- What is CodeHS?
- Curriculum
- Platform
- Assignments
- Classroom Management
- Grading
- Gradebook
- Progress Tracking
- Lesson Plans
- Offline Handouts
- Problem Guides
- Practice
- Create
- Problem Bank
- Playlist Bank
- Quiz Scores
- Rostering
- Integrations
- Professional Development
- Stories
- Standards
- States
- Alabama
- Alaska
- Arizona
- Arkansas
- California
- Colorado
- Connecticut
- D.C.
- Delaware
- Florida
- Georgia
- Hawaii
- Idaho
- Illinois
- Indiana
- Iowa
- Kansas
- Kentucky
- Louisiana
- Maine
- Maryland
- Massachusetts
- Michigan
- Minnesota
- Mississippi
- Missouri
- Montana
- Nebraska
- Nevada
- New Hampshire
- New Jersey
- New Mexico
- New York
- North Carolina
- North Dakota
- Ohio
- Oklahoma
- Oregon
- Pennsylvania
- Rhode Island
- South Carolina
- South Dakota
- Tennessee
- Texas
- Utah
- Vermont
- Virginia
- Washington
- West Virginia
- Wisconsin
- Wyoming
- State Standards
- Plans
- Resources
- Districts
- Share
- Contact Us
- Company

# UT Math K-6 Framework

## Standards

Standard | Description | |
---|---|---|

K-5.MP.1 | Make sense of problems and persevere in solving them. Explain the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway. When a solution pathway does not make sense, look for another pathway that does. Explain connections between various solution strategies and representations. Upon finding a solution, look back at the problem to determine whether the solution is reasonable and accurate, often checking answers to problems using a different method or approach. | Lessons |

K-5.MP.2 | Reason abstractly and quantitatively. Make sense of quantities and their relationships in problem situations. Contextualize quantities and operations by using images or stories. Decontextualize a given situation and represent it symboli- cally. Interpret symbols as having meaning, not just as directions to carry out a proce- dure. Know and flexibly use different properties of operations, numbers, and geometric objects. | Lessons |

K-5.MP.3 | Construct viable arguments and critique the reasoning of others. Use stated assumptions, definitions, and previously established results to construct arguments. Explain and justify the mathematical reasoning underlying a strategy, solu- tion, or conjecture by using concrete referents such as objects, drawings, diagrams, and actions. Listen to or read the arguments of others, decide whether they make sense, ask useful questions to clarify or improve the arguments, and build on those arguments. | Lessons |

K-5.MP.4 | Model with mathematics. Identify the mathematical elements of a situation and create a mathematical model that shows the relationships among them. Identify important quantities in a contextual situation, use mathematical models to show the relationships of those quantities, analyze the relationships, and draw conclu- sions. Models may be verbal, contextual, visual, symbolic, or physical. | Lessons |

K-5.MP.5 | Use appropriate tools strategically. Consider the tools that are avail- able when solving a mathematical problem, whether in a real-world or mathematical context. Choose tools that are relevant and useful to the problem at hand, such as physi- cal objects, drawings, diagrams, physical tools, technologies, or mathematical tools such as estimation or a particular strategy or algorithm. | Lessons |

K-5.MP.6 | Attend to precision. Communicate precisely to others by crafting care- ful explanations that communicate mathematical reasoning by referring specifically to each important mathematical element, describing the relationships among them, and connecting their words clearly to representations. Calculate accurately and efficiently, and use clear and concise notation to record work. | Lessons |

K-5.MP.7 | Look for and make use of structure. Recognize and apply the struc- tures of mathematics, such as patterns, place value, the properties of operations, or the flexibility of numbers. See complicated things as single objects or as being composed of several objects. | Lessons |

K-5.MP.8 | Look for and express regularity in repeated reasoning. Notice repetitions in mathematics when solving multiple related problems. Use observations and reasoning to find shortcuts or generalizations. Evaluate the reasonableness of intermedi- ate results. | Lessons |

K.CC.1 | Count to 100 by ones and by tens. | Lessons |

K.CC.2 | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). | Lessons |

K.CC.3 | Read and write numbers using base ten numerals from 0 to 20. Represent a number of objects with a written numeral, in or out of sequence (0 repre- sents a count of no objects). | Lessons |

K.CC.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. | Lessons |

K.CC.4a | When counting objects, say the numbers in the standard order. Pair each quantity of objects with one and only one number, and each number with the correct quantity of objects. | Lessons |

K.CC.4b | Understand that the last number said represents the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. | Lessons |

K.CC.4c | Understand that each successive number refers to a quantity that is one greater than the previous number. | Lessons |

K.CC.5 | Use counting to answer questions about “how many.” For example, 20 or fewer objects arranged in a line, a rectangular array, or circle; 10 or fewer objects in a scat- tered configuration. Using a number from 1–20, count out that many objects. | Lessons |

K.CC.6 | Use matching or counting strategies to identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Include groups with up to ten objects. | Lessons |

K.CC.7 | Compare two numbers between 1 and 10 presented as written numer- als using “greater than,” “less than,” or “equal to.” | Lessons |

K.OA.1 | Represent addition and subtraction with objects, fingers, mental im- ages, simple drawings, or sounds. For example, use clapping, act out situations, and use verbal explanations, expressions, or equations. | Lessons |

K.OA.2 | Solve addition and subtraction word problems within 10. Use objects or drawings to represent the problem. | Lessons |

K.OA.3 | Decompose numbers less than or equal to 10 into pairs in more than one way by using objects or drawings. Record each decomposition by a drawing or equation. For example, 5 = 2 + 3 and 5 = 4 + 1. | Lessons |

K.OA.4 | Make sums of 10 using any number from 1 to 9. For example, 2 + 8 = 10. Use objects or drawings to represent and record the answer. | Lessons |

K.OA.5 | Fluently add and subtract using numbers within 5. | Lessons |

K.NBT.1 | Compose and decompose numbers from 11–19 into ten ones and some further ones. Use objects or drawings and record each composition or decomposi- tion by a drawing or equation. For example, 18 = 10 + 8. Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. | Lessons |

K.MD.1 | Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. | Lessons |

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. For example, directly compare the length of two pencils and describe one as shorter or longer. | Lessons |

K.MD.3 | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Limit the category counts to less than or equal to 10. | Lessons |

K.G.1 | Describe objects in the environment using names of shapes, and de- scribe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. | Lessons |

K.G.2 | Correctly name shapes regardless of their orientations or overall sizes. | Lessons |

K.G.3 | Identify shapes as two-dimensional ("flat") or three-dimensional ("solid"). | Lessons |

K.G.4 | Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes and orientations, using informal language to describe their similarities, differences, and other attributes (for example, color, size, shape, number of sides). | Lessons |

K.G.5 | Model and create shapes from components such as sticks and clay balls | Lessons |

K.G.6 | Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” | Lessons |

1.OA.1 | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. For example, use objects, drawings, and equations with a symbol for the unknown number to represent the problem. | Lessons |

1.OA.2 | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. For example, use objects, drawings, and equations with a symbol for the unknown number to represent the problem. | Lessons |

1.OA.3 | Apply properties of operations as strategies to add and subtract. For example: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 =12. (Associative property of addition.) First grade students need not use formal terms for these properties. | Lessons |

1.OA.4 | Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. | Lessons |

1.OA.5 | Relate counting to addition and subtraction. For example, by counting on 2 to add 2. | Lessons |

1.OA.6 | Add and subtract within 20. | Lessons |

1.OA.6a | Use strategies such as counting on; making ten (for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (for example, 13 - 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (for example, knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (for example, adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). | Lessons |

1.OA.6b | By the end of Grade 1, demonstrate fluency for addition and subtraction within 10. | Lessons |

1.OA.7 | Understand the meaning of the equal sign, and determine whether equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. | Lessons |

1.OA.8 | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations | Lessons |

1.NBT.1 | Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. | Lessons |

1.NBT.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: | Lessons |

1.NBT.2.a | 10 can be thought of as a bundle of ten ones — called a “ten.” b. | Lessons |

1.NBT.2.b | The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. | Lessons |

1.NBT.2.c | The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). | Lessons |

1.NBT.3 | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. | Lessons |

1.NBT.4 | Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. | Lessons |

1.NBT.5 | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. | Lessons |

1.NBT.6 | Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. | Lessons |

1.MD.1 | Order three objects by length; compare the lengths of two objects indirectly by using a third object. | Lessons |

1.MD.2 | Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. | Lessons |

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

1.MD.4 | Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. | Lessons |

1.MD.5 | Identify the values of pennies, nickels, dimes and quarters, and know their comparative values. (For example, a dime is of greater value than a nickel.) Use appro- priate notation to designate a coin’s value. (For example, 5¢.) | Lessons |

1.G.1 | Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. | Lessons |

1.G.2a | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. | Lessons |

1.G.2b | Compose three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. First grade students do not need to learn formal names such as “right rectangular prism.” | Lessons |

1.G.3 | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. | Lessons |

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.1 | Lessons |

2.OA.2 | Fluently add and subtract within 20 using mental strategies. | Lessons |

2.OA.2a | Add and subtract within 20 using mental strategies such as counting on; making ten (for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (for example, 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (for example, knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creat- ing equivalent but easier or known sums (for example, adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). | Lessons |

2.OA.2b | By the end of Grade 2, know from memory all sums of two one-digit numbers. | Lessons |

2.OA.3 | Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. | Lessons |

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. | Lessons |

2.NBT.1 | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: | Lessons |

2.NBT.1.a | 100 can be thought of as a bundle of ten tens — called a “hundred.” | Lessons |

2.NBT.1.b | The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). | Lessons |

2.NBT.2 | Count within 1000; skip-count by 5s, 10s, and 100s. | Lessons |

2.NBT.3 | Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. | Lessons |

2.NBT.4 | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. | Lessons |

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. | Lessons |

2.NBT.6 | Add up to four two-digit numbers using strategies based on place value and properties of operations. | Lessons |

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. | Lessons |

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. | Lessons |

2.NBT.9 | Explain why addition and subtraction strategies work, using place value and the properties of operations.3 | Lessons |

2.MD.1 | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. | Lessons |

2.MD.2 | Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. | Lessons |

2.MD.3 | Estimate lengths using units of inches, feet, centimeters, and meters. | Lessons |

2.MD.4 | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. | Lessons |

2.MD.5 | Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. | Lessons |

2.MD.6 | Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. | Lessons |

2.MD.7 | Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. | Lessons |

2.MD.8 | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? | Lessons |

2.MD.9 | Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. | Lessons |

2.MD.10 | Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems4 using information presented in a bar graph. | Lessons |

2.G.1 | Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. | Lessons |

2.G.2 | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. | Lessons |

2.G.3 | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. | Lessons |

3.OA.1 | Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. | Lessons |

3.OA.2 | Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. | Lessons |

3.OA.3 | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 | Lessons |

3.OA.4 | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = � ÷ 3, 6 × 6 = ?. | Lessons |

3.OA.5 | Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) | Lessons |

3.OA.6 | Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. | Lessons |

3.OA.7a | Fluently multiply and divide within 100, using strategies such as the relationship be- tween multiplication and division or properties of operations. (For example, knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8.) | Lessons |

3.OA.7b | By the end of Grade 3, know from memory all products of two one-digit numbers. | Lessons |

3.OA.8a | Solve two-step word problems using the four operations. Know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations). (Limit to problems posed with whole numbers and having whole number answers.) | Lessons |

3.OA.8b | Represent two-step problems using equations with a letter standing for the un- known quantity. Create accurate equations to match word problems. | Lessons |

3.OA.8c | Assess the reasonableness of answers using mental computation and estimation strategies, including rounding. | Lessons |

3.OA.9 | Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that four times a number is always even, and explain why four times a number can be decomposed into two equal addends. | Lessons |

3.NBT.1 | Use place value understanding to round whole numbers to the nearest 10 or 100. | Lessons |

3.NF.1 | Understand that a unit fraction has a numerator of one and a non-zero denominator. | Lessons |

3.NF.1a | Understand a fraction 1/b as the quantity formed by one part when a whole is parti- tioned into b equal parts. | Lessons |

3.NF.1b | Understand a fraction a/b as the quantity formed by a parts of size 1/b. For example: 1/4 + 1/4 + 1/4 = 3/4. | Lessons |

3.NF.2 | Understand a fraction as a number on the number line; represent frac- tions on a number line diagram. | Lessons |

3.NF.2.a | 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. 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. | Lessons |

3.NF.2.b | Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. | Lessons |

3.NF.3 | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. | Lessons |

3.NF.3.a | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. | Lessons |

3.NF.3.b | Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. | Lessons |

3.NF.3.c | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. | Lessons |

3.NF.3.d | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. | Lessons |

3.MD.1 | Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. | Lessons |

3.MD.2 | Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).6 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.7 | Lessons |

3.MD.3 | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. | Lessons |

3.MD.4 | Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. | Lessons |

3.MD.5 | Recognize area as an attribute of plane figures and understand concepts of area measurement. | Lessons |

3.MD.5.a | A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. | Lessons |

3.MD.5.b | A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. | Lessons |

3.MD.6 | Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). | Lessons |

3.MD.7 | Relate area to the operations of multiplication and addition. | Lessons |

3.MD.7.a | Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. | Lessons |

3.MD.7.b | Multiply side lengths to find areas of rectangles with whole- number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. | Lessons |

3.MD.7.c | 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 × b and a × c. Use area models to represent the distributive property in mathematical reasoning. | Lessons |

3.MD.7.d | Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. | Lessons |

3.MD.8 | Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. | Lessons |

3.G.1 | 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. | Lessons |

3.G.2 | 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. | Lessons |

4.OA.1 | Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. | Lessons |

4.OA.2 | Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 | Lessons |

4.OA.3 | Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remain- ders must be interpreted. | Lessons |

4.OA.3a | Represent these problems using equations with a letter standing for the unknown quantity. | Lessons |

4.OA.3b | Assess the reasonableness of answers using mental computation and estimation strategies, including rounding. | Lessons |

4.OA.4 | Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. | Lessons |

4.OA.5 | Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. | Lessons |

4.NBT.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. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. | Lessons |

4.NBT.2 | Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. | Lessons |

4.NBT.3 | Use place value understanding to round multi-digit whole numbers to any place. | Lessons |

4.NBT.4 | Fluently add and subtract multi-digit whole numbers using the standard algorithm. | Lessons |

4.NBT.5 | Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. | Lessons |

4.NBT.6 | Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. | Lessons |

4.NF.1 | Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. | Lessons |

4.NF.2 | Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. | Lessons |

4.NF.3 | Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. | Lessons |

4.NF.3.a | Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. | Lessons |

4.NF.3.b | Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. | Lessons |

4.NF.3.c | Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. | Lessons |

4.NF.3.d | Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. | Lessons |

4.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. | Lessons |

4.NF.4.a | Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). | Lessons |

4.NF.4.b | Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) | Lessons |

4.NF.4.c | Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? | Lessons |

4.NF.5 | Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. | Lessons |

4.NF.6 | Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. | Lessons |

4.NF.7 | Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. | Lessons |

4.MD.1 | Know relative sizes of measurement units within each system of units (standard and metric), including kilometers, meters, and centimeters; liters and milliliters; kilograms and grams; pounds and ounces; hours, minutes, and seconds. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that one foot is 12 times as long as one inch. Express the length of a four-foot snake as 48 inches. Know that one meter is 100 times as long as one centimeter. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36)... | Lessons |

4.MD.2 | Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money. | Lessons |

4.MD.2a | Include problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. | Lessons |

4.MD.2b | Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. | Lessons |

4.MD.3 | Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. | Lessons |

4.MD.4 | Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. | Lessons |

4.MD.5 | Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: | Lessons |

4.MD.5.a | Understand that an angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure other angles. | Lessons |

4.MD.5.b | Understand that an angle that turns through n one-degree angles is said to have an angle measure of n degrees. | Lessons |

4.MD.6 | Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. | Lessons |

4.MD.7 | Recognize angle measure as additive. | Lessons |

4.MD.7a | Understand that when an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. | Lessons |

4.MD.7b | Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems, for example by using an equation with a symbol for the unknown angle measure. | Lessons |

4.G.1 | Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. | Lessons |

4.G.2 | Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. | Lessons |

4.G.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. Identify line-symmetric figures and draw lines of symmetry. | Lessons |

5.OA.1 | Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. | Lessons |

5.OA.2a | Write simple expressions that record calculations with numbers. For example, use 2 x (8+7) to express the calculation "add 8 and 7, then multiply by 2." | Lessons |

5.OA.2b | Interpret numerical expressions without evaluating them. For example, use concep- tual understanding of multiplication to interpret 3 x (18939 + 921) as being three times as large as 18932 + 921 without calculating the indicated sum or product. | Lessons |

5.OA.3 | Generate two numerical patterns using two given rules. Identify appar- ent relationships between corresponding terms. Form ordered pairs consisting of cor- responding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "add 3" and the starting number 0, and given the rule "add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. | Lessons |

5.NBT.1 | Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. | Lessons |

5.NBT.2 | Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. | Lessons |

5.NBT.3 | Read, write, and compare decimals to thousandths. | Lessons |

5.NBT.3.a | Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). | Lessons |

5.NBT.3.b | Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. | Lessons |

5.NBT.4 | Use place value understanding to round decimals to any place. | Lessons |

5.NBT.5 | Fluently multiply multi-digit whole numbers using the standard algorithm. | Lessons |

5.NBT.6 | Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. | Lessons |

5.NBT.7 | Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. | Lessons |

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. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) | Lessons |

5.NF.2 | Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions | Lessons |

5.NF.3 | Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? | Lessons |

5.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. | Lessons |

5.NF.4.a | Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) | Lessons |

5.NF.4.b | Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. | Lessons |

5.NF.5 | Interpret multiplication as scaling (resizing). | Lessons |

5.NF.5.a | Compare the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. For example, the prod- ucts of expressions such as 5 x 3 or 1⁄2 x 3 can be interpreted in terms of a quantity, three, and a scaling factor, five or 1⁄2. Thus in addition to knowing that 5 x 3 = 15, they can also say that 5 x 3 is five times as big as three, without evaluating the product. Likewise they see 1⁄2 x 3 as half the size of three. | Lessons |

5.NF.5.b | Explain why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1. | Lessons |

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. | Lessons |

5.NF.7 | Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1 | Lessons |

5.NF.7.a | Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3. | Lessons |

5.NF.7.b | Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. | Lessons |

5.NF.7.c | Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? | Lessons |

5.MD.1 | Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. | Lessons |

5.MD.2 | Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. | Lessons |

5.MD.3 | Recognize volume as an attribute of solid figures and understand concepts of volume measurement. | Lessons |

5.MD.3.a | A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. | Lessons |

5.MD.3.b | 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. | Lessons |

5.MD.4 | Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. | Lessons |

5.MD.5 | Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. | Lessons |

5.MD.5.a | Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. | Lessons |

5.MD.5.b | Apply the formulas V=l×w×handV=b×h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. | Lessons |

5.MD.5.c | Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. | Lessons |

5.G.1 | Compose and understand the coordinate plane. | Lessons |

5.G.1a | Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the zero on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. | Lessons |

5.G.1b | Using quadrant one on the coordinate plane, understand that the first number in a coordinate pair indicates how far to travel from the origin in the direction of the hori- zontal axis, and the second number indicates how far to travel in the direction of the vertical axis, with the convention that the names of the two axes and the coordinates correspond (x-axis and x-coordinate, y-axis and y-coordinate). | Lessons |

5.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. | Lessons |

5.G.3 | Understand that attributes belonging to a category of two- dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. | Lessons |

5.G.4 | Classify two-dimensional figures in a hierarchy based on properties. | Lessons |

6.MP.1 | Make sense of problems and persevere in solving them. Explain the meaning of a problem and look for entry points to its solution. Analyze givens, constraints, relationships, and goals. Make conjectures about the form and meaning of the solution, plan a solution pathway, and continually monitor progress asking, “Does this make sense?” Consider analogous problems, make connections between multiple representations, identify the correspondence between different approaches, look for trends, and transform algebraic expressions to highlight meaningful mathematics. Check answers to problems using a different method. | Lessons |

6.MP.2 | Reason abstractly and quantitatively. Make sense of the quantities and their relationships in problem situations. Translate between context and algebraic representations by contextualizing and decontextualizing quantitative relationships. This includes the ability to decontextualize a given situation, representing it algebraically and manipulating symbols fluently as well as the ability to contextualize algebraic representations to make sense of the problem. | Lessons |

6.MP.3 | Construct viable arguments and critique the reasoning of others. Understand and use stated assumptions, definitions, and previously established results in constructing arguments. Make conjectures and build a logical progression of statements to explore the truth of their conjectures. Justify conclusions and communicate them to others. Respond to the arguments of others by listening, asking clarifying questions, and critiquing the reasoning of others. | Lessons |

6.MP.4 | Model with mathematics. Apply mathematics to solve problems arising in everyday life, society, and the workplace. Make assumptions and approximations, identifying important quantities to construct a mathematical model. Routinely interpret mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. | Lessons |

6.MP.5 | Use appropriate tools strategically. Consider the available tools and be sufficiently familiar with them to make sound decisions about when each tool might be helpful, recognizing both the insight to be gained as well as the limitations. Identify relevant external mathematical resources and use them to pose or solve problems. Use tools to explore and deepen their understanding of concepts. | Lessons |

6.MP.6 | Attend to precision. Communicate precisely to others. Use explicit definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose. Specify units of measure and label axes to clarify the correspondence with quantities in a problem. Calculate accurately and efficiently, and express numerical answers with a degree of precision appropriate for the problem context. | Lessons |

6.MP.7 | Look for and make use of structure. Look closely at mathematical relationships to identify the underlying structure by recognizing a simple structure within a more complicated structure. See complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. | Lessons |

6.MP.8 | Look for and express regularity in repeated reasoning. Notice if reasoning is repeated, and look for both generalizations and shortcuts. Evaluate the reasonableness of intermediate results by maintaining oversight of the process while attending to the details. | Lessons |

6.RP.1 | Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. The following are examples of ratio language: “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every two wings there was one beak.” “For every vote candidate A received, candidate C received nearly three votes.” | Lessons |

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. The following are examples of rate language: "This recipe has a ratio of four cups of flour to two cups of sugar, so the rate is two cups of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (In sixth grade, unit rates are limited to non-complex fractions.) | Lessons |

6.RP.3.a | Use ratio and rate reasoning to solve real-world (with a context) and mathematical (void of context) problems, using strategies such as reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations involving unit rate problems. a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. | Lessons |

6.RP.3.b | Use ratio and rate reasoning to solve real-world (with a context) and mathematical (void of context) problems, using strategies such as reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations involving unit rate problems. b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took four hours to mow eight lawns, how many lawns could be mowed in 32 hours? What is the hourly rate at which lawns were being mowed? | Lessons |

6.RP.3.c | Use ratio and rate reasoning to solve real-world (with a context) and mathematical (void of context) problems, using strategies such as reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations involving unit rate problems. c. Find a percent of a quantity as a rate per 100. Solve problems involving finding the whole, given a part and the percent. (For example, 30% of a quantity means 30/100 times the quantity.) | Lessons |

6.RP.3.d | Use ratio and rate reasoning to solve real-world (with a context) and mathematical (void of context) problems, using strategies such as reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations involving unit rate problems. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. | Lessons |

6.NS.1.a | Interpret and compute quotients of fractions. a. Compute quotients of fractions by fractions, for example, by applying strategies such as visual fraction models, equations, and the relationship between multiplication and division, to represent problems. | Lessons |

6.NS.1.b | Interpret and compute quotients of fractions. b. Solve real-world problems involving division of fractions by fractions. For example, how much chocolate will each person get if three people share 1/2 pound of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mile and area 1/2 square mile? | Lessons |

6.NS.1.c | Interpret and compute quotients of fractions. c. Explain the meaning of quotients in fraction division problems. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) | Lessons |

6.NS.2.a | Fluently divide multi-digit numbers using the standard algorithm. a. Fluently divide multi-digit decimals using the standard algorithm, limited to a whole number dividend with a decimal divisor or a decimal dividend with a whole number divisor. | Lessons |

6.NS.2.b | Fluently divide multi-digit numbers using the standard algorithm. b. Solve division problems in which both the dividend and the divisor are multi-digit decimals; develop the standard algorithm by using models, the meaning of division, and place value understanding. | Lessons |

6.NS.3 | Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. | Lessons |

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. For example, express 36 + 8 as 4(9 + 2). | Lessons |

6.NS.5 | Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (for example, temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of zero in each situation. | Lessons |

6.NS.6.a | Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. a. Recognize opposite signs of numbers as indicating locations on opposite sides of zero on the number line; recognize that the opposite of the opposite of a number is the number itself. For example, -(-3) = 3, and zero is its own opposite. | Lessons |

6.NS.6.b | Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. b. Understand that the signs of numbers in ordered pairs indicate their location in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. | Lessons |

6.NS.6.c | Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. | Lessons |

6.NS.7.a | Understand ordering and absolute value of rational numbers. a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right. | Lessons |

6.NS.7.b | Understand ordering and absolute value of rational numbers. b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3° C > –7° C to express the fact that –3° C is warmer than –7° C. | Lessons |

6.NS.7.c | Understand ordering and absolute value of rational numbers. c. Understand the absolute value of a rational number as its distance from zero on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world context. For example, for an account balance of –30 dollars, write |–30|= 30 to describe the size of the debt in dollars. | Lessons |

6.NS.7.d | Understand ordering and absolute value of rational numbers. d. Distinguish comparisons of absolute value from statements about order. For example: Recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars. | Lessons |

6.NS.8 | Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same x-coordinate or the same y-coordinate. | Lessons |

6.EE.1 | Write and evaluate numerical expressions involving whole-number exponents. | Lessons |

6.EE.2.a | Write, read, and evaluate expressions in which letters represent numbers. a. Write expressions that record operations with numbers and with letters representing numbers. For example, express the calculation "Subtract y from 5" as 5 – y and express “Jane had $105.00 in her bank account. One year later, she had x dollars more. Write an expression that shows her new balance” as $105.00 + x. | Lessons |

6.EE.2.b | Write, read, and evaluate expressions in which letters represent numbers. b. Identify parts of an expression using mathematical terms (for example, sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity and a sum of two terms. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. | Lessons |

6.EE.2.c | Write, read, and evaluate expressions in which letters represent numbers. c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, applying the Order of Operations when there are no parentheses to specify a particular order. For example, use the formulas V = s3 and A = 6s2 to find the volume and surface area of a cube with sides of length s = 1/2. | Lessons |

6.EE.3 | Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6(4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y. | Lessons |

6.EE.4 | Identify when two expressions are equivalent. For example, the expressions y + y + y and 3y are equivalent because they name the same number, regardless of which number y represents. | Lessons |

6.EE.5 | Understand solving an equation or inequality as a process of answering the question: Which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. | Lessons |

6.EE.6 | Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. | Lessons |

6.EE.7 | Solve real-world and mathematical problems by writing and solving equations of the form x + a = b and ax = b for cases in which a, b and x are all non-negative rational numbers. Standard 6.EE.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. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. | Lessons |

6.EE.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. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. | Lessons |

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 other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. | Lessons |

6.G.1 | Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing and decomposing into rectangles, triangles and/or other shapes; apply these techniques in the context of solving real-world and mathematical problems. | Lessons |

6.G.2 | Find the volume of a right rectangular prism with appropriate unit fraction edge lengths by packing it with cubes of the appropriate unit fraction edge lengths (for example, 3½ x 2 x 6), and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = lwh and V = bh to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. (Note: Model the packing using drawings and diagrams.) | Lessons |

6.G.3 | Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same x coordinate or the same y coordinate. Apply these techniques in the context of solving real-world and mathematical problems. | Lessons |

6.G.4 | Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. | Lessons |

6.SP.1 | Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students’ ages. | Lessons |

6.SP.2 | Understand that a set of data collected to answer a statistical question has a distribution that can be described by its center, spread/range and overall shape. | Lessons |

6.SP.3 | Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. | Lessons |

6.SP.4 | Display numerical data in plots on a number line, including dot plots, histograms and box plots. Choose the most appropriate graph/plot for the data collected. | Lessons |

6.SP.5.a | Summarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. | Lessons |

6.SP.5.b | Summarize numerical data sets in relation to their context, such as by: b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. | Lessons |

6.SP.5.c | Summarize numerical data sets in relation to their context, such as by: c. 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 and any striking deviations (for example, outliers) from the overall pattern with reference to the context in which the data were gathered. | Lessons |

6.SP.5.d | Summarize numerical data sets in relation to their context, such as by: d. 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. | Lessons |

3.NBT.2 | Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. | Lessons |

3.NBT.3 | Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. | Lessons |

- What is CodeHS?
- Curriculum
- Platform
- Assignments
- Classroom Management
- Grading
- Gradebook
- Progress Tracking
- Lesson Plans
- Offline Handouts
- Problem Guides
- Practice
- Create
- Problem Bank
- Playlist Bank
- Quiz Scores
- Rostering
- Integrations
- Professional Development
- Stories
- Standards
- States
- Alabama
- Alaska
- Arizona
- Arkansas
- California
- Colorado
- Connecticut
- D.C.
- Delaware
- Florida
- Georgia
- Hawaii
- Idaho
- Illinois
- Indiana
- Iowa
- Kansas
- Kentucky
- Louisiana
- Maine
- Maryland
- Massachusetts
- Michigan
- Minnesota
- Mississippi
- Missouri
- Montana
- Nebraska
- Nevada
- New Hampshire
- New Jersey
- New Mexico
- New York
- North Carolina
- North Dakota
- Ohio
- Oklahoma
- Oregon
- Pennsylvania
- Rhode Island
- South Carolina
- South Dakota
- Tennessee
- Texas
- Utah
- Vermont
- Virginia
- Washington
- West Virginia
- Wisconsin
- Wyoming
- State Standards
- Plans
- Resources
- Districts
- Share
- Contact Us
- Company