Georgia Standards Alignment 2011 Common Core Georgia Performance Standards, produced by the State Department of Education Kindergarten through Pre-Calculus Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countr ies. P.O. Box 8036 • Wisconsin Rapids, WI 54495-8036 Phone: (800) 338-4204 • Fax: (715) 424-4242 www.renlearn.com Georgia Standards Alignment Standards List with Aligned Product Skills The Standards List with Aligned Product Skills Report is a standards-oriented document showing the entire list of standards for the subject and grade or course and the product skills aligned to those standards. This alignment report shows the breadth of standards coverage for the purpose and focus of this product. Note to Educator ................................................................................................... iii Kindergarten ....................................................................................................... 1 Grade 1 ............................................................................................................ 7 Grade 2 ............................................................................................................ 14 Grade 3 ............................................................................................................ 21 Grade 4 ............................................................................................................ 30 Grade 5 ............................................................................................................ 43 Grade 6 ............................................................................................................ 56 Grade 7 ............................................................................................................ 71 Grade 8 ............................................................................................................ 85 Accelerated Analytic Geometry B - Advanced Algebra ....................................................... 96 Accelerated Coordinate Algebra-Analytic Geometry A ....................................................... 112 Accelerated Pre-Calculus ........................................................................................... 130 Advanced Algebra ................................................................................................... 137 Analytic Geometry .................................................................................................. 150 Coordinate Algebra ................................................................................................. 164 High School - Algebra .............................................................................................. 175 High School - Functions ............................................................................................ 184 High School - Geometry ............................................................................................. 192 High School - Number and Quantity ........................................................................ 202 High School - Statistics and Probability ................................................................. 207 © 2012 by Renaissance Learning, Inc. All rights reserved. No portion of this document may be reproduced, by any process or technique, without the express written consent of Renaissance Learning, Inc. Any standards referenced in this document are the property of their respective copyright holders. ii Pre-Calculus ....................................................................................................... 213 Copyright © 2006 by Renaissance Learning, Inc. All rights reserved. No portion of this document may be reproduced, by any process or technique, without the express written consent of Renaissance Learning, Inc. ii P.O. Box 8036 Wisconsin Rapids, WI 54495-8036 Phone: (800) 338-4204 Fax: (715) 424-4242 www.renlearn.com Note to Educator: Thank you for your interest in Renaissance Learning technology. At Renaissance Learning, we recognize the impact that standards and assessment reform have on schools. We share the concerns of educators and administrators that students perform well and that teachers have the resources they need to support their efforts to address standards and assessments. Renaissance Learning provides alignment reports to customers to show how the skills within each product align to the skills within academic standards. The alignment report presents all of the academic standards for a specific state/agency with the aligned Renaissance Learning product skills indented below each standard. Renaissance Learning recognizes that academic standards encompass the entire set of learning and expectations that teachers are responsible for and that teachers are the key to using products to address the entire set of standards The Renaissance Learning alignment report supports teachers in this role by clearly identifying product skills that are aligned to the skills in the standards. The Renaissance Learning alignment reports for Accelerated Math™ reflect the use of a strict alignment strategy. During analysis and alignment, types of alignment emerge and iii serve to clarify the way in which product skills meet standards. Renaissance Learning math products use direct alignments (full and partial) and foundational alignments (prerequisite and related). On the alignment report you will see these types of alignments:  Direct Alignments – The product skill directly and specifically meets one or more of the skills in the standard o Direct Full Alignment – the product skill fully aligns to all the skills and the intent of the standard o Direct Partial Alignment – the product skill aligns with a portion of the skills and the intent of the standard  Foundational Alignments – The product skill is necessary to meet the skill in the standard: the product skill may be a close prerequisite skill or a skill that is closely related to the skill in the standard o Foundational Prerequisite Alignment – the product skill is a distinct skill that is easily defined or demonstrated. It is an adjacent skill that must be learned just prior to the skill in the standard o Foundational Related Alignment – the product skill has a relationship to the standard but is not a direct match. The product skill is related to the concept in a standard and provides a foundation for the skills contained in a standard. By nature, some of the expectations in standards require either teachers or students to perform tasks outside of this product. The entire standard set might be met by using multiple products since each product has a different focus; each product contributes differently to supporting the standards. Contact Customer Assistance [email protected] or call (800)338-4204 to request a copy of the complete alignment strategy (KMNet document R39616). On the alignment report you will also see the word “Core” next to some of the objectives. Core objectives are the most critical mathematics skills for a student to learn at a grade level. They are key building blocks in a student’s mathematics education. Students need to have proficiency with core objectives to be successful in math at their grade levels and to progress in the grades that follow. Core Objectives are indicated on Renaissance Learning’s researched based and empirically supported Core Progress learning progression. The Core Progress learning progression identifies the continuum of math concepts and skills needed for success in math. The continuum begins with early numeracy and progresses through high school algebra and geometry. The skills practiced and assessed in Accelerated Math are a subset of this larger continuum of skills. We hope this report answers your questions regarding the alignment of Renaissance Learning technology and materials to standards. If you have any questions about the alignment report, please feel free to call us at (800) 338-4204. Sincerely, Renaissance Learning iv Accelerated Math Georgia Kindergarten CommonÊCoreÊGeorgiaÊPerformanceÊStandards Kindergarten GA MCCK.CC - Counting and Cardinality Know number names and the count sequence. GA MCCK.CC.1 - Count to 100 by ones and by tens. Counting, Comparing, Early Numeracy Objective 32 - Count on or count back Foundational and Ordering with numbers 1 to 20 Alignment Numbers and Operations Grade 1 Objective 6 - Count on by ones from a number Core Direct less than 100 Alignment Grade 1 Objective 14 - Count by 5s or 10s to 100 starting Core Direct from a multiple of 5 or 10, respectively Alignment GA MCCK.CC.2 - Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Counting, Comparing, Early Numeracy Objective 32 - Count on or count back Foundational and Ordering with numbers 1 to 20 Alignment Numbers and Operations Grade 1 Objective 6 - Count on by ones from a number Core Direct less than 100 Alignment GA MCCK.CC.3 - Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Counting, Comparing, Early Numeracy Objective 10 - Recognize that there are 0 Direct and Ordering objects Alignment Numbers and Operations Grade 1 Objective 1 - Read a whole number to 30 Foundational Alignment Grade 1 Objective 5 - Count objects to 20 Core Direct Alignment Count to tell the number of objects. GA MCCK.CC.4 - Understand the relationship between numbers and quantities; connect counting to cardinality. This standard involves teacher evaluation of the student's approach and justifications. GA MCCK.CC.4.a - When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Counting, Comparing, Early Numeracy Objective 28 - Count up to 15 objects Foundational and Ordering Alignment Early Numeracy Objective 30 - Count up to 20 objects Direct Alignment 11/30/2012 - 1 of 219 - Accelerated Math Georgia Kindergarten CommonÊCoreÊGeorgiaÊPerformanceÊStandards Numbers and Operations Grade 1 Objective 5 - Count objects to 20 Core Direct Alignment Grade 1 Objective 6 - Count on by ones from a number Core Direct less than 100 Alignment GA MCCK.CC.4.b - Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Numbers and Operations Grade 1 Objective 5 - Count objects to 20 Core Direct Alignment GA MCCK.CC.4.c - Understand that each successive number name refers to a quantity that is one larger. Counting, Comparing, Early Numeracy Objective 26 - Count on or count back Direct and Ordering with numbers 1 to 10 Alignment Early Numeracy Objective 32 - Count on or count back Direct with numbers 1 to 20 Alignment Numbers and Operations Grade 1 Objective 6 - Count on by ones from a number Core Direct less than 100 Alignment GA MCCK.CC.5 - Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Numbers and Operations Grade 1 Objective 5 - Count objects to 20 Core Direct Alignment Compare numbers. GA MCCK.CC.6 - Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. [Include groups with up to ten objects.] Counting, Comparing, Early Numeracy Objective 11 - Compare sets of up to 5 Foundational and Ordering objects using "more" or "fewer" Alignment Early Numeracy Objective 22 - Compare sets of up to 10 Direct objects using "more" or "fewer" Alignment Early Numeracy Objective 23 - Identify two sets with Direct equal numbers of up to 10 objects Alignment Numbers and Operations Grade 1 Objective 26 - Compare sets of objects using Direct words Alignment GA MCCK.CC.7 - Compare two numbers between 1 and 10 presented as written numerals. Counting, Comparing, Early Numeracy Objective 22 - Compare sets of up to 10 Foundational and Ordering objects using "more" or "fewer" Alignment 11/30/2012 - 2 of 219 - Accelerated Math Georgia Kindergarten CommonÊCoreÊGeorgiaÊPerformanceÊStandards GA MCCK.OA - Operations and Algebraic Thinking Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. GA MCCK.OA.1 - Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. [Drawings need not show details, but should show the mathematics in the problem.] Introduction to the Early Numeracy Objective 40 - Add numbers with a sum Foundational Concepts of Addition up to 9 using pictures Alignment and Subtraction Using Pictures Early Numeracy Objective 41 - Add numbers with a sum Direct up to 10 using pictures Alignment Early Numeracy Objective 48 - Subtract numbers with a Foundational minuend up to 9 using pictures Alignment Early Numeracy Objective 49 - Subtract numbers with a Direct minuend up to 10 using pictures Alignment GA MCCK.OA.2 - Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Introduction to the Early Numeracy Objective 40 - Add numbers with a sum Foundational Concepts of Addition up to 9 using pictures Alignment and Subtraction Using Pictures Early Numeracy Objective 41 - Add numbers with a sum Direct up to 10 using pictures Alignment Early Numeracy Objective 45 - Determine the missing Direct addend in an addition sentence using pictures Alignment Early Numeracy Objective 48 - Subtract numbers with a Foundational minuend up to 9 using pictures Alignment Early Numeracy Objective 49 - Subtract numbers with a Direct minuend up to 10 using pictures Alignment Numbers and Operations Grade 1 Objective 42 - Know basic addition facts to 10 Core Direct plus 10 Alignment GA MCCK.OA.3 - Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Introduction to the Early Numeracy Objective 36 - Compose an equivalent Foundational Concepts of Addition number out of two numbers by using pictures Alignment and Subtraction Using Pictures Early Numeracy Objective 37 - Decompose a number into Direct two numbers by using pictures Alignment 11/30/2012 - 3 of 219 - Accelerated Math Georgia Kindergarten CommonÊCoreÊGeorgiaÊPerformanceÊStandards Numbers and Operations Grade 1 Objective 30 - Determine equivalent forms of a Core Direct number, up to 10 Alignment Grade 1 Objective 32 - Relate a picture model to a basic Foundational addition fact Alignment Grade 1 Objective 33 - Determine the basic addition fact Foundational shown by a picture model Alignment Algebraic Thinking Grade 1 Objective 62 - Determine equivalent addition or Direct subtraction expressions involving 1-digit numbers Alignment GA MCCK.OA.4 - For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Numbers and Operations Grade 1 Objective 30 - Determine equivalent forms of a Core Foundational number, up to 10 Alignment GA MCCK.OA.5 - Fluently add and subtract within 5. Addition and Subtraction Early Numeracy Objective 53 - Add numbers with a sum Direct up to 5 in horizontal format Alignment Early Numeracy Objective 63 - Subtract numbers with a Foundational minuend up to 3 in horizontal format Alignment Early Numeracy Objective 64 - Subtract numbers with a Direct minuend up to 5 in horizontal format Alignment Numbers and Operations Grade 1 Objective 42 - Know basic addition facts to 10 Core Foundational plus 10 Alignment Grade 1 Objective 43 - Know basic subtraction facts to 20 Core Foundational minus 10 Alignment GA MCCK.NBT - Number and Operations in Base Ten Work with numbers 11-19 to gain foundations for place value. GA MCCK.NBT.1 - Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. This standard involves classroom activities, teacher-led discussion, and/or other forms of evaluation. GA MCCK.MD - Measurement and Data Describe and compare measurable attributes. GA MCCK.MD.1 - Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Counting, Comparing, Early Numeracy Objective 18 - Sort objects according to Foundational and Ordering one attribute Alignment 11/30/2012 - 4 of 219 - Accelerated Math Georgia Kindergarten CommonÊCoreÊGeorgiaÊPerformanceÊStandards Geometry and Grade 1 Objective 82 - Determine the common attributes Core Foundational Measurement in a set of geometric shapes Alignment GA MCCK.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. Example: For example, directly compare the heights of two children and describe one child as taller/shorter. Counting, Comparing, Early Numeracy Objective 12 - Compare the sizes of two Direct and Ordering objects Alignment Early Numeracy Objective 14 - Compare the weights of Direct two objects Alignment Early Numeracy Objective 15 - Compare the volumes of Direct two objects Alignment Geometry and Grade 1 Objective 70 - Compare objects using the Core Direct Measurement vocabulary of measurement Alignment Classify objects and count the number of objects in each category. GA MCCK.MD.3 - Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. [Limit category counts to be less than or equal to 10.] Counting, Comparing, Early Numeracy Objective 18 - Sort objects according to Direct and Ordering one attribute Alignment Geometry and Grade 1 Objective 83 - Determine the group in which a Direct Measurement geometric shape belongs Alignment Grade 1 Objective 84 - Determine the rule used to sort Direct geometric shapes Alignment Data Analysis and Grade 1 Objective 87 - Determine the rule used to sort Direct Statistics objects Alignment GA MCCK.G - Geometry Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). GA MCCK.G.1 - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Geometry and Grade 1 Objective 72 - Apply the vocabulary of position Direct Measurement or direction Alignment GA MCCK.G.2 - Correctly name shapes regardless of their orientations or overall size. Geometry and Grade 1 Objective 81 - Identify a circle, a triangle, a Core Direct Measurement square, or a rectangle Alignment 11/30/2012 - 5 of 219 -