1st Grade: Add and Subtract

!"#$%"& %"(%) $*" +,#,* +,&"& !"#$%& ,* '()&- .$/"0$1$2 +,33"4%) $*" 54 *"&&$-
Wh|ch standards promote "fuzzy" math? - luzzy maLh" ls a Lerm used Lo descrlbe lnsLrucLlon LhaL allows sLudenLs Lo geL Lhe
wrong answer (perhaps 2+2=3) so long as sLudenLs can explaln why Lhey goL LhaL answer. Many peop|e who oppose Common
Core suggest the CCSS promotes "fuzzy math", |n both ASS and CCSS, th|s |s not the case. ln Cklahoma's rlorlLy Academlc
SLudenL Skllls (ASS), sLudenLs deve|op and app|y the concepts of add|t|on and subtract|on" (2.2.a). ln Cklahoma's Academlc
SLandards (CCSS), sLudenLs Understand and app|y propert|es of operat|ons and the re|at|onsh|p between add|t|on and
subtract|on" (1.CA.8).

8oth sets of standards expect that 1
st
graders demonstrate f|uency, wh|ch |nc|udes prec|se computat|on for add|ng and
subtract|ng w|th|n 10 (2.2.a.lll and 1.CA.C.6). 1he lnsLrucLlonal sLraLegles used Lo bulld Lhls Lype of fluency have been
mlsconsLrued as fuzzy maLh," buL are Lhe same Lypes of research-based learnlng experlences LhaL were promoLed ln ASS
(lncludlng esLlmaLlon, models, drawlngs, number senLences, eLc.) and by Lhe naLlonal Councll of 1eachers of MaLhemaLlcs slnce
1989. ln facL, Lo have sLudenLs go beyond app|y|ng the concepts of add|t|on and subtract|on (as seen |n ASS) to understand|ng
the re|at|onsh|p between add|t|on and subtract|on (as seen |n CCSS) requlres a much deeper concepLual foundaLlon and pracLlcal
knowledge of Lhe maLhemaLlcs and cerLalnly promoLes a crlLlcal focus on preclslon. W|th CCSS, a student |s better ab|e to argue
that 2 + 2 = S |s INCCkkLC1 s|nce they understand the re|at|onsh|p between add|t|on and subtract|on (S-2=3 and S-3=2), and
they can eas||y show that 2+3 must equa| S.

ASS - Number Sense and Cperat|ons (2) CCSS - Cperat|ons and A|gebra|c 1h|nk|ng (CA)
2.1. Number Sense
a. use concreLe models of Lens and ones
Lo develop Lhe concepL of place value.
b. Compare ob[ecLs by slze and quanLlLy
(e.g., more Lhan, less Lhan, equal Lo).
c. 8ead and wrlLe numerals Lo 100.

2.2. Number Cperat|ons
a. uevelop and apply Lhe concepLs of
addlLlon and subLracLlon.
l. use models Lo consLrucL
addlLlon and subLracLlon
facLs wlLh sums up Lo LwenLy
(e.g., counLers, cubes).
ll. erform addlLlon by [olnlng
seLs of ob[ecLs and
subLracLlon by separaLlng
and by comparlng seLs of
ob[ecLs.
lll.uemonsLraLe fluency (l.e.,
memorlze and apply) wlLh
baslc addlLlon facLs Lo make a
maxlmum sum of 10 and Lhe
assoclaLed subLracLlon facLs
(e.g., 7+3=10 and 10-3=7).
b. WrlLe addlLlon and subLracLlon
number senLences for problem-
solvlng slLuaLlons.
c. Acqulre sLraLegles for maklng
compuLaLlons uslng Lens and ones Lo
solve Lwo- dlglL addlLlon and
subLracLlon problems wlLhouL
regrouplng (e.g., use esLlmaLlon,
number sense Lo [udge
reasonableness, counLlng on, use
base-Len blocks).
1.CA.A. kepresent and so|ve prob|ems |nvo|v|ng add|t|on and subtract|on.
1. use addlLlon and subLracLlon wlLhln 20 Lo solve word problems lnvolvlng
slLuaLlons of addlng Lo, Laklng from, puLLlng LogeLher, Laklng aparL, and
comparlng, wlLh unknowns ln all poslLlons, e.g., by uslng ob[ecLs, drawlngs,
and equaLlons wlLh a symbol for Lhe unknown number Lo represenL Lhe
problem.
2. Solve word problems LhaL call for addlLlon of Lhree whole numbers whose
sum ls less Lhan or equal Lo 20, e.g., by uslng ob[ecLs, drawlngs, and
equaLlons wlLh a symbol for Lhe unknown number Lo represenL Lhe problem.

1.CA.8. Understand and app|y propert|es of operat|ons and the re|at|onsh|p
between add|t|on and subtract|on.
3. Apply properLles of operaLlons as sLraLegles Lo add and subLracL.
6($37#")8 9: ; < = > ?? 5) /4,14@ %A"4 = < ; > ?? 5) $#), /4,14-
BC,33D%$%5E" 7*,7"*%2 ,: $&&5%5,4-F ., $&& G < H < I@ %A" )"+,4& %1,
4D3J"*) +$4 J" $&&"& %, 3$/" $ %"4@ ), G < H < I > G < ?K > ?G-
BL)),+5$%5E" 7*,7"*%2 ,: $&&5%5,4-F
4. undersLand subLracLlon as an unknown-addend problem.
M,* "($37#"@ )DJ%*$+% ?K 0 ; J2 :54&54N %A" 4D3J"* %A$% 3$/") ?K 1A"4
$&&"& %, ;-

1.CA.C. Add and subtract w|th|n 20.
3. 8elaLe counLlng Lo addlLlon and subLracLlon (e.g., by counLlng on 2 Lo add 2).
6. Add and subLracL wlLhln 20, demonsLraLlng fluency for addlLlon and
subLracLlon wlLhln 10. use sLraLegles such as counLlng on, maklng Len (e.g., 8
+ 6 = 8 + 2 + 4 = 10 + 4 = 14), decomposlng a number leadlng Lo a Len (e.g.,
13 - 4 = 13 - 3 - 1 = 10 - 1 = 9), uslng Lhe relaLlonshlp beLween addlLlon and
subLracLlon (e.g., knowlng LhaL 8 + 4 = 12, one knows 12 - 8 = 4), and creaLlng
equlvalenL buL easler or known sums (e.g., addlng 6 + 7 by creaLlng Lhe
known equlvalenL 6 + 6 + 1 = 12 + 1 = 13).

1.CA.D. Work w|th add|t|on and subtract|on equat|ons.
7. undersLand Lhe meanlng of Lhe equal slgn, and deLermlne lf equaLlons
lnvolvlng addlLlon and subLracLlon are Lrue or false.
M,* "($37#"@ 1A5+A ,: %A" :,##,154N "OD$%5,4) $*" %*D" $4& 1A5+A $*"
:$#)"P H > H@ Q > ; 0 ?@ R < G > G < R@ I < ? > R < G-
8. ueLermlne Lhe unknown whole number ln an addlLlon or subLracLlon
equaLlon relaLlng Lhree whole numbers.
M,* "($37#"@ &"%"*354" %A" D4/4,14 4D3J"* %A$% 3$/") %A" "OD$%5,4
%*D" 54 "$+A ,: %A" "OD$%5,4) ; < P > ??@ R > S 0 =@ H < H > S.

8th Grade: roport|ona| ke|at|onsh|ps and So|v|ng Lquat|ons
!"#$%"& %"(%) $*" +,#,* +,&"& !"#$%& ,* '()&- .$/"0$1$2 +,33"4%) $*" 54 *"&&$-
Wh|ch standards promote r|gor? - 8lgor ls noL equlvalenL Lo dlfflculLy, buL more relaLed Lo depLh of knowledge. MaLhemaLlcs
achlevemenL ln Cklahoma mlddle schools ls decreaslng ln Lhe 8
Lh
grade and holdlng sLeady ln 6
Lh
and 7
Lh
grades accordlng Lo Lhe
Cklahoma Core Currlculum 1esL (CCC1) and Lhe naLlonal AssessmenL of LducaLlon rogress (nAL). Whlle sLudenLs are
encouraged Lo seek advanced sLudles such as 8
Lh
grade Algebra 1, mosL 8
Lh
graders experlence Lhe LradlLlonal rlorlLy Academlc
SLudenL Skllls (ASS) for 8
Lh
grade maLhemaLlcs. WlLh so|v|ng equat|ons and s|ope servlng as key facLors Lo Algebra readlness, Lhe
depLh of sLudy expecLed wlLhln ASS ls qulLe vague (1.1.a-c). WlLhln Common Core, Lhe Leacher ls sLlll responslble Lo deLermlne
Lhe manner ln whlch sLudenLs experlence Lhe maLhemaLlcs, buL Lhe expecLed depLh ls no longer lefL Lo chance. 1hroughouL Lhe
Lxpresslons and LquaLlons (LL) domaln, the exper|ences students have w|th s|ope and so|v|ng equat|ons |s focused on
conceptua| understand|ng bu||t on a strong foundat|on of how and why the mathemat|cs works and the re|at|onsh|ps w|th|n
and across the concepts. 1hese foundat|ons and re|at|onsh|ps are not exp||c|t |n ASS and are often not taught to the depth
that |eads to success on the CCC1, NAL, and |ater A|gebra coursework.

ASS - A|gebra|c keason|ng (1) CCSS - Lxpress|ons and Lquat|ons (LL)
atterns and ke|at|onsh|ps - 1he student w||| graph
and so|ve ||near equat|ons and |nequa||t|es |n prob|em
so|v|ng s|tuat|ons.
1.1. Lquat|ons
a. Model, wrlLe, and solve mulLl-sLep llnear
equaLlons wlLh one varlable uslng a varleLy of
meLhods Lo solve appllcaLlon problems.
b. Craph and lnLerpreL Lhe soluLlon Lo one- and
Lwo-sLep llnear equaLlons on a number llne
wlLh one varlable and on a coordlnaLe plane
wlLh Lwo varlables.
c. redlcL Lhe effecL on Lhe graph of a llnear
equaLlon when Lhe slope or y-lnLercepL
changes (e.g., make predlcLlons from graphs,
ldenLlfy Lhe slope or y-lnLercepL ln Lhe
equaLlon y = mx + b and relaLe Lo a graph).
d. Apply approprlaLe formulas Lo solve problems
(e.g., d=rL, l=prL).
1.2. Inequa||t|es: Model, wrlLe, solve, and graph one-
and Lwo-sLep llnear lnequallLles wlLh one varlable.

8.LL.8. Understand the connect|ons between proport|ona|
re|at|onsh|ps, ||nes, and ||near equat|ons.
3. Craph proporLlonal relaLlonshlps, lnLerpreLlng Lhe unlL raLe as Lhe
slope of Lhe graph. Compare Lwo dlfferenL proporLlonal
relaLlonshlps represenLed ln dlfferenL ways.
M,* "($37#"@ +,37$*" $ &5)%$4+"0%53" N*$7A %, $ &5)%$4+"0
%53" "OD$%5,4 %, &"%"*354" 1A5+A ,: %1, 3,E54N ,JT"+%) A$)
N*"$%"* )7""&-
6. use slmllar Lrlangles Lo explaln why Lhe slope 3 ls Lhe same
beLween any Lwo dlsLlncL polnLs on a non-verLlcal llne ln Lhe
coordlnaLe plane, derlve Lhe equaLlon 2 = 3( for a llne Lhrough Lhe
orlgln and Lhe equaLlon 2 = 3( + J for a llne lnLercepLlng Lhe verLlcal
axls aL J.

8.LL.C. Ana|yze and so|ve ||near equat|ons and pa|rs of s|mu|taneous
||near equat|ons.
7. Solve llnear equaLlons ln one varlable.
a. Clve examples of llnear equaLlons ln one varlable wlLh one
soluLlon, lnflnlLely many soluLlons, or no soluLlons. Show
whlch of Lhese posslblllLles ls Lhe case by successlvely
Lransformlng Lhe glven equaLlon lnLo slmpler forms, unLll an
equlvalenL equaLlon of Lhe form ( = $, $ = $, or $ = J resulLs
(where $ and J are dlfferenL numbers).
b. Solve llnear equaLlons wlLh raLlonal number coefflclenLs,
lncludlng equaLlons whose soluLlons requlre expandlng
expresslons uslng Lhe dlsLrlbuLlve properLy and collecLlng llke
Lerms.
8. Analyze and solve palrs of slmulLaneous llnear equaLlons.
a. undersLand LhaL soluLlons Lo a sysLem of Lwo llnear
equaLlons ln Lwo varlables correspond Lo polnLs of
lnLersecLlon of Lhelr graphs, because polnLs of lnLersecLlon
saLlsfy boLh equaLlons slmulLaneously.
b. Solve sysLems of Lwo llnear equaLlons ln Lwo varlables
algebralcally, and esLlmaLe soluLlons by graphlng Lhe
equaLlons. Solve slmple cases by lnspecLlon.
M,* "($37#"@ =( < G2 > R $4& =( < G2 > H A$E" 4,
),#D%5,4 J"+$D)" =( < G2 +$44,% )53D#%$4",D)#2 J" R
$4& H-
c. Solve real-world and maLhemaLlcal problems leadlng Lo Lwo
llnear equaLlons ln Lwo varlables.
M,* "($37#"@ N5E"4 +,,*&54$%") :,* %1, 7$5*) ,:
7,54%)@ &"%"*354" 1A"%A"* %A" #54" %A*,DNA %A" :5*)%
7$5* ,: 7,54%) 54%"*)"+%) %A" #54" %A*,DNA %A" )"+,4&
7$5*-

A|gebra 2: Stat|st|cs and robab|||ty
!"#$%"& %"(%) $*" +,#,* +,&"& !"#$%& ,* '()&- .$/"0$1$2 +,33"4%) $*" 54 *"&&$-
Wh|ch standards promote Co||ege, Career, and C|t|zen kead|ness? - As Cklahoma lncreaslngly prlorlLlzes Lhe college-golng
culLure, Lhe MaLhemaLlcs Success Croup has been convened by Lhe Cklahoma SLaLe 8egenLs for Plgher LducaLlon Lo supporL Lhe
reducLlon of college maLhemaLlcs remedlaLlon and Lo lncrease Lhe usefulness of Lhe flrsL (and usually only) course of maLhemaLlcs
mosL college sLudenLs experlence. 1he va|ue of stat|st|ca| reason|ng |s c|ear to the mathemat|cs professors and educators of th|s
group and the Ck|ahoma co||eges recogn|ze the need to trans|t|on the trad|t|ona| mathemat|cs co||ege requ|rement from
Co||ege A|gebra to Co||ege Stat|st|cs.

In Ck|ahoma's r|or|ty Academ|c Student Sk|||s (ASS), on|y one A|gebra 2 stat|st|cs standard |s tested (3.1.a). 1he oLher
sLaLlsLlcs sLandards (3.2.a-d) are noL lncluded ln Lhe Lnd of lnsLrucLlon Lxam, buL are meanL Lo be assessed locally. 1he Common
Core standards pr|or|t|ze the Stat|st|cs strand, expecLlng sLudenLs Lo undersLand Lhe sLrucLure of sclenLlflc experlmenLs, Lhe
dlfference beLween causaLlon and correlaLlon, and how sLaLlsLlcs can be used Lo make lnferences and [usLlfy concluslons. Colng
beyond baslc sLaLlsLlcs, Lhe sLandards exLend Lhe sLudenL experlence Lo |nc|ude probab|||ty, whlch ls a key concepL leadlng Lo
loglcal reasonlng and synLheslzlng Lhe world around you. Stat|st|cs and robab|||ty are essent|a| understand|ngs that support the
deve|opment of students who are enro|||ng |n co||ege, students enter|ng the workforce, and students who are becom|ng
act|ve|y |nvo|ved as c|t|zens of our democrat|c soc|ety. Lven w|th the |ncreased emphas|s on Stat|st|cs and robab|||ty w|th|n
Common Core, the r|gor of other cr|t|ca| A|gebra|c concepts |s ma|nta|ned to ensure students are ready for whatever
mathemat|cs they encounter after h|gh schoo|.


ASS - Data Ana|ys|s, robab|||ty, and Stat|st|cs (3) CCSS - Stat|st|cs (S)
1he student w||| use data ana|ys|s, probab|||ty and
stat|st|cs to formu|ate and [ust|fy pred|ct|ons from a set
of data.
3.1. Ana|ys|s of Co||ected Data Invo|v|ng 1wo Var|ab|es
a. lnLerpreL daLa on a scaLLer ploL uslng a llnear,
exponenLlal, or quadraLlc model/equaLlon.
b. ldenLlfy wheLher Lhe model/equaLlon ls a curve
of besL flL for Lhe daLa, uslng varlous meLhods
and Lools whlch may lnclude a graphlng
calculaLor.
3.2. Measures of Centra| 1endency and Var|ab|||ty*
a. Analyze and synLheslze daLa from a sample
uslng approprlaLe measures of cenLral Lendency
(mean, medlan, mode, welghLed average).
b. Analyze and synLheslze daLa from a sample
uslng approprlaLe measures of varlablllLy
(range, varlance, sLandard devlaLlon).
c. use Lhe characLerlsLlcs of Lhe Causslan normal
dlsLrlbuLlon (bell-shaped curve) Lo solve
problems.
d. ldenLlfy how glven ouLllers affecL
represenLaLlons of daLa.
3.3. Ident|fy and use ar|thmet|c and geometr|c
sequences and ser|es to so|ve prob|ems.

noLe: AsLerlsks (*) have been used Lo ldenLlfy sLandards
and ob[ecLlves LhaL musL be assessed by Lhe local school
dlsLrlcL. All oLher skllls may be assessed by Lhe Cklahoma
School 1esLlng rogram (CS1).
Interpret|ng Categor|ca| and uant|tat|ve Data (S-ID)
S-ID.8. Summar|ze, represent, and |nterpret data on two categor|ca|
and quant|tat|ve var|ab|es.
6. 8epresenL daLa on Lwo quanLlLaLlve varlables on a scaLLer ploL, and
descrlbe how Lhe varlables are relaLed.
a. llL a funcLlon Lo Lhe daLa, use funcLlons flLLed Lo daLa Lo solve
problems ln Lhe conLexL of Lhe daLa.
U)" N5E"4 :D4+%5,4) ,* +A,,)" $ :D4+%5,4 )DNN")%"&
J2 %A" +,4%"(%- 637A$)5V" #54"$* $4& "(7,4"4%5$#
3,&"#)-
b. lnformally assess Lhe flL of a funcLlon by ploLLlng and
analyzlng reslduals.
c. llL a llnear funcLlon for a scaLLer ploL LhaL suggesLs a llnear
assoclaLlon.

Mak|ng Inferences and Iust|fy|ng Conc|us|ons (S-IC)
S-IC.A. Understand and eva|uate random processes under|y|ng
stat|st|ca| exper|ments
1. undersLand sLaLlsLlcs as a process for maklng lnferences abouL
populaLlon parameLers based on a random sample from LhaL
populaLlon.
2. ueclde lf a speclfled model ls conslsLenL wlLh resulLs from a glven
daLa-generaLlng process, e.g., uslng slmulaLlon.
M,* "($37#"@ $ 3,&"# )$2) $ )754454N +,54 :$##) A"$&) D7 15%A
7*,J$J5#5%2 K-R- W,D#& $ *")D#% ,: R %$5#) 54 $ *,1 +$D)" 2,D %,
OD")%5,4 %A" 3,&"#P

S-IC.8. Make |nferences and [ust|fy conc|us|ons from samp|e surveys,
exper|ments, and observat|ona| stud|es
3. 8ecognlze Lhe purposes of and dlfferences among sample surveys,
experlmenLs, and observaLlonal sLudles, explaln how
randomlzaLlon relaLes Lo each.
4. use daLa from a sample survey Lo esLlmaLe a populaLlon mean or
proporLlon, develop a margln of error Lhrough Lhe use of
slmulaLlon models for random sampllng.
3. use daLa from a randomlzed experlmenL Lo compare Lwo
LreaLmenLs, use slmulaLlons Lo declde lf dlfferences beLween
parameLers are slgnlflcanL.
6. LvaluaLe reporLs based on daLa.

Cond|t|ona| robab|||ty and the ku|es of robab|||ty (S-C)
S-C.A. Understand |ndependence and cond|t|ona| probab|||ty and
use them to |nterpret data
1. uescrlbe evenLs as subseLs of a sample space (Lhe seL of ouLcomes)
uslng characLerlsLlcs (or caLegorles) of Lhe ouLcomes, or as unlons,
lnLersecLlons, or complemenLs of oLher evenLs (or," and," noL").
2. undersLand LhaL Lwo evenLs L and X are lndependenL lf Lhe
probablllLy of L and X occurrlng LogeLher ls Lhe producL of Lhelr
probablllLles, and use Lhls characLerlzaLlon Lo deLermlne lf Lhey are
lndependenL.
3. undersLand Lhe condlLlonal probablllLy of L glven X as Y(L and
X)/Y(X), and lnLerpreL lndependence of L and X as saylng LhaL Lhe
condlLlonal probablllLy of L glven X ls Lhe same as Lhe probablllLy
of L, and Lhe condlLlonal probablllLy of X glven L ls Lhe same as Lhe
probablllLy of X.
4. ConsLrucL and lnLerpreL Lwo-way frequency Lables of daLa when
Lwo caLegorles are assoclaLed wlLh each ob[ecL belng classlfled.
use Lhe Lwo-way Lable as a sample space Lo declde lf evenLs are
lndependenL and Lo approxlmaLe condlLlonal probablllLles.
M,* "($37#"@ +,##"+% &$%$ :*,3 $ *$4&,3 )$37#" ,: )%D&"4%)
54 2,D* )+A,,# ,4 %A"5* :$E,*5%" )DJT"+% $3,4N 3$%A@ )+5"4+"@
$4& 64N#5)A- 6)%53$%" %A" 7*,J$J5#5%2 %A$% $ *$4&,3#2
)"#"+%"& )%D&"4% :*,3 2,D* )+A,,# 15## :$E,* )+5"4+" N5E"4
%A$% %A" )%D&"4% 5) 54 %"4%A N*$&"- Z, %A" )$3" :,* ,%A"*
)DJT"+%) $4& +,37$*" %A" *")D#%)-
3. 8ecognlze and explaln Lhe concepLs of condlLlonal probablllLy and
lndependence ln everyday language and everyday slLuaLlons.
M,* "($37#"@ +,37$*" %A" +A$4+" ,: A$E54N #D4N +$4+"* 5:
2,D $*" $ )3,/"* 15%A %A" +A$4+" ,: J"54N $ )3,/"* 5: 2,D
A$E" #D4N +$4+"*-
S-C.8. Use the ru|es of probab|||ty to compute probab|||t|es of
compound events |n a un|form probab|||ty mode|
6. llnd Lhe condlLlonal probablllLy of L glven X as Lhe fracLlon of X's
ouLcomes LhaL also belong Lo L@ and lnLerpreL Lhe answer ln Lerms
of Lhe model.
7. Apply Lhe AddlLlon 8ule, (A or 8) = (A) + (8) - (A and 8), and
lnLerpreL Lhe answer ln Lerms of Lhe model.
8. (+) Apply Lhe general MulLlpllcaLlon 8ule ln a unlform probablllLy
model, (A and 8) = (A)(8|A) = (8)(A|8), and lnLerpreL Lhe
answer ln Lerms of Lhe model.
9. (+) use permuLaLlons and comblnaLlons Lo compuLe probablllLles
of compound evenLs and solve problems.

noLe: lusses (+) have been used Lo lndlcaLe whlch sLandards are
approprlaLe for a fourLh year of maLhemaLlcs coursework or for
lncluslon ln an Advanced Algebra 2 course.