CC.2.1.K.B.1 
Use place value to compose and decompose numbers within 19.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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CC.2.1.1.B.1
Extend the counting sequence to read and write numerals to represent objects.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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CC.2.1.1.B.2
Use place value concepts to represent amounts of tens and ones and to compare two digit numbers.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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CC.2.1.2.B.2
Use place value concepts to read, write, and skip count to 1000.
When grade appropriate instruction pertaining to an eligible content should begin
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CC.2.1.2.B.2
Use place value concepts to read, write, and skip count to 1000.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M03.A-T.1.1.1
Round two- and three-digit whole numbers to the nearest ten or hundred, respectively.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M03.A-T.1.1.4
Order a set of whole numbers from least to greatest or greatest to least (up through 9,999, and limit sets to no more than four numbers).
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M03.A-F.1.1.5
Compare two fractions with the same denominator (limit denominators to 1, 2, 3, 4, 6, and 8), using the symbols >, =, or <, and/or justify the conclusions.
When grade appropriate instruction pertaining to an eligible content should begin
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M03.A-F.1.1.5
Compare two fractions with the same denominator (limit denominators to 1, 2, 3, 4, 6, and 8), using the symbols >, =, or <, and/or justify the conclusions.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M04.A-T.1.1.4
Round multi-digit whole numbers (through 1,000,000) to any place.
When grade appropriate instruction pertaining to an eligible content should begin
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M04.A-T.1.1.4
Round multi-digit whole numbers (through 1,000,000) to any place.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M04.A-T.1.1.1
Demonstrate an understanding that in a multi-digit whole number (through 1,000,000), a digit in one place represents ten times what it represents in the place to its right. Example: Recognize that in the number 770, the 7 in the hundreds place is ten times the 7 in the tens place.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M04.A-T.1.1.3
Compare two multi-digit numbers through 1,000,000 based on meanings of the digits in each place, using >, =, and < symbols.
When grade appropriate instruction pertaining to an eligible content should begin
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M04.A-T.1.1.3
Compare two multi-digit numbers through 1,000,000 based on meanings of the digits in each place, using >, =, and < symbols.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M04.A-F.1.1.2
Compare two fractions with different numerators and different denominators (denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100) using the symbols >, =, or < and justify the conclusions.
When grade appropriate instruction pertaining to an eligible content should begin
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M04.A-F.1.1.2
Compare two fractions with different numerators and different denominators (denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100) using the symbols >, =, or < and justify the conclusions.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M04.A-F.3.1.3
Compare two decimals to hundredths using the symbols >, =, or <, and justify the conclusions.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M05.A-T.1.1.5
Round decimals to any place (limit rounding to ones, tenths, hundredths, or thousandths place).
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M05.A-T.1.1.1
Demonstrate an understanding that in a multi-digit number, a digit in one place represents 1/10 of what it represents in the place to its left. Example: Recognize that in the number 770, the 7 in the tens place is 1/10 the 7 in the hundreds place.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M05.A-T.1.1.2
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. Example 1: 4 × 10^2 = 400 Example 2: 0.05 ÷ 10^3 = 0.00005
When grade appropriate instruction pertaining to an eligible content should begin
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M05.A-T.1.1.2
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. Example 1: 4 × 10^2 = 400 Example 2: 0.05 ÷ 10^3 = 0.00005
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M05.A-T.1.1.4
Compare two decimals to thousandths based on meanings of the digits in each place using >, =, and < symbols.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M06.A-N.3.2.1
Write, interpret, and explain statements of order for rational numbers in real-world contexts. Example: Write –3°C > –7°C to express the fact that –3°C is warmer than –7°C.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M06.A-N.3.2.3
Solve real-world and mathematical problems by plotting points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
When grade appropriate instruction pertaining to an eligible content should begin
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M06.A-N.3.2.3
Solve real-world and mathematical problems by plotting points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M06.A-N.2.2.1
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.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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A1.1.1.2.1
Find the Greatest Common Factor (GCF) and/or the Least Common Multiple (LCM) for sets of monomials.
When grade appropriate instruction pertaining to an eligible content should begin
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A1.1.1.2.1
Find the Greatest Common Factor (GCF) and/or the Least Common Multiple (LCM) for sets of monomials.
When grade appropriate instruction pertaining to an eligible content should begin
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A1.1.1.2.1
Find the Greatest Common Factor (GCF) and/or the Least Common Multiple (LCM) for sets of monomials.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M06.A-N.3.1.2
Determine the opposite of a number and recognize that the opposite of the opposite of a number is the number itself (e.g., –(–3) = 3; 0 is its own opposite).
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M06.A-N.3.2.2
Interpret the absolute value of a rational number as its distance from 0 on the number line and as a magnitude for a positive or negative quantity in a real-world situation. Example: For an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars, and recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.
When grade appropriate instruction pertaining to an eligible content should begin
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M06.A-N.3.2.2
Interpret the absolute value of a rational number as its distance from 0 on the number line and as a magnitude for a positive or negative quantity in a real-world situation. Example: For an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars, and recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M08.A-N.1.1.1
Determine whether a number is rational or irrational. For rational numbers, show that the decimal expansion terminates or repeats (limit repeating decimals to thousandths).
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M08.A-N.1.1.3
Estimate the value of irrational numbers without a calculator (limit whole number radicand to less than 144). Example: √5 is between 2 and 3 but closer to 2.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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M08.A-N.1.1.4
Use rational approximations of irrational numbers to compare and order irrational numbers.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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A1.1.1.1.1
Compare and/or order any real numbers (rational and irrational may be mixed).
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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A1.1.1.4.1
Use estimation to solve problems.
When grade appropriate instruction pertaining to an eligible content should begin
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A1.1.1.4.1
Use estimation to solve problems.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
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