PIG

Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Kindergarten||Mathematical Practices|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 1||Mathematical Practices|||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.||Common Core Mathematics||Grade 1||Number And Operations In Base Ten||Use Place Value Understanding And Properties Of Operations To Add And Subtract|||1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2||Common Core Mathematics||Grade 1||Operations And Algebraic Thinking||Represent And Solve Problems Involving Addition And Subtraction|||1.OA.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.||Common Core Mathematics||Grade 1||Operations And Algebraic Thinking||Represent And Solve Problems Involving Addition And Subtraction|||1.OA.3. Apply properties of operations as strategies to add and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)||Common Core Mathematics||Grade 1||Operations And Algebraic Thinking||Understand And Apply Properties Of Operations And The Relationship Between Addition And Subtraction|||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.||Common Core Mathematics||Grade 1||Operations And Algebraic Thinking||Understand And Apply Properties Of Operations And The Relationship Between Addition And Subtraction|||1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).||Common Core Mathematics||Grade 1||Operations And Algebraic Thinking||Add And Subtract Within 20|||1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 ? 4 = 13 ? 3 ? 1 = 10 ? 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 ? 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).||Common Core Mathematics||Grade 1||Operations And Algebraic Thinking||Add And Subtract Within 20|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 2||Mathematical Practices|||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.||Common Core Mathematics||Grade 2||Number And Operations In Base Ten||Use Place Value Understanding And Properties Of Operations To Add And Subtract|||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.||Common Core Mathematics||Grade 2||Number And Operations In Base Ten||Use Place Value Understanding And Properties Of Operations To Add And Subtract|||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||Common Core Mathematics||Grade 2||Operations And Algebraic Thinking||Represent And Solve Problems Involving Addition And Subtraction|||2.OA.2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.||Common Core Mathematics||Grade 2||Operations And Algebraic Thinking||Add And Subtract Within 20|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 3||Mathematical Practices|||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.||Common Core Mathematics||Grade 3||Number And Operations In Base Ten||Use Place Value Understanding And Properties Of Operations To Perform Multi-Digit Arithmetic.4|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 4||Mathematical Practices|||4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.||Common Core Mathematics||Grade 4||Number And Operations In Base Ten2||Use Place Value Understanding And Properties Of Operations To Perform Multi-Digit Arithmetic|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 5||Mathematical Practices|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 6||Mathematical Practices|||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.||Common Core Mathematics||Grade 6||Statistics And Probability||Develop Understanding Of Statistical Variability|||6.SP.2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.||Common Core Mathematics||Grade 6||Statistics And Probability||Develop Understanding Of Statistical Variability|||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.||Common Core Mathematics||Grade 6||Statistics And Probability||Develop Understanding Of Statistical Variability|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 7||Mathematical Practices|||Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||Common Core Mathematics||Grade 8||Mathematical Practices