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  • expression écrite
  • youthful work
  • free version of consors paterni luminis
  • peaceful night
  • personal prayers to christ
  • member of the lyme regis organ appeal committee
  • organ solo
  • programme notes
  • choir
  • music
Published : Monday, March 26, 2012
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Origin : education.ky.gov
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KCAS
A Closer Look at the
Mathematics
Progressions of the
Kentucky Core Academic
Standards, grades K – HS


This document provides teachers and administrators grade band progressions of the standards,
overviews of each grade level with expectations and standards by domain and clusters for each
grade level K – 8 and the descriptions of the conceptual categories with standards for high school.
.

Kentucky Department of Education
12/22/2010
Kentucky Department of Education 1 | P a g e
Table of Contents
Grades K – 2 Section ........................................................................................................................................................................................................ 3
Progressions by Domains, Clusters and Standards, grades K – 2 ...... 4
Kindergarten Overview ...... 9 rgarten Standards .... 10
First Grade Overview ....................................................................................................................................................................... 11
Fade Standards (2 pages) ....................................................................................................................................................... 12
Second Grade Overview ... 13
Secade Standards ... 14
Grades 3 – 5 Section ....................................................................................................................................................................................................... 15
Progressions by Domains, Clusters and Standards, grades 3 - 5 ...... 16
Third Grade – Standards (2 pages) ................................................................................................................................................... 24
Fourth Grade Overview .... 26
Frade – Standards (2 pages) ................. 27
Fifth Grade Overview ....................................................................................................................................................................... 29
Grades 6 – 8 Section ....................................... 32
Progressions by Domains, Clusters and Standards, grades 6 – 8 ..... 33
Sixth Grade Overview ...... 42
Sixth Grade Standards (2 pages) ...................................................................................................................................................... 43
Seventh Grade Overview .................................. 45
Seveade Standards (2 pages) .................. 46
Eighth Grade Overview .................................................................................................................................... 48
Eigade Standards (2 pages) .................................................................................................................................................... 49
HS Section ...................................................................................... 51
Use this section in conjunction with Common Core State Standards: Appendix A ......... 51
HS Conceptual Category: Number and Quantity ............................................................................................................................. 52
HS Conceategory: Algebra ................................................... 54
HS Conceptual Category: Functions ................ 57
HS Conceategory: Modeling denoted with a star (★) ........................................................................................................ 60
HS Conceptual Category: Geometry ................ 61
HS Conceategory: Statistics and Probability ........................................................................................................................ 64






Kentucky Department of Education 2 | P a g e Grades K – 2 Section






Kentucky Department of Education 3 | P a g e
Progressions by Domains, Clusters and Standards, grades K – 2
Domain: Counting and Cardinality
Kindergarten Grade 1 Grade 2
Know number names and the count sequence. None None
K.CC.1: Count to 100 by ones and by tens.
K.CC.2: Count forward beginning from a given number within the
known sequence (instead of having to begin at 1).
K.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 to tell the number of objects.
K.CC.4: Understand the relationship between numbers and
quantities; connect counting to cardinality.
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.
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.
c. Understand that each successive number name refers
to a quantity that is one larger.
K.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.
Comparing numbers.
K.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. (Note: Include groups with up to
ten objects.)
K.CC.7: Compare two numbers between 1 and 10 presented as
written numerals.

Kentucky Department of Education 4 | P a g e �


Domain: Operations and Algebraic Thinking
Kindergarten Grade 1 Grade 2
Understanding addition as putting together and Represent and solve problems involving addition and subtraction. Represent and solve problems involving addition and subtraction.
adding to, and understanding subtraction as taking 1.OA.1: Use addition and subtraction within 20 to solve word problems 2.OA.1: Use addition and subtraction within 100 to solve one- and two-step word
apart and taking from. involving situations of adding to, taking from, putting together, problems involving situations of adding to, taking from, putting together,
K.OA.1: Represent addition and subtraction with taking apart, and comparing, with unknowns in all positions, taking apart, and comparing, with unknowns in all positions, e.g., by using
objects, fingers, mental images, drawings, e.g., by using objects, drawings, and equations with a symbol drawings and equations with a symbol for the unknown number to represent
sounds (e.g., claps), acting out situations, for the unknown number to represent the problem. (Note: the problem. (Note: See Glossary, Table 1.)
verbal explanations, expressions, or See Glossary, Table 1.) Add and subtract within 20.
equations. (Note: Drawings need not 1.OA.2: Solve word problems that call for addition of three whole 2.OA.2: Fluently add and subtract within 20 using mental strategies. (Note: See
show details, but should show the numbers whose sum is less than or equal to 20, e.g., by using standard 1.OA.6 for a list of mental strategies). By end of Grade 2, know from
mathematics in the problem -- this objects, drawings, and equations with a symbol for the memory all sums of two one-digit numbers.
applies wherever drawings are unknown number to represent the problem. Work with equal groups of objects to gain foundations for multiplication.
mentioned in the Standards.) Understand and apply properties of operations and the relationship 2.OA.3: Determine whether a group of objects (up to 20) has an odd or even number
K.OA.2: Solve addition and subtraction word between addition and subtraction. of members, e.g., by pairing objects or counting them by 2s; write an equation
problems, and add and subtract within 1.OA.3: Apply properties of operations as strategies to add and to express an even number as a sum of two equal addends.
10, e.g., by using objects or drawings to subtract. (Note: Students need not use formal terms for these 2.OA.4: Use addition to find the total number of objects arranged in rectangular
represent the problem. properties.) arrays with up to 5 rows and up to 5 columns; write an equation to express
K.OA.3: Decompose numbers less than or equal to Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. the total as a sum of equal addends.
10 into pairs in more than one way, e.g., (Commutative property of addition.) To add 2 + 6 + 4, the
by using objects or drawings, and record second two numbers can be added to make a ten, so
each decomposition by a drawing or 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). 1.OA.4: Understand subtraction as an unknown-addend problem. For
K.OA.4: For any number from 1 to 9, find the example,
number that makes 10 when added to subtract 10 – 8 by finding the number that makes 10 when
the given number, e.g., by using objects added to 8.
or drawings, and record the answer with Add and subtract within 20.
a drawing or equation. 1.OA.5: Relate counting to addition and subtraction (e.g., by counting
K.OA.5: Fluently add and subtract within 5. on 2 to add 2).
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).
Work with addition and subtraction equations.
1.OA.7: Understand the meaning of the equal sign, and determine if
equations involving addition and subtraction are true or false.
For example, which of the following equations are true and
which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
1.OA.8: Determine the unknown whole number in an addition or
subtraction equation relating to three whole numbers.
For example, determine the unknown number that makes the
equation true in each of the equations 8 + ? = 11, 5 = – 3, 6 +
6 = .

Kentucky Department of Education 5 | P a g e
Domain: Number and Operations in Base Ten
Kindergarten Grade 1 Grade 2
Working with numbers 11 – 19 to gain foundations for Extend the counting sequence. Understand place value.
place value. 1.NBT.1: Count to 120, starting at any number less than 120. In this range, 2.NBT.1: Understand that the three digits of a three-digit number represent amounts
K.NBT.1: Represent addition and subtraction with objects, read and write numerals and represent a number of objects with of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
fingers, mental images, drawings, sounds (e.g., a written numeral. Understand the following as special cases:
claps), acting out situations, verbal explanations, Understand place value. a. 100 can be thought of as a bundle of ten tens — called a “hundred.”
expressions, or equations. (Note: Drawings 1.NBT.2: Understand that the two digits of a two-digit number represent b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one,
need not show details, but should show the amounts of tens and ones. Understand the following as special two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and
mathematics in the problem -- this applies cases: 0 ones).
wherever drawings are mentioned in the a. 10 can be thought of as a bundle of ten ones — called a 2.NBT.2: Count within 1000; skip-count by 5s, 10s, and 100s.
Standards.) “ten.” 2.NBT.3: Read and write numbers to 1000 using base-ten numerals, number names,
b. The numbers from 11 to 19 are composed of a ten and one, and expanded form.
two, three, four, five, six, seven, eight, or nine ones. 2.NBT.4: Compare two three-digit numbers based on meanings of the hundreds, tens,
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, and ones digits, using >, =, and < symbols to record the results of
two, three, four, five, six, seven, eight, or nine tens (and 0 comparisons.
ones). Use place value understanding and properties of operations to add and subtract.
1.NBT.3: Compare two two-digit numbers based on meanings of the tens 2.NBT.5: Fluently add and subtract within 100 using strategies based on place value,
and ones digits, recording the results of comparisons with the properties of operations, and/or the relationship between addition and
symbols >, =, and <. subtraction.
Use place value understanding and properties of operations to add and 2.NBT.6: Add up to four two-digit numbers using strategies based on place value and
subtract. properties of operations.
1.NBT.4: Add within 100, including adding a two-digit number and a one- 2.NBT.7: Add and subtract within 1000, using concrete models or drawings and
digit number, and adding a two-digit number and a multiple of 10, strategies based on place value, properties of operations, and/or the
using concrete models or drawings and strategies based on place relationship between addition and subtraction; relate the strategy to a
value, properties of operations, and/or the relationship between written method. Understand that in adding or subtracting three-digit
addition and subtraction; relate the strategy to a written method numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones
and explain the reasoning used. Understand that in adding two- and ones; and sometimes it is necessary to compose or decompose tens or
digit numbers, one adds tens and tens, ones and ones; and hundreds.
sometimes it is necessary to compose a ten. 2.NBT.8: Mentally add 10 or 100 to a given number 100–900, and mentally subtract
1.NBT.5: Given a two-digit number, mentally find 10 more or 10 less than 10 or 100 from a given number 100–900.
the number, without having to count; explain the reasoning used. 2.NBT.9: Explain why addition and subtraction strategies work, using place value and
1.NBT.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the properties of operations. (Note: Explanations may be supported by
the range 10-90 (positive or zero differences), using concrete drawings or objects.)
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.


Domain: Number and Operations – Fractions
Kindergarten Grade 1 Grade 2
None None None





Kentucky Department of Education 6 | P a g e
omain: Measurement and Data
Kindergarten Grade 1 Grade 2
Describe and compare measurable attributes. Measure lengths indirectly and by iterating length units. Measure and estimate lengths in standard units.
K.MD.1: Describe measurable attributes of objects, 1.MD.1: Order three objects by length; compare the lengths of two 2.MD.1: Measure the length of an object by selecting and using appropriate
such as length or weight. Describe several objects indirectly by using a third object. tools such as rulers, yardsticks, meter sticks, and measuring tapes.
measurable attributes of a single object. 1.MD.2: Express the length of an object as a whole number of length units, 2.MD.2: Measure the length of an object twice, using length units of different
K.MD.2: Directly compare two objects with a by laying multiple copies of a shorter object (the length unit) end lengths for the two measurements; describe how the two
measurable attribute in common, to see to end; understand that the length measurement of an object is measurements relate to the size of the unit chosen.
which object has “more of”/“less of” the the number of same-size length units that span it with no gaps or 2.MD.3: Estimate lengths using units of inches, feet, centimeters, and meters.
attribute, and describe the difference. For overlaps. Limit to contexts where the object being measured is 2.MD.4: Measure to determine how much longer one object is than another,
example, directly compare the heights of two spanned by a whole number of length units with no gaps or expressing the length difference in terms of a standard length unit.
children and describe one child as overlaps. Relate addition and subtraction to length.
taller/shorter. Tell and write time. 2.MD.5: Use addition and subtraction within 100 to solve word problems
Classify objects and count the number of objects in 1.MD.3: Tell and write time in hours and half-hours using analog and involving lengths that are given in the same units, e.g., by using
each category. digital clocks. drawings (such as drawings of rulers) and equations with a symbol for
K.MD.3: Classify objects or people into given Represent and interpret data. the unknown number to represent the problem.
categories; count the numbers in each 1.MD.4: Organize, represent, and interpret data with up to three 2.MD.6: Represent whole numbers as lengths from 0 on a number line
category and sort the categories by count. categories; ask and answer questions about the total number of diagram with equally spaced points corresponding to the numbers 0,
(Note: Limit category counts to be less than data points, how many in each category, and how many more or 1, 2, ..., and represent whole-number sums and differences within
or equal to 10.) less are in one category than in another. 100 on a number line diagram.
Work with time and money.
2.MD.7: Tell and write time from analog and digital clocks to the nearest five
minutes, using a.m. and p.m.
2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels,
and pennies, using $ and ¢ symbols appropriately. Example: If you
have 2 dimes and 3 pennies, how many cents do you have?
Represent and interpret data.
2.MD.9: Generate measurement data by measuring lengths of several objects
to the nearest whole unit, or by making repeated measurements of
the same object. Show the measurements by making a line plot,
where the horizontal scale is marked off in whole-number units.
2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to
represent a data set with up to four categories. Solve simple put
together, take-apart, and compare problems using information
presented in a bar graph. (Note: See Glossary, Table 1.)
Kentucky Department of Education 7 | P a g e
Domain: Geometry
Kindergarten Grade 1 Grade 2
Identify and describe shapes (squares, circles, Reason with shapes and their attributes. Reason with shapes and their attributes.
triangles, rectangles, hexagons, cubes, cones, 1.G.1: Distinguish between defining attributes (e.g., triangles are closed 2.G.1: Recognize and draw shapes having specified attributes, such as a given number
cylinders, and spheres). and three-sided) versus non-defining attributes (e.g., color, of angles or a given number of equal faces. (Note: Sizes are compared directly
K.G.1: Describe objects in the environment using orientation, overall size); build and draw shapes to possess defining or visually, not compared by measuring.) Identify triangles, quadrilaterals,
names of shapes, and describe the relative attributes. pentagons, hexagons, and cubes.
positions of these objects using terms such as 1.G.2: Compose two-dimensional shapes (rectangles, squares, trapezoids, 2.G.2: Partition a rectangle into rows and columns of same-size squares and count to
above, below, beside, in front of, behind, and triangles, half-circles, and quarter-circles) or three-dimensional find the total number of them.
next to. shapes (cubes, right rectangular prisms, right circular cones, and 2.G.3: Partition circles and rectangles into two, three, or four equal shares, describe
K.G.2: Correctly name shapes regardless of their right circular cylinders) to create a composite shape, and compose the shares using the words halves, thirds, half of, a third of, etc., and describe
orientations or overall size. new shapes from the composite shape. (Note: Students do not the whole as two halves, three thirds, four fourths. Recognize that equal shares
K.G.3: Identify shapes as two-dimensional (lying in a need to learn formal names such as “right rectangular prism.”) of identical wholes need not have the same shape.
plane, “flat”) or three-dimensional (“solid”). 1.G.3: Partition circles and rectangles into two and four equal shares,
Analyze, compare, create, and compose shapes. describe the shares using the words halves, fourths, and quarters,
K.G.4: Analyze and compare two- and three and use the phrases half of, fourth of, and quarter of. Describe the
dimensional shapes, in different sizes and whole as two of, or four of the shares. Understand for these
orientations, using informal language to describe examples that decomposing into more equal shares creates smaller
their similarities, differences, parts (e.g., number shares.
of sides and vertices/“corners”) and other
attributes (e.g., having sides of equal length).
K.G.5: Model shapes in the world by building
shapes from components (e.g., sticks and clay
balls) and drawing shapes.
K.G.6: Compose simple shapes to form larger
shapes. For example, “Can you join these two
triangles with full sides touching to make a
rectangle?”


Kentucky Department of Education 8 | P a g e
Kindergarten Overview
Number and
Counting and Operations and
Domains Operations in Measurement and Data Geometry
Cardinality Algebraic Thinking
Base Ten
Know number Understand addition Work with numbers Describe and Identify and
names and the count as putting together 11 – 19 to gain compare describe shapes
sequence and adding to, and foundations for measurable
Analyze, compare, understand place value attributes Counting to tell the create and subtraction as taking Clusters number of objects Classify objects and compose shapes apart and taking
count the number from Compare numbers
of objects in each
category
1. Make sense of problems 3. Construct viable arguments 5. Use appropriate tools 7. Look for and make use
and persevere in solving and critique the reasoning of strategically. of structure.
Mathematical them. others. 6. Attend to precision. 8. Look for and express
Practices 2. Reason abstractly and 4. Model with mathematics. regularity in repeated
quantitatively. reasoning.

In Kindergarten, instructional time should focus on two critical areas:

1. Representing and comparing whole numbers, initially with sets of objects
Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set;
counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of
objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. (Kindergarten students should see addition and subtraction equations,
and student writing of equations in kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effective strategies
for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of
given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away.

2. Describing shapes and space
Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name,
and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g.,
with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders and spheres. They use basic shapes
and spatial reasoning to model objects in their environment and to construct more complex shapes.

More learning time in Kindergarten should be devoted to number than to other topics.
Kentucky Department of Education 9 | P a g e Kindergarten Standards
Counting and Cardinality
Know number names and the count sequence.
K.CC.1: Count to 100 by ones and by tens.
K.CC.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.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 to tell the number of objects.
K.CC.4: Understand the relationship between numbers and quantities; connect counting to cardinality.
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.
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.
c. Understand that each successive number name refers to a quantity that is one larger.
K.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.
Comparing numbers.
K.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. (Note: Include groups with up
to ten objects.)
K.CC.7: Compare two numbers between 1 and 10 presented as written numerals.
Operations and Algebraic Thinking
Understanding addition as putting together and adding to, and understanding subtraction as taking apart and taking from.
K.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Note: Drawings need not show
details, but should show the mathematics in the problem -- this applies wherever drawings are mentioned in the Standards.)
K.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.
K.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).
K.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.
K.OA.5: Fluently add and subtract within 5.
Number and Operations in Base Ten
Working with numbers 11 – 19 to gain foundations for place value.
K.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.
Measurement and Data
Describe and compare measurable attributes.
K.MD.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K.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. For example, directly compare the heights of two
children and describe one child as taller/shorter.
Classify objects and count the number of objects in each category.
K.MD.3: Classify objects or people into given categories; count the numbers in each category and sort the categories by count. (Note: Limit category counts to be less than or equal to 10.)
Geometry
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
K.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.
K.G.2: Correctly name shapes regardless of their orientations or overall size.
K.G.3: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Analyze, compare, create, and compose shapes.
K.G.4: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”)
and other attributes (e.g., having sides of equal length).
K.G.5: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
K.G.6: Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
Kentucky Department of Education 10 | P a g e

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