factor, and expand  linear expressions with rational coefficients. <br />

May 19, 2011, at 03:25 AM by LFS -
Changed lines 526-529 from:

<p><strong><a href="CC8S-1" target="_blank">8.S-1.</a></strong> Construct  and interpret scatter plots for bivariate measurement data to investigate  patterns of association between two quantities. Describe patterns such as  clustering, outliers, positive or negative association, linear association, and  nonlinear association.  <br />
<strong><a href="CC8S-2" target="_blank">8.S-2.</a></strong> 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.  <br />
<strong><a href="CC8S-3" target="_blank">8.S-3.</a></strong> Use the  equation of a linear model to solve problems in the context of bivariate  measurement data, interpreting the slope and intercept. For example, in a  linear model for a biology experiment, interpret a slope of 1.5 cm/hr as  meaning that an additional hour of sunlight each day is associated with an  additional 1.5 cm in mature plant height. </p>
<strong><a href="CC8S-4" target="_blank">8.S-4.</a></strong> Understand that patterns of association can also be seen in bivariate  categorical data by displaying frequencies and relative frequencies in a  two-way table. Construct and interpret a two-way table summarizing data on two  categorical variables collected from the same subjects. Use relative  frequencies calculated for rows or columns to describe possible association  between the two variables. For example, collect data from students in your  class on whether or not they have a curfew on school nights and whether or not  they have assigned chores at home. Is there evidence that those who have a  curfew also tend to have chores?

to:

<p><strong><a href="CC8SP-1" target="_blank">8.S-1.</a></strong> Construct  and interpret scatter plots for bivariate measurement data to investigate  patterns of association between two quantities. Describe patterns such as  clustering, outliers, positive or negative association, linear association, and  nonlinear association.  <br />
<strong><a href="CC8SP-2" target="_blank">8.S-2.</a></strong> 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.  <br />
<strong><a href="CC8SP-3" target="_blank">8.S-3.</a></strong> Use the  equation of a linear model to solve problems in the context of bivariate  measurement data, interpreting the slope and intercept. For example, in a  linear model for a biology experiment, interpret a slope of 1.5 cm/hr as  meaning that an additional hour of sunlight each day is associated with an  additional 1.5 cm in mature plant height. </p>
<strong><a href="CC8SP-4" target="_blank">8.S-4.</a></strong> Understand that patterns of association can also be seen in bivariate  categorical data by displaying frequencies and relative frequencies in a  two-way table. Construct and interpret a two-way table summarizing data on two  categorical variables collected from the same subjects. Use relative  frequencies calculated for rows or columns to describe possible association  between the two variables. For example, collect data from students in your  class on whether or not they have a curfew on school nights and whether or not  they have assigned chores at home. Is there evidence that those who have a  curfew also tend to have chores?

May 19, 2011, at 03:24 AM by LFS -
Changed lines 481-482 from:

<p><strong>8.NS-1.</strong> Know that  numbers that are not rational are called irrational. Understand informally that  every number has a decimal expansion; for rational numbers show that the  decimal expansion repeats eventually, and convert a decimal expansion which  repeats eventually into a rational number.  <br />
<strong>8.NS-2.</strong> Use  rational approximations of irrational numbers to compare the size of irrational  numbers, locate them approximately on a number line diagram, and estimate the  value of expressions (e.g., π<sup>2</sup>). For example, by truncating the  decimal expansion of √2, show that √2 is between 1 and 2, then between  1.4 and   1.5, and explain how to continue on to get better approximations. </p>

to:

<p><strong><a href="CC8NS-1" target="_blank">8.NS-1.</a></strong> Know that  numbers that are not rational are called irrational. Understand informally that  every number has a decimal expansion; for rational numbers show that the  decimal expansion repeats eventually, and convert a decimal expansion which  repeats eventually into a rational number.  <br />
<strong><a href="CC8NS-2" target="_blank">8.NS-2.</a></strong> Use  rational approximations of irrational numbers to compare the size of irrational  numbers, locate them approximately on a number line diagram, and estimate the  value of expressions (e.g., π<sup>2</sup>). For example, by truncating the  decimal expansion of √2, show that √2 is between 1 and 2, then between  1.4 and   1.5, and explain how to continue on to get better approximations. </p>

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<p><strong>8.EE-1.</strong> Know and  apply the properties of integer exponents to generate equivalent numerical  expressions. For example, 3<sup>2</sup> × 3<sup>–5</sup> = 3<sup>–3</sup>  = 1/3<sup>3</sup> = 1/27.  <br />
<strong>8.EE-2.</strong> Use  square root and cube root symbols to represent solutions to equations of the  form x<sup>2</sup> = p and x<sup>3</sup> = p, where p is a positive rational  number. Evaluate square roots of small perfect squares and cube roots of small  perfect cubes. Know that √2 is irrational.  <br />
<strong>8.EE-3.</strong> Use  numbers expressed in the form of a single digit times an integer power of 10 to  estimate very large or very small quantities, and to express how many times as  much one is than the other. For example, estimate the population of the United  States as 3 × 10<sup>8</sup> and the population of the world as  7 × 10<sup>9</sup> , and determine that the world population is more  than 20 times larger. <br />
<strong>8.EE-4.</strong> 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 or very  small quantities (e.g., use millimeters per year for seafloor spreading).  Interpret scientific notation that has been generated by technology.</p>

to:

<p><strong><a href="CC8EE-1" target="_blank">8.EE-1.</a></strong> Know and  apply the properties of integer exponents to generate equivalent numerical  expressions. For example, 3<sup>2</sup> × 3<sup>–5</sup> = 3<sup>–3</sup>  = 1/3<sup>3</sup> = 1/27.  <br />
<strong><a href="CC8EE-2" target="_blank">8.EE-2.</a></strong> Use  square root and cube root symbols to represent solutions to equations of the  form x<sup>2</sup> = p and x<sup>3</sup> = p, where p is a positive rational  number. Evaluate square roots of small perfect squares and cube roots of small  perfect cubes. Know that √2 is irrational.  <br />
<strong><a href="CC8EE-3" target="_blank">8.EE-3.</a></strong> Use  numbers expressed in the form of a single digit times an integer power of 10 to  estimate very large or very small quantities, and to express how many times as  much one is than the other. For example, estimate the population of the United  States as 3 × 10<sup>8</sup> and the population of the world as  7 × 10<sup>9</sup> , and determine that the world population is more  than 20 times larger. <br />
<strong><a href="CC8EE-4" target="_blank">8.EE-4.</a></strong> 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 or very  small quantities (e.g., use millimeters per year for seafloor spreading).  Interpret scientific notation that has been generated by technology.</p>

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<p><strong>8.EE-5.</strong> Graph  proportional relationships, interpreting the unit rate as the slope of the  graph. Compare two different proportional relationships represented in  different ways. For example, compare a distance-time graph to a distance-time  equation to determine which of two moving objects has greater speed. <br />
<strong>8.EE-6.</strong> 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. </p>

to:

<p><strong><a href="CC8EE-5" target="_blank">8.EE-5.</a></strong> Graph  proportional relationships, interpreting the unit rate as the slope of the  graph. Compare two different proportional relationships represented in  different ways. For example, compare a distance-time graph to a distance-time  equation to determine which of two moving objects has greater speed. <br />
<strong><a href="CC8EE-6" target="_blank">8.EE-6.</a></strong> 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. </p>

Changed line 493 from:

<p><strong>8.EE-7.</strong> Solve  linear equations in one variable. <br />

to:

<p><strong><a href="CC8EE-7" target="_blank">8.EE-7.</a></strong> Solve  linear equations in one variable. <br />

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<strong>8.EE-8.</strong> Analyze  and solve pairs of simultaneous linear equations. <br />

to:

<strong><a href="CC8EE-8" target="_blank">8.EE-8.</a></strong> Analyze  and solve pairs of simultaneous linear equations. <br />

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<p><strong>8.F-1.</strong> 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. (Function notation is not required in Grade 8.)   <br />
<strong>8.F-2.</strong> Compare  properties of two functions each represented in a different way (algebraically,  graphically, numerically in tables, or by verbal descriptions). For example,  given a linear function represented by a table of values and a linear function  represented by an algebraic expression, determine which function has the  greater rate of change.  <br />
<strong>8.F-3.</strong> Interpret  the equation y = mx + b as defining a linear function, whose graph is a  straight line; give examples of functions that are not linear. For example, the  function A = s2 giving the area of a square as a function of its  side length is not linear because its graph contains the points (1,1), (2,4)  and (3,9), which are not on a straight line. </p>

to:

<p><strong><a href="CC8F-1" target="_blank">8.F-1.</a></strong> 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. (Function notation is not required in Grade 8.)   <br />
<strong><a href="CC8F-2" target="_blank">8.F-2.</a></strong> Compare  properties of two functions each represented in a different way (algebraically,  graphically, numerically in tables, or by verbal descriptions). For example,  given a linear function represented by a table of values and a linear function  represented by an algebraic expression, determine which function has the  greater rate of change.  <br />
<strong><a href="CC8F-3" target="_blank">8.F-3.</a></strong> Interpret  the equation y = mx + b as defining a linear function, whose graph is a  straight line; give examples of functions that are not linear. For example, the  function A = s2 giving the area of a square as a function of its  side length is not linear because its graph contains the points (1,1), (2,4)  and (3,9), which are not on a straight line. </p>

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<p><strong>8.F-4.</strong> Construct  a function to model a linear relationship between two quantities. Determine the  rate of change and initial value of the function from a description of a  relationship or from two (x, y) values, including reading these from a table or  from a graph. Interpret the rate of change and initial value of a linear  function in terms of the situation it models, and in terms of its graph or a  table of values. <br />
<strong>8.F-5.</strong> Describe  qualitatively the functional relationship between two quantities by analyzing a  graph (e.g., where the function is increasing or decreasing, linear or  nonlinear). Sketch a graph that exhibits the qualitative features of a function  that has been described verbally. </p>

to:

<p><strong><a href="CC8F-4" target="_blank">8.F-4.</a></strong> Construct  a function to model a linear relationship between two quantities. Determine the  rate of change and initial value of the function from a description of a  relationship or from two (x, y) values, including reading these from a table or  from a graph. Interpret the rate of change and initial value of a linear  function in terms of the situation it models, and in terms of its graph or a  table of values. <br />
<strong><a href="CC8F-5" target="_blank">8.F-5.</strong> Describe  qualitatively the functional relationship between two quantities by analyzing a  graph (e.g., where the function is increasing or decreasing, linear or  nonlinear). Sketch a graph that exhibits the qualitative features of a function  that has been described verbally. </p>

Changed line 510 from:

<p><strong>8.G-1.</strong> Verify  experimentally the properties of rotations, reflections, and translations: <br />

to:

<p><strong><a href="CC8G-1" target="_blank">8.G-1.</a></strong> Verify  experimentally the properties of rotations, reflections, and translations: <br />

Changed lines 514-517 from:

<strong>8.G-2.</strong> Understand  that a two-dimensional figure is congruent to another if the second can be  obtained from the first by a sequence of rotations, reflections, and  translations; given two congruent figures, describe a sequence that exhibits  the congruence between them. <br />
<strong>8.G-3.</strong> Describe  the effect of dilations, translations, rotations, and reflections on  two-dimensional figures using coordinates. <br />
<strong>8.G-4.</strong> Understand  that a two-dimensional figure is similar to another if the second can be  obtained from the first by a sequence of rotations, reflections, translations,  and dilations; given two similar two- dimensional figures, describe a sequence  that exhibits the similarity between them. <br />
<strong>8.G-5.</strong> Use  informal arguments to establish facts about the angle sum and exterior angle of  triangles, about the angles created when parallel lines are cut by a  transversal, and the angle-angle criterion for similarity of triangles. For  example, arrange three copies of the same triangle so that the sum of the three  angles appears to form a line, and give an argument in terms of transversals  why this is so. </p>

to:

<strong><a href="CC8G-2" target="_blank">8.G-2.</a></strong> Understand  that a two-dimensional figure is congruent to another if the second can be  obtained from the first by a sequence of rotations, reflections, and  translations; given two congruent figures, describe a sequence that exhibits  the congruence between them. <br />
<strong><a href="CC8G-3" target="_blank">8.G-3.</a></strong> Describe  the effect of dilations, translations, rotations, and reflections on  two-dimensional figures using coordinates. <br />
<strong><a href="CC8G-4" target="_blank">8.G-4.</a></strong> Understand  that a two-dimensional figure is similar to another if the second can be  obtained from the first by a sequence of rotations, reflections, translations,  and dilations; given two similar two- dimensional figures, describe a sequence  that exhibits the similarity between them. <br />
<strong><a href="CC8G-5" target="_blank">8.G-5.</a></strong> Use  informal arguments to establish facts about the angle sum and exterior angle of  triangles, about the angles created when parallel lines are cut by a  transversal, and the angle-angle criterion for similarity of triangles. For  example, arrange three copies of the same triangle so that the sum of the three  angles appears to form a line, and give an argument in terms of transversals  why this is so. </p>

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<p><strong>8.G-6</strong>. Explain a  proof of the Pythagorean Theorem and its converse. <br />
<strong>8.G-7.</strong> Apply the  Pythagorean Theorem to determine unknown side lengths in right triangles in  real-world and mathematical problems in two and three dimensions. <br />
<strong>8.G-8.</strong> Apply the  Pythagorean Theorem to find the distance between two points in a coordinate  system. </p>

to:

<p><strong><a href="CC8G-6" target="_blank">8.G-6.</a></strong> Explain a  proof of the Pythagorean Theorem and its converse. <br />
<strong><a href="CC8G-7" target="_blank">8.G-7.</a></strong> Apply the  Pythagorean Theorem to determine unknown side lengths in right triangles in  real-world and mathematical problems in two and three dimensions. <br />
<strong><a href="CC8G-8" target="_blank">8.G-8.</a></strong> Apply the  Pythagorean Theorem to find the distance between two points in a coordinate  system. </p>

Changed line 523 from:

<p><strong>8.G-9.</strong> Know the  formulas for the volumes of cones, cylinders, and spheres and use them to solve  real-world and mathematical problems. </p>

to:

<p><strong><a href="CC8G-9" target="_blank">8.G-9.</a></strong> Know the  formulas for the volumes of cones, cylinders, and spheres and use them to solve  real-world and mathematical problems. </p>

Changed lines 526-529 from:

<p><strong>8.S-1.</strong> Construct  and interpret scatter plots for bivariate measurement data to investigate  patterns of association between two quantities. Describe patterns such as  clustering, outliers, positive or negative association, linear association, and  nonlinear association.  <br />
<strong>8.S-2.</strong> 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.  <br />
<strong>8.S-3.</strong> Use the  equation of a linear model to solve problems in the context of bivariate  measurement data, interpreting the slope and intercept. For example, in a  linear model for a biology experiment, interpret a slope of 1.5 cm/hr as  meaning that an additional hour of sunlight each day is associated with an  additional 1.5 cm in mature plant height. </p>
<strong>8.S-4.</strong> Understand that patterns of association can also be seen in bivariate  categorical data by displaying frequencies and relative frequencies in a  two-way table. Construct and interpret a two-way table summarizing data on two  categorical variables collected from the same subjects. Use relative  frequencies calculated for rows or columns to describe possible association  between the two variables. For example, collect data from students in your  class on whether or not they have a curfew on school nights and whether or not  they have assigned chores at home. Is there evidence that those who have a  curfew also tend to have chores?

to:

<p><strong><a href="CC8S-1" target="_blank">8.S-1.</a></strong> Construct  and interpret scatter plots for bivariate measurement data to investigate  patterns of association between two quantities. Describe patterns such as  clustering, outliers, positive or negative association, linear association, and  nonlinear association.  <br />
<strong><a href="CC8S-2" target="_blank">8.S-2.</a></strong> 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.  <br />
<strong><a href="CC8S-3" target="_blank">8.S-3.</a></strong> Use the  equation of a linear model to solve problems in the context of bivariate  measurement data, interpreting the slope and intercept. For example, in a  linear model for a biology experiment, interpret a slope of 1.5 cm/hr as  meaning that an additional hour of sunlight each day is associated with an  additional 1.5 cm in mature plant height. </p>
<strong><a href="CC8S-4" target="_blank">8.S-4.</a></strong> Understand that patterns of association can also be seen in bivariate  categorical data by displaying frequencies and relative frequencies in a  two-way table. Construct and interpret a two-way table summarizing data on two  categorical variables collected from the same subjects. Use relative  frequencies calculated for rows or columns to describe possible association  between the two variables. For example, collect data from students in your  class on whether or not they have a curfew on school nights and whether or not  they have assigned chores at home. Is there evidence that those who have a  curfew also tend to have chores?

May 19, 2011, at 03:06 AM by LFS -
Changed lines 486-487 from:

<strong>8.EE-2.</strong> Use  square root and cube root symbols to represent solutions to equations of the  form x2 = p and x3 = p, where p is a positive rational  number. Evaluate square roots of small perfect squares and cube roots of small  perfect cubes. Know that √2 is irrational.  <br />
<strong>8.EE-3.</strong> Use  numbers expressed in the form of a single digit times an integer power of 10 to  estimate very large or very small quantities, and to express how many times as  much one is than the other. For example, estimate the population of the United  States as 3 × 108 and the population of the world as  7 × 109 , and determine that the world population is more  than 20 times larger. <br />

to:

<strong>8.EE-2.</strong> Use  square root and cube root symbols to represent solutions to equations of the  form x<sup>2</sup> = p and x<sup>3</sup> = p, where p is a positive rational  number. Evaluate square roots of small perfect squares and cube roots of small  perfect cubes. Know that √2 is irrational.  <br />
<strong>8.EE-3.</strong> Use  numbers expressed in the form of a single digit times an integer power of 10 to  estimate very large or very small quantities, and to express how many times as  much one is than the other. For example, estimate the population of the United  States as 3 × 10<sup>8</sup> and the population of the world as  7 × 10<sup>9</sup> , and determine that the world population is more  than 20 times larger. <br />

May 19, 2011, at 03:04 AM by LFS -
Changed line 482 from:

<strong>8.NS-2.</strong> Use  rational approximations of irrational numbers to compare the size of irrational  numbers, locate them approximately on a number line diagram, and estimate the  value of expressions (e.g., π2). For example, by truncating the  decimal expansion of √2, show that √2 is between 1 and 2, then between  1.4 and   1.5, and explain how to continue on to get better approximations. </p>

to:

<strong>8.NS-2.</strong> Use  rational approximations of irrational numbers to compare the size of irrational  numbers, locate them approximately on a number line diagram, and estimate the  value of expressions (e.g., π<sup>2</sup>). For example, by truncating the  decimal expansion of √2, show that √2 is between 1 and 2, then between  1.4 and   1.5, and explain how to continue on to get better approximations. </p>

Changed line 485 from:

<p><strong>8.EE-1.</strong> Know and  apply the properties of integer exponents to generate equivalent numerical  expressions. For example, 32 × 3–5 = 3–3  = 1/33 = 1/27.  <br />

to:

<p><strong>8.EE-1.</strong> Know and  apply the properties of integer exponents to generate equivalent numerical  expressions. For example, 3<sup>2</sup> × 3<sup>–5</sup> = 3<sup>–3</sup>  = 1/3<sup>3</sup> = 1/27.  <br />

May 19, 2011, at 02:09 AM by LFS -
Changed lines 419-420 from:

<p><strong>7.RP-1.</strong> Compute  unit rates associated with ratios of fractions, including ratios of lengths,  areas and other quantities measured in like or different units. For example, if  a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex  fraction 1/2 / 1/4 miles per hour, equivalently 2 miles per hour.<br />
<strong> 7.RP-2.</strong> Recognize and represent  proportional relationships between quantities. <br />

to:

<p><strong><a href="CC7RP-1" target="_blank">7.RP-1.</a></strong> Compute  unit rates associated with ratios of fractions, including ratios of lengths,  areas and other quantities measured in like or different units. For example, if  a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex  fraction 1/2 / 1/4 miles per hour, equivalently 2 miles per hour.<br />
<strong><a href="CC7RP-2" target="_blank">7.RP-2.</a></strong> Recognize and represent  proportional relationships between quantities. <br />

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<strong>7.RP-3.</strong> Use  proportional relationships to solve multistep ratio and percent problems.  Examples: simple interest, tax, markups and markdowns, gratuities and  commissions, fees, percent increase and decrease, percent error.</p>

to:

<strong><a href="CC7RP-3" target="_blank">7.RP-3.</a></strong> Use  proportional relationships to solve multistep ratio and percent problems.  Examples: simple interest, tax, markups and markdowns, gratuities and  commissions, fees, percent increase and decrease, percent error.</p>

Changed line 427 from:

<p><strong>7.NS-1.</strong> 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 diagram. <br />

to:

<p><strong><a href="CC7NS-1" target="_blank">7.NS-1.</a></strong> 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 diagram. <br />

Changed line 432 from:

<strong>7.NS-2.</strong> Apply and  extend previous understandings of multiplication and division and of fractions  to multiply and divide rational numbers. <br />

to:

<strong><a href="CC7NS-2" target="_blank">7.NS-2.</a></strong> Apply and  extend previous understandings of multiplication and division and of fractions  to multiply and divide rational numbers. <br />

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<strong>7.NS-3</strong>. Solve  real-world and mathematical problems involving the four operations with  rational numbers. (Computations with rational numbers extend the rules for  manipulating fractions to complex fractions.)</p>

to:

<strong><a href="CC7NS-3" target="_blank">7.NS-3</a></strong>. Solve  real-world and mathematical problems involving the four operations with  rational numbers. (Computations with rational numbers extend the rules for  manipulating fractions to complex fractions.)</p>

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<strong>7.EE-2.</strong> Understand that rewriting an expression in different forms in a problem context  can shed light on the problem and how the quantities in it are related. For  example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply  by 1.05.” </p>

to:

<strong><a href="CC7EE-2" target="_blank">7.EE-2.</a></strong> Understand that rewriting an expression in different forms in a problem context  can shed light on the problem and how the quantities in it are related. For  example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply  by 1.05.” </p>

Changed lines 443-444 from:

<p><strong>7.EE-3.</strong> Solve  multi-step real-life and mathematical problems posed with positive and negative  rational numbers in any form (whole numbers, fractions, and decimals), using  tools strategically. Apply properties of operations to calculate with numbers  in any form; convert between forms as appropriate; and assess the  reasonableness of answers using mental computation and estimation strategies.  For example: If a woman making \$25 an hour gets a 10% raise, she will make an  additional 1/10 of her salary an hour, or \$2.50, for a new salary of \$27.50. If  you want to place a towel bar 9 3/4 inches long in the center of a door that is  27 1/2 inches wide, you will need to place the bar about 9 inches from each  edge; this estimate can be used as a check on the exact computation. <br />
<strong>7.EE-4.</strong> Use  variables to represent quantities in a real-world or mathematical problem, and  construct simple equations and inequalities to solve problems by reasoning  about the quantities. <br />

to:

<p><strong><a href="CC7EE-3" target="_blank">7.EE-3.</a></strong> Solve  multi-step real-life and mathematical problems posed with positive and negative  rational numbers in any form (whole numbers, fractions, and decimals), using  tools strategically. Apply properties of operations to calculate with numbers  in any form; convert between forms as appropriate; and assess the  reasonableness of answers using mental computation and estimation strategies.  For example: If a woman making \$25 an hour gets a 10% raise, she will make an  additional 1/10 of her salary an hour, or \$2.50, for a new salary of \$27.50. If  you want to place a towel bar 9 3/4 inches long in the center of a door that is  27 1/2 inches wide, you will need to place the bar about 9 inches from each  edge; this estimate can be used as a check on the exact computation. <br />
<strong><a href="CC7EE-4" target="_blank">7.EE-4.</a></strong> Use  variables to represent quantities in a real-world or mathematical problem, and  construct simple equations and inequalities to solve problems by reasoning  about the quantities. <br />

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<p><strong>7.G-1.</strong> Solve  problems involving scale drawings of geometric figures, including computing  actual lengths and areas from a scale drawing and reproducing a scale drawing  at a different scale.  <br />

to:

<p><strong><a href="CC7G-1" target="_blank">7.G-1.</a></strong> Solve  problems involving scale drawings of geometric figures, including computing  actual lengths and areas from a scale drawing and reproducing a scale drawing  at a different scale.  <br />

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<p><strong>7.SP-1.</strong> Understand that statistics can be used to gain information about a population  by examining a sample of the population; generalizations about a population  from a sample are valid only if the sample is representative of that  population. Understand that random sampling tends to produce representative samples  and support valid inferences. <br />
<strong>7.SP-2.</strong> Use data  from a random sample to draw inferences about a population with an unknown  characteristic of interest. Generate multiple samples (or simulated samples) of  the same size to gauge the variation in estimates or predictions. For example,  estimate the mean word length in a book by randomly sampling words from the  book; predict the winner of a school election based on randomly sampled survey  data. Gauge how far off the estimate or prediction might be. Draw informal  comparative inferences about two populations. <br />
<strong>7.SP-3.</strong> Informally assess the degree of visual overlap of two numerical data  distributions with similar variabilities, measuring the difference between the  centers by expressing it as a multiple of a measure of variability. For  example, the mean height of players on the basketball team is 10 cm greater  than the mean height of players on the soccer team, about twice the variability  (mean absolute deviation) on either team; on a dot plot, the separation between  the two distributions of heights is noticeable. <br />
<strong>7.SP-4.</strong> Use  measures of center and measures of variability for numerical data from random  samples to draw informal comparative inferences about two populations. For  example, decide whether the words in a chapter of a seventh-grade science book  are generally longer than the words in a chapter of a fourth-grade science  book. Investigate chance processes and develop, use, and evaluate probability  models. <br />
<strong>7.SP-5.</strong> Understand that the probability of a chance event is a number between 0 and 1  that expresses the likelihood of the event occurring. Larger numbers indicate  greater likelihood. A probability near 0 indicates an unlikely event, a  probability around 1/2 indicates an event that is neither unlikely nor likely,  and a probability near 1 indicates a likely event.<br />
<strong>7.SP-6.</strong> 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. For example,  when rolling a number cube 600 times, predict that a 3 or 6 would be rolled  roughly 200 times, but probably not exactly 200 times. <br />
<strong>7.SP-7.</strong> 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 possible sources of the discrepancy. <br />

to:

<p><strong><a href="CC7SP-1" target="_blank">7.SP-1.</a></strong> Understand that statistics can be used to gain information about a population  by examining a sample of the population; generalizations about a population  from a sample are valid only if the sample is representative of that  population. Understand that random sampling tends to produce representative samples  and support valid inferences. <br />
<strong><a href="CC7SP-2" target="_blank">7.SP-2.</a></strong> Use data  from a random sample to draw inferences about a population with an unknown  characteristic of interest. Generate multiple samples (or simulated samples) of  the same size to gauge the variation in estimates or predictions. For example,  estimate the mean word length in a book by randomly sampling words from the  book; predict the winner of a school election based on randomly sampled survey  data. Gauge how far off the estimate or prediction might be. Draw informal  comparative inferences about two populations. <br />
<strong><a href="CC7SP-3" target="_blank">7.SP-3.</a></strong> Informally assess the degree of visual overlap of two numerical data  distributions with similar variabilities, measuring the difference between the  centers by expressing it as a multiple of a measure of variability. For  example, the mean height of players on the basketball team is 10 cm greater  than the mean height of players on the soccer team, about twice the variability  (mean absolute deviation) on either team; on a dot plot, the separation between  the two distributions of heights is noticeable. <br />
<strong><a href="CC7SP-4" target="_blank">7.SP-4.</a></strong> Use  measures of center and measures of variability for numerical data from random  samples to draw informal comparative inferences about two populations. For  example, decide whether the words in a chapter of a seventh-grade science book  are generally longer than the words in a chapter of a fourth-grade science  book. Investigate chance processes and develop, use, and evaluate probability  models. <br />
<strong><a href="CC7SP-5" target="_blank">7.SP-5.</a></strong> Understand that the probability of a chance event is a number between 0 and 1  that expresses the likelihood of the event occurring. Larger numbers indicate  greater likelihood. A probability near 0 indicates an unlikely event, a  probability around 1/2 indicates an event that is neither unlikely nor likely,  and a probability near 1 indicates a likely event.<br />
<strong><a href="CC7SP-6" target="_blank">7.SP-6.</a></strong> 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. For example,  when rolling a number cube 600 times, predict that a 3 or 6 would be rolled  roughly 200 times, but probably not exactly 200 times. <br />
<strong><a href="CC7SP-7" target="_blank">7.SP-7.</a></strong> 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 possible sources of the discrepancy. <br />

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<strong>7.SP-8.</strong> Find  probabilities of compound events using organized lists, tables, tree diagrams,  and simulation.<br />

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<strong><a href="CC7SP-8" target="_blank">7.SP-8.</a></strong> Find  probabilities of compound events using organized lists, tables, tree diagrams,  and simulation.<br />

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<strong>7.G-2.</strong> 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. <br />
<strong>7.G-3.</strong> Describe  the two-dimensional figures that result from slicing three- dimensional  figures, as in plane sections of right rectangular prisms and right rectangular  pyramids. </p>

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<strong><a href="CC7G-2" target="_blank">7.G-2.</a></strong> 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. <br />
<strong><a href="CC7G-3" target="_blank">7.G-3.</a></strong> Describe  the two-dimensional figures that result from slicing three- dimensional  figures, as in plane sections of right rectangular prisms and right rectangular  pyramids. </p>

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<p><strong>7.G-4.</strong> 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. <br />
<strong>7.G-5.</strong> 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.<br />
<strong>7.G-6.</strong> Solve  real-world and mathematical problems involving area, volume and surface area of  two- and three-dimensional objects composed of triangles, quadrilaterals,  polygons, cubes, and right prisms. </p>

to:

<p><strong><a href="CC7G-4" target="_blank">7.G-4.</a></strong> 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. <br />
<strong><a href="CC7G-5" target="_blank">7.G-5.</a></strong> 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.<br />
<strong><a href="CC7G-6" target="_blank">7.G-6.</a></strong> Solve  real-world and mathematical problems involving area, volume and surface area of  two- and three-dimensional objects composed of triangles, quadrilaterals,  polygons, cubes, and right prisms. </p>

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<strong>7.G-2.</strong> 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. <br />
<strong>7.G-3.</strong> Describe  the two-dimensional figures that result from slicing three- dimensional  figures, as in plane sections of right rectangular prisms and right rectangular  pyramids. </p>

to:

<strong>7.G-2.</strong> 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. <br />
<strong>7.G-3.</strong> Describe  the two-dimensional figures that result from slicing three- dimensional  figures, as in plane sections of right rectangular prisms and right rectangular  pyramids. </p>

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<p><strong>7.G-4.</strong> 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. <br />
<strong>7.G-5.</strong> 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.<br />
<strong>7.G-6.</strong> Solve  real-world and mathematical problems involving area, volume and surface area of  two- and three-dimensional objects composed of triangles, quadrilaterals,  polygons, cubes, and right prisms. </p>

to:

<p><strong>7.G-4.</strong> 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. <br />
<strong>7.G-5.</strong> 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.<br />
<strong>7.G-6.</strong> Solve  real-world and mathematical problems involving area, volume and surface area of  two- and three-dimensional objects composed of triangles, quadrilaterals,  polygons, cubes, and right prisms. </p>

May 19, 2011, at 01:02 AM by LFS -

[]K-8 Standards                        Common Core State Standards 9-12
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<p><strong></strong> Understand  that shapes in different categories (e.g., rhombuses, rectangles, and others)  may share attributes (e.g., having four sides), and that the shared attributes  can define a larger category (e.g., quadrilaterals). Recognize rhombuses,  rectangles, and squares as examples of quadrilaterals, and draw examples of  quadrilaterals that do not belong to any of these subcategories. </p>
<strong></strong> Partition shapes into parts with equal areas. Express the area of each part as  a unit fraction of the whole. For example, partition a shape into 4 parts with  equal area, and describe the area of each part as 1/4 of the area of the shape.

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<p><strong><a href="http://www.mathcasts.org/mtwiki/Standards/CC3G-1" target="_blank">3.G-1.</a></strong> Understand  that shapes in different categories (e.g., rhombuses, rectangles, and others)  may share attributes (e.g., having four sides), and that the shared attributes  can define a larger category (e.g., quadrilaterals). Recognize rhombuses,  rectangles, and squares as examples of quadrilaterals, and draw examples of  quadrilaterals that do not belong to any of these subcategories. </p>
<strong><a href="http://www.mathcasts.org/mtwiki/Standards/CC3G-2" target="_blank">3.G-2.</a></strong> Partition shapes into parts with equal areas. Express the area of each part as  a unit fraction of the whole. For example, partition a shape into 4 parts with  equal area, and describe the area of each part as 1/4 of the area of the shape.

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<p><strong>3.G-1.</strong> Understand  that shapes in different categories (e.g., rhombuses, rectangles, and others)  may share attributes (e.g., having four sides), and that the shared attributes  can define a larger category (e.g., quadrilaterals). Recognize rhombuses,  rectangles, and squares as examples of quadrilaterals, and draw examples of  quadrilaterals that do not belong to any of these subcategories. </p>
<strong>3.G-2.</strong> Partition shapes into parts with equal areas. Express the area of each part as  a unit fraction of the whole. For example, partition a shape into 4 parts with  equal area, and describe the area of each part as 1/4 of the area of the shape.

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<p><strong></strong> Understand  that shapes in different categories (e.g., rhombuses, rectangles, and others)  may share attributes (e.g., having four sides), and that the shared attributes  can define a larger category (e.g., quadrilaterals). Recognize rhombuses,  rectangles, and squares as examples of quadrilaterals, and draw examples of  quadrilaterals that do not belong to any of these subcategories. </p>
<strong></strong> Partition shapes into parts with equal areas. Express the area of each part as  a unit fraction of the whole. For example, partition a shape into 4 parts with  equal area, and describe the area of each part as 1/4 of the area of the shape.

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<h3><a name="_K.CC_Counting_and" id="_K.CC_Counting_and"></a>K.CC Counting and Cardinality </h3>
<h4>Know number names and the count sequence. </h4>

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<h4 style="color:#008000"><a name="_K.CC_Counting_and" id="_K.CC_Counting_and"></a>K.CC Counting and Cardinality </h4>
<h5 style="color:#990099">Know number names and the count sequence. </h5>

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<h4>Count to tell the number of objects. </h4>

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<h5 style="color:#990099">Count to tell the number of objects. </h5>

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<h4>Compare numbers. </h4>

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<h5 style="color:#990099">Compare numbers. </h5>

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<h3><a name="_K.OA_Operations_and" id="_K.OA_Operations_and"></a>K.OA Operations and Algebraic Thinking </h3>
<h4>Understand addition as putting together and adding to, and under- stand  subtraction as taking apart and taking from. </h4>

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<h4 style="color:#008000"><a name="_K.OA_Operations_and" id="_K.OA_Operations_and"></a>K.OA Operations and Algebraic Thinking </h4>
<h5 style="color:#990099">Understand addition as putting together and adding to, and under- stand  subtraction as taking apart and taking from. </h5>

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<h3><a name="_K.NBT_Number_and" id="_K.NBT_Number_and"></a>K.NBT Number and Operations in Base Ten </h3>
<h4>Work with numbers 11–19 to gain foundations for place value. </h4>

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<h4 style="color:#008000"><a name="_K.NBT_Number_and" id="_K.NBT_Number_and"></a>K.NBT Number and Operations in Base Ten </h4>
<h5 style="color:#990099">Work with numbers 11–19 to gain foundations for place value. </h5>

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<h3><a name="_K.MD_Measurement_and" id="_K.MD_Measurement_and"></a>K.MD Measurement and Data </h3>
<h4>Describe and compare measurable attributes. </h4>

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<h4 style="color:#008000"><a name="_K.MD_Measurement_and" id="_K.MD_Measurement_and"></a>K.MD Measurement and Data </h4>
<h5 style="color:#990099">Describe and compare measurable attributes. </h5>

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<h4>Classify objects and count the number of objects in each category. </h4>

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<h5 style="color:#990099">Classify objects and count the number of objects in each category. </h5>

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<h3><a name="_K.G_Geometry" id="_K.G_Geometry"></a>K.G Geometry </h3>
<h4>Identify and describe shapes (squares, circles, triangles, rectangles,  hexagons, cubes, cones, cylinders, and spheres). </h4>

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<h4 style="color:#008000"><a name="_K.G_Geometry" id="_K.G_Geometry"></a>K.G Geometry </h4>
<h5 style="color:#990099">Identify and describe shapes (squares, circles, triangles, rectangles,  hexagons, cubes, cones, cylinders, and spheres). </h5>

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<h4>Analyze, compare, create, and compose shapes. </h4>

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<h5 style="color:#990099">Analyze, compare, create, and compose shapes. </h5>

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<div style="font-size:.9em">

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</div>

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<h2>K - Standards</h2>

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<div style="font-size:.9em">

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[c]Printer-friendly PDF (Word doc file available on request.)

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[c]Printer-friendly PDF (Word doc file available on request.)

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