Common Core Bridges

 

-part of The Spang Gang Web Progam

 

CCSS  

Highway

CCSS Highway  to tavel by grade

Grade K

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

CCSS  Highway

CCSS

Crosswalk

Crosswalk  to travel by subject

CCSS

Crosswalk

Math

 

 

 

Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5

K.MD.1

1.  Describe and compare measurable attributes. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

 

 

 

Measure lengths indirectly and by iterating length units.

1.MD.1

1.  Order three objects by length; compare the lengths of two objects indirectly by using a third object.

 

 

Measure and estimate lengths in standard units.

2.MD.1

1.  Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

 

 

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

3.MD.1

1.  Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

 

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

4.MD.1

1.  Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measure­ ment equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), . . .

 

Convert like measurement units within a given measurement system.

5.MD.1

1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems.

 

 

K.MD.2

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.

 

 

1.MD.2

2.  Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

 

2.MD.2

2.  Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

 

3.MD.2

2.  Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).6 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

 

 

b.  Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

 

 

 

4.MD.2

2.  Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

 

 

Represent and interpret data.

5.MD.2

2. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, nd the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

 

Classify objects and count the number of objects in each category.

K.MD.3


3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Teach
 
Practice
 
Assess

 

Tell and write time.

1.MD.3

3. Tell and write time in hours and half-hours using analog and digital clocks.

 

2.MD.3

3.  Estimate lengths using units of inches, feet, centimeters, and meters.

 

3.MD.3

3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two- step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

 

 

4.MD.3

3.  Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. For example, nd the width of a rectangular room given the area of the ooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

Teach
 
Practice
 
Assess

 

 

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

5.MD.3

3.  Recognize volume as an attribute of solid gures and understand concepts of volume measurement.

 

a.  A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.
Teach  
Practice
 
Assess

 

b.  A solid gure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

Teach  
Practice
 
Assess
Fractions Test

 

 

1.MD.4

4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Teach
 

Seasons with Daniel Cook

Practice
 
Assess

2.MD.4

4.  Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

 

3.MD.4

4.  Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

 

 

Represent and interpret data.

4.MD.4

4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot nd and interpret the difference in length between the longest and shortest specimens in an insect collection.

 

 

5.MD.4

4.  Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

Teach  
Practice
 
Assess

 

   

Relate addition and subtraction to length.

2.MD.5

5.  Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

 

 

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

 

3.MD.5

5.  Recognize area as an attribute of plane gures and understand concepts of area measurement.

 

a.  A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.

Teach
 
Practice
Assess

 

b.  A plane gure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

 

 

 

 

Geometric measurement: understand concepts of angle and measure angles.

 

4.MD.5

5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:

a.  An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.

Teach
 
Practice
 
Assess

 

b.  An angle that turns through n one-degree angles is said to have an angle measure of n degrees.

Teach
 
Practice
 
Assess

 

 

5.MD.5

5.  Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume.

 

a.  Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

Teach  
Practice
 
Assess

b.  Apply the formulas V = l x w x h and V = b x h for rectangular prisms to nd volumes of right rectangular prisms with whole-number edge lengths in the context of solving real-world and mathematical problems.

Teach  
Practice
 
Assess

 

c.  Recognize volume as additive. Find volumes of solid gures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems.

Teach  
Practice
 
Assess

 

   

2.MD.6

6.  Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, . . . , and represent whole-number sums and differences within 100 on a number line diagram.

 

Teach
 
Practice
 
Assess

 

3.MD.6

6.  Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

 

 

4.MD.6

6.  Measure angles in whole-number degrees using a protractor. Sketch angles of speci ed measure.

 

 

   

Work with time and money.

2.MD.7

7.  Tell and write time from analog and digital clocks to the nearest ve minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). CA

 

 

3.MD.7

 

7. Relate area to the operations of multiplication and addition.

a.  Find the area of a rectangle with w hole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

 

 

b.  Multiply side lengths to nd areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

 

 

c.  Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a x b and a x c. Use area models to represent the distributive property in mathematical reasoning.

 

 

d.  Recognize area as additive. Find areas of rectilinear gures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.

 

 

4.MD.7

7. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to nd unknown angles on a diagram in real-world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

 

 

   

2.MD.8

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?

 

 

 

Geometric measurement: recognize perimeter as an attribute of plane gures and distinguish between linear and area measures.

3.MD.8

8. Solve real-world and mathematical problems involving perimeters of polygons, including nding the perimeter given the side lengths, nding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

 

 

 

 

   
   

2.MD.9

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

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 problems4 using information presented in a bar graph.

 

 

 

     

K-6 State

Standards Based

Intensive Intervention

Building skills

Grade by  Grade

to Level UP

K-6

Math

K-6 Keys
K-6 Test Prep
1

State Standards- Based support

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a K-6 NONPROFIT series of FREEWARE MAPS

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