Common Core State Standards Chart

Grade	Shorthand CCSS	CCSS Description	Module	Missions
K	CCSS.MATH.CONTENT.K.CC.A.1	Count to 100 by ones and by tens.	Counting to 100	Counting Objects Counting Forwards by 1s Counting Forwards by 10s
1	CCSS.MATH.CONTENT.1.OA.A.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.	Add and subtract to 20 in word problems	Add to (1-20) Take from (1-20) Put together (1-20) Compare (1-20)
2	CCSS.MATH.CONTENT.2.OA.A.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.	Add/Subtract to 100	Add to (1-100) Take from (1-100) Put together (1-100) Compare (1-100) Two-Step Addition and Subtraction
3	CCSS.MATH.CONTENT.3.OA.A.1	Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.	Whole Number Products	Grouping Objects Multiplication with Arrays Multiplication Word Problems
3	CCSS.MATH.CONTENT.3.OA.A.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.	Whole Number Quotients	Division with Groups Division Word Problems
3	CCSS.MATH.CONTENT.3.OA.A.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.	Mult/Div Word Problems	Representing Word Problems with Pictures Representing Word Problems with Equations
3	CCSS.MATH.CONTENT.3.OA.A.4	Determine the unknown whole number in a multiplication or division equation relating three whole numbers.	Mult/Div Equations	Unknowns in Multiplication Equations Unknowns in Division Equations
3	CCSS.MATH.CONTENT.3.OA.B.5	Apply properties of operations as strategies to multiply and divide.	Mult/Div Laws	Commutative Property of Multiplication Distributive Property of Multiplication Associative Property of Multiplication
3	CCSS.MATH.CONTENT.3.OA.B.6	Understand division as an unknown-factor problem.	Unknown Factors	Converting from Division to Multiplication (Arrays) Converting from Division to Multiplication (Equations)
3	CCSS.MATH.CONTENT.3.OA.C.7	Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.	Mult Fluency 0-4	Multiply and Divide by 0 and 1 (Fluency) Multiply and Divide by 2 (Fluency) Multiply and Divide by 3 (Fluency) Multiply and Divide by 4 (Fluency)
3	CCSS.MATH.CONTENT.3.OA.C.7	Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.	Mult Fluency 1-4 (Mastery)	Multiply and Divide by 1 (Mastery Set) Multiply and Divide by 2 (Mastery Set) Multiply and Divide by 3 (Mastery Set) Multiply and Divide by 4 (Mastery Set)
3	CCSS.MATH.CONTENT.3.OA.C.7	Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.	Mult Fluency 5-8	Multiply and Divide by 5 (Fluency) Multiply and Divide by 6 (Fluency) Multiply and Divide by 7 (Fluency) Multiply and Divide by 8 (Fluency)
3	CCSS.MATH.CONTENT.3.OA.C.7	Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.	Mult Fluency 5-8 (Mastery)	Multiply and Divide by 5 (Mastery Set) Multiply and Divide by 6 (Mastery Set) Multiply and Divide by 7 (Mastery Set) Multiply and Divide by 8 (Mastery Set)
3	CCSS.MATH.CONTENT.3.OA.C.7	Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.	Mult Fluency 9-12	Multiply and Divide by 9 (Fluency) Multiply and Divide by 10 (Fluency) Multiply and Divide by 11 (Fluency) Multiply and Divide by 12 (Fluency) Multiplication Fluency Review (1-12)
3	CCSS.MATH.CONTENT.3.OA.C.7	Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.	Mult Fluency 9-12 (Master)	Multiply and Divide by 9 (Mastery Set) Multiply and Divide by 10 (Mastery Set) Multiply and Divide by 11 (Mastery Set) Multiply and Divide by 12 (Mastery Set)
3	CCSS.MATH.CONTENT.3.OA.D.8	Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.	Two-Step Problems	Two-Step Expressions Two-Step Estimation Problems Solving Two-Step Word Problems Representing Unknowns with Variables
3	CCSS.MATH.CONTENT.3.OA.D.9	Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.	Math Patterns	Finding the Pattern Patterns in the Addition Table Patterns in the Multiplication Table Inputs and Outputs
4	CCSS.MATH.CONTENT.4.OA.A.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.	Mult Comparison	Multiplicative Comparisons with Visuals Multiplicative Comparison Statements (Set 1) Multiplicative Comparison Statements (Set 2) Multiplicative Comparisons with Variables Multiplicative Comparisons Review
4	CCSS.MATH.CONTENT.4.OA.A.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.	Mult. Comparison WPs	Representing Multiplicative and Additive Comparisons (Set 1) Representing Multiplicative and Additive Comparisons (Set 2) Solving Multiplicative Comparison Word Problems (Set 1) Solving Multiplicative Comparison Word Problems (Set 2) Representing Problems with Drawings and Equations
4	CCSS.MATH.CONTENT.4.OA.A.3	Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.	Multi-Step WPs	Rounding Numbers Reasonable and Unreasonable Solutions Remainders (Set 1) Remainders (Set 2) Representing Multi-Step Word Problems with Equations (Set 1) Representing Multi-Step Word Problems with Equations (Set 2) Solve Multi-Step Word Problems With Whole Numbers Representing Equations with Unknowns
4	CCSS.MATH.CONTENT.4.OA.B.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.	Factors & Multiples	Finding Factor Pairs Whole Number Multiples Prime and Composite Numbers
4	CCSS.MATH.CONTENT.4.OA.C.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.	Number & Shape Patterns	Identifying Patterns Input-Output Rules Pattern Features
5	CCSS.MATH.CONTENT.5.OA.A.1	Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.	Numerical Expressions	Create Numerical Expressions Translating Numerical Expressions
5	CCSS.MATH.CONTENT.5.OA.A.2	Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.	Writing Number Sentences	Translating from Words to Number Sentences Translating Number Sentences in Word Problems
5	CCSS.MATH.CONTENT.5.OA.B.3	Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.	Patterns & Relationships	Generate Numerical Patterns Identify Relationships Creating Ordered Pairs Graphing Ordered Pairs
6	CCSS.MATH.CONTENT.6.RP.A.1	Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.	Ratios	Basic Ratios Ratio Relationships
6	CCSS.MATH.CONTENT.6.RP.A.2	Understand the concept of a unit rate a/b associated with a ratio a:b with b is not equal to 0, and use rate language in the context of a ratio relationship.	Unit Rate	Concept of Unit Rate Creating Statements Using Unit Rates
6	CCSS.MATH.CONTENT.6.RP.A.3	Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.	Ratio & Rate Reasoning	Ratio Tables Unit Rate Word Problems Percentages (Rate per 100) Converting Measurement Units
7	CCSS.MATH.CONTENT.7.RP.A.1	Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.	Ratios of Fractions	Ratios of Lengths Ratios of Areas Ratios of Other Units
8	CCSS.MATH.CONTENT.8.EE.A.1	Know and apply the properties of integer exponents to generate equivalent numerical expressions.	Properties of Exponents	Product Rule Quotient Rule Power of a Power Rule Power of a Product Rule Power of a Quotient Rule Zero Exponent Rule Negative Exponent Rule
8	CCSS.MATH.CONTENT.8.NS.A.1	Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.	Irrational Numbers	Classifying Irrational Numbers Repeating Decimals Converting Repeating Decimals to Fractions
High School - Algebra	CCSS.MATH.CONTENT.HSA.SSE.A.1	Interpret expressions that represent a quantity in terms of its context.a. Interpret parts of an expression, such as terms, factors, and coefficients.b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)^n as the product of P and a factor not depending on P.	Expressions	Parts of Expressions Interpreting Expressions
High School - Functions	CCSS.MATH.CONTENT.HSF.IF.A.1	Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).	Functions	Function Notation Domain and Range Inputs/Outputs Identifying Functions
High School - Geometry	CCSS.MATH.CONTENT.HSG.CO.A.1	Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.	Geometry	Definitions
High School - Statistics and Probability	CCSS.MATH.CONTENT.HSS.ID.A.1	Represent data with plots on the real number line (dot plots, histograms, and box plots).	Summarizing data	Representing Data Dot Plots Box Plots Histograms
High School - Number and Quantity	CCSS.MATH.CONTENT.HSN.RN.A.1	Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^(1/3) to be the cube root of 5 because we want [5^(1/3)]^3 = 5^[(1/3) x 3] to hold, so [5^(1/3)]^3 must equal 5.	Exponents	Product Rule Quotient Rule Power of a Power Rule Power of a Product Rule Power of a Quotient Rule Zero Exponent Rule Negative Exponent Rule Fractional Exponent Rule
High School - Number and Quantity	CCSS.MATH.CONTENT.HSN.CN.C.8	Extend polynomial identities to the complex numbers. For example, rewrite x^2 + 4 as (x + 2i)(x - 2i).	Polynomials & Complex Numbers	Extending Polynomial Identities to Complex Numbers Applying and Evaluating Polynomial Identities with Complex Numbers

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