Instructional Families: Data Analysis, Probability, and Statistics

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===Additional References===
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===Additional References===
  
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To view the '''Commone Core State Standards''' visit: [http://www.corestandards.org/the-standards Common Core State Standards Initiative ]
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To view the '''Common Core State Standards''' visit: [http://www.corestandards.org/the-standards Common Core State Standards Initiative ]
  
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For ideas about how to teach the Number Operations curriculum see the Curriculum Resource Guide [[Equations]].
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For ideas about how to teach the Data Analysis, Probability, and Statistics (DPS) curriculum see the Curriculum Resource Guide [[Data Analysis]].
  
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For a broader understanding of content related to Number Operations see the [[Linear Equations Content Module]], [[Expressions Content Module]] and [[Radicals and Exponents Content Module]].  
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For a broader understanding of content related to DPS see the [[Ratios and Proportions  Content Module]].  
  
 
To view the Learning Progressions Frameworks document, please visit [http://www.nciea.org/publications/Math_LPF_KH11.pdf ''Learning Progressions Frameworks Designed for Use with the Common Core State Standards in Mathematics K-12''].
 
To view the Learning Progressions Frameworks document, please visit [http://www.nciea.org/publications/Math_LPF_KH11.pdf ''Learning Progressions Frameworks Designed for Use with the Common Core State Standards in Mathematics K-12''].
  
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Download this document as a PDF [[Media:Instructional Families Number Operations.pdf]]
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This document as a PDF: [[Media:Instructional Families Data Probability and Statistics.pdf| Instructional Families Data Probability and Statistics pdf]]
  
 
{{Instructional Families Labeling Reference Key}}
 
{{Instructional Families Labeling Reference Key}}
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=View of Learning Progressions Frameworks (LPF) Targets and Instructional Families across Grades=
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=<u>View of Learning Progressions Frameworks (LPF) Targets and Families across Grades</u>=  
  
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==<u>Distribution of Instructional Families</u>: LPF Strand- Number Operations (Real Numbers)==
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==<u>Distribution of Instructional Families</u>: LPF Strand- Data Analysis, Probability, and Statistics (DPS) I and II==
  
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{| border= "1"
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{|border= "1"
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|colspan="5" align="center"|'''(K-4) Elementary School Learning Progressions Frameworks Targets'''
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|width = "833" align="center"|'''(K-4) Elementary School Learning Progressions Frameworks Targets'''
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|colspan="3" align="center"|'''(5-8) Middle School Learning Progressions Frameworks Targets'''
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|width = "833" align="center"|'''(5-8) Middle School Learning Progressions Frameworks Targets'''
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|align="center"|'''(9-12) High School Learning Progressions Frameworks Targets'''
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|width = "834" align="center"|'''(9-12) High School Learning Progressions Frameworks Targets'''
 
|-
 
|-
  
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|colspan="5"|'''NO-1''' ''Build flexibility using whole numbers, fractions , and decimals to understand the nature of number and number systems:''
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||'''E.DPS-1'''  ''Gather and interpret data to answer questions related to a particular/single context.''
−
* ''Count, model, and estimate quantities''
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*''Formulate questions, gather data, and build representations;''
−
* ''Compare, represent, and order numbers''
+
*''Identify and describe variation in data, and describe and compare shapes of distributions and measures of central tendency.''  
−
* ''Apply place value concepts and expanded notation to compose and decompose whole numbers.''
+
−
|colspan="3"|'''NO-1'''  ''Build flexibility using rational and irrational numbers to expand understanding of number systems:''
+
−
* ''Estimate, compare, and represent numbers (fractions, decimals, and percents; integers)''
+
−
* ''Use exponents to express quantities and relationships''
+
−
* ''Use integers in problem solving''
+
−
||'''NO-1''' ''Demonstrate flexibility using rational and irrational numbers and number systems, including complex numbers and matrices.''
+
−
|-
+
  
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|colspan="9" align="center"|'''INSTRUCTIONAL FAMILIES:'''  
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||'''M.DPS-1''' ''Design investigations and gather data to answer questions about multiple populations:''
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|-
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*''Formulate questions, gather data, and build representations;''
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*''Compare populations by analyzing distributions in terms of variability and measures of central tendency.''
  
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|colspan="5" align="center" style="background-color:lavender"|'''Counting and Representing Numbers'''
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||'''H.DPS-1''' ''Design and conduct statistical studies:''
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|colspan="3" align="center" style="background-color:deepskyblue"|'''Understanding the Base Ten Number System'''
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*''Use appropriate statistical measures for analysis;''
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|align="center" style="background-color:RGB(184,204,228)"|'''Determining Relative Position of Numbers'''
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*''Develop the concepts of statistical inference and statistical significance, especially in relation to probability principles and sampling distributions.''
 
|-
 
|-
  
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|width="166" align="center"|'''K'''
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||'''E.DPS-2''' ''Conduct simple probability experiments and characterize the outcomes in words, diagrams, or numerically.''
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|width="166" align="center"|'''Grade 1'''
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||'''M.DPS-2''' ''Conduct probability experiments:''
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|width="167" align="center"|'''Grade 2'''
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*''Generate random samples to characterize variability in estimates and predictions;''
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|width="167" align="center"|'''Grade 3'''
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*''Analyze and build models of the association between two variables.''
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|width="167" align="center"|'''Grade 4'''
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||'''H.DPS-2''' ''Use the rules of probability to interpret data;''
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|width="277" align="center"|'''Grade 6'''
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*''Develop explanations, and address real-world problems''
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|width="278" align="center"|'''Grade 7'''
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|width="278" align="center"|'''Grade 8'''
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|width="834" align="center"|'''HS'''
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|-
 
|-
  
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|height="20px" style="background-color:lavender"|
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|colspan="3" align="center"|'''INSTRUCTIONAL FAMILIES:'''
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|style="background-color:lavender"|
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|}
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|height="20px" style="background-color:lavender"|
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{|border= "1"
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|style="background-color:lavender"|
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|width="500" align="center" style="background-color:rgb(234,241,221)"|'''Formulate Questions/Plan Research'''
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|style="background-color:lavender"|
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|width="500" align="center" style="background-color:rgb(194,214,155)"|'''Represent and Interpret Data'''
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|style="background-color:deepskyblue"|
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|width="500" align="center" style="background-color:rgb(214,227,188)"|'''Draw Conclusions from Data Collection'''
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|style="background-color:deepskyblue"|
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|width="500" align="center" style="background-color:rgb(118,146,60)"|'''Develop and Use Probability Models'''
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|style="background-color:deepskyblue"|
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|width="500" align="center" style="background-color:darkolivegreen; color:white"|'''Draw Inferences About a Distribution'''
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|rowspan="19"|
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|}
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|style="background-color:deepskyblue"|
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|style="background-color:deepskyblue"|
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|height="20px" style="background-color:lavender"|
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{| border="1"
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|style="background-color:lavender"|
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|width="135" align="center"|'''K'''
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|style="background-color:lavender"|
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|width="135" align="center"|'''Grade 1'''
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|style="background-color:deepskyblue"|
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|width="135" align="center"|'''Grade 2'''
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|style="background-color:deepskyblue"|
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|width="135" align="center"|'''Grade 3'''
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|style="background-color:RGB(184,204,228)"|
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|width="135" align="center"|'''Grade 4'''
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|style="background-color:RGB(184,204,228)"|
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|width="175" align="center"|'''Grade 5'''
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|rowspan="18"|
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|width="175" align="center"|'''Grade 6'''
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|width="175" align="center"|'''Grade 7'''
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|width="175" align="center"|'''Grade 8'''
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|width="834" align="center"|'''HS'''
 
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*'''Note: No CCC's at Grade 5'''
 
  
  
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==<u>Distribution of Instructional Families</u>: LPF Strand- Number Operations (Real Numbers)==
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=<u>View of Grade Band Core Content Connectors (CCCs) by Learning Progressions Frameworks Targets and Instructional Families</u>=
  
−
{| border= "1"
+
==<u>Overview of CCCs</u>: LPF Strand- DPS I, Grades (K-4)==
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|width="833" align="center"|'''(K-4) Elementary School Learning Progressions Frameworks Targets'''
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{| border= "1"  
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|width="833" align="center"|'''(5-8) Middle School Learning Progressions Frameworks Targets'''
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|width="2500" align="center"|'''(K-4) Elementary School Learning Progressions Frameworks Targets'''
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|width="834" align="center"|'''(9-12) High School Learning Progressions Frameworks Targets'''
+
 
|-
 
|-
−
 
+
|'''E.DPS-1''' ''Gather and interpret data to answer questions related to a particular/single context:''
−
||'''NO-1''' ''Build flexibility using whole numbers, fractions , and decimals to understand the nature of number and number systems:''
+
*''Formulate questions, gather data, and build representations;''
−
* ''Count, model, and estimate quantities''
+
*''Identify and describe variation in data, and describe and compare shapes of distributions and measures of central tendency.''
−
* ''Compare, represent, and order numbers''
+
−
* ''Apply place value concepts and expanded notation to compose and decompose whole numbers.''
+
−
||'''NO-1''' ''Build flexibility using rational and irrational numbers to expand understanding of number systems:''
+
−
* ''Estimate, compare, and represent numbers (fractions, decimals, and percents; integers)''
+
−
* ''Use exponents to express quantities and relationships''
+
−
* ''Use integers in problem solving''
+
−
||'''NO-1''' ''Demonstrate flexibility using rational and irrational numbers and number systems, including complex numbers and matrices.''
+
 
|-
 
|-
  
−
||'''E.NO-2''' ''Build an understanding of computational strategies and algorithms:''
+
{|border="1"
−
* ''Fluently add, subtract, multiply, divide, and estimate;''
+
|width="833" align="center" style="background-color:rgb(234,241,221)"|'''Formulate Questions/Plan Research'''
−
* ''Perform and represent operations with whole numbers, fractions, and mixed numbers;''
+
|width="833" align="center" style="background-color:rgb(194,214,155)"|'''Represent and Interpret Data'''
−
* ''Identify multiples and factors of whole numbers.''
+
|width="834" align="center" style="background-color:rgb(214,227,188)"|'''Draw Conclusions from Data Collection'''
−
||'''M.NO-2''' ''Expand use of computational strategies and algorithms to rational numbers:''
+
−
* ''Perform operations fluently with rational numbers, including fractions, decimals, and percents;''
+
−
* ''Identify equivalence of indicated division and fractional parts.''
+
−
||'''H.NO-2''' ''Build an understanding of computational strategies
+
−
and algorithms including matrices and irrational and complex numbers:''
+
−
* ''Use matrix operations and complex and irrational number operations;''
+
−
* ''Apply exponential expressions (laws and properties).''
+
−
|-
+
−
 
+
−
|colspan="3" align="center"|'''INSTRUCTIONAL FAMILIES:'''
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|}
 
|}
  
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{|
+
{| border="1"
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|align="center" width="1250" style="background-color:RGB(149,179,215)"|'''Performing Operations with Whole Numbers'''
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|width="625" align="center"|'''Grades K-1'''
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|align="center" width="1250" style="background-color:RGB(54,95,145)"|'''Modeling/Symbolizing Operations with Whole Numbers'''
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|width="625" align="center"|'''Grade 2'''
−
|}
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|width="625" align="center"|'''Grade 3'''
−
 
+
|width="625" align="center"|'''Grade 4'''
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{| border="1" align="center"
+
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|width="135"|'''Grade K'''
+
−
|width="135"|'''Grade 1'''
+
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|width="135"|'''Grade 2'''
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|width="135"|'''Grade 3'''
+
−
|width="135"|'''Grade 4'''
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|width="175"|'''Grade 5'''
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|width="175"|'''Grade 6'''
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|width="175"|'''Grade 7'''
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|width="175"|'''Grade 8'''
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|width="834"|'''High School'''
+
 
|-
 
|-
  
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|height="20px" style="background-color:RGB(149,179,215)"|
+
|style="background-color:rgb(234,241,221)"|K.DPS.1a1 Select a question that is answered by collected data
−
|style="background-color:RGB(149,179,215)"|
+
K.CC.5
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|style="background-color:RGB(149,179,215)"|
+
|style="background-color:rgb(234,241,221)"|2.DPS.1a5 Select a question about 3 attributes that can be concretely represented
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|style="background-color:RGB(149,179,215)"|
+
1.MD.C.4
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|style="background-color:RGB(149,179,215)"|
+
|style="background-color:rgb(234,241,221)"|3.DPS.1f1 Develop questions, make a plan for data collection 
−
|style="background-color:RGB(149,179,215)"|
+
No CCSS linked
−
|style="background-color:RGB(149,179,215)"|
+
|style="background-color:rgb(234,241,221)"|4.DPS.1f2 Develop questions, make a plan for data collection
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|style="background-color:RGB(149,179,215)"|
+
No CCSS linked
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|style="background-color:RGB(149,179,215)"|
+
−
|style="background-color:RGB(149,179,215)"|
+
 
|-
 
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|height="20px" style="background-color:RGB(54,95,145)"|
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|style="background-color:rgb(234,241,221)"|1.DPS.1a2 Select questions that ask about “How many” and represent up to three categories that can be concretely represented
−
|style="background-color:RGB(149,179,215)"|
+
1.MD.C.4 
−
|style="background-color:RGB(149,179,215)"|
+
|style="background-color:rgb(234,241,221)"|2.DPSS.1a6 Identify up to 3 categories resulting from a selected question
−
|style="background-color:RGB(149,179,215)"|
+
1.MD.C.4
−
|style="background-color:RGB(149,179,215)"|
+
|style="background-color:rgb(194,214,155)"|3.DPS.1g1 Collect data, organize into picture or bar graph
−
|style="background-color:RGB(149,179,215)"|
+
3.MD.B.3
−
|style="background-color:RGB(54,95,145)"|
+
|style="background-color:rgb(194,214,155)"|4.DPS.1g3 Collect data, organize in graph (e.g. picture graph, line plot, bar graph)
−
|style="background-color:RGB(149,179,215)"|
+
3.MD.B.3
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|rowspan="20"|
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|style="background-color:RGB(149,179,215)"|
+
 
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|height="20px" style="background-color:RGB(54,95,145)"|
+
|style="background-color:rgb(234,241,221)"|1.DPS.1a3 Identify 2 categories resulting from  a selected question
−
|style="background-color:RGB(149,179,215)"|
+
1.MD.C.4 
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|style="background-color:RGB(149,179,215)"|
+
|style="background-color:rgb(194,214,155)"|2.DPS.1a7 Analyze data by sorting into categories established by each question
−
|style="background-color:RGB(149,179,215)"|
+
2.MD.D.10
−
|style="background-color:RGB(149,179,215)"|
+
|style="background-color:rgb(194,214,155)"|3.DPS.1g2  1g2 Organize measurement data into a line plot
−
|style="background-color:RGB(54,95,145)"|
+
3.MD.B.4
−
|style="background-color:RGB(54,95,145)"|
+
|style="background-color:rgb(194,214,155)"|4.DPS.1i1 (repeated) Select the appropriate statement that describes the data representations based on a given graph (picture, bar, line plots)
−
|style="background-color:RGB(54,95,145)"|
+
3.MD.B.3
−
|style="background-color:RGB(149,179,215)"|
+
 
|-
 
|-
  
−
|rowspan="18"|
+
|rowspan="2" align="left" style="background-color:rgb(194,214,155)"|1.DPS.1a4 Analyze data by sorting into 2 categories; answer questions about the total number of data points and how many in each category
−
|height="20px" style="background-color:RGB(149,179,215)"|
+
1.MD.C.4 
−
|style="background-color:RGB(149,179,215)"|
+
|style="background-color:rgb(194,214,155)"|2.DPS.1a8  Interpret the number of points in each category
−
|style="background-color:RGB(149,179,215)"|
+
No CCSS linked
−
|style="background-color:RGB(149,179,215)"|
+
|rowspan="2" align="left" style="background-color:rgb(194,214,155)"|3.DPS.1i1 Select the appropriate statement that describes the data representations  based on a given graph (picture, bar, line plots)
−
|style="background-color:RGB(54,95,145)"|
+
−
|style="background-color:RGB(54,95,145)"|
+
−
|style="background-color:RGB(54,95,145)"|
+
−
|style="background-color:RGB(54,95,145)"|
+
−
|-
+
  
−
|height="20px" style="background-color:RGB(54,95,145)"|
+
|rowspan="2" align="left" style="background-color:rgb(194,214,155)"|4.DPS.1j1 Select an appropriate statement that describes the most frequent or the least frequent data point using a line plot, picture graph, or bar graph
−
|style="background-color:RGB(149,179,215)"|
+
4.G.A.1
−
|style="background-color:RGB(149,179,215)"|
+
−
|style="background-color:RGB(54,95,145)"|
+
−
|style="background-color:RGB(54,95,145)"|
+
−
|style="background-color:RGB(54,95,145)"|
+
−
|style="background-color:RGB(54,95,145)"|
+
−
|rowspan="17"|
+
 
|-
 
|-
  
−
|height="20px" style="background-color:RGB(54,95,145)"|
+
|style="background-color:rgb(194,214,155)"|2.DPS.1c2 Organize data by representing categorical data on a pictorial graph  or bar graph
−
|style="background-color:RGB(149,179,215)"|
+
2.MD.D.10
−
|style="background-color:RGB(54,95,145)"|
+
−
|style="background-color:RGB(54,95,145)"|
+
−
|style="background-color:RGB(54,95,145)"|
+
−
|rowspan="16"|
+
−
|rowspan="16"|
+
 
|-
 
|-
  
−
|height="20px" style="background-color:RGB(54,95,145)"|  
+
|style="background-color:rgb(194,214,155)"|1.DPS.1c1 Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for 2 or more categories
−
|style="background-color:RGB(149,179,215)"|
+
1.MD.C.4 
−
|style="background-color:RGB(54,95,145)"|
+
|style="background-color:rgb(194,214,155)"|2.DPS.1c3 Organize data by representing continuous data on a line plot
−
|style="background-color:RGB(54,95,145)"|
+
2.MD.D.9
−
|style="background-color:RGB(54,95,145)"|
+
|style="background-color:rgb(214,227,188)"|3.DPS.1k1 Apply results of data to a real world situation
 +
No CCSS linked
 +
|style="background-color:rgb(214,227,188)"|4.DPS.1k2 Apply results of data to a real world situation
 +
3.MD.B.4
 
|-
 
|-
  
−
|height="20px" style="background-color:RGB(54,95,145)"|
+
|style="background-color:rgb(194,214,155)"|1.DPS.1d1 Interpret a picture graph to answer questions about how many in each category
−
|style="background-color:RGB(149,179,215)"|
+
1.MD.C.4
−
|style="background-color:RGB(54,95,145)"|
+
|style="background-color:rgb(194,214,155)"|2.DPS.1d2 Identify the value of each category represented on picture graph and bar graph or each point on a line plot
−
|rowspan="14"|
+
2.MD.9
−
|rowspan="14"|
+
2.MD.10
 +
|rowspan="2"|
 +
|rowspan="2"|
 
|-
 
|-
  
−
|height="20px" style="background-color:RGB(54,95,145)"|
+
|style="background-color:rgb(214,227,188)"|1.DPS.1e1 Compare the values of the 2 categories of data in terms of more or less
−
|style="background-color:RGB(149,179,215)"|
+
1.MD.C.4 
−
|style="background-color:RGB(54,95,145)"|
+
|style="background-color:rgb(214,227,188)"|2.DPS.1e2 Compare the information shown in a bar graph or picture graph with up to 4 categories. Solve simple comparisons of how many more or how many less
−
|-
+
2.MD.D.10
 +
|}
  
  
−
|height="20px" style="background-color:RGB(54,95,145)"|
+
==<u>Overview of CCCs</u>: LPF Strand- DPS I, Grades (5-8)==
−
|style="background-color:RGB(149,179,215)"|
+
{|border= "1"
−
|style="background-color:RGB(54,95,145)"|
+
|width="2500" align="center"|'''(5-8) Middle School Learning Progressions Frameworks Targets'''
 
|-
 
|-
 +
|'''M.DPS-1''' ''Design investigations and gather data to answer questions about multiple populations.''
 +
*''Formulate questions, gather data, and build representations''
 +
*''Compare populations by analyzing distributions in terms of variability and measures of central tendency.''
  
−
|rowspan="11"|
+
|}
−
|height="20px" style="background-color:RGB(54,95,145)"|
+
{|border="1"
−
|style="background-color:RGB(54,95,145)"|
+
 
|-
 
|-
 +
|width="833" align="center" style="background-color:rgb(234,241,221)"|'''Formulate Questions/Plan Research'''
 +
|width="833" align="center" style="background-color:rgb(194,214,155)"|'''Represent and Interpret Data'''
 +
|width="834" align="center" style="background-color:rgb(214,227,188)"|'''Draw Conclusions from Data Collection'''
  
−
|height="20px" style="background-color:RGB(54,95,145)"|
+
|}
−
|rowspan="10"|
+
{| border= "1"
 +
|align="center" width="625"|Grade 5
 +
|align="center" width="625"|Grade 6
 +
|align="center" width="625"|Grade 7
 +
|align="center" width="625"|Grade 8
 
|-
 
|-
  
−
|height="20px" style="background-color:RGB(54,95,145)"|
+
|rowspan="3" style="background-color:rgb(194,214,155)"|5.DPS.1c1 Collect and graph data: bar graph, line plots, picture graph (e.g., average height among 3 classrooms, # of boys and girls)
 +
3.MD.B.3
 +
 
 +
5.MD.B.2
 +
|rowspan="2" style="background-color:rgb(234,241,221)"|6.DPS.1a2 Identify statistical questions and make a plan for data collection
 +
6.SP.A.1
 +
|rowspan="2" style="background-color:rgb(234,241,221)"|7.DPS.1b1 7.DPS.1b1 Determine sample size to answer a given question
 +
7.SP.A.1
 +
|style="background-color:rgb(234,241,221)"|8. DPS.1f1 Formulate a research question to study
 +
No CCSS linked
 
|-
 
|-
  
−
|height="20px" style="background-color:RGB(54,95,145)"|
+
|style="background-color:rgb(234,241,221)"|8.DPS.1f2 Identify two variables to study in a  given a research question
 +
No CCSS linked
 +
|-
 +
|style="background-color:rgb(194,214,155)"| 6.DPS.1c2 Collect and graph data: bar graph, line plots, dot plots, histograms
 +
6.SP.B.4
 +
|style="background-color:rgb(194,214,155)"|7.DPS.1g1 Graph continuous data using line graphs, histograms, or dot plots
 +
6.SP.B.4
 +
|style="background-color:rgb(194,214,155)"|8.DPS.1f3 Construct a two-way table summarizing data on two categorical variables collected from the same subjects; identify possible association between the two variables
 +
8.SP.A.4
 
|-
 
|-
  
−
|height="20px" style="background-color:RGB(54,95,145)"|
+
|rowspan="3" align="left" style="background-color:rgb(194,214,155)"|5. DPS.1d1 Select an appropriate statement about the range of the data for a given graph (bar graph, line plot) (i.e. range of data) up to 10 points
 +
6.SP.A.3
 +
|style="background-color:rgb(194,214,155)"|6.DPS.1d2 Solve for mean of a given data set
 +
6.SP.A.3
 +
|style="background-color:rgb(194,214,155)"|7.DPS.1i1 Solve for the median of a given data set
 +
6.SP.B.5c
 +
|style="background-color:rgb(194,214,155)"|8.DPS.1g2 Graph data using line graphs, histograms, or box plots
 +
8.SP.A.1
 
|-
 
|-
  
−
|height="20px" style="background-color:RGB(54,95,145)"|
+
|style="background-color:rgb(194,214,155)"|6.DPS.1d3 Select statement that matches mean, mode, and spread of data for 1 measure of central tendency for a given data set
 +
6.SP.B.5
 +
|rowspan="2" align="left" style="background-color:rgb(194,214,155)"|7.DPS.1i2 Identify the range (high/low), median(middle), mean, or mode of a given data set
 +
7.SP.B.4
 +
|style="background-color:rgb(194,214,155)"|8.DPS.1h1 Graph bivariate data using scatter plots and identify possible associations between the variables
 +
8.SP.A.1
 
|-
 
|-
  
−
|height="20px" style="background-color:RGB(54,95,145)"|
+
|style="background-color:rgb(194,214,155)"|6.DPS.1d4 Find the range of a given data set
 +
6.SP.A.2
 +
|style="background-color:rgb(194,214,155)"|8.DPS.1i3 Using box plots and scatter plots, identify data points that appear to be outliers
 +
8.SP.A.1
 
|-
 
|-
  
−
|height="20px" style="background-color:RGB(54,95,145)"|
+
|style="background-color:rgb(214,227,188)"|5.DPS.1e1 Use measures of central tendency to interpret data including overall patterns in the data
 +
6.SP.A.3
 +
|style="background-color:rgb(214,227,188)"|6.DPS.1d5 Explain or identify what the mean represents in a set of data
 +
6.SP.A.3
 +
|style="background-color:rgb(214,227,188)"|7.DPS.1j1 Make or select a statement to compare the distribution of 2 data sets
 +
7.SP.B.3
 +
|style="background-color:rgb(194,214,155)"|8.DPS.1i4 Identify outliers, range, mean, median, and mode
 +
6.SP.B.5c
 
|-
 
|-
  
−
|height="20px" style="background-color:RGB(54,95,145)"|
+
|rowspan="3"|
 +
|style="background-color:rgb(214,227,188)"|6.DPS.1d6 Explain or identify what the mode represents in a set of data
 +
6.SP.A.2
 +
|style="background-color:rgb(214,227,188)"|7.DPS.1k1 Analyze graphs to determine or select appropriate comparative inferences about two samples or populations
 +
7.SP.B.4
 +
|style="background-color:rgb(214,227,188)"|8.DPS.1j2 Make or select an appropriate statements based upon two unequal data sets using  measure of central tendency and shape
 +
7.SP.B.4
 
|-
 
|-
  
−
|height="20px" style="background-color:RGB(54,95,145)"|
+
|style="background-color:rgb(214,227,188)"|6.DPS.1d7 Explain or identify what the median represents in a set of data
 +
6.SP.5
 +
|rowspan="2"|
 +
|style="background-color:rgb(214,227,188)"|8.DPS.1k2 Analyze displays of bivariate data to develop or select appropriate claims about those data
 +
8.SP.A.4
 
|-
 
|-
  
−
|height="20px" style="background-color:RGB(54,95,145)"|
+
|style="background-color:rgb(214,227,188)"|6.DPS.1e2 Use measures of central tendency to interpret data including overall patterns in the data
 +
6.SP.A.5
 +
||
 
|}
 
|}
  
  
−
 
+
==<u>Overview of CCCs</u>: LPF Strand- DPS II, Grades (5-8)==
−
==<u>Distribution of Instructional Families</u>: LPF Strand- Number Operations (Real Numbers)==
+
 
{| border= "1"
 
{| border= "1"
−
| (K-4) Elementary School Learning Progressions Frameworks Targets
+
|colspan="2" align="center"|'''(5-8) Middle School Learning Progressions Frameworks Targets'''
−
| (5-8) Middle School Learning Progressions Frameworks Targets
+
 
|-
 
|-
−
|'''NO-1''' ''Build flexibility using whole numbers, fractions , and  decimals to understand the nature of number and number systems:''
+
 
−
• ''Count, model, and estimate quantities''
+
|colspan="2"|'''M.DPS-2''' ''Conduct probability experiments:''
−
• ''Compare, represent, and order numbers''
+
*''Generate random samples to characterize variability in estimates and predictions''
−
• ''Apply place value concepts and expanded notation to compose and decompose whole numbers.''
+
*''Analyze and build models of the association between two variables.''
−
|'''NO-1'''  ''Build flexibility using rational and irrational numbers to expand understanding of number systems:''
+
−
• ''Estimate, compare, and represent numbers (fractions, decimals, and percents; integers)''
+
−
• ''Use exponents to express quantities and relationships''
+
−
• ''Use integers in problem solving''
+
 
|-
 
|-
  
−
|'''E.NO-2''' ''Build an understanding of computational strategies and algorithms:''
+
|width="1250" align="center" style="background-color:rgb(118,146,60)"|'''Develop and Use Probability Models'''
−
• ''Fluently add, subtract, multiply, divide, and estimate;''
+
|width="1250" align="center" style="background-color:rgb(79,98,40); color:white"|'''Draw Inferences About a Distribution'''
−
• ''Perform and represent operations with whole numbers, fractions, and mixed numbers;''
+
−
• ''Identify multiples and factors of whole numbers.''
+
−
|'''M.NO-2''' ''Expand use of computational strategies and algorithms to rational numbers:''
+
−
• ''Perform operations fluently with rational numbers, including fractions, decimals, and percents;''
+
−
• ''Identify equivalence of indicated division and fractional parts.''
+
−
|}
+
−
 
+
−
{| border="1"
+
−
|width="2500"|'''INSTRUCTIONAL FAMILIES:'''
+
−
|}
+
−
{|border="1"
+
−
|width="625" style="background-color:RGB(198,217,241)"|'''Representing'''
+
−
|width="625" style="background-color:deepskyblue"|'''Performing Operations'''
+
−
|width="625" style="background-color:RGB(141,179,226)"|'''Determining Equivalency'''
+
−
|width="625" style="background-color:RGB(84,141,212)"|'''Problem Solving'''
+
−
|}
+
−
{|border="1"
+
−
|width="416"|Grade 3
+
−
|width="416"|Grade 4
+
−
|width="416"|Grade 5
+
−
|width="416"|Grade 6
+
−
|width="416"|Grade 7
+
−
|width="416"|Grade 8
+
 
|-
 
|-
−
|style="background-color:RGB(198,217,241)"|
+
 
−
|style="background-color:RGB(198,217,241)"|
+
|align="center"|'''Grade 7'''
−
|style="background-color:RGB(198,217,241)"|
+
|align="center"|'''Grade 8'''
−
|style="background-color:RGB(198,217,241)"|
+
−
|style="background-color:RGB(141,179,226)"|
+
−
|style="background-color:deepskyblue"|
+
 
|-
 
|-
−
|style="background-color:RGB(198,217,241)"|
+
 
−
|style="background-color:RGB(198,217,241)"|
+
|style="background-color:rgb(118,146,60)"|7.DPS.2a1 Conduct simple probability experiments
−
|style="background-color:RGB(198,217,241)"|
+
No CCSS link
−
|style="background-color:RGB(198,217,241)"|
+
|rowspan="2" style="background-color:rgb(118,146,60)"|8.DPS.2e4 Determine the theoretical probability of multistage probability experiments (2 coins, 2 dice)
−
|style="background-color:RGB(141,179,226)"|
+
7.SP.C.8
−
|style="background-color:deepskyblue"|
+
 
|-
 
|-
−
|style="background-color:RGB(198,217,241)"|
+
 
−
|style="background-color:RGB(198,217,241)"|
+
|style="background-color:rgb(118,146,60)"|7.DPS.2d1 Describe the probability of events as being certain or impossible, likely, less likely  or equally likely
−
|style="background-color:RGB(198,217,241)"|
+
7.SP.C.5
−
|style="background-color:RGB(141,179,226)"|
+
−
|style="background-color:RGB(141,179,226)"|
+
−
|style="background-color:white"|
+
 
|-
 
|-
−
|style="background-color:RGB(198,217,241)"|
+
 
−
|style="background-color:RGB(198,217,241)"|
+
|style="background-color:rgb(118,146,60)"|7.DPS.2d2 State the theoretical probability of events occurring in terms of ratios(words, percentages, decimals)
−
|style="background-color:RGB(141,179,226)"|
+
7.SP.C.5
−
|style="background-color:RGB(141,179,226)"|
+
|style="background-color:rgb(118,146,60)"|8.DPS.2e5 Collect data from multistage probability experiments(2 coins, 2 dice)
−
|style="background-color:RGB(141,179,226)"|
+
7.SP.C.8
−
|style="background-color:white"|
+
 
|-
 
|-
−
|style="background-color:RGB(198,217,241)"|
+
 
−
|style="background-color:RGB(141,179,226)"|
+
|style="background-color:rgb(118,146,60)"|7.DPS.2b1 Identify sample space for a single event (coin, spinner, die)
−
|style="background-color:RGB(141,179,226)"|
+
No CCSS linked
−
|style="background-color:RGB(141,179,226)"|
+
|style="background-color:rgb(79,98,40); color:white"|8.DPS.2e6 Compare actual results of multistage experiment with theoretical probabilities
−
|style="background-color:RGB(84,141,212)"|
+
7.SP.C.8
−
|style="background-color:white"|
+
 
|-
 
|-
−
|style="background-color:RGB(141,179,226)"|
+
 
−
|style="background-color:RGB(141,179,226)"|
+
|style="background-color:rgb(118,146,60)"|7.DPS.2d3 Using a tree diagram, represent all possible outcomes of a situation, with up to 3 compound events with 2 or 3 possibilities per category (selecting the color of shirt, pant, type of shoes)
−
|style="background-color:RGB(141,179,226)"|
+
7.SP.6
−
|style="background-color:deepskyblue"|
+
|style="background-color:rgb(79,98,40); color:white"|8.DPS.2g1 Distinguish between a linear and non-linear association when analyzing bivariate data on a scatter plot
−
|style="background-color:RGB(84,141,212)"|
+
8.SP.A.2
−
|style="background-color:white"|
+
 
|-
 
|-
−
|
+
 
−
|style="background-color:RGB(141,179,226)"|
+
|style="background-color:rgb(118,146,60)"|7.DPS.2d4 Make a prediction regarding the probability of an event occurring; conduct simple probability experiments
−
|style="background-color:RGB(141,179,226)"|
+
7.SP.C.6
−
|style="background-color:deepskyblue"|
+
|rowspan="5"|
−
|style="background-color:RGB(84,141,212)"|
+
−
|style="background-color:white"|
+
 
|-
 
|-
−
|
+
 
−
|style="background-color:RGB(141,179,226)"|
+
|style="background-color:rgb(118,146,60)"|7.DPS.2e1 Determine the theoretical probability of multistage probability experiments (2 coins, 2 dice)
−
|style="background-color:RGB(141,179,226)"|
+
7.SP.C.8
−
|style="background-color:RGB(84,141,212)"|
+
−
|style="background-color:RGB(84,141,212)"|
+
−
|style="background-color:white"|
+
 
|-
 
|-
−
|
+
 
−
|style="background-color:RGB(141,179,226)"|
+
|style="background-color:rgb(118,146,60)"|7.DPS.2e2 Collect data from multistage probability experiments(2 coins, 2 dice)
−
|style="background-color:deepskyblue"|
+
7.SP.C.8
−
|style="background-color:white"|
+
−
|style="background-color:RGB(84,141,212)"|
+
−
|style="background-color:white"|
+
 
|-
 
|-
−
|
+
 
−
|style="background-color:RGB(141,179,226)"|
+
|style="background-color:rgb(79,98,40); color:white"|7.DPS.2d5 Compare actual results of simple experiment with theoretical probabilities
−
|style="background-color:deepskyblue"|
+
7.SP.C.7
−
|style="background-color:white"|
+
−
|style="background-color:white"|
+
−
|style="background-color:white"|
+
 
|-
 
|-
−
|
 
−
|style="background-color:RGB(141,179,226)"|
 
−
|style="background-color:deepskyblue"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|-
 
−
|
 
−
|style="background-color:RGB(141,179,226)"|
 
−
|style="background-color:RGB(84,141,212)"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|-
 
−
|
 
−
|style="background-color:RGB(141,179,226)"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|-
 
−
|
 
−
|style="background-color:RGB(141,179,226)"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|-
 
−
|
 
−
|style="background-color:RGB(141,179,226)"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|-
 
−
|
 
−
|style="background-color:RGB(141,179,226)"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|-
 
−
|
 
−
|style="background-color:RGB(141,179,226)"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|-
 
−
|
 
−
|style="background-color:deepskyblue"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|-
 
−
|
 
−
|style="background-color:deepskyblue"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
−
|style="background-color:white"|
 
  
−
|-
+
|style="background-color:rgb(79,98,40); color:white"|7.DPS.2e3 Compare actual results of multistage experiment with theoretical probabilities
−
|
+
7.SP.C.8
−
|style="background-color:RGB(84,141,212)"|
+
−
|style="background-color:white"|
+
−
|style="background-color:white"|
+
−
|style="background-color:white"|
+
−
|style="background-color:white"|
+
 
|}
 
|}
  
−
*Note: No CCCs at K,1,2, or HS
 
  
−
== '''View of Grade Band Core Content Connectors (CCCs) by Learning Progressions Frameworks Targets and Instructional Families'''==
+
==<u>Overview of CCCs</u>: LPF Strand- DPS I, Grades (9-12)==
 +
{| border= "1"
 +
|colspan="3" align="center"|'''(9-12) High School Learning Progressions Frameworks Targets'''
 +
|-
  
−
===<u>Overview of CCCs</u>: Number Operations (Real Numbers) - Counting and Representing Numbers; Understanding Base Ten Number System; Determining Relative Position of Whole Numbers===
+
|colspan="3"|'''H.DPS-1''' ''Design and conduct statistical studies:''
−
{| border= "1"
+
*''Use appropriate statistical measures for analysis''
−
| width="2500" align="center"|(K-4) Elementary School Learning Progressions Frameworks Targets
+
*''Develop the concepts of statistical inference and statistical significance, especially in relation to probability principles and sampling distributions.''
−
|}
+
−
{|border="1"
+
−
|width="2500"| '''NO-1''' ''Build flexibility using whole numbers, fractions , and  decimals to understand the nature of number and number systems:''
+
−
* ''Count, model, and estimate quantities;''
+
−
* ''Compare, represent, and order numbers;''
+
−
* ''Apply place value concepts and expanded notation to compose and decompose whole numbers.''
+
−
|}
+
−
{| border="1"
+
−
|width="2500"|'''INSTRUCTIONAL FAMILIES:'''
+
−
|}
+
−
{| border="1"
+
−
|width="833" style="background-color:lavender"|'''Counting and Representing Numbers'''
+
−
|width="833" style="background-color:deepskyblue"|'''Understanding the Base Ten Number System'''
+
−
|width="833" style="background-color:RGB(184,204,228)"|'''Determining Relative Position of Numbers'''
+
−
|}
+
−
{| border="1"
+
−
|width="500"|Grade K
+
−
|width="500"|Grade 1
+
−
|width="500"|Grade 2
+
−
|width="500"|Grade 3
+
−
|width="500"|Grade 4
+
 
|-
 
|-
−
|align="left" style="background-color:lavender"|K.NO.1a1 Rote count up to 10
+
 
−
K.CC.A.1
+
|width="833" align="center" style="background-color:rgb(234,241,221)"|'''Formulate Questions/Plan Research'''
−
|align="left" style="background-color:lavender"|1.NO.1a5 Rote count up to 31
+
|width="833" align="center" style="background-color:rgb(194,214,155)"|'''Represent and Interpret Data'''
−
K.CC.A.1
+
|width="834" align="center" style="background-color:rgb(214,227,188)"|'''Draw Conclusions from Data Collection'''
−
|align="left" style="background-color:lavender"|2.NO.1a9 Rote count up to 100
+
−
K.CC.A.1
+
−
|align="left" style="background-color:deepskyblue"|3.NO.1j2 Write or select the expanded form for up to 3 digit number
+
−
2.NBT.A.3
+
−
|align="left" style="background-color:deepskyblue"|4.NO.1j5  Use place value to round to any place (i.e., ones, tens, hundreds, thousands)
+
−
4.NBT.A.3
+
 
|-
 
|-
−
|align="left" style="background-color:lavender"|K.NO.1a2 Rote count up to 31
+
 
−
K.CC.A.1
+
|colspan="3" align="center"|'''HS'''
−
|align="left" style="background-color:lavender"|1.NO.1a6 Rote count up to 100
+
−
K.CC.A.1
+
−
|align="left" style="background-color:lavender"|2.NO.1d5 Identify numerals 0-100
+
−
2.NBT.A.3
+
−
|align="left" style="background-color:deepskyblue"|3.NO.1j1 Build representations of numbers using hundreds, tens and ones. 2.NBT.1
+
−
|align="left" style="background-color:deepskyblue"|4.NO.1j7 Write or select the expanded form for a multi-digit number
+
−
4.NBT.A.2
+
 
|-
 
|-
−
|align="left" style="background-color:lavender"|K.NO.1a3 Rote count up to 100
+
 
−
K.CC.A.1
+
|colspan="3" style="background-color:rgb(234,241,221)"|H.DPS.1a1 Design study using categorical and continuous data, including creating a question, identifying a sample, and making a plan for data collection
−
|align="left" style="background-color:lavender"|1.NO.1a7 Count forward beginning from any given number below 10
+
HSS-ID.A.4
−
K.CC.A.2
+
 
−
|align="left" style="background-color:lavender"|2.NO.1d6 Identify the numeral between 0 and 100 when presented the name
+
HSS-ID.B.5
−
2.NBT.A.3
+
−
|align="left" style="background-color:deepskyblue"|3.NO.1j3  Use place value to round to the nearest 10 or 100
+
−
2.NBT.A.3
+
−
|align="left" style="background-color:RGB(184,204,228)"|4.NO.1j6 Compare multi-digit numbers using representations and numbers
+
−
4.NBT.A.3
+
 
|-
 
|-
−
|align="left" style="background-color:lavender"|K.NO.1a4 Count up to 10 objects in a line, rectangle, or array
+
 
−
K.CC.B.4
+
|colspan="3" style="background-color:rgb(194,214,155)"|H.DPS.1b1 Complete a graph given the data, using dot plots, histograms, or box plots
−
|align="left" style="background-color:lavender"|1.NO.1d3 Identify numerals  0-31
+
HSS-ID.A.1
−
K.CC.A.3
+
−
|align="left" style="background-color:lavender"|2.NO.1e3 Write or select the numerals 0-100
+
−
2.NBT.A.3
+
−
|align="left" style="background-color:RGB(184,204,228)"|3.NO.1h1  Compare 3 digit numbers using representations and numbers
+
−
2.NBT.A.4
+
−
|align="left" style="background-color:RGB(184,204,228)"|4.NO.1k1 Compare the value of a number when it is represented in different place values of two 3 digit numbers
+
−
4.NBT.A.1
+
 
|-
 
|-
−
|align="left" style="background-color:lavender"|K.NO.1b1 Match the numeral to the number of objects in a set
+
 
−
K.CC.B.4
+
|colspan="3" style="background-color:rgb(194,214,155)"|H.DPS.1c1 Use descriptive stats; range, median, mode, mean, outliers/gaps to describe the data set
−
|align="left" style="background-color:lavender"|1.NO.1d4 Identify the numeral up to 31 when presented the name
+
HSS-ID.A.4
−
K.CC.A.3
+
 
−
|align="left" style="background-color:lavender"|2.NO.1e7 Identify numbers as odd or even
+
HSS-ID.B.5
−
2.OA.C.3
+
−
|
+
−
|
+
 
|-
 
|-
−
|align="left" style="background-color:lavender"|K.NO.1d1 Identify numerals 1-10
+
 
−
K.CC.A.3
+
|colspan="3" style="background-color:rgb(194,214,155)"|H.DPS.1d1 Represent data on a scatter plot to describe and predict
−
|align="left" style="background-color:lavender"|1.NO.1e2 Write or select the numerals 0-31
+
HSS-ID.B.6
−
K.CC.A.3
+
−
|align="left" style="background-color:deepskyblue"|2.NO.1i3 Explain what the zero represents in place value (hundreds, tens, ones) in a number.
+
−
2.NBT.A.3
+
−
|
+
−
|
+
 
|-
 
|-
−
|align="left" style="background-color:lavender"|K.NO.1d2 Identify the numerals 1-10 when presented the name of the number
+
 
−
K.CC.A.3
+
|colspan="3" style="background-color:rgb(214,227,188)"|H.DPS.1c2 Compare means, median, and range of 2 sets of data
−
|align="left" style="background-color:lavender"|1.NO.1c1 Use a number line to count up to 31 objects by matching 1 object per number
+
HSS-ID.A.2
−
K.CC.B.4
+
−
|align="left" style="background-color:deepskyblue"|2.NO.1h5 Build representations of 3 digit numbers using hundreds, tens and ones.
+
−
1.NBT.B.2b
+
−
2.NBT.A.1
+
−
|
+
−
|
+
 
|-
 
|-
−
|align="left" style="background-color:lavender"|K.NO.1e1 Write or select the numerals 1-10
+
 
−
K.CC.A.3
+
|colspan="3" style="background-color:rgb(214,227,188)"|H.DPS.1d2 Select an appropriate statement that describes the relationship between variables
−
|align="left" style="background-color:lavender"|1.NO.1a7 Count forward beginning from any given number below 10
+
HSS-ID.B.6
−
K.CC.A.2
+
−
|align="left" style="background-color:deepskyblue"|2.NO.1h8 Write or select expanded form for any 2 digit number
+
−
2.NBT.A.3
+
−
|
+
−
|
+
 
|-
 
|-
−
|align="left" style="background-color:RGB(184,204,228)"|K.NO.1a4 Count up to 10 objects in a line, rectangle, or array
+
 
−
K.CC.B.4
+
|colspan="3" style="background-color:rgb(214,227,188)"|H.DPS.1d3 Make or select an appropriate statement(s) about findings
−
|align="left" style="background-color:deepskyblue"|1.NO.1h2 Identify the value of the numbers in the tens and ones place within a given number up to 31.
+
HSS.IC.B.6
−
1.NBT.B.2
+
−
|align="left" style="background-color:deepskyblue"|2.NO.1h9 Write or select expanded form for any 3 digit number
+
−
2.NBT.A.3
+
−
|
+
−
|
+
 
|-
 
|-
−
|align="left" style="background-color:RGB(184,204,228)"|K.NO.1b2 Identify the set that has more
+
 
−
K.CC.B.4
+
|colspan="3" style="background-color:rgb(214,227,188)"|H.DPS.1d4 Apply the results of the data to a real world situation
−
|align="left" style="background-color:deepskyblue"|1.NO.1h1 Build representations of numbers up to 19 by creating a group of 10 and some 1s
+
HSS.IC.B.6
−
K.NBT.A.1
+
−
|align="left" style="background-color:deepskyblue"|2.NO.1i3 Explain what the zero represents in place value (hundreds, tens, ones) in a number.
+
−
2.NBT.A.3
+
−
|
+
−
|
+
−
|-
+
−
|align="left" style="background-color:RGB(184,204,228)"|K.NO.1f1 Identify the smaller or larger number given 2 numbers between 0-10
+
−
K.CC.C.7
+
−
|align="left" style="background-color:deepskyblue"|1.NO.1i1 Recognize zero as representing none or no objects
+
−
K.CC.A.3
+
−
|align="left" style="background-color:RGB(184,204,228)"|2.NO.1f6 Compare (greater than, less than, equal to) 2 numbers up to 100
+
−
2.NBT.A.4
+
−
|
+
−
|
+
−
|-
+
−
|
+
−
|align="left" style="background-color:deepskyblue"|1.NO.1i2 Recognize zero as an additive identity
+
−
1.OA.B.3
+
−
|align="left" style="background-color:RGB(184,204,228)"|2.NO.1h6  Compare 2 digit numbers using representations and numbers
+
−
1.NBT.B.3
+
−
|
+
−
|
+
−
|-
+
−
|
+
−
|align="left" style="background-color:RGB(184,204,228)"|1.NO.1c1 Use a number line to count up to 31 objects by matching 1 object per number
+
−
K.CC.B.4
+
−
|align="left" style="background-color:RGB(184,204,228)"|2.NO.1h7 Compare 3 digit numbers using representations and numbers
+
−
2.NBT.A.4
+
−
|
+
−
|
+
−
|-
+
−
|
+
−
|align="left" style="background-color:RGB(184,204,228)"|1.NO.1a8 Count up to 31 objects in a line, rectangle, or array
+
−
K.CC.B.4
+
−
|align="left" style="background-color:RGB(184,204,228)"|2.SE.1c1 Compare sets and use appropriate symbol to label the first as =, <, or > the second set
+
−
K.CC.C.6
+
−
|
+
−
|
+
−
|-
+
−
|
+
−
|align="left" style="background-color:RGB(184,204,228)"|1.NO.1b3 Compare 2 sets and identify the set that is either greater than or less than the other set
+
−
K.CC.C.6
+
−
|
+
−
|
+
−
|
+
−
|-
+
−
|
+
−
|align="left" style="background-color:RGB(184,204,228)"|1.NO.1f2 Order up to 3 sets with up to 10 objects in each set
+
−
K.CC.C.6
+
−
|
+
−
|
+
−
|
+
−
|-
+
−
|
+
−
|align="left" style="background-color:RGB(184,204,228)"|1.NO.1f3 Order up to 3 sets with up to 20 objects in each set
+
−
K.CC.C.6
+
−
|
+
−
|
+
−
|
+
−
|-
+
−
|
+
−
|align="left" style="background-color:RGB(184,204,228)"|1.NO.1f4 Order up to 3 numbers up to 31
+
−
K.CC.C.6
+
−
|
+
−
|
+
−
|
+
−
|-
+
−
|
+
−
|align="left" style="background-color:RGB(184,204,228)"|1.NO.1f5 Identify the smaller or larger number given 2 numbers between 0-31
+
−
K.CC.C.7
+
−
|
+
−
|
+
−
|
+
−
|-
+
−
|
+
−
|align="left" style="background-color:RGB(184,204,228)"|1.NO.1h3  Compare two digit numbers up to 31 using representations and numbers (e.g., identify more tens, less tens, more ones, less ones, larger number, smaller number)
+
−
1.NBT.B.3
+
−
|
+
−
|
+
−
|
+
 
|}
 
|}
  
−
===<u>Overview of CCCs </u>: Number Operations (Real Numbers)- Counting and Representing Numbers; Understanding Base Ten Number System; Determining Relative Position of Whole Numbers===
+
 
−
{|border="1"
+
 
−
| width="2500" align="center" |(5-8) Middle School  
+
==<u>Overview of CCCs</u>: LPF Strand- DPS II, Grades (9-12)==
 +
{| border= "1"
 +
|colspan="2" align="center"|'''(9-12) High School Learning Progressions Frameworks Targets'''
 
|-
 
|-
−
|'''NO-1'''  ''Build flexibility using rational and irrational numbers to expand understanding of number systems:''
 
−
* ''Estimate, compare, and represent numbers (fractions, decimals, and percents; integers);''
 
−
* ''Use exponents to express quantities and relationships;''
 
−
* ''Use integers in problem solving. ''
 
−
|}
 
  
−
{| border="1"
+
|colspan="2"|'''H.DPS-1''' ''Design and conduct statistical studies:''  
−
|width="520" align="center" style="background-color:deepskyblue"|'''Understanding Base Ten'''
+
*''Use appropriate statistical measures for analysis''
−
|width="600" align="center" style="background-color:RGB(184,204,228)"| '''Determining Relative Position of Numbers'''
+
*''Develop the concepts of statistical inference and statistical significance, especially in relation to probability principles and sampling distributions''
 
|-
 
|-
−
|width="520" align="center"| Grade 6
+
 
−
|width="600" align="center"| Grade 7-8
+
|colspan="2"|'''H.DPS-2''' ''Use the rules of probability to interpret data, develop explanations and address real-world problems''
−
|}
+
−
{| border="1"
+
−
|align="left" style="background-color:deepskyblue" | 6.NO.1e1 Determine the meaning of absolute value
+
−
6.NS.C.7c
+
−
|align="left" style="background-color:deepskyblue"| 8.NO.1k1 Identify π as an irrational number
+
−
8.NS.A.1
+
 
|-
 
|-
−
|rowpan="2" align="left" rowspan="2" style="background-color:deepskyblue"| 6.NO.1i1 Identify what an exponent represents (e.g., 8³= 8X8X8)
+
 
−
5.NBT.A.2
+
|align="center" width="1250" style="background-color:rgb(118,146,60)"|'''Develop and Use Probability Models'''
−
6.EE.A.1
+
|align="center" width="1250" style="background-color:rgb(79,98,40); color:white"|'''Draw Inferences About a Distribution'''
−
|align="left" style="background-color:deepskyblue"| 8.NO.1k2 Round irrational numbers to the hundredths place
+
−
8.NS.A.1
+
 
|-
 
|-
−
|align="left" style="background-color:deepskyblue"|8.NO.1i1 Convert a number expressed in scientific notation up to 10,000
+
 
−
8.EE.A.3
+
|colspan="2" align="center"|'''HS'''
 
|-
 
|-
−
|align="left" style="background-color:RGB(184,204,228)"| 6.NO.1d1 Identify numbers as positive or negative
+
 
−
6.NS.C.6
+
|colspan="2" style="background-color:rgb(118,146,60)"|H.DSP.2b1 Identify and describe the degree to which something is rated “good” or “bad”/desirable or undesirable based on numerical information
−
|align="left" style="background-color:RGB(184,204,228)"| 7.NO.1g2 Identify the difference between two given numbers on a number line using absolute value
+
HSS.MD.B.7
−
7.NS.A.1c
+
 
|-
 
|-
−
|align="left" style="background-color:RGB(184,204,228)"| 6.NO.1d2 Locate positive and negative numbers on a number line
+
 
−
6.NS.C.6
+
|colspan="2" style="background-color:rgb(118,146,60)"|H.DPS.2c1 Determine the theoretical probability of multistage probability experiments
−
|align="left" style="background-color:RGB(184,204,228)"| 8.NO.1k3 Use approximations of irrational numbers to locate them on a number line
+
HSS.MD.A.3
−
8.NS.A.2
+
 
|-
 
|-
−
|align="left" style="background-color:RGB(184,204,228)"|6.NO.1d3 Plot positive and negative numbers on a number line
+
 
−
6.NS.C.6
+
|colspan="2" style="background-color:rgb(118,146,60)"|H.DPS.2c2 Collect data from multistage probability experiments
−
|rowspan="5"|
+
HSS.MD.A.3
 
|-
 
|-
−
|align="left" style="background-color:RGB(184,204,228)"| 6.NO.1d4 Select the appopriate meaning of a negative number in a real world situation
+
 
−
6.NS.C.5
+
|colspan="2" style="background-color:rgb(79,98,40); color:white"|H.DPS.1c3 Determine what inferences can be made from statistics
 +
HSS.IC.A.1
 
|-
 
|-
−
|align="left" style="background-color:RGB(184,204,228)"| 6.NO.1d5 Find given points between -10 and 10 on both axis of a coordinate plane
 
−
6.NS.C.6c
 
−
|-
 
−
|align="left" style="background-color:RGB(184,204,228)"| 6.NO.1d6 Label points between -10 and 10 on both axis of a coordinate plane
 
−
6.NS.C.6c
 
−
|-
 
−
|align="left" style="background-color:RGB(184,204,228)"| 6.NO.2e2 Compare two numbers on a number line (e.g., -2 > -9)
 
−
6.NS.C.7a
 
−
|}
 
  
−
===<u>Overview of CCCs</u>: Number Operations (Real Numbers)- Counting and Representing Numbers; Understanding Base Ten Number System; Determining Relative Position of Whole Numbers===
+
|colspan="2" style="background-color:rgb(79,98,40); color:white"|H.DPS.2c3 Compare actual results of multistage experiment with theoretical probabilities
−
{|border="1"
+
HSS.MD.A.3
−
| width="2500" align="center"| (9-12) High School Learning Targets
+
 
|-
 
|-
−
|width="2500" | '''NO-1''' Demonstrate flexibility using rational and irrational numbers and number systems, including complex numbers and matrices.
 
−
|-
 
−
|width="1250" align="center" style="background-color:deepskyblue"|Understanding Base Ten
 
−
|-
 
−
| width="2500" align="center"| HS
 
−
|-
 
−
|style="background-color:deepskyblue" | HS.NO1a3 Convert a number expressed  in scientific notation
 
−
HSN-RN.A.2
 
−
|-
 
−
|style="background-color:deepskyblue" | HS.NO.1a2 Explain the influence of an exponent on the location of a decimal point in a given number
 
−
HSN-RN.A.2
 
−
|}
 
  
−
===<u>Overview of CCCs</u>: Number Operations (Real Numbers)- Counting and Representing Numbers; Understanding Base Ten Number System; Determining Relative Position of Whole Numbers===
+
|colspan="2" style="background-color:rgb(79,98,40); color:white"|H.DSP.2d1 Select or make an appropriate statement based on a two-way frequency table
−
{|border="1"
+
HSS.CP.A.4
−
| width="2500" align="center"| (K-4) Elementary School Learning Targets
+
 
|-
 
|-
−
|'''NO-1'''  ''Build flexibility using whole numbers, fractions , and  decimals to understand the nature of number and number systems:''
+
 
−
* ''Count, model, and estimate quantities;''
+
|colspan="2" style="background-color:rgb(79,98,40); color:white"| H.DSP.2e1 Select or make an appropriate statement based on real world examples of conditional probability
−
* ''Compare, represent, and order numbers;''
+
HSS.CP.A.5
−
* ''Apply place value concepts and expanded notation to compose and decompose whole numbers.''
+
−
|-
+
−
|'''E.NO-2''' ''Build an understanding of computational strategies and algorithms:''
+
−
* ''Fluently add, subtract, multiply, divide, and estimate;''
+
−
* ''Perform and represent operations with whole numbers, fractions, and mixed numbers;''
+
−
* ''Identify multiples and factors of whole numbers.''
+
 
|}
 
|}
−
{| border="1"
 
−
|width="1250" style="background-color:RGB(149,179,215)"|Performing Operations with Whole Numbers
 
−
|width="1250" style="background-color:RGB(54,95,145)"|Modeling/Symbolizing Operations with Whole Numbers
 
−
|}
 
−
{| border="1"
 
−
|width="625"|Grade K-1
 
−
|width="625"|Grade 2
 
−
|width="625"|Grade 3
 
−
|width="625"|Grade 4
 
−
|-
 
−
|align="left" style="background-color:RGB(149,179,215)"|K.NO.2a1 Count 2 sets to find sums up to 10
 
−
K.OA.A.2
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.1e4 Skip count by 5s
 
−
2.NBT.A.2
 
−
|rowspan="2" align="left" style="background-color:RGB(149,179,215)"|3.NO.1e1 Skip count by 100s
 
−
2.NBT.A.2
 
−
|rowspan="2" align="left" style="background-color:RGB(149,179,215)"|4.NO.2c2 Solve multi digit addition and subtraction problems up to 1000
 
−
3.NBT.A.2
 
−
|-
 
−
|align="left" style="background-color:RGB(149,179,215)"|1.NO.2a5 Count 2 sets to find sums up to 10
 
−
K.OA.A.2
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.1e5 Skip count by 10s
 
−
2.NBT.A.2
 
−
|-
 
−
|align="left" style="background-color:RGB(149,179,215)"|1.NO.2a6 Count 2 sets to find sums up to 20
 
−
1.OA.C.6
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.1e6 Skip count by 100s
 
−
2.NBT.A.2
 
−
|rowspan="3" align="left" style="background-color:RGB(149,179,215)"|3.NO.1e2 Mentally add or subtract 100 from a given set from the 100s family (e.g., what is 100 more than 500? What is 100 less than 700?)
 
−
2.NBT.B.8
 
−
|rowspan="3" align="left" style="background-color:RGB(149,179,215)"|4.NO.2f1 Identify multiples for a whole number (e.g., 2= 2, 4, 6, 8, 10).
 
−
4.OA.A.4
 
−
4.OA.A.5
 
−
|-
 
−
|rowspan="2" align="left" style="background-color:RGB(149,179,215)"|1.NO.2a4 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 or select the answer
 
−
K.OA.A.4
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.1e8 Mentally add or subtract 10 from a given set from the 10s family (e.g., what is 10 more than 50? What is 10 less than 70?)
 
−
2.NBT.B.8
 
−
|-
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.1e9 Mentally add or subtract 100 from a given set from the 100s family (e.g., what is 100 more than 500? What is 100 less than 700?)
 
−
2.NBT.B.8
 
−
|-
 
−
|align="left" style="background-color:RGB(149,179,215)"|1.NO.2a5 Count 2 sets to find sums up to 10
 
−
K.OA.A.2
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.2a15 Remove objects from a set in a subtraction situation to find the amount remaining up to 20
 
−
1.OA.A.1
 
−
|align="left" style="background-color:RGB(149,179,215)"|3.NO.2b1 Use the relationships between addition and subtraction to solve problems
 
−
3.NBT.A.2
 
−
| align="left" style="background-color:RGB(149,179,215)"|4.NO.2f2 Solve multiplication problems up to two digits by one digit
 
−
4.NBT.B.5
 
−
|-
 
−
|rowspan="2" align="left" style="background-color:RGB(54,95,145)"|K.NO.2a2 Decompose a set of up to 10 objects into a group; count the quantity in each group
 
−
K.OA.A.3
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.2a19 Combine up to 3 sets of 20 or less 
 
−
2.NBT.B.6
 
−
|align="left" style="background-color:RGB(149,179,215)"|3.NO.2c1 Solve multi-step addition and subtraction problems up to 100
 
−
3.NBT.A.2
 
−
|rowspan="2" align="left" style="background-color:RGB(149,179,215)"|4.PRF.1f4 Solve a 2-digit by 1-digit multiplication problem using 2 different strategies
 
−
4.NBT.B.5
 
−
|-
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.2b1 Use commutative properties to solve addition problems with sums up to 20 (e.g., 3+8=11 therefore 8+3=__)
 
−
1.OA.B.3
 
−
|align="left" style="background-color:RGB(149,179,215)"|3.NO.2d3 Solve multiplication problems with neither number greater than 5.
 
−
3.OA.A.1
 
−
|-
 
−
|rowspan="2" align="left" style="background-color:RGB(54,95,145)"|K.NO.2a3 Solve word problems within 10
 
−
K.OA.A.2
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.2a18 Use diagrams and number lines to solve addition or subtraction problems
 
−
2.NBT.B.7
 
−
|rowspan="2" align="left" style="background-color:RGB(54,95,145)"|3.NO.2d1 Find the total number of objects when given the number of identical groups and the number of objects in each group neither number larger than 5
 
−
2.OA.C.4
 
−
3.OA.A.1
 
−
|rowspan="2" align="left" style="background-color:RGB(54,95,145)"|4.NO.2d7 Determine how many objects go into each group when given the total number of objects and the number of groups where the number in each group or number of groups is not greater than 10
 
−
3.OA.A.2
 
−
|-
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.2b2 Use associative property to solve addition problems with sums up to 20
 
−
1.OA.B.3
 
−
|-
 
−
|align="left" style="background-color:RGB(54,95,145)"|1.NO.2a7 Decompose a set of up to 10 objects into a group; count the quantity in each group
 
−
K.OA.A.3
 
−
|align="left" style="background-color:RGB(54,95,145)"|2.NO.2c3 Compose ones into tens and/or tens into hundreds in addition situation
 
−
1.NBT.C.4
 
−
2.NBT.B.7
 
−
|align="left" style="background-color:RGB(54,95,145)"|3.NO.2d2  Find total number inside an array with neither number in the columns or rows larger than 5
 
−
2.OA.C.4
 
−
3.OA.A.1
 
−
|align="left" style="background-color:RGB(54,95,145)"|4.NO.2d8  Match an accurate addition and multiplication equation to a representation
 
−
3.OA.A.1
 
−
|-
 
−
|rowspan="2" align="left" style="background-color:RGB(54,95,145)"|1.NO.2a8 Decompose a set of up to 20 objects into a group; count the quantity in each group
 
−
1.OA.C.6
 
−
|align="left" style="background-color:RGB(54,95,145)"|2.NO.2c4 Decompose tens into ones and/or hundreds into tens in subtraction situations
 
−
1.NBT.C.6
 
−
2.NBT.B.7
 
−
|rowspan="2" align="left" style="background-color:RGB(54,95,145)"|3.NO.2d4 Determine how many objects go into each group when given the total number of objects and the number of groups where the number in each group or number of groups is not greater than 5
 
−
3.OA.A.2
 
−
|rowspan="2" align="left" style="background-color:RGB(54,95,145)"|4.NO.2e2 Solve or solve and check one or two step word problems requiring addition, subtraction or multiplication with answers up to 100
 
−
4.OA.A.3
 
−
|-
 
−
|align="left" style="background-color:RGB(54,95,145)"|2.NO.2a12 Model addition and subtraction with base 10 blocks within 20
 
−
2.NBT.B.5
 
−
|-
 
−
|rowspan="3" align="left" style="background-color:RGB(54,95,145)"|1.NO.2a9 Use manipulatives or representations to write simple addition or subtraction equations within 20 based upon a word problem
 
−
1.OA.A.1
 
−
|align="left" style="background-color:RGB(54,95,145)"|2.NO.2a13 Model addition and subtraction with base 10 blocks within 50
 
−
2.NBT.B.5
 
−
|rowspan="3" align="left" style="background-color:RGB(54,95,145)"|3.NO.2d5 Determine the number of groups given the number of total number of objects and the number of objects in each group where the number in each group and the number of groups is not greater than 5
 
−
3.OA.A.2
 
−
|rowspan="9"|
 
−
|-
 
−
|align="left" style="background-color:RGB(54,95,145)"|2.NO.2a14 Model addition and subtraction with base 10 blocks within 100
 
−
2.NBT.B.5
 
−
|-
 
−
|align="left" style="background-color:RGB(54,95,145)"|2.NO.2a16 Solve word problems within 20
 
−
2.OA.A.1
 
−
|-
 
−
|rowspan="2" align="left" style="background-color:RGB(54,95,145)"|1.NO.2a10 Use data presented in graphs (i.e., pictoral, object) to solve one step “how many more” or “how many less” word problems
 
−
1.OA.A.1
 
−
|align="left" style="background-color:RGB(54,95,145)"|2.NO.2a17 Solve word problems within 100
 
−
2.OA.A.1
 
−
|rowspan="2" align="left" style="background-color:RGB(54,95,145)"|3.NO.2e1 Solve or solve and check one or two step word problems requiring addition, subtraction or multiplication with answers up to 100
 
−
3.OA.D.8
 
−
|-
 
−
|align="left" style="background-color:RGB(54,95,145)"|2.NO.2c2 Identify and apply addition, subtraction, and equal signs
 
−
1.OA.D.7
 
−
|-
 
−
|align="left" style="background-color:RGB(54,95,145)"|1.NO.2a11 Solve word problems within 20
 
−
1.OA.A.1
 
−
|align="left" style="background-color:RGB(54,95,145)"|2.SE.1c2 Label simple equations as = or the phrase not equal
 
−
1.OA.D.7
 
−
|align="left" style="background-color:RGB(54,95,145)"|3.NO.1j4 Use rounding to solve word problems
 
−
3.NBT.A.1
 
−
|-
 
−
|align="left" style="background-color:RGB(54,95,145)"|1.NO.2c1 Identify and apply addition and equal signs
 
−
1.OA.D.7
 
−
|align="left" style="background-color:RGB(54,95,145)"|2.SE.1d1 Represent addition of 2 sets when shown the + symbol
 
−
2.OA.A.1
 
−
|rowspan="2"|
 
−
|-
 
−
|
 
−
|align="left" style="background-color:RGB(54,95,145)"|2.SE.1d2 Represent a “taking away” situation with the – symbol
 
−
1.OA.D.8
 
  
−
|}
 
  
−
===<u>Overview of CCCs</u>: Number Operations (Real Numbers)- Counting and Representing Numbers; Understanding Base Ten Number System; Determining Relative Position of Whole Numbers===
+
 
−
{|border="1"
+
=View of Core Content Connectors (CCCs) by Instructional Families and Common Core State Standards (CCSS) Domains for DPS I=
−
|width="2500" align="center"| (5-8) Middle School Learning Targets
+
 
 +
==<u>Instructional Families</u>: LPF Strand - Data Analysis, Probability and Statistics==
 +
 
 +
{| border= "1"
 +
|width="833"|'''CCSS Domain Name: Counting and Cardinality; Measurement and Data'''
 +
|width="833"|'''CCSS Domain Name: Measurement and Data; Statistics and Probability'''
 +
|width="834"|'''CCSS Domain: Measurement and Data; Statistics and Probability; Interpreting Categorical and Quantitative Data; Making Inferences and Justifying Conclusions'''
 
|-
 
|-
−
|'''NO-1'''   ''Build flexibility using rational and irrational numbers to expand understanding of number systems:''
+
 
−
* ''Estimate, compare, and represent numbers (fractions, decimals, and percents; integers);''
+
|align="center" style="background-color:rgb(234,241,221|'''Formulate Questions/Plan Research'''
−
* ''Use exponents to express quantities and relationships;''
+
|align="center"|'''Represent and Interpret Data'''
−
* ''Use integers in problem solving. ''
+
|align="center"|'''Draw Conclusions from Data Collection'''
 
|-
 
|-
−
|'''M.NO-2''' ''Expand use of computational strategies and algorithms to rational numbers:''
 
−
* ''Perform operations fluently with rational numbers, including fractions, decimals, and percents;''
 
−
* ''Identify equivalence of indicated division and fractional parts.''
 
−
|}
 
−
{| border="1"
 
−
|width="1250" style="background-color:RGB(149,179,215)"|Performing Operations with Whole Numbers
 
−
|width="1250" style="background-color:RGB(54,95,145)"|Modeling/Symbolizing Operations with Whole Numbers
 
−
|}
 
  
−
{| border="1"
+
|style="background-color:rgb(234,241,221)"|K.DPS.1a1 Select a question that is answered by collected data
−
|Grade 5
+
K.CC.B.5
−
|Grade 6
+
|style="background-color:rgb(194,214,155)"|1.DPS.1a4 Analyze data by sorting into 2 categories; answer questions about the total number of data points and how many in each category
−
|Grade 7
+
1.MD.C.4 
−
|Grade 8
+
|style="background-color:rgb(214,227,188)"|1.DPS.1e1 Compare the values of the 2 categories of data in terms of more or less
 +
1.MD.C.4 
 
|-
 
|-
−
|align="left" style="background-color:RGB(149,179,215)"|5.NO.2a3 Find whole number quotients up to two dividends and two divisors
+
 
−
5.NBT.B.6
+
|style="background-color:rgb(234,241,221)"|1.DPS.1a2 Select questions that ask about “How many” and represent up to three categories that can be concretely represented
−
|align="left" style="background-color:RGB(149,179,215)"|6.NO.2e1 Determine the difference between two integers using a number line
+
1.MD.C.4 
−
6.NS.C.6a
+
|style="background-color:rgb(194,214,155)"|1.DPS.1c1 Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for 2 or more categories
−
|align="left" style="background-color:RGB(149,179,215)"|7.NO.2i1 Solve multiplication  problems with positive/negative numbers
+
1.MD.C.4 
−
7.NS.A.2
+
|style="background-color:rgb(214,227,188)"|2.DPS.1e2 Compare the information shown in a bar graph or picture graph with up to 4 categories. Solve simple comparisons of how many more or how many less
−
|align="left" style="background-color:RGB(149,179,215)"|8.NO.1i1 Convert a number expressed in scientific notation up to 10,000
+
2.MD.D.10
−
8.EE.A.3
+
 
|-
 
|-
−
|align="left" style="background-color:RGB(149,179,215)"|5.NO.2a4 Find whole number quotients up to four dividends and two divisors
+
 
−
5.NBT.B.6
+
|style="background-color:rgb(234,241,221)"|1.DPS.1a3 Identify 2 categories resulting from  a selected question
−
|align="left" style="background-color:RGB(54,95,145)"|6.NO.1i2 Solve numerical expressions involving whole number exponents
+
1.MD.C.4 
−
6.EE.A.1
+
|style="background-color:rgb(194,214,155)"|1.DPS.1d1 Interpret a picture graph to answer questions about how many in each category
−
|align="left" style="background-color:RGB(149,179,215)"|7.NO.2i2  Solve division problems with positive/negative numbers
+
1.MD.C.4 
−
7.NS.A.2
+
|style="background-color:rgb(214,227,188)"|3.DPS.1k1 Apply results of data to a real world situation
−
|rowspan="6"|
+
No CCSS linked
 
|-
 
|-
−
|align="left" style="background-color:RGB(54,95,145)"|5.NO.2a1 Solve problems or word problems using up to three digit numbers and addition or subtraction
+
 
−
4.OA.A.3
+
|style="background-color:rgb(234,241,221)"|2.DPS.1a5 Select a question about 3 attributes that can be concretely represented
−
|align="left" style="background-color:RGB(54,95,145)"|6.NO.2a6  Solve problems or word problems using up to three digit numbers and any of the four operations
+
1.MD.C.4
−
6.EE.B.7
+
|style="background-color:rgb(194,214,155)"|2.DPS.1a7 Analyze data by sorting into categories established by each question
−
|align="left" style="background-color:RGB(54,95,145)"|7.NO.1g1 Identify the additive inverse of a number (e.g., -3 and +3)
+
2.MD.D.10
−
7.NS.A.1b
+
|style="background-color:rgb(214,227,188)"|4.DPS.1k2 Apply results of data to a real world situation
−
7.NS.A.1c
+
3.MD.B.4
 
|-
 
|-
−
|align="left" style="background-color:RGB(54,95,145)"|5.NO.2a2 Separate a group of objects into equal sets when given the number of sets to find the total in each set with the total number less than 50
+
 
−
4.NBT.B.6
+
|style="background-color:rgb(234,241,221)"|2.DPS.1a6 Identify up to 3 categories resulting from a selected question
−
|align="left" style="background-color:RGB(54,95,145)"|6.SE.1a2 Given a real world problem, write an equation using 1 set of parentheses
+
1.MD.C.4
−
6.EE.A.2c
+
|style="background-color:rgb(194,214,155)"|2.DPS.1a8 Interpret the number of points in each category
−
6.EE.B.6
+
No CCSS linked
−
|align="left" style="background-color:RGB(54,95,145)"|7.SE.1f1 Set up equations with 1 variable based on real world problems
+
|style="background-color:rgb(214,227,188)"|5.DPS.1e1 Use measures of central tendency to interpret data including overall patterns in the data
−
7.EE.B.4
+
6.SP.A.3
 
|-
 
|-
−
|align="left" style="background-color:RGB(54,95,145)"|5.SE.1b1 Evaluate whether or not both sides of an equation are equal
+
 
−
6.EE.A.4
+
|style="background-color:rgb(234,241,221)"|3.DPS.1f1 Develop questions, make a plan for data collection 
−
|align="left" style="background-color:RGB(54,95,145)"|6.SE.1a3 Write expressions for real-world problems involving one unknown number.
+
 
No CCSS linked
 
No CCSS linked
−
|align="left" style="background-color:RGB(54,95,145)"|7.SE.1f2 Solve equations with 1 variable based on real world problems
+
|style="background-color:rgb(194,214,155)"|2.DPS.1c2 Organize data by representing categorical data on a pictorial graph  or bar graph
−
7.EE.B.4
+
2.MD.D.10
 +
|style="background-color:rgb(214,227,188)"|6.DPS.1d5 Explain or identify what the mean represents in a set of data
 +
6.SP.A.3
 
|-
 
|-
−
|align="left" style="background-color:RGB(54,95,145)"|5.NO.2a5 Solve word problems that require multiplication or division
+
 
−
5.NBT.B.6
+
|style="background-color:rgb(234,241,221)"|4.DPS.1f2 Develop questions, make a plan for data collection
−
|rowspan="2"|
+
No CCSS linked
−
|rowspan="2"|
+
|style="background-color:rgb(194,214,155)"|2.DPS.1c3 Organize data by representing continuous data on a line plot
 +
2.MD.D.9
 +
|style="background-color:rgb(214,227,188)"|6.DPS.1d6 Explain or identify what the mode represents in a set of data
 +
6.SP.A.2
 
|-
 
|-
−
|align="left" style="background-color:RGB(54,95,145)"|5.SE.1a1 Given a real world problem, write an equation using 1 set of parentheses
 
−
5.OA.A.1
 
−
|}
 
  
−
===<u>Overview of CCCs</u>: Number Operations (Real Numbers)- Counting and Representing Numbers; Understanding Base Ten Number System; Determining Relative Position of Whole Numbers===
+
|style="background-color:rgb(234,241,221)"|6.DPS.1a2  Identify statistical questions and make a plan for data collection
−
{|border="1"
+
6.SP.A.1
−
|width="2500" align="center"| (9-12) High School Learning Targets
+
|style="background-color:rgb(194,214,155)"|2.DPS.1d2 Identify the value of each category represented on picture graph and bar graph or each point on a line plot
 +
2.MD.D.9
 +
2.MD.D.10
 +
|style="background-color:rgb(214,227,188)"|6.DPS.1d7 Explain or identify what the median represents in a set of data
 +
6.SP.B.5
 
|-
 
|-
−
|'''NO-1'''    ''Demonstrate flexibility using rational and irrational numbers and number systems, including complex numbers and matrices.''
+
 
 +
|style="background-color:rgb(234,241,221)"|7.DPS.1b1 Determine sample size to answer a given question
 +
7.SP.A.1
 +
|style="background-color:rgb(194,214,155)"|3.DPS.1g1 Collect data, organize into picture or bar graph
 +
3.MD.B.3
 +
|style="background-color:rgb(214,227,188)"|6.DPS.1e2 Use measures of central tendency to interpret data including overall patterns in the data
 +
6.SP.B.5
 
|-
 
|-
−
|'''H.NO-2''' ''Build an understanding of computational strategiesmand algorithms including matrices and irrational and complex numbers:''
+
 
−
* ''Use matrix operations and complex and irrational number operations''
+
|style="background-color:rgb(234,241,221)"|8.DPS.1f1 Formulate a research question to study
−
* ''Apply exponential expressions (laws and properties)''
+
No CCSS linked
−
|}
+
|style="background-color:rgb(194,214,155)"|3.DPS.1g2 Organize measurement data into a line plot
−
{| border="1"
+
3.MD.B.4
−
|width="1250" align="center" style="background-color:RGB(149,179,215)"|'''Perform Operations with Whole Numbers'''
+
|style="background-color:rgb(214,227,188)"|7.DPS.1j1 Make or select a statement to compare the distribution of 2 data sets
−
|width="1250" align="center" style="background-color:RGB(54,95,145)"|'''Modeling/Symbolizing Operations (Problem Solving) with Whole Numbers'''
+
7.SP.B.3
−
|}
+
−
{|border="1"
+
−
| width="2500" align="center"| HS
+
 
|-
 
|-
−
|align="left" style="background-color:RGB(149,179,215)"|HS.NO.1a1 Simplify expressions that include exponents
 
−
HSN-RN.A.2
 
  
−
HSA-SSE.B.3
+
|style="background-color:rgb(234,241,221)"|8.DPS.1f2 Identify two variables to study in a  given a research question
 +
No CCSS linked
 +
|style="background-color:rgb(194,214,155)"|3.DPS.1i1 Select the appropriate statement that describes the data representations  based on a given graph (picture, bar, line plots)
 +
3.MD.B.3
 +
|style="background-color:rgb(214,227,188)"|7.DPS.1k1 Analyze graphs to determine or select appropriate comparative inferences about two samples or populations
 +
7.SP.B.4
 
|-
 
|-
−
|align="left" style="background-color:RGB(149,179,215)"|H.NO.2c2 Rewrite expressions that include rational exponents
 
−
HSN-RN.A.2
 
  
−
HSA-SSE.A.2
+
| style="background-color:rgb(234,241,221)"|H.DPS.1a1 Design study using categorical and continuous data, including creating a question, identifying a sample, and making a plan for data collection
 +
HSS-ID.A.4
 +
 
 +
HSS-ID.B.5
 +
| style="background-color:rgb(194,214,155)"|  4.DPS.1g3 Collect data, organize in graph (e.g. picture graph, line plot, bar graph)
 +
3.MD.B.3
 +
|style="background-color:rgb(214,227,188)"|8.DPS.1j2 Make or select an appropriate statements based upon two unequal data sets using measure of central tendency and shape
 +
7.SP.B.4
 
|-
 
|-
−
|align="left" style="background-color:RGB(149,179,215)"|H.NO.2a1 Solve simple equations using rational numbers with one or more variables
+
 
−
HSA-REI.A.2
+
|rowspan="19"|
 +
|style="background-color:rgb(194,214,155)"|4.DPS.1i1 (repeated) Select the appropriate statement that describes the data representations based on a given graph (picture, bar, line plots)
 +
3.MD.B.3
 +
|style="background-color:rgb(214,227,188)"|8.DPS.1k2 Analyze displays of bivariate data to develop or select appropriate claims about those data
 +
8.SP.4
 
|-
 
|-
−
|align="left"style="background-color:RGB(54,95,145)"|H.NO.2b1 Explain the pattern for the sum or product for combinations of rational and irrational numbers
 
−
HSN-RN.B.3
 
−
|}
 
  
−
===<u>Overview of CCCs</u>: Number Operations (Fractions/Ratios/Proportions)-Representation; Determine Equivalency; Perform Operations and; Problem Solving ===
+
|style="background-color:rgb(194,214,155)"|4.DPS.1j1 Select an appropriate statement that describes the most frequent or the least frequent data point using a line plot, picture graph, or bar graph
−
{|border="1"
+
4.G.1
−
|width="2500" align="center"| (K-4) Elementary School Learning Targets
+
| style="background-color:rgb(214,227,188)"|H.DPS.1c2 Compare means, median, and range of 2 sets of data
 +
HSS-ID.A.2
 
|-
 
|-
−
|'''NO-1'''  ''Build flexibility using whole numbers, fractions , and decimals to understand the nature of number and number systems:''
+
 
−
* ''Count, model, and estimate quantities;''
+
|style="background-color:rgb(194,214,155)"|5.DPS.1c1 Collect and graph data: bar graph, line plots, picture graph (e.g., average height among 3 classrooms, # of boys and girls)
−
* ''Compare, represent, and order numbers;''
+
3.MD.B.3
−
* ''Apply place value concepts and expanded notation to compose and decompose whole numbers.''
+
 
 +
5.MD.B.2
 +
|style="background-color:rgb(214,227,188)"|H.DPS.1d2 Select an appropriate statement that describes the relationship between variables
 +
HSS-ID.B.6
 
|-
 
|-
−
|'''E.NO-2''' ''Build an understanding of computational strategies and algorithms:''
+
 
−
* ''Fluently add, subtract, multiply, divide, and estimate;''
+
|style="background-color:rgb(194,214,155)"|5.DPS.1d1 Select an appropriate statement about the range of the data for a given graph (bar graph, line plot) (i.e. range of data) up to 10 points
−
* ''Perform and represent operations with whole numbers, fractions, and mixed numbers;''
+
6.SP.3
−
* ''Identify multiples and factors of whole numbers.''
+
| style="background-color:rgb(214,227,188)"|H.DPS.1d3 Make or select an appropriate statement(s) about findings
−
|}
+
HSS-IC.B.6
−
{|border="1"
+
−
|width="625" style="background-color:RGB(198,217,241)"| '''Representing'''
+
−
|width="625" style="background-color:deepskyblue"| '''Performing Operations'''
+
−
|width="625" style="background-color:RGB(141,179,226)"| '''Determining Equivalency'''
+
−
|width="625" style="background-color:RGB(84,141,212)"| '''Problem Solving'''
+
−
|}
+
−
{| border="1"
+
−
|align="center"| Grade 3
+
−
|align="center"| Grade 4
+
 
|-
 
|-
−
|align="left" style="background-color:RGB(198,217,241)" rowspan="2"| 3.NO.1l1 Identify the number of highlighted parts (numerator) of a given representation (rectangles and circles)
+
 
−
3.NF.A.1
+
|style="background-color:rgb(194,214,155)"|6.DPS.1c2 Collect and graph data: bar graph, line plots, dot plots, histograms
−
|align="left" style="background-color:RGB(198,217,241)"| 4.NO.1n1 Select a model of a given fraction (halves, thirds, fourths, sixths, eights)
+
6.SP.4
−
3.NF.A.1
+
| style="background-color:rgb(214,227,188)"|H.DPS.1d4 Apply the results of the data to a real world situation
 +
HSS-IC.B.6
 
|-
 
|-
−
|align="left" style="background-color:RGB(198,217,241)"| 4.NO.1p1 Read, write or select decimals to the tenths place
+
 
−
4.NF.C.6
+
|style="background-color:rgb(194,214,155)"|6.DPS.1d2 Solve for mean of a given data set
 +
6.SP.A.3
 +
|rowspan="14"|
 
|-
 
|-
−
|align="left" style="background-color:RGB(198,217,241)" rowspan="2"| 3.NO.1l2 Identify the total number of parts (denominator) of a given representation (rectangles and circles)
+
 
−
3.NF.A.1
+
|style="background-color:rgb(194,214,155)"|6.DPS.1d3 Select statement that matches mean, mode, and spread of data for 1 measure of central tendency for a given data set
−
|align="left" style="background-color:RGB(198,217,241)"| 4.NO.1p2 Read, write or select decimals to the hundredths place
+
6.SP.B.5
−
4.NF.C.6
+
 
|-
 
|-
−
|align="left" style="background-color:RGB(198,217,241)"| 4.SE.1h1 Express whole numbers as fractions
+
 
−
3.NF.A.3c
+
|style="background-color:rgb(194,214,155)"|6.DPS.1d4 Find the range of a given data set
 +
6.SP.A.2
 
|-
 
|-
−
|align="left" style="background-color:RGB(198,217,241)" rowspan="2"| 3.NO.1l3 Identify the fraction that matches the representation (rectangles and circles; halves, fourths, and thirds, eighths)
+
 
−
3.NF.A.1
+
|style="background-color:rgb(194,214,155)"|7.DPS.1g1 Graph continuous data using line graphs, histograms, or dot plots
−
|align="left" style="background-color:RGB(141,179,226)"| 4.NO.1l6 Locate fractions on a number line
+
6.SP.B.4
−
3.NF.A.2
+
 
|-
 
|-
−
|align="left" style="background-color:RGB(141,179,226)"| 4.NO.1l7 Order fractions on a number line
+
 
−
3.NF.A.2
+
|style="background-color:rgb(194,214,155)"|7.DPS.1i1 Solve for the median of a given data set
 +
6.SP.B.5c
 
|-
 
|-
−
|align="left" style="background-color:RGB(198,217,241)" rowspan="2"| 3.NO.1l4 Identify that a part of a rectangle can be represented as a fraction that has a value between 0 and 1.
+
 
−
3.NF.A.2a
+
|style="background-color:rgb(194,214,155)"|7.DPS.1i2 Identify the range (high/low), median(middle), mean, or mode of a given data set
−
|align="left" style="background-color:RGB(141,179,226)"| 4.NO.1m1 Determine equivalent fractions
+
7.SP.B.4
−
3.NF.A.3
+
 
|-
 
|-
−
|align="left" style="background-color:RGB(141,179,226)"| 4.NO.1n2 Compare up to 2 given fractions that have different denominators
+
 
−
4.NF.A.2
+
|style="background-color:rgb(194,214,155)"|8.DPS.1f3 Construct a two-way table summarizing data on two categorical variables collected from the same subjects; identify possible association between the two variables
 +
8.SP.A.4
 
|-
 
|-
−
|align="left" style="background-color:RGB(198,217,241)"|3.NO.1l5  Locate given common unit  fractions (i.e., ½, ¼, 1/8,) on a number line or ruler
+
 
−
3.NF.A.2
+
|style="background-color:rgb(194,214,155)"|8.DPS.1g2 Graph data using line graphs, histograms, or box plots
−
|align="left" style="background-color:RGB(141,179,226)"| 4.SE.1g2 Use =, <, or > to compare 2 fractions(fractions with a denominator or 10 or less)
+
8.SP.A.1
−
4.NF.A.2
+
 
|-
 
|-
−
|align="left" style="background-color:RGB(141,179,226)"| 3.SE.1g1 Use =, <, or > to compare 2 fractions with the same numerator or denominator
+
 
−
3.NF.A.3d
+
|style="background-color:rgb(194,214,155)"|8.DPS.1h1 Graph bivariate data using scatter plots and identify possible associations between the variables
−
|align="left" style="background-color:RGB(141,179,226)"| 4.NO.1o1 Match a fraction with a denominator of 10 or 100 as a decimal (5/10 = .5)
+
8.SP.A.1
−
4.NF.C.6
+
 
|-
 
|-
−
|rowspan="9"|
+
 
−
|align="left" style="background-color:RGB(141,179,226)"| 4.NO.1o2 Find equivalent decimal for a given fraction.
+
|style="background-color:rgb(194,214,155)"|8.DPS.1i3 Using box plots and scatter plots, identify data points that appear to be outliers
−
4.NF.C.5
+
8.SP.1
 
|-
 
|-
−
|align="left" style="background-color:RGB(141,179,226)"| 4.SE.1h2 Identify the equivalent decimal for a fraction
+
 
−
4.NF.C.6
+
|style="background-color:rgb(194,214,155)"|8.DPS.1i4 Identify outliers, range, mean, median, and mode
 +
6.SP.B.5c
 
|-
 
|-
−
|align="left" style="background-color:RGB(141,179,226)"| 4.NO.2g1  Using a representation, decompose a fraction into multiple copies of a unit fraction (e.g., ¾ = ¼ + ¼ + ¼ )
+
 
−
3.NF.A.1
+
| style="background-color:rgb(194,214,155)"|H.DPS.1b1 Complete a graph given the data, using dot plots, histograms, or box plots
−
4.NF.B.3 a, b
+
HSS-ID.A.1
 
|-
 
|-
−
|align="left" style="background-color:RGB(141,179,226)"| 4.NO.1q1 Compare two decimals to the tenths place with a value of less than 1
+
 
−
4.NF.C.7
+
|style="background-color:rgb(194,214,155)"| H.DPS.1c1 Use descriptive stats; range, median, mode, mean, outliers/gaps to describe the data set
 +
HSS-ID.A.4
 +
 
 +
HSS-ID.B.5
 
|-
 
|-
−
|align="left" style="background-color:RGB(141,179,226)"| 4.NO.1q2 Compare two decimals to the hundredths place with a value of less than 1
 
−
4.NF.C.7
 
−
|-
 
−
|align="left" style="background-color:RGB(141,179,226)"| 4.SE.1g3 Use =, <, or > to compare 2 decimals (decimals in multiples of  .10)
 
−
4.NF.C.7
 
−
|-
 
−
|align="left" style="background-color:deepskyblue"|4.NO.2h1  Add and subtract fractions with like denominators of (2,3,4, or 8)
 
−
4.NF.B.3 a, b
 
−
|-
 
−
|align="left" style="background-color:deepskyblue"|4.NO.2h2 Add and subtract fractions with like denominators (2,3,4, or 8) using representations
 
−
4.NF.B.3 a, b
 
−
|-
 
−
|align="left" style="background-color:RGB(84,141,212)"| 4.NO.2h3 Solve word problems involving addition and subtraction of fractions with like denominators (2, 3, 4, or 8)
 
−
3.NF.A.3d
 
−
|}
 
  
−
===<u>Overview of CCCs</u>: Number Operations (Fractions/Ratios/Proportions)-Representation; Determine Equivalency; Perform Operations and; Problem Solving ===
+
|style="background-color:rgb(194,214,155)"|H.DPS.1d1 Represent data on a scatter plot to describe and predict
−
{|border="1"
+
HSS-ID.B.6
−
|width="2500" align="center"| (5-8) Middle School Learning Targets
+
−
|-
+
−
|'''NO-1'''  ''Build flexibility using rational and irrational numbers to expand understanding of number systems:''
+
−
* ''Estimate, compare, and represent numbers (fractions, decimals, and percents; integers);''
+
−
* ''Use exponents to express quantities and relationships;''
+
−
* ''Use integers in problem solving.''
+
−
|-
+
−
|'''M.NO-2''' ''Expand use of computational strategies and algorithms to rational numbers:''
+
−
* ''Perform operations fluently with rational numbers, including fractions, decimals, and percents;''
+
−
* ''Identify equivalence of indicated division and fractional parts.''
+
−
|}
+
−
{|border="1"
+
−
|width="625" align="center" style="background-color:RGB(198,217,241)"|'''Representing '''
+
−
|width="625" align="center" style="background-color:deepskyblue"|'''Performing Operations'''
+
−
|width="625" align="center" style="background-color:RGB(141,179,226)"|'''Determining Equivalency'''
+
−
|width="625" align="center" style="background-color:RGB(84,141,212)"|'''Problem Solving'''
+
−
|-
+
−
|width="625"|Grade 5
+
−
|width="625"|Grade 6
+
−
|width="625"|Grade 7
+
−
|width="625"|Grade 8
+
−
|-
+
−
|align="left" style="background-color:RGB(198,217,241)"|5.NO.1b6 Round decimals to the hundredths place
+
−
5.NBT.A.4
+
−
|align="left" style="background-color:RGB(198,217,241)"|6.NO.1f1 Find a percent of a quantity as rate per 100.
+
−
6.RP.A.3c
+
−
|align="left" style="background-color:RGB(141,179,226)" rowspan="2"|7.NO.1h1  Identify an equivalent fraction, decimal and percent when given one of the three numbers
+
−
6.RP.A.3d
+
−
|align="left" style="background-color:deepskyblue" rowspan="2"|8.NO.2i3 Solve one step addition, subtraction, multiplication, division problems with fractions, decimals, and positive/negative numbers
+
−
7.NS.A.1d
+
−
|-
+
−
|align="left" style="background-color:RGB(198,217,241)"|5.NO.1b1 Read, write, or select a decimal to the hundredths place
+
−
5.NBT.A.3a
+
−
|align="left" style="background-color:RGB(198,217,241)"|6.NO.1f2 Write or select a ratio to match a given statement and representation
+
−
6.RP.A.1
+
−
|-
+
−
|align="left" style="background-color:RGB(198,217,241)"|5.NO.1b2 Read, write or select a decimal to the thousandths place
+
−
5.NBT.A.3a
+
−
|align="left" style="background-color:RGB(141,179,226)"|6.NO.1f2 Write or select a ratio to match a given statement and representation
+
−
6.RP.A.1
+
−
|align="left" style="background-color:RGB(141,179,226)" rowspan="2"| 7.NO.2f1 Identify the proportional relationship between two quantities
+
−
7.RP.A.2
+
−
|align="left" style="background-color:deepskyblue" rowspan="2"|8.NO.2i4 Solve two step addition, subtraction, multiplication, and division problems with fractions, decimals, or positive/negative numbers
+
−
7.NS.A.1d
+
−
|-
+
−
|align="left" style="background-color:RGB(141,179,226)"|5.NO.1b3 Compare two decimals to the thousandths place with a value of less than 1
+
−
5.NBT.A.3a
+
−
|align="left" style="background-color:RGB(141,179,226)"|6.NO.1f3 Select or make a statement to interpret a given ratio
+
−
6.RP.A.1
+
−
|-
+
−
|align="left" style="background-color:RGB(141,179,226)"|5.NO.1c1 Rewrite a fraction as a decimal
+
−
4.NF.C.6
+
−
|align="left" style="background-color:RGB(141,179,226)" rowspan="2"|6.NO.1f4 Find a missing value (representations, whole numbers, common fractions, decimals to hundredths place, percent) for a given ratio
+
−
6.RP.A.3a
+
−
|align="left" style="background-color:RGB(141,179,226)" rowspan="2"|7.NO.2f2  Determine if two quantities are in a proportional relationship using a table of equivalent ratios or points graphed on a coordinate plane
+
−
7.RP.A.2
+
−
|rowspan="8"|
+
−
|-
+
−
|align="left" style="background-color:RGB(141,179,226)"|5.NO.1c2 Rewrite a decimal as a fraction
+
−
4.NF.C.6
+
−
|-
+
−
|align="left" style="background-color:RGB(141,179,226)"|5.NO.1b4 Round decimals to the next whole number
+
−
5.NBT.A.4
+
−
|align="left" style="background-color:deepskyblue"|6.NO.1f5 Solve unit rate problems involving unit pricing
+
−
6.RP.A.3b
+
−
|align="left" style="background-color:RGB(141,179,226)"|7.NO.2f3 Find unit rates given a ratio
+
−
7.RP.A.1
+
−
|-
+
−
|align="left" style="background-color:RGB(141,179,226)"|5.NO.1b5 Round decimals to the tenths place
+
−
5.NBT.A.4
+
−
|align="left" style="background-color:deepskyblue"|6.NO.2c3 Solve one step, addition, subtraction, multiplcation, or division problems with fractions or decimals
+
−
6.NS.A.1
+
−
|align="left" style="background-color:RGB(84,141,212)"| 7.NO.2f3 Find unit rates given a ratio.
+
−
7.RP.A.1
+
−
|-
+
−
|align="left" style="background-color:deepskyblue"|5.NO.2b1 Add and subtract fractions with unlike denominators by replacing fractions with equivalent fractions (identical denominators)
+
−
5.NF.A.1
+
−
|align="left" style="background-color:RGB(84,141,212)"| 6.NO.2c4 Solve word problems involving the addition, subtraction, multiplication or division of fractions
+
−
5.NF.B.7c
+
−
|align="left" style="background-color:RGB(84,141,212)"| 7.NO.2f5  Use proportions to solve ratio problems
+
−
7.RP.A.3
+
−
|-
+
−
|align="left" style="background-color:deepskyblue"|5.NO.2b3 Multiply or divide fractions
+
−
5.NF.B.4
+
−
|rowspan="3"|
+
−
|align="left" style="background-color:RGB(84,141,212)"| 7.NO.2f6 Solve word problems involving ratios
+
−
6.RP.A.3b
+
−
7.RP.A.3
+
−
|-
+
−
|align="left" style="background-color:deepskyblue"|5.NO.2c1 Solve 1 step problems using decimals
+
−
5.NBT.B.7
+
−
|align="left" style="background-color:RGB(84,141,212)"| 7.NO.2.h1 Find percents in real world context
+
−
7.RP.A.3
+
−
|-
+
−
|align="left" style="background-color:RGB(84,141,212)"| 5.NO.2c2 Solve word problems involving the addition, subtraction, multiplication or division of fractions
+
−
5.NF.A.2
+
−
|align="left" style="background-color:RGB(84,141,212)"| 7.NO.2h2  Solve one step percentage increase and decrease problems
+
−
7.RP.A.3
+
 
|}
 
|}
  
−
=='''View By Instructional Families and CCSS Domains'''==
 
  
  
 +
=View of Core Content Connectors (CCCs) by Instructional Families and Common Core State Standards (CCSS) Domains for DPS II=
  
 +
{| border= "1"
 +
|align="center" width="1250"|'''Common Core State Standards (CCSS) Domain Name: Statistics and Probability'''
 +
|align="center" width="1250"|'''Common Core State Standards (CCSS) Domain Name: Statistics and Probability, Standards: Use random sampling to draw inferences about a population; Investigate chance processes and develop, use, and evaluate probability models.'''
 +
|-
  
−
===<u>Instructional Family:</u> Number Operations (Real Numbers)===
+
|align="center"|'''Develop and Use Probability Models'''
−
{|border="1"
+
|align="center"|'''Draw Inferences about a Distribution'''
−
|width="2500" align="center"| '''CCSS Domain Names: Counting and Cardinalilty; and Number and Operations in Base Ten'''
+
 
|-
 
|-
−
|width="2500" align="center"| '''Counting and Representing Numbers'''
+
 
−
|}
+
|style="background-color:rgb(118,146,60)"|7.DPS.2a1 Conduct simple probability experiments
−
{|border="1"
+
No CCSS linked
−
|width="833"| Grade K
+
|style="background-color:rgb(79,98,40); color:white"|7.DPS.2d5 Compare actual results of simple experiment with theoretical probabilities
−
|width="833"|Grade 1
+
7.SP.C.7
−
|width="833"|Grade 2
+
 
|-
 
|-
−
|align="left" style="background-color:lavender"|K.NO.1a1 Rote count up to 10
+
 
−
K.CC.A.1
+
|style="background-color:rgb(118,146,60)"|7.DPS.2d1 Describe the probability of events as being certain or impossible, likely,  less likely  or equally likely
−
|align="left" style="background-color:lavender"|1.NO.1a5 Rote count up to 31
+
7.SP.C.5
−
K.CC.A.1
+
|style="background-color:rgb(79,98,40); color:white"|7.DPS.2e3 Compare actual results of multistage experiment with theoretical probabilities
−
|align="left" style="background-color:lavender"|2.NO.1a9 Rote count up to 100
+
7.SP.C.8
−
K.CC.A.1
+
 
|-
 
|-
−
|align="left" style="background-color:lavender"|K.NO.1a2 Rote count up to 31
+
 
−
K.CC.A.1
+
|style="background-color:rgb(118,146,60)"|7.DPS.2d2 State the theoretical probability of events occurring in terms of ratios(words, percentages, decimals)
−
|align="left" style="background-color:lavender"|1.NO.1a6 Rote count up to 100
+
7.SP.C.5
−
K.CC.A.1
+
|style="background-color:rgb(79,98,40); color:white"|8.DPS.2e6 Compare actual results of multistage experiment with theoretical probabilities
−
|align="left" style="background-color:lavender"|2.NO.1d5 Identify numerals 0-100
+
7.SP.C.8
−
2.NBT.A.3
+
 
|-
 
|-
−
|align="left" style="background-color:lavender"|K.NO.1a3 Rote count up to 100
+
 
−
K.CC.A.1
+
|style="background-color:rgb(118,146,60)"|7.DPS.2b1 Identify sample space for a single event (coin, spinner, die)
−
|align="left" style="background-color:lavender" rowspan="2"| 1.NO.1a7 Count forward beginning from any given number below 10
+
No CCSS linked
−
K.CC.A.2
+
|style="background-color:rgb(79,98,40); color:white"|8.DPS.2g1 Distinguish between a linear and non-linear association when analyzing bivariate data on a scatter plot
−
|align="left" style="background-color:lavender"|2.NO.1d6 Identify the numeral between 0 and 100 when presented the name
+
8.SP.A.2
−
2.NBT.A.3
+
 
|-
 
|-
−
|align="left" style="background-color:lavender"|K.NO.1a4 Count up to 10 objects in a line, rectangle, or array
+
 
−
K.CC.B.4
+
|style="background-color:rgb(118,146,60)"|7.DPS.2d3 Using a tree diagram, represent all possible outcomes of a situation, with up to 3 compound events with 2 or 3 possibilities per category (selecting the color of shirt, pant, type of shoes)
−
|align="left" style="background-color:lavender"|2.NO.1e3 Write or select the numerals 0-100
+
7.SP.C.6
−
2.NBT.A.3
+
|style="background-color:rgb(79,98,40); color:white"| H.DPS.1c3 Determine what inferences can be made from statistics
 +
HSS-IC.A.1
 
|-
 
|-
−
|align="left" style="background-color:lavender" rowspan="2"| K.NO.1d1 Identify numerals 1-10
+
 
−
K.CC.A.3
+
|style="background-color:rgb(118,146,60)"|7.DPS.2d4 Make a prediction regarding the probability of an event occurring; conduct simple probability experiments
−
|align="left" style="background-color:lavender"|1.NO.1d3 Identify numerals  0-31
+
7.SP.C.6 
−
K.CC.A.3
+
|style="background-color:rgb(79,98,40); color:white"| H.DPS.2c3 Compare actual results of multistage experiment with theoretical probabilities
−
|align="left" style="background-color:lavender" rowspan="2"|2.NO.1e7 Identify numbers as odd or even
+
HSS-MD.A.3
−
2.OA.C.3
+
 
|-
 
|-
−
|align="left" style="background-color:lavender"|1.NO.1d4 Identify the numeral up to 31 when presented the name
+
 
−
K.CC.A.3
+
|style="background-color:rgb(118,146,60)"|7.DPS.2e1 Determine the theoretical probability of multistage probability experiments (2 coins, 2 dice)
 +
7.SP.C.8
 +
| style="background-color:rgb(79,98,40); color:white"|H.DSP.2d1 Select or make an appropriate statement based on a two-way frequency table
 +
S.CP.4
 
|-
 
|-
−
|align="left" style="background-color:lavender"|K.NO.1d2 Identify the numerals 1-10 when presented the name of the number
+
 
−
K.CC.A.3
+
|style="background-color:rgb(118,146,60)"|7.DPS.2e2 Collect data from multistage probability experiments(2 coins, 2 dice)
−
|align="left" style="background-color:lavender"|1.NO.1e2 Write or select the numerals 0-31
+
7.SP.C.8
−
K.CC.A.3
+
| style="background-color:rgb(79,98,40); color:white"|H.DSP.2e1 Select or make an appropriate statement based on real world examples of conditional probability
−
|rowspan="3"|
+
HSS-CP.A.5
 
|-
 
|-
−
|align="left" style="background-color:lavender"|K.NO.1e1 Write or select the numerals 1-10
 
−
K.CC.A.3
 
−
|align="left" style="background-color:lavender"|1.NO.1c1 Use a number line to count up to 31 objects by matching 1 object per number
 
−
K.CC.B.4
 
−
|-
 
−
|
 
−
|align="left" style="background-color:lavender"|1.NO.1a7 Count forward beginning from any given number below 10
 
−
K.CC.A.2
 
−
|}
 
  
−
===<u>Instructional Family:</u> Number Operations (Real Numbers)===
+
|style="background-color:rgb(118,146,60)"|8.DPS.2e4 Determine the theoretical probability of multistage probability experiments (2 coins, 2 dice)
−
{|border="1"
+
7.SP.C.8
−
|width="2500" align="center"| '''CCSS Domain Names: Counting and Cardinalilty;Number Operations in Base Ten; The Number System; and The Real Number System'''
+
−
|-
+
−
|align="center"| '''Understanding Base Ten Number System'''
+
−
|}
+
−
{|border="1"
+
−
|Grades 1-2
+
−
|Grades 3-4
+
−
|Grades 5-6
+
−
|Grades 7-8
+
−
|HS
+
−
|-
+
−
|align="left" style="background-color:deepskyblue"|1.NO.1h2 Identify the value of the numbers in the tens and ones place within a given number up to 31.
+
−
1.NBT.B.2
+
−
|align="left" style="background-color:deepskyblue"|3.NO.1j2 Write or select the expanded form for up to 3 digit number
+
−
2.NBT.A.3
+
−
|align="left" style="background-color:deepskyblue"|6.NO.1e1 Determine the meaning of absolute value
+
−
6.NS.C.7c
+
−
|align="left" style="background-color:deepskyblue"|8.NO.1k1 Identify π as an irrational number (e.g., not necessary for counting, computation, etc)
+
−
8.NS.A.1
+
−
|align="left" style="background-color:deepskyblue"|HS.NO1a3 Convert a number expressed  in scientific notation
+
−
HSN-RN.A.2
+
−
|-
+
−
|align="left" style="background-color:deepskyblue"|1.NO.1h1 Build representations of numbers up to 19 by creating a group of 10 and some 1s (e.g., 13 = one 10 and three 1s)
+
−
K.NBT.A.1
+
−
|align="left" style="background-color:deepskyblue" rowspan="2"|3.NO.1j1 Build representations of numbers using hundreds, tens and ones.
+
−
2.NBT.A.1
+
−
|align="left" style="background-color:deepskyblue" rowspan="2"|6.NO.1i1 Identify what an exponent represents (e.g., 8³= 8X8X8)
+
−
5.NBT.A.2
+
−
6.EE.A.1
+
−
|align="left" style="background-color:deepskyblue" rowspan="2"|8.NO.1k2 Round irrational numbers to the hundredths place
+
−
8.NS.A.1
+
−
|align="left" style="background-color:deepskyblue" rowspan="2"|HS.NO.1a2 Explain the influence of an exponent on the location of a decimal point in a given number
+
−
HSN-RN.A.2
+
−
|-
+
−
|align="left" style="background-color:deepskyblue"|2.NO.1h5 Build representations of 3 digit numbers using hundreds, tens and ones
+
−
2.NBT.A.1
+
−
|-
+
−
|align="left" style="background-color:deepskyblue"|1.NO.1i1 Recognize zero as representing none or no objects
+
−
K.CC.A.3
+
−
|align="left" style="background-color:deepskyblue" rowspan="2"|3.NO.1j3  Use place value to round to the nearest 10 or 100
+
−
2.NBT.A.3
+
−
|rowspan="7"|
+
−
|align="left" style="background-color:deepskyblue" rowspan="2"| 8.NO.1i1 Convert a number expressed in scientific notation up to 10,000
+
−
8.EE.A.3
+
−
|rowspan="7"|
+
−
|-
+
−
|align="left" style="background-color:deepskyblue"|1.NO.1i2 Recognize zero as an additive identity
+
−
1.OA.B.3
+
−
|-
+
−
|align="left" style="background-color:deepskyblue"|2.NO.1i3 Explain what the zero represents in place value (hundreds, tens, ones) in a number.
+
−
2.NBT.A.3
+
−
|align="left" style="background-color:deepskyblue"|4.NO.1j7 Write or select the expanded form for a multi-digit number
+
−
4.NBT.A.2
+
 
|rowspan="5"|
 
|rowspan="5"|
 
|-
 
|-
−
|align="left" style="background-color:deepskyblue"|2.NO.1h8 Write or select expanded form for any 2 digit number
+
 
−
2.NBT.A.3
+
|style="background-color:rgb(118,146,60)"|8.DPS.2e5 Collect data from multistage probability experiments(2 coins, 2 dice)
−
|align="left" style="background-color:deepskyblue"|4.NO.1j5  Use place value to round to any place (i.e., ones, tens, hundreds, thousands)
+
7.SP.C.8
−
4.NBT.A.3
+
 
|-
 
|-
−
|align="left" style="background-color:deepskyblue"|2.NO.1h9 Write or select expanded form for any 3 digit number
 
−
2.NBT.A.3
 
−
|
 
−
|-
 
−
|align="left" style="background-color:deepskyblue"|2.NO.1i3 Explain what the zero represents in place value (hundreds, tens, ones) in a number.
 
−
2.NBT.A.3
 
−
|-
 
−
|
 
−
|
 
−
|}
 
  
−
===<u>Instructional Family CCCs:</u> Number Operations (Real Numbers)===
+
|style="background-color:rgb(118,146,60)"| H.DSP.2b1 Identify and describe the degree to which something is rated “good” or “bad”/desirable or undesirable based on numerical information
−
{|border="1"
+
HSS-MD.B.7
−
|'''CCSS Domain Names:  Counting and Cardinality; Number, Operations in Base Ten; and The Number System'''
+
 
|-
 
|-
−
|width="2500" align="center"|'''Determining Relative Position of Whole Numbers'''
 
−
|}
 
−
{|border="1"
 
−
|align="center"| Grade K
 
−
|align="center"| Grades 1-2
 
−
|align="center"| Grades 3-4
 
−
|align="center"| Grades 5-6
 
−
|align="center"| Grades 7-8
 
−
|-
 
−
|align="left" style="background-color:RGB(184,204,228)" rowspan="2"| K.NO.1a4 Count up to 10 objects in a line, rectangle, or array
 
−
K.CC.B.4
 
−
|align="left" style="background-color:RGB(184,204,228)"|1.NO.1c1 Use a number line to count up to 31 objects by matching 1 object per number
 
−
K.CC.B.4
 
−
|align="left" style="background-color:RGB(184,204,228)" rowspan="2"| 3.NO.1h1  Compare 3 digit numbers using representations and numbers (e.g., identify more hundreds, less hundreds, more tens, less tens, more ones, less ones, larger number, smaller number)
 
−
2.NBT.A.4
 
−
|align="left" style="background-color:RGB(184,204,228)" rowspan="2"|6.NO.1d1 Identify numbers as positive or negative
 
−
6.NS.C.6
 
−
|align="left" style="background-color:RGB(184,204,228)" rowspan="2"|7.NO.1g2 Identify the difference between two given numbers on a number line using absolute value
 
−
7.NS.A.1c
 
−
|-
 
−
|align="left" style="background-color:RGB(184,204,228)"|1.NO.1a8 Count up to 31 objects in a line, rectangle, or array
 
−
K.CC.B.4
 
−
|-
 
−
|align="left" style="background-color:RGB(184,204,228)" rowspan="4"|K.NO.1b1 Identify the set that has more
 
−
K.CC.B.4
 
−
|align="left" style="background-color:RGB(184,204,228)"|1.NO.1b2 Compare 2 sets and identify the set that is either greater than or less than the other set
 
−
K.CC.C.6
 
−
|align="left" style="background-color:RGB(184,204,228)" rowspan="4"| 4.NO.1j6 Compare multi-digit numbers using representations and numbers
 
−
4.NBT.A.2
 
−
|align="left" style="background-color:RGB(184,204,228)" rowspan="2"| 6.NO.1d2 Locate positive and negative numbers on a number line
 
−
|align="left" style="background-color:RGB(184,204,228)" rowspan="4"|8.NO.1k3 Use approximations of irrational numbers to locate them on a number line
 
−
8.NS.A.2
 
−
|-
 
−
|align="left" style="background-color:RGB(184,204,228)"|1.NO.1f2 Order up to 3 sets with up to 10 objects in each set
 
−
K.CC.C.6
 
−
|-
 
−
|align="left" style="background-color:RGB(184,204,228)"|1.NO.1f3 Order up to 3 sets with up to 20 objects in each set
 
−
K.CC.C.6
 
−
|align="left" style="background-color:RGB(184,204,228)" rowspan="2"| 6.NO.1d3 Plot positive and negative numbers on a number line
 
−
6.NS.C.6
 
−
|-
 
−
|align="left" style="background-color:RGB(184,204,228)"|1.NO.1f4 Order up to 3 numbers up to 31
 
−
K.CC.C.6
 
−
|-
 
−
|align="left" style="background-color:RGB(184,204,228)" rowspan="3"| K.NO.1f1 Identify the smaller or larger number given 2 numbers between 0-10
 
−
K.CC.C.7
 
−
|align="left" style="background-color:RGB(184,204,228)"| 1.NO.1f5 Identify the smaller or larger number given 2 numbers between 0-31
 
−
K.CC.C.7
 
−
|align="left" style="background-color:RGB(184,204,228)" rowspan="3"|4.NO.1k1 Compare the value of a number when it is represented in different place values of two 3 digit numbers
 
−
4.NBT.A.1
 
−
|align="left" style="background-color:RGB(184,204,228)"|6.NO.1d4 Select the appropriate meaning of a negative number in a real world situation
 
−
6.NS.C.5
 
−
|rowspan="4"|
 
−
|-
 
−
|align="left" style="background-color:RGB(184,204,228)"|2.NO.1f6 Compare (greater than, less than, equal to) 2 numbers up to 100
 
−
2.NBT.A.4
 
−
|align="left" style="background-color:RGB(184,204,228)"|6.NO.1d5 Find given points between -10 and 10 on both axis of a coordinate plane
 
−
6.NS.6c
 
−
|-
 
−
|align="left" style="background-color:RGB(184,204,228)"|2.NO.1h6  Compare 2 digit numbers using representations and numbers (e.g., identify more tens, less tens, more ones, less ones, larger number, smaller number)
 
−
1.NBT.B.3
 
−
|align="left" style="background-color:RGB(184,204,228)"|6.NO.1d6 Label points between -10 and 10 on both axis of a coordinate plane
 
−
6.NS.C.6c
 
−
|-
 
−
|
 
−
|align="left" style="background-color:RGB(184,204,228)"|2.SE.1c1 Compare sets and use appropriate symbol to label the first as =, <, or > the second set
 
−
K.CC.C.6
 
−
|
 
−
|
 
−
|}
 
  
−
===<u>Instructional Family CCCs:</u> Number Operations (Real Numbers)===
+
|style="background-color:rgb(118,146,60)"| H.DPS.2c1 Determine the theoretical probability of multistage probability experiments
−
{|border="1"
+
HSS-MD.A.3
−
|width="2500"| '''CCSS Domain Names:  Counting and Cardinality; Number, Operations in Base Ten; and The Real Number System '''
+
 
|-
 
|-
−
|align="center"|'''Performing Operations with Whole Numbers'''
 
−
|}
 
−
{|border="1"
 
−
|align="center"| Grade K-1
 
−
|align="center"| Grade 2
 
−
|align="center"| Grade 3
 
−
|align="center"| Grades 4-5
 
−
|align="center"| Grades 6-8
 
−
|align="center"| HS
 
−
|-
 
−
|align="left" style="background-color:RGB(149,179,215)" rowspan="3"|K.NO.2a1 Count 2 sets to find sums up to 10
 
−
K.OA.A.2
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.1e4 Skip count by 5s
 
−
2.NBT.A.2
 
−
|align="left" style="background-color:RGB(149,179,215)" rowspan="3"|3.NO.1e1 Skip count by 100s
 
−
2.NBT.A.2
 
−
|align="left" style="background-color:RGB(149,179,215)" rowspan="3"|4.NO.2c2 Solve multi digit addition and subtraction problems up to 1000
 
−
3.NBT.A.2
 
−
|align="left" style="background-color:RGB(149,179,215)" rowspan="3"|6.NO.2e1 Determine the difference between two integers using a number line
 
−
6.NS.C.6a
 
−
|align="left" style="background-color:RGB(149,179,215)" rowspan="3"|HS.NO.1a1 Simplify expressions that include exponents
 
−
HSN-RN.A.2
 
−
HSA-SSE.B.3
 
−
|-
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.1e5 Skip count by 10s
 
−
2.NBT.A.2
 
−
|-
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.1e6 Skip count by 100s
 
−
2.NBT.A.2
 
−
|-
 
−
|align="left" style="background-color:RGB(149,179,215)"|1.NO.2a5 Count 2 sets to find sums up to 10
 
−
K.OA.A.2
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.1e8 Mentally add or subtract 10 from a given set from the 10s family (e.g., what is 10 more than 50? What is 10 less than 70?)
 
−
2.NBT.B.8
 
−
|align="left" style="background-color:RGB(149,179,215)"|3.NO.1e2 Mentally add or subtract 100 from a given set from the 100s family (e.g., what is 100 more than 500? What is 100 less than 700?)
 
−
2.NBT.B.8
 
−
|align="left" style="background-color:RGB(149,179,215)"|4.NO.2f1 Identify multiples for a whole number (e.g., 2= 2, 4, 6, 8, 10).
 
−
4.OA.B.4
 
−
4.OA.C.5
 
−
|align="left" style="background-color:RGB(149,179,215)"|7.NO.2i1 Solve multiplication  problems with positive/negative numbers
 
−
7.NS.A.2
 
−
|align="left" style="background-color:RGB(149,179,215)"|H.NO.2c2 Rewrite expressions that include rational exponents
 
−
HSN-RN.A.2
 
−
HSA-SSE.A.2
 
−
|-
 
−
|align="left" style="background-color:RGB(149,179,215)" rowspan="2"|1.NO.2a6 Count 2 sets to find sums up to 20
 
−
1.OA.C.6
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.1e9 Mentally add or subtract 100 from a given set from the 100s family (e.g., what is 100 more than 500? What is 100 less than 700?)
 
−
2.NBT.B.8
 
−
|align="left" style="background-color:RGB(149,179,215)" rowspan="2"|3.NO.2b Use the relationships between addition and subtraction to solve problems
 
−
3.NBT.A.2
 
−
|align="left" style="background-color:RGB(149,179,215)" rowspan="2"|4.NO.2f2 Solve multiplication problems up to two digits by one digit
 
−
4.NBT.B.5
 
−
|align="left" style="background-color:RGB(149,179,215)" rowspan="2"|7.NO.2i2  Solve division problems with positive/negative numbers
 
−
7.NS.A.2
 
−
|align="left" style="background-color:RGB(149,179,215)" rowspan="2"|H.NO.2a  Solve simple equations using rational numbers with one or more variables
 
−
HSA-REI.A.2
 
−
|-
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.2a19 Combine up to 3 sets of 20 or less
 
−
2.NBT.B.6
 
−
|-
 
−
|align="left" style="background-color:RGB(149,179,215)" rowspan="3"| 1.NO.2a4 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 or select the answer
 
−
K.OA.A.4
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.2a15 Remove objects from a set in a subtraction situation to find the amount remaining up to 20
 
−
1.OA.A.1
 
−
|align="left" style="background-color:RGB(149,179,215)"|3.NO.2c1 Solve multi-step addition and subtraction problems up to 100
 
−
3.NBT.A.2
 
−
|align="left" style="background-color:RGB(149,179,215)"|4.PRF.1f4 Solve a 2-digit by 1-digit multiplication problem using 2 different strategies
 
−
4.NBT.B.5
 
−
|align="left" style="background-color:RGB(149,179,215)"  rowspan="3"|8.NO.1i1 Convert a number expressed in scientific notation up to 10,000
 
−
8.EE.A.3
 
−
|rowspan="4"|
 
−
|-
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.2a18 Use diagrams and number lines to solve addition or subtraction problems
 
−
2.NBT.B.7
 
−
|align="left" style="background-color:RGB(149,179,215)" rowspan="2"| 3.NO.2d3 Solve multiplication problems with neither number greater than 5.
 
−
3.OA.A.1
 
−
|align="left" style="background-color:RGB(149,179,215)"|5.NO.2a3 Find whole number quotients up to two dividends and two divisors
 
−
5.NBT.B.6
 
−
|-
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.2b1 Use commutative properties to solve addition problems with sums up to 20 (e.g., 3+8=11 therefore 8+3=__
 
−
1.OA.B.3
 
−
|align="left" style="background-color:RGB(149,179,215)" rowspan="2"|5.NO.2a4 Find whole number quotients up to four dividends and two divisors
 
−
5.NBT.B.6
 
−
|-
 
−
|
 
−
|align="left" style="background-color:RGB(149,179,215)"|2.NO.2b2 Use associative property to solve addition problems with sums up to 20
 
−
1.OA.B.3
 
−
|
 
−
|
 
−
|}
 
  
−
===<u>Instructional Family:</u> Number Operations (Real Numbers)===
+
|style="background-color:rgb(118,146,60) "| H.DPS.2c2 Collect data from multistage probability experiments
−
{|border="1"
+
HSS-MD.A.3
−
|width="2500"| '''CCSS Domain Names:  Counting and Cardinality; Number, Operations in Base Ten; and The Real Number System'''
+
−
|-
+
−
|align="center"| '''Modeling/Symbolizing Operations (Problem Solving) with Whole Numbers'''
+
−
|}
+
−
{|border="1"
+
−
| align="center"| Grades K-1
+
−
| align="center"|Grade 2
+
−
| align="center"|Grade 3
+
−
| align="center"|Grades 4-5
+
−
| align="center"|Grades 6-8
+
−
| align="center"|HS
+
−
|-
+
−
|align="left" style="background-color:RGB(54,95,145)"|K.NO.2a3 Solve word problems within 10
+
−
K.OA.A.2
+
−
|align="left" style="background-color:RGB(54,95,145)"|2.NO.2a16 Solve word problems within 20
+
−
2.OA.A.1
+
−
|align="left" style="background-color:RGB(54,95,145)"|3.NO.2e1 Solve or solve and check one or two step word problems requiring addition, subtraction or multiplication with answers up to 100
+
−
3.OA.D.8
+
−
|align="left" style="background-color:RGB(54,95,145)"|4.NO.2e2 Solve or solve and check one or two step word problems requiring addition, subtraction or multiplication with answers up to 100
+
−
4.OA.A.3
+
−
|align="left" style="background-color:RGB(54,95,145)" rowspan="2"| 6.NO.2a6  Solve problems or word problems using up to three digit numbers and any of the four operations
+
−
6.EE.B.7
+
−
|align="left" style="background-color:RGB(54,95,145)" rowspan="2"| H.NO.2b1 Explain the pattern for the sum or product for combinations of rational and irrational numbers
+
−
N.RN.B.3
+
−
|-
+
−
|align="left" style="background-color:RGB(54,95,145)"|1.NO.2a11 Solve word problems within 20
+
−
1.OA.A.1
+
−
|align="left" style="background-color:RGB(54,95,145)"|2.NO.2a17 Solve word problems within 100
+
−
2.OA.A.1
+
−
|align="left" style="background-color:RGB(54,95,145)"|3.NO.1j4 Use rounding to solve word problems
+
−
3.NBT.A.1
+
−
|align="left" style="background-color:RGB(54,95,145)"|5.NO.2a1 Solve problems or word problems using up to three digit numbers and addition or subtraction
+
−
4.OA.A.3
+
−
|-
+
−
|align="left" style="background-color:RGB(54,95,145)"|K.NO.2a2 Decompose a set of up to 10 objects into a group; count the quantity in each group
+
−
K.OA.A.3
+
−
|align="left" style="background-color:RGB(54,95,145)"|2.NO.2c3 Compose ones into tens and/or tens into hundreds in addition situation
+
−
1.NBT.C.4
+
−
2.NBT.B.7
+
−
|align="left" style="background-color:RGB(54,95,145)"|3.NO.2d1 Find the total number of objects when given the number of identical groups and the number of objects in each group neither number larger than 5
+
−
2.OA.C.4
+
−
3.OA.A.1
+
−
|align="left" style="background-color:RGB(54,95,145)"|4.NO.2d7 Determine how many objects go into each group when given the total number of objects and the number of groups where the number in each group or number of groups is not greater than 10
+
−
3.OA.A.2
+
−
|align="left" style="background-color:RGB(54,95,145)"|6.NO.1i2 Solve numerical expressions involving whole number exponents
+
−
6.EE.A.1
+
−
|rowspan="10"|
+
−
|-
+
−
|align="left" style="background-color:RGB(54,95,145)"|1.NO.2a7 Decompose a set of up to 10 objects into a group; count the quantity in each group
+
−
K.OA.A.3
+
−
|align="left" style="background-color:RGB(54,95,145)" rowspan="2"| 2.NO.2c4 Decompose tens into ones and/or hundreds into tens in subtraction situations
+
−
1.NBT.C.6
+
−
2.NBT.B.7
+
−
|align="left" style="background-color:RGB(54,95,145)" rowspan="2"|3.NO.2d2  Find total number inside an array with neither number in the columns or rows larger than 5
+
−
2.OA.C.4
+
−
3.OA.A.1
+
−
|align="left" style="background-color:RGB(54,95,145)" rowspan="2"|4.NO.2d8  Match an accurate addition and multiplication equation to a representation
+
−
3.OA.A.1
+
−
|align="left" style="background-color:RGB(54,95,145)" rowspan="2"|7.NO.1g1 Identify the additive inverse of a number (e.g., -3 and +3)
+
−
7.NS.A.1b
+
−
7.NS.A.1c
+
−
|-
+
−
|align="left" style="background-color:RGB(54,95,145)"|1.NO.2a8 Decompose a set of up to 20 objects into a group; count the quantity in each group
+
−
1.OA.C.6
+
−
|-
+
−
|align="left" style="background-color:RGB(54,95,145)" rowspan="2"|1.NO.2a9 Use manipulatives or representations to write simple addition or subtraction equations within 20 based upon a word problem
+
−
1.OA.A.1
+
−
|align="left" style="background-color:RGB(54,95,145)"|2.NO.2a12 Model addition and subtraction with base 10 blocks within 20
+
−
2.NBT.B.5
+
−
|align="left" style="background-color:RGB(54,95,145)" rowspan="2"|3.NO.2d4 Determine how many objects go into each group when given the total number of objects and the number of groups where the number in each group or number of groups is not greater than 5
+
−
3.OA.A.2
+
−
|align="left" style="background-color:RGB(54,95,145)" rowspan="2"|5.SE.1b1 Evaluate whether or not both sides of an equation are equal
+
−
6.EE.A.4
+
−
|align="left" style="background-color:RGB(54,95,145)" rowspan="2"|6.SE.1a3 Write expressions for real-world problems involving one unknown number
+
−
No CCSS linked
+
−
|-
+
−
|align="left" style="background-color:RGB(54,95,145)"|2.NO.2a13 Model addition and subtraction with base 10 blocks within 50
+
−
2.NBT.B.5
+
−
|-
+
−
|align="left" style="background-color:RGB(54,95,145)"|1.NO.2a10 Use data presented in graphs (i.e., pictoral, object) to solve one step “how many more” or “how many less” word problems
+
−
1.OA.A.1
+
−
|align="left" style="background-color:RGB(54,95,145)"|2.NO.2a14 Model addition and subtraction with base 10 blocks within 100
+
−
2.NBT.B.5
+
−
|align="left" style="background-color:RGB(54,95,145)"|3.NO.2d5 Determine the number of groups given the number of total number of objects and the number of objects in each group where the number in each group and the number of groups is not greater than 5
+
−
3.OA.A.2
+
−
|align="left" style="background-color:RGB(54,95,145)"|5.SE.1a1 Given a real world problem, write an equation using 1 set of parentheses
+
−
5.OA.A.1
+
−
|align="left" style="background-color:RGB(54,95,145)"|6.SE.1a2 Given a real world problem, write an equation using 1 set of parentheses
+
−
6.EE.A.2c
+
−
6.EE.B.6
+
−
|-
+
−
|align="left" style="background-color:RGB(54,95,145)"|1.NO.2c1 Identify and apply addition and equal signs
+
−
1.OA.D.7
+
−
|align="left" style="background-color:RGB(54,95,145)"|2.NO.2c2 Identify and apply addition, subtraction, and equal signs
+
−
1.OA.D.7
+
−
|rowspan="4"|
+
−
|rowspan="4"|
+
−
|align="left" style="background-color:RGB(54,95,145)" rowspan="2"| 7.SE.1f1 Set up equations with 1 variable based on real world problems
+
−
7.EE.B.4
+
−
|-
+
−
|rowspan="3"|
+
−
|align="left" style="background-color:RGB(54,95,145)"|2.SE.1c2 Label simple equations as = or the phrase not equal
+
−
1.OA.D.7
+
−
|-
+
−
|align="left" style="background-color:RGB(54,95,145)"|2.SE.1d1 Represent addition of 2 sets when shown the + symbol
+
−
2.OA.A.1
+
−
|align="left" style="background-color:RGB(54,95,145)" rowspan="2"|7.SE.1f2 Solve equations with 1 variable based on real world problems
+
−
7.EE.B.4
+
−
|-
+
−
|align="left" style="background-color:RGB(54,95,145)"|2.SE.1d2 Represent a “taking away” situation with the – symbol
+
−
1.OA.D.8
+
 
|}
 
|}
  
−
===<u>Instructional Families</u>: Number Operations (Fractions/Ratios/Proportions)===
+
 
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{|border="1"
+
*'''Note: To access the Common Core State Standards (CCSSs), visit''' ''http://www.corestandards.org/Math/Content''
−
|CCSS Domain Names: Number Operations – Fractions and Ratios and Proportional Relationships
+
−
|CCSS Domain Names: Number Operations – Fractions and Ratios, Number Operations in Base Ten, The Number System and Proportional Relationships
+
−
|CCSS Domain Names: Number Operations – Fractions and Ratios, The Number System and Proportional Relationships
+
−
|CCSS Domain Names: Number Operations – Fractions and Ratios, The Number System and Proportional Relationships
+
−
|-
+
−
| align="center"|Representating
+
−
| align="center"|Determining Equivalency
+
−
| align="center"|Performing Operations
+
−
| align="center"|Problem Solving
+
−
|-
+
−
|style="background-color:RGB(198,217,241)"|3.NO.1l1 Identify the number of highlighted parts (numerator) of a given representation (rectangles and circles)
+
−
3.NF.1
+
−
|style="background-color:RGB(141,179,226)"|4.NO.1l6 Locate fractions on a number line
+
−
3.NF.2
+
−
|style="background-color:deepskyblue"|4.NO.2h1  Add and subtract fractions with like denominators of (2,3,4, or 8)
+
−
4.NF.3 a, b
+
−
|style="background-color:RGB(84,141,212)"|4.NO.2h3 Solve word problems involving addition and subtraction of fractions with like denominators (2, 3, 4, or 8)
+
−
3.NF.3d
+
−
|-
+
−
|style="background-color:RGB(198,217,241)"|3.NO.1l2 Identify the total number of parts (denominator) of a given representation (rectangles and circles)
+
−
3.NF.1
+
−
|style="background-color:RGB(141,179,226)"|4.NO.1l7 Order fractions on a number line
+
−
3.NF.2
+
−
|style="background-color:deepskyblue"|4.NO.2h2 Add and subtract fractions with like denominators (2,3,4, or 8) using representations
+
−
4.NF.3 a, b
+
−
|style="background-color:RGB(84,141,212)"|5.NO.2c2 Solve word problems involving the addition, subtraction, multiplication or division of fractions
+
−
5.NF.2
+
−
|-
+
−
|style="background-color:RGB(198,217,241)"|3.NO.1l3 Identify the fraction that matches the representation (rectangles and circles; halves, fourths, and thirds, eighths)
+
−
3.NF.1
+
−
|style="background-color:RGB(141,179,226)"|4.NO.1m1 Determine equivalent fractions
+
−
3. NF.3
+
−
|style="background-color:deepskyblue"|5.NO.2b1 Add and subtract fractions with unlike denominators by replacing fractions with equivalent fractions (identical denominators)
+
−
5.NF.1
+
−
|style="background-color:RGB(84,141,212)"|6.NO.2c4 Solve word problems involving the addition, subtraction, multiplication or division of fractions
+
−
5.NF.7c
+
−
|-
+
−
|style="background-color:RGB(198,217,241)"|3.NO.1l4 Identify that a part of a rectangle can be represented as a fraction that has a value between 0 and 1.
+
−
3.NF.2a
+
−
|style="background-color:RGB(141,179,226)"|4.NO.1n2 Compare up to 2 given fractions that have different denominators
+
−
4.NF.2
+
−
|style="background-color:deepskyblue"|5.NO.2b3 Multiply or divide fractions
+
−
5.NF.4
+
−
|style="background-color:RGB(84,141,212)"|7.NO.2f3 Find unit rates given a ratio.
+
−
7.RP.1
+
−
|-
+
−
|style="background-color:RGB(198,217,241)"|3.NO.1l5  Locate given common unit  fractions (i.e., ½, ¼, 1/8,) on a number line or ruler
+
−
3.NF.2
+
−
|style="background-color:RGB(141,179,226)"|4.SE.1g2 Use =, <, or > to compare 2 fractions(fractions with a denominator or 10 or less)
+
−
4.NF.2
+
−
|style="background-color:deepskyblue"|5.NO.2c1 Solve 1 step problems using decimals
+
−
5.NBT.7
+
−
|style="background-color:RGB(84,141,212)"|7.NO.2f5  Use proportions to solve ratio problems
+
−
7.RP.3
+
−
|-
+
−
|style="background-color:RGB(198,217,241)"|4.NO.1n1 Select a model of a given fraction (halves, thirds, fourths, sixths, eights)
+
−
|style="background-color:RGB(141,179,226)"|4.NO.1o1 Match a fraction with a denominator of 10 or 100 as a decimal (5/10 = .5)
+
−
4.NF.6
+
−
|style="background-color:deepskyblue"|6.NO.1f5 Solve unit rate problems involving unit pricing
+
−
6. RP. 3b
+
−
|style="background-color:RGB(84,141,212)"|7.NO.2f6 Solve word problems
+
−
involving ratios
+
−
6.RP.3b
+
−
7.RP.3
+
−
|-
+
−
|style="background-color:RGB(198,217,241)"|4.NO.1p1 Read, write or select decimals to the tenths place
+
−
4.NF.6
+
−
|style="background-color:RGB(141,179,226)"|4.NO.1o2 Find equivalent decimal for a given fraction.
+
−
4.NF.5
+
−
|style="background-color:deepskyblue"|6.NO.2c3 Solve one step, addition, subtraction, multiplcation, or division problems with fractions or decimals
+
−
6.NS.1
+
−
|style="background-color:RGB(84,141,212)"|7.NO.2.h1 Find percents in real world context
+
−
7.RP.3
+
−
|-
+
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|style="background-color:RGB(198,217,241)" rowspan="2"|4.SE.1h1 Express whole numbers as fractions
+
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3.NF.3c
+
−
|style="background-color:RGB(141,179,226)"|4.SE.1h2 Identify the equivalent decimal for a fraction
+
−
4.NF6
+
−
| style="background-color:deepskyblue"|8.NO.2i3 Solve one step addition, subtraction, multiplication, division problems with fractions, decimals, and positive/negative numbers
+
−
7. NS.1d
+
−
|style="background-color:RGB(84,141,212)"|7.NO.2h2  Solve one step percentage increase and decrease problems
+
−
7.RP.3
+
−
|-
+
−
|style="background-color:RGB(141,179,226)"|4.NO.2g1  Using a representation, decompose a fraction into multiple copies of a unit fraction (e.g., ¾ = ¼ + ¼ + ¼ )
+
−
3.NF.1
+
−
4.NF.3 a, b
+
−
|style="background-color:deepskyblue"|8.NO.2i4 Solve two step addition, subtraction, multiplication, and division problems with fractions, decimals, or positive/negative numbers
+
−
7. NS.1d
+
−
|rowspan="17"|
+
−
|-
+
−
|style="background-color:RGB(198,217,241)"|4.NO.1p2 Read, write or select decimals to the hundredths place
+
−
4.NF.6
+
−
|style="background-color:RGB(141,179,226)"|4.NO.1q1 Compare two decimals to the tenths place with a value of less than 1
+
−
4.NF.7
+
−
|rowspan="16"|
+
−
|-
+
−
|style="background-color:RGB(198,217,241)"|5.NO.1b6 Round decimals to the hundredths place
+
−
5.NBT.4
+
−
|style="background-color:RGB(141,179,226)" rowspan="2"|4.NO.1q2 Compare two decimals to the hundredths place with a value of less than 1
+
−
4.NF.7
+
−
|-
+
−
|style="background-color:RGB(198,217,241)"|5.NO.1b1 Read, write, or select a decimal to the hundredths place
+
−
5.NBT.3a
+
−
|-
+
−
|style="background-color:RGB(198,217,241)" rowspan="2"| 5.NO.1b2 Read, write or select a decimal to the thousandths place
+
−
5.NBT.3a
+
−
|style="background-color:RGB(141,179,226)"|4.SE.1g3 Use =, <, or > to compare 2 decimals (decimals in multiples of  .10)
+
−
4.NF.7
+
−
|-
+
−
|style="background-color:RGB(141,179,226)"|5.NO.1b3 Compare two decimals to the thousandths place with a value of less than 1
+
−
5.NBT.3a
+
−
|-
+
−
|style="background-color:RGB(198,217,241)"|6.NO.1f1 Find a percent of a quantity as rate per 100.
+
−
6.RP.3c
+
−
|style="background-color:RGB(141,179,226)"|5.NO.1c1 Rewrite a fraction as a decimal
+
−
4.NF.6
+
−
|-
+
−
|style="background-color:RGB(198,217,241)"|6.NO.1f2 Write or select a ratio to match a given statement and representation
+
−
6. RP. 1
+
−
|style="background-color:RGB(141,179,226)"|5.NO.1c2 Rewrite a decimal as a fraction
+
−
4.NF.6
+
−
|-
+
−
|rowspan="9"|
+
−
|style="background-color:RGB(141,179,226)"|5.NO.1b4 Round decimals to the next whole number
+
−
5.NBT.4
+
−
|-
+
−
|style="background-color:RGB(141,179,226)"|5.NO.1b5 Round decimals to the tenths place
+
−
5.NBT.4
+
−
|-
+
−
|style="background-color:RGB(141,179,226)"|6.NO.1f2 Write or select a ratio to match a given statement and representation
+
−
6. RP. 1
+
−
|-
+
−
|style="background-color:RGB(141,179,226)"|6.NO.1f3 Select or make a statement to interpret a given ratio
+
−
6. RP. 1
+
−
|-
+
−
|style="background-color:RGB(141,179,226)"|6.NO.1f4 Find a missing value (representations, whole numbers, common fractions, decimals to hundredths place, percent) for a given ratio
+
−
6. RP. 3a
+
−
|-
+
−
|style="background-color:RGB(141,179,226)"|7.NO.1h1  Identify an equivalent fraction, decimal and percent when given one of the three numbers
+
−
6.RP.3d
+
−
|-
+
−
|style="background-color:RGB(141,179,226)"|7.NO.2f1 Identify the proportional relationship between two quantities
+
−
7.RP.2
+
−
|-
+
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|style="background-color:RGB(141,179,226)"|7.NO.2f2  Determine if two quantities are in a proportional relationship using a table of equivalent ratios or points graphed on a coordinate plane
+
−
7.RP.2
+
−
|-
+
−
|style="background-color:RGB(141,179,226)"|7.NO.2f3 Find unit rates given a ratio
+
−
7.RP.1
+
−
|}
+
  
 
[[Category:Instructional Families]]
 
[[Category:Instructional Families]]
 
[[Category:Math]]
 
[[Category:Math]]

Latest revision as of 09:21, 3 September 2015

BACK TO Instructional Families


Contents

[edit] Additional References

To view the Common Core State Standards visit: Common Core State Standards Initiative

For ideas about how to teach the Data Analysis, Probability, and Statistics (DPS) curriculum see the Curriculum Resource Guide Data Analysis.

For a broader understanding of content related to DPS see the Ratios and Proportions Content Module.

To view the Learning Progressions Frameworks document, please visit Learning Progressions Frameworks Designed for Use with the Common Core State Standards in Mathematics K-12.

This document as a PDF: Instructional Families Data Probability and Statistics pdf

[edit] Labeling Reference Key

Reference Format Reference Source
ME-1 This is the reference format for the learning targets found in Karin Hess's Learning Progressions Frameworks (LPF), the Measurement (ME) strand.
K.ME.1a1 This is a Core Content Connector reference. The Core Content Connector (CCC) references are directly related to the LPF Progress Indicator references. The first five characters and included periods in this example, K.ME.1a, are the reference for the LPF Progress Indicator, the final digit, 1, indicates the number of the CCC that has been developed in relation to the indicator.
3.MD.A.1 This is a Common Core State Standard reference. In this reference, the 3 indicates the grade level, the MD indicates the domain, Measurement and Data,the A indicates the cluster, "Solve problems involving measurement and estimation",and the 1 indicates the number of the standard.


[edit] View of Learning Progressions Frameworks (LPF) Targets and Families across Grades

[edit] Distribution of Instructional Families: LPF Strand- Data Analysis, Probability, and Statistics (DPS) I and II

(K-4) Elementary School Learning Progressions Frameworks Targets (5-8) Middle School Learning Progressions Frameworks Targets (9-12) High School Learning Progressions Frameworks Targets
E.DPS-1 Gather and interpret data to answer questions related to a particular/single context.
  • Formulate questions, gather data, and build representations;
  • Identify and describe variation in data, and describe and compare shapes of distributions and measures of central tendency.
M.DPS-1 Design investigations and gather data to answer questions about multiple populations:
  • Formulate questions, gather data, and build representations;
  • Compare populations by analyzing distributions in terms of variability and measures of central tendency.
H.DPS-1 Design and conduct statistical studies:
  • Use appropriate statistical measures for analysis;
  • Develop the concepts of statistical inference and statistical significance, especially in relation to probability principles and sampling distributions.
E.DPS-2 Conduct simple probability experiments and characterize the outcomes in words, diagrams, or numerically. M.DPS-2 Conduct probability experiments:
  • Generate random samples to characterize variability in estimates and predictions;
  • Analyze and build models of the association between two variables.
H.DPS-2 Use the rules of probability to interpret data;
  • Develop explanations, and address real-world problems
INSTRUCTIONAL FAMILIES:
Formulate Questions/Plan Research Represent and Interpret Data Draw Conclusions from Data Collection Develop and Use Probability Models Draw Inferences About a Distribution
K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 HS


[edit] View of Grade Band Core Content Connectors (CCCs) by Learning Progressions Frameworks Targets and Instructional Families

[edit] Overview of CCCs: LPF Strand- DPS I, Grades (K-4)

(K-4) Elementary School Learning Progressions Frameworks Targets
E.DPS-1 Gather and interpret data to answer questions related to a particular/single context:
  • Formulate questions, gather data, and build representations;
  • Identify and describe variation in data, and describe and compare shapes of distributions and measures of central tendency.
Formulate Questions/Plan Research Represent and Interpret Data Draw Conclusions from Data Collection
Grades K-1 Grade 2 Grade 3 Grade 4
K.DPS.1a1 Select a question that is answered by collected data

K.CC.5

2.DPS.1a5 Select a question about 3 attributes that can be concretely represented

1.MD.C.4

3.DPS.1f1 Develop questions, make a plan for data collection

No CCSS linked

4.DPS.1f2 Develop questions, make a plan for data collection

No CCSS linked

1.DPS.1a2 Select questions that ask about “How many” and represent up to three categories that can be concretely represented

1.MD.C.4

2.DPSS.1a6 Identify up to 3 categories resulting from a selected question

1.MD.C.4

3.DPS.1g1 Collect data, organize into picture or bar graph

3.MD.B.3

4.DPS.1g3 Collect data, organize in graph (e.g. picture graph, line plot, bar graph)

3.MD.B.3

1.DPS.1a3 Identify 2 categories resulting from a selected question

1.MD.C.4

2.DPS.1a7 Analyze data by sorting into categories established by each question

2.MD.D.10

3.DPS.1g2 1g2 Organize measurement data into a line plot

3.MD.B.4

4.DPS.1i1 (repeated) Select the appropriate statement that describes the data representations based on a given graph (picture, bar, line plots)

3.MD.B.3

1.DPS.1a4 Analyze data by sorting into 2 categories; answer questions about the total number of data points and how many in each category

1.MD.C.4

2.DPS.1a8 Interpret the number of points in each category

No CCSS linked

3.DPS.1i1 Select the appropriate statement that describes the data representations based on a given graph (picture, bar, line plots) 4.DPS.1j1 Select an appropriate statement that describes the most frequent or the least frequent data point using a line plot, picture graph, or bar graph

4.G.A.1

2.DPS.1c2 Organize data by representing categorical data on a pictorial graph or bar graph

2.MD.D.10

1.DPS.1c1 Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for 2 or more categories

1.MD.C.4

2.DPS.1c3 Organize data by representing continuous data on a line plot

2.MD.D.9

3.DPS.1k1 Apply results of data to a real world situation

No CCSS linked

4.DPS.1k2 Apply results of data to a real world situation

3.MD.B.4

1.DPS.1d1 Interpret a picture graph to answer questions about how many in each category

1.MD.C.4

2.DPS.1d2 Identify the value of each category represented on picture graph and bar graph or each point on a line plot

2.MD.9 2.MD.10

1.DPS.1e1 Compare the values of the 2 categories of data in terms of more or less

1.MD.C.4

2.DPS.1e2 Compare the information shown in a bar graph or picture graph with up to 4 categories. Solve simple comparisons of how many more or how many less

2.MD.D.10


[edit] Overview of CCCs: LPF Strand- DPS I, Grades (5-8)

(5-8) Middle School Learning Progressions Frameworks Targets
M.DPS-1 Design investigations and gather data to answer questions about multiple populations.
  • Formulate questions, gather data, and build representations
  • Compare populations by analyzing distributions in terms of variability and measures of central tendency.
Formulate Questions/Plan Research Represent and Interpret Data Draw Conclusions from Data Collection
Grade 5 Grade 6 Grade 7 Grade 8
5.DPS.1c1 Collect and graph data: bar graph, line plots, picture graph (e.g., average height among 3 classrooms, # of boys and girls)

3.MD.B.3

5.MD.B.2

6.DPS.1a2 Identify statistical questions and make a plan for data collection

6.SP.A.1

7.DPS.1b1 7.DPS.1b1 Determine sample size to answer a given question

7.SP.A.1

8. DPS.1f1 Formulate a research question to study

No CCSS linked

8.DPS.1f2 Identify two variables to study in a given a research question

No CCSS linked

6.DPS.1c2 Collect and graph data: bar graph, line plots, dot plots, histograms

6.SP.B.4

7.DPS.1g1 Graph continuous data using line graphs, histograms, or dot plots

6.SP.B.4

8.DPS.1f3 Construct a two-way table summarizing data on two categorical variables collected from the same subjects; identify possible association between the two variables

8.SP.A.4

5. DPS.1d1 Select an appropriate statement about the range of the data for a given graph (bar graph, line plot) (i.e. range of data) up to 10 points

6.SP.A.3

6.DPS.1d2 Solve for mean of a given data set

6.SP.A.3

7.DPS.1i1 Solve for the median of a given data set

6.SP.B.5c

8.DPS.1g2 Graph data using line graphs, histograms, or box plots

8.SP.A.1

6.DPS.1d3 Select statement that matches mean, mode, and spread of data for 1 measure of central tendency for a given data set

6.SP.B.5

7.DPS.1i2 Identify the range (high/low), median(middle), mean, or mode of a given data set

7.SP.B.4

8.DPS.1h1 Graph bivariate data using scatter plots and identify possible associations between the variables

8.SP.A.1

6.DPS.1d4 Find the range of a given data set

6.SP.A.2

8.DPS.1i3 Using box plots and scatter plots, identify data points that appear to be outliers

8.SP.A.1

5.DPS.1e1 Use measures of central tendency to interpret data including overall patterns in the data

6.SP.A.3

6.DPS.1d5 Explain or identify what the mean represents in a set of data

6.SP.A.3

7.DPS.1j1 Make or select a statement to compare the distribution of 2 data sets

7.SP.B.3

8.DPS.1i4 Identify outliers, range, mean, median, and mode

6.SP.B.5c

6.DPS.1d6 Explain or identify what the mode represents in a set of data

6.SP.A.2

7.DPS.1k1 Analyze graphs to determine or select appropriate comparative inferences about two samples or populations

7.SP.B.4

8.DPS.1j2 Make or select an appropriate statements based upon two unequal data sets using measure of central tendency and shape

7.SP.B.4

6.DPS.1d7 Explain or identify what the median represents in a set of data

6.SP.5

8.DPS.1k2 Analyze displays of bivariate data to develop or select appropriate claims about those data

8.SP.A.4

6.DPS.1e2 Use measures of central tendency to interpret data including overall patterns in the data

6.SP.A.5


[edit] Overview of CCCs: LPF Strand- DPS II, Grades (5-8)

(5-8) Middle School Learning Progressions Frameworks Targets
M.DPS-2 Conduct probability experiments:
  • Generate random samples to characterize variability in estimates and predictions
  • Analyze and build models of the association between two variables.
Develop and Use Probability Models Draw Inferences About a Distribution
Grade 7 Grade 8
7.DPS.2a1 Conduct simple probability experiments

No CCSS link

8.DPS.2e4 Determine the theoretical probability of multistage probability experiments (2 coins, 2 dice)

7.SP.C.8

7.DPS.2d1 Describe the probability of events as being certain or impossible, likely, less likely or equally likely

7.SP.C.5

7.DPS.2d2 State the theoretical probability of events occurring in terms of ratios(words, percentages, decimals)

7.SP.C.5

8.DPS.2e5 Collect data from multistage probability experiments(2 coins, 2 dice)

7.SP.C.8

7.DPS.2b1 Identify sample space for a single event (coin, spinner, die)

No CCSS linked

8.DPS.2e6 Compare actual results of multistage experiment with theoretical probabilities

7.SP.C.8

7.DPS.2d3 Using a tree diagram, represent all possible outcomes of a situation, with up to 3 compound events with 2 or 3 possibilities per category (selecting the color of shirt, pant, type of shoes)

7.SP.6

8.DPS.2g1 Distinguish between a linear and non-linear association when analyzing bivariate data on a scatter plot

8.SP.A.2

7.DPS.2d4 Make a prediction regarding the probability of an event occurring; conduct simple probability experiments

7.SP.C.6

7.DPS.2e1 Determine the theoretical probability of multistage probability experiments (2 coins, 2 dice)

7.SP.C.8

7.DPS.2e2 Collect data from multistage probability experiments(2 coins, 2 dice)

7.SP.C.8

7.DPS.2d5 Compare actual results of simple experiment with theoretical probabilities

7.SP.C.7

7.DPS.2e3 Compare actual results of multistage experiment with theoretical probabilities

7.SP.C.8


[edit] Overview of CCCs: LPF Strand- DPS I, Grades (9-12)

(9-12) High School Learning Progressions Frameworks Targets
H.DPS-1 Design and conduct statistical studies:
  • Use appropriate statistical measures for analysis
  • Develop the concepts of statistical inference and statistical significance, especially in relation to probability principles and sampling distributions.
Formulate Questions/Plan Research Represent and Interpret Data Draw Conclusions from Data Collection
HS
H.DPS.1a1 Design study using categorical and continuous data, including creating a question, identifying a sample, and making a plan for data collection

HSS-ID.A.4

HSS-ID.B.5

H.DPS.1b1 Complete a graph given the data, using dot plots, histograms, or box plots

HSS-ID.A.1

H.DPS.1c1 Use descriptive stats; range, median, mode, mean, outliers/gaps to describe the data set

HSS-ID.A.4

HSS-ID.B.5

H.DPS.1d1 Represent data on a scatter plot to describe and predict

HSS-ID.B.6

H.DPS.1c2 Compare means, median, and range of 2 sets of data

HSS-ID.A.2

H.DPS.1d2 Select an appropriate statement that describes the relationship between variables

HSS-ID.B.6

H.DPS.1d3 Make or select an appropriate statement(s) about findings

HSS.IC.B.6

H.DPS.1d4 Apply the results of the data to a real world situation

HSS.IC.B.6


[edit] Overview of CCCs: LPF Strand- DPS II, Grades (9-12)

(9-12) High School Learning Progressions Frameworks Targets
H.DPS-1 Design and conduct statistical studies:
  • Use appropriate statistical measures for analysis
  • Develop the concepts of statistical inference and statistical significance, especially in relation to probability principles and sampling distributions
H.DPS-2 Use the rules of probability to interpret data, develop explanations and address real-world problems
Develop and Use Probability Models Draw Inferences About a Distribution
HS
H.DSP.2b1 Identify and describe the degree to which something is rated “good” or “bad”/desirable or undesirable based on numerical information

HSS.MD.B.7

H.DPS.2c1 Determine the theoretical probability of multistage probability experiments

HSS.MD.A.3

H.DPS.2c2 Collect data from multistage probability experiments

HSS.MD.A.3

H.DPS.1c3 Determine what inferences can be made from statistics

HSS.IC.A.1

H.DPS.2c3 Compare actual results of multistage experiment with theoretical probabilities

HSS.MD.A.3

H.DSP.2d1 Select or make an appropriate statement based on a two-way frequency table

HSS.CP.A.4

H.DSP.2e1 Select or make an appropriate statement based on real world examples of conditional probability

HSS.CP.A.5


[edit] View of Core Content Connectors (CCCs) by Instructional Families and Common Core State Standards (CCSS) Domains for DPS I

[edit] Instructional Families: LPF Strand - Data Analysis, Probability and Statistics

CCSS Domain Name: Counting and Cardinality; Measurement and Data CCSS Domain Name: Measurement and Data; Statistics and Probability CCSS Domain: Measurement and Data; Statistics and Probability; Interpreting Categorical and Quantitative Data; Making Inferences and Justifying Conclusions
Formulate Questions/Plan Research Represent and Interpret Data Draw Conclusions from Data Collection
K.DPS.1a1 Select a question that is answered by collected data

K.CC.B.5

1.DPS.1a4 Analyze data by sorting into 2 categories; answer questions about the total number of data points and how many in each category

1.MD.C.4

1.DPS.1e1 Compare the values of the 2 categories of data in terms of more or less

1.MD.C.4

1.DPS.1a2 Select questions that ask about “How many” and represent up to three categories that can be concretely represented

1.MD.C.4

1.DPS.1c1 Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for 2 or more categories

1.MD.C.4

2.DPS.1e2 Compare the information shown in a bar graph or picture graph with up to 4 categories. Solve simple comparisons of how many more or how many less

2.MD.D.10

1.DPS.1a3 Identify 2 categories resulting from a selected question

1.MD.C.4

1.DPS.1d1 Interpret a picture graph to answer questions about how many in each category

1.MD.C.4

3.DPS.1k1 Apply results of data to a real world situation

No CCSS linked

2.DPS.1a5 Select a question about 3 attributes that can be concretely represented

1.MD.C.4

2.DPS.1a7 Analyze data by sorting into categories established by each question

2.MD.D.10

4.DPS.1k2 Apply results of data to a real world situation

3.MD.B.4

2.DPS.1a6 Identify up to 3 categories resulting from a selected question

1.MD.C.4

2.DPS.1a8 Interpret the number of points in each category

No CCSS linked

5.DPS.1e1 Use measures of central tendency to interpret data including overall patterns in the data

6.SP.A.3

3.DPS.1f1 Develop questions, make a plan for data collection

No CCSS linked

2.DPS.1c2 Organize data by representing categorical data on a pictorial graph or bar graph

2.MD.D.10

6.DPS.1d5 Explain or identify what the mean represents in a set of data

6.SP.A.3

4.DPS.1f2 Develop questions, make a plan for data collection

No CCSS linked

2.DPS.1c3 Organize data by representing continuous data on a line plot

2.MD.D.9

6.DPS.1d6 Explain or identify what the mode represents in a set of data

6.SP.A.2

6.DPS.1a2 Identify statistical questions and make a plan for data collection

6.SP.A.1

2.DPS.1d2 Identify the value of each category represented on picture graph and bar graph or each point on a line plot

2.MD.D.9 2.MD.D.10

6.DPS.1d7 Explain or identify what the median represents in a set of data

6.SP.B.5

7.DPS.1b1 Determine sample size to answer a given question

7.SP.A.1

3.DPS.1g1 Collect data, organize into picture or bar graph

3.MD.B.3

6.DPS.1e2 Use measures of central tendency to interpret data including overall patterns in the data

6.SP.B.5

8.DPS.1f1 Formulate a research question to study

No CCSS linked

3.DPS.1g2 Organize measurement data into a line plot

3.MD.B.4

7.DPS.1j1 Make or select a statement to compare the distribution of 2 data sets

7.SP.B.3

8.DPS.1f2 Identify two variables to study in a given a research question

No CCSS linked

3.DPS.1i1 Select the appropriate statement that describes the data representations based on a given graph (picture, bar, line plots)

3.MD.B.3

7.DPS.1k1 Analyze graphs to determine or select appropriate comparative inferences about two samples or populations

7.SP.B.4

H.DPS.1a1 Design study using categorical and continuous data, including creating a question, identifying a sample, and making a plan for data collection

HSS-ID.A.4

HSS-ID.B.5

4.DPS.1g3 Collect data, organize in graph (e.g. picture graph, line plot, bar graph)

3.MD.B.3

8.DPS.1j2 Make or select an appropriate statements based upon two unequal data sets using measure of central tendency and shape

7.SP.B.4

4.DPS.1i1 (repeated) Select the appropriate statement that describes the data representations based on a given graph (picture, bar, line plots)

3.MD.B.3

8.DPS.1k2 Analyze displays of bivariate data to develop or select appropriate claims about those data

8.SP.4

4.DPS.1j1 Select an appropriate statement that describes the most frequent or the least frequent data point using a line plot, picture graph, or bar graph

4.G.1

H.DPS.1c2 Compare means, median, and range of 2 sets of data

HSS-ID.A.2

5.DPS.1c1 Collect and graph data: bar graph, line plots, picture graph (e.g., average height among 3 classrooms, # of boys and girls)

3.MD.B.3

5.MD.B.2

H.DPS.1d2 Select an appropriate statement that describes the relationship between variables

HSS-ID.B.6

5.DPS.1d1 Select an appropriate statement about the range of the data for a given graph (bar graph, line plot) (i.e. range of data) up to 10 points

6.SP.3

H.DPS.1d3 Make or select an appropriate statement(s) about findings

HSS-IC.B.6

6.DPS.1c2 Collect and graph data: bar graph, line plots, dot plots, histograms

6.SP.4

H.DPS.1d4 Apply the results of the data to a real world situation

HSS-IC.B.6

6.DPS.1d2 Solve for mean of a given data set

6.SP.A.3

6.DPS.1d3 Select statement that matches mean, mode, and spread of data for 1 measure of central tendency for a given data set

6.SP.B.5

6.DPS.1d4 Find the range of a given data set

6.SP.A.2

7.DPS.1g1 Graph continuous data using line graphs, histograms, or dot plots

6.SP.B.4

7.DPS.1i1 Solve for the median of a given data set

6.SP.B.5c

7.DPS.1i2 Identify the range (high/low), median(middle), mean, or mode of a given data set

7.SP.B.4

8.DPS.1f3 Construct a two-way table summarizing data on two categorical variables collected from the same subjects; identify possible association between the two variables

8.SP.A.4

8.DPS.1g2 Graph data using line graphs, histograms, or box plots

8.SP.A.1

8.DPS.1h1 Graph bivariate data using scatter plots and identify possible associations between the variables

8.SP.A.1

8.DPS.1i3 Using box plots and scatter plots, identify data points that appear to be outliers

8.SP.1

8.DPS.1i4 Identify outliers, range, mean, median, and mode

6.SP.B.5c

H.DPS.1b1 Complete a graph given the data, using dot plots, histograms, or box plots

HSS-ID.A.1

H.DPS.1c1 Use descriptive stats; range, median, mode, mean, outliers/gaps to describe the data set

HSS-ID.A.4

HSS-ID.B.5

H.DPS.1d1 Represent data on a scatter plot to describe and predict

HSS-ID.B.6


[edit] View of Core Content Connectors (CCCs) by Instructional Families and Common Core State Standards (CCSS) Domains for DPS II

Common Core State Standards (CCSS) Domain Name: Statistics and Probability Common Core State Standards (CCSS) Domain Name: Statistics and Probability, Standards: Use random sampling to draw inferences about a population; Investigate chance processes and develop, use, and evaluate probability models.
Develop and Use Probability Models Draw Inferences about a Distribution
7.DPS.2a1 Conduct simple probability experiments

No CCSS linked

7.DPS.2d5 Compare actual results of simple experiment with theoretical probabilities

7.SP.C.7

7.DPS.2d1 Describe the probability of events as being certain or impossible, likely, less likely or equally likely

7.SP.C.5

7.DPS.2e3 Compare actual results of multistage experiment with theoretical probabilities

7.SP.C.8

7.DPS.2d2 State the theoretical probability of events occurring in terms of ratios(words, percentages, decimals)

7.SP.C.5

8.DPS.2e6 Compare actual results of multistage experiment with theoretical probabilities

7.SP.C.8

7.DPS.2b1 Identify sample space for a single event (coin, spinner, die)

No CCSS linked

8.DPS.2g1 Distinguish between a linear and non-linear association when analyzing bivariate data on a scatter plot

8.SP.A.2

7.DPS.2d3 Using a tree diagram, represent all possible outcomes of a situation, with up to 3 compound events with 2 or 3 possibilities per category (selecting the color of shirt, pant, type of shoes)

7.SP.C.6

H.DPS.1c3 Determine what inferences can be made from statistics

HSS-IC.A.1

7.DPS.2d4 Make a prediction regarding the probability of an event occurring; conduct simple probability experiments

7.SP.C.6

H.DPS.2c3 Compare actual results of multistage experiment with theoretical probabilities

HSS-MD.A.3

7.DPS.2e1 Determine the theoretical probability of multistage probability experiments (2 coins, 2 dice)

7.SP.C.8

H.DSP.2d1 Select or make an appropriate statement based on a two-way frequency table

S.CP.4

7.DPS.2e2 Collect data from multistage probability experiments(2 coins, 2 dice)

7.SP.C.8

H.DSP.2e1 Select or make an appropriate statement based on real world examples of conditional probability

HSS-CP.A.5

8.DPS.2e4 Determine the theoretical probability of multistage probability experiments (2 coins, 2 dice)

7.SP.C.8

8.DPS.2e5 Collect data from multistage probability experiments(2 coins, 2 dice)

7.SP.C.8

H.DSP.2b1 Identify and describe the degree to which something is rated “good” or “bad”/desirable or undesirable based on numerical information

HSS-MD.B.7

H.DPS.2c1 Determine the theoretical probability of multistage probability experiments

HSS-MD.A.3

H.DPS.2c2 Collect data from multistage probability experiments

HSS-MD.A.3


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