Download Grade K - PA Standards to CCSS

Grade K - PA Standards & EC to CCSS
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Match
PA Standards
Comment
2.1 Numbers, Number Systems and Number Relationships
2.1.K.A. Demonstrate the relationship between
numbers and quantities, including rote counting, oneto-one correspondence, and counting by tens, and
comparing values of whole numbers up to 20.
PA standard does not
include counting to
100 in CCKCC1,
counting not
beginning at 1 in
CCKCC.2, writing
numbers from 1-20
in CCKCC3,
understanding that
each successive
number name refers
to a quantity that is 1
larger in CCKCC.4,
counting a set in
CCKCC.5. Level of
focus/detail in cc is
not evident in PA. CC
addresses
understanding while
PA could seem to be
more procedural. CC
is more specific than
PA, hence the
number of standards
addressing this
concept. Guidance
is needed for
educators in PA as
to exactly what is
part of the PA
standard. CC spells
it out a little more
clearly. Guidance is
needed for
educators in PA as
to exactly what is
part of the PA
Adjustments Necessary
CCSS
CC.K.CC.1 Know number names and the count sequence. Count to 100 by ones and by tens.
CC.K.CC.2 Know number names and the count sequence. Count forward beginning from a
given number within the known sequence (instead of having to begin at 1).
CC.K.CC.3 Know number names and the count sequence. Write numbers from 0 to 20.
Represent a number of objects with a written numeral 0-20 (with 0 representing a count of
no objects).
CC.K.CC.4 Count to tell the number of objects. Understand the relationship between numbers
and quantities; connect counting to cardinality.
CC.K.CC.4a When counting objects, say the number names in the standard order, pairing each
object with one and only one number name and each number name with one and only one
object.
CC.K.CC.4b Understand that the last number name said tells the number of objects counted.
The number of objects is the same regardless of their arrangement or the order in which they
were counted.
CC.K.CC.4c Understand that each successive number name refers to a quantity that is one
larger.
CC.K.CC.5 Count to tell the number of objects. Count to answer “how many?” questions
about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as
10 things in a scattered configuration; given a number from 1-20, count out that many
objects.
CC.K.CC.6 Compare numbers. Identify whether the number of objects in one group is greater
than, less than, or equal to the number of objects in another group, e.g., by using matching
and counting strategies. (Include groups with up to ten objects.)
CC.K.CC.7 Compare numbers. Compare two numbers between 1 and 10 presented as written
numerals.
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Grade K - PA Standards & EC to CCSS
No Match
PA Standards
Match
Comment
Adjustments Necessary
CCSS
standard. CC spells
it out a little more
clearly.
2.1.K.B. Represent equivalent forms of the same
number through the use of pictures and concrete
objects (including penny, nickel, and dime), up to 20.
2.1.K.C. Use concrete objects, drawings, diagrams or
models to group objects into sets of ten; separate
objects into equal parts.
2.1.K.D. Use concrete objects to demonstrate
regrouping ones to tens, with adult assistance.
2.1.K.E. Recognize even and odd number patterns.
2.1.K.F. Use concrete objects to solve addition and
subtraction word problems.
PA standard does not
talk about composing
and decomposing
numbers into tens
and ones and only
talks about using
concrete objects,
drawing and
diagrams while CC
KNBT.1 also includes
equations.
PA mentions adult
assistance, CCKNBT.1
goes beyond
concrete objects
mentioning drawing
and equations also
understanding of
numbers as being
composed of tens
and ones.
CC.K.NBT.1 Work with numbers 11-19 to gain foundations for place value. Compose and
decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using
objects or drawings, and record each composition or decomposition by a drawing or equation
(such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one,
two, three, four, five, six, seven, eight, or nine ones.
PA focuses on use of
concrete objects
while CCKOA.1
focuses on
understanding the
meaning of addition
and representing the
mathematics. The
ideas in CCKOA 2, 3,
and 4 are also not
understood in PA
21KF. The make a ten
CC.K.OA.1 Understand addition as putting together and adding to, and understand
subtraction as taking apart and taking from. Represent addition and subtraction with
objects, fingers, mental images, drawings (drawings need not show details, but should show
the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal
explanations, expressions, or equations.
CC.K.OA.2 Understand addition as putting together and adding to, and understand
subtraction as taking apart and taking from. Solve addition and subtraction word problems,
and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
CC.K.OA.3 Understand addition as putting together and adding to, and understand
subtraction as taking apart and taking from. Decompose numbers less than or equal to 10
into pairs in more than one way, e.g., by using objects or drawings, and record each
CC.K.NBT.1 Work with numbers 11-19 to gain foundations for place value. Compose and
decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using
objects or drawings, and record each composition or decomposition by a drawing or equation
(such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one,
two, three, four, five, six, seven, eight, or nine ones.
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Grade K - PA Standards & EC to CCSS
No Match
PA Standards
Match
Adjustments Necessary
Comment
CCSS
strategy in CCKOA.4
is not reflected in PA
standard.
decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
CC.K.OA.4 Understand addition as putting together and adding to, and understand
subtraction as taking apart and taking from. For any number from 1 to 9, find the number
that makes 10 when added to the given number, e.g., by using objects or drawings, and
record the answer with a drawing or equation.
PA focuses on the
results of adding and
subtracting and cc
focuses on
understanding and
fluently adding and
subtracting within 5.
CC.K.OA.5 Understand addition as putting together and adding to, and understand
subtraction as taking apart and taking from. Fluently add and subtract within 5.
PA is identifying
similarities and
differences in
measurement while
CC is describing and
comparing
measurable
attributes.
PA focuses in
measuring with
nonstandard units.
CC is directly
comparing 2 objects
with a common
attribute –this may
involve more than
using nonstandard
objects.
CC.K.MD.1 Describe and compare measurable attributes. Describe measurable attributes of
objects, such as length or weight. Describe several measurable attributes of a single object.
2.2 Computation and Estimation
2.2.K.B. Represent and explain the results of adding and
subtracting sets of objects up to and including ten,
using math vocabulary
2.2.K.D. Estimate how many objects are in a set/group
up to and including twenty objects and conclude the
reasonableness of those estimates.
2.3 Measurement and Estimation
2.3.K.A. Identify similarities and differences in
measurement of objects.
2.3.K.B. Use concrete objects as nonstandard units to
estimate and measure.
CC.K.MD.2 Describe and compare measurable attributes. Directly compare two objects with a
measurable attribute in common, to see which object has “more of”/“less of” the attribute,
and describe the difference. For example, directly compare the heights of two children and
describe one child as taller/shorter.
2.3.K.C. Order events based on time.
1/31/2011
Grade K - PA Standards & EC to CCSS
No Match
Match
Adjustments Necessary
PA Standards
Comment
CCSS
2.3.K.F. Compare concrete objects to determine greater
or lesser attributes (length, weight).
PA does not focus on
describing and
comparing attributes
only on comparing to
determine greater or
lesser attributes.
CC.K.MD.2 Describe and compare measurable attributes. Directly compare two objects with a
measurable attribute in common, to see which object has “more of”/“less of” the attribute,
and describe the difference. For example, directly compare the heights of two children and
describe one child as taller/shorter.
CC goes beyond PA in
having students
count the number of
objects and sort the
categories by count.
CC.K.MD.3 Classify objects and count the number of objects in each category. Classify objects
into given categories; count the numbers of objects in each category and sort the categories
by count. (Limit category counts to be less than or equal to 10.)
CC goes more in
depth about the
arguments and
reasoning used as
CC mathematical practices all of them, but especially – construct viable arguments (3) and
make sense of problems (1).
2.6 Statistics and Data Analysis
2.6.K.A. Gather data in response to questions posed to
learners.
2.6.K.B. Organize and display objects by one or more
attributes.
2.6.K.C. Answer questions based on data shown on
graphs or charts.
2.6.K.D. Answer comparative questions based on
representations of data.
2.6.K.E. Draw conclusions about information shown on
a graph or chart.
2.7 Probability and Predictions
2.7.K.A. Determine the probability of an event
occurring.
2.7.K.B. Predict outcomes of events.
2.7.K.D. List or graph the possible results of an
experiment, with adult assistance.
.2.7.K.E. Answer questions about predictions and actual
outcomes based on data.
2.4 Mathematical Reasoning and Connections
2.4.K.A. Draw conclusions and describe thought process
(es) (e.g., think aloud) related to problem solving
situations.
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Grade K - PA Standards & EC to CCSS
No Match
PA Standards
2.4.K.B. Use terms of logic to describe models (e.g., all,
or, every, none, some, or many).
Match
Comment
well as making
conjectures about
the solution
pathway.
CC goes beyond what
PA describes in their
standard.
Adjustments Necessary
CCSS
CC mathematical practices all of them, but especially (6) attend to precision and (3)
construct arguments
2.5 Mathematical Problem Solving and Communication
2.5.K.A. Solve a problem and explain how it was solved
in grade appropriate contexts.
2.5.K.B. Use appropriate mathematical vocabulary
when explaining how to solve a problem.
CC discusses more in
depth
communication
about problem
solution.
CC discusses not only
communicating
precisely but also
using clear
definitions in
discussion with
others.
CC mathematical practices all of them, but especially (1) Make sense of problems, (2) reason
abstractly and quantitatively, (3) construct viable arguments, (4) model with mathematics
CC moves beyond
equal and not equal
to greater than, less
than, or equal to and
also uses counting
strategies not just
concrete objects.
PA standard does not
reflect understanding
what addition and
subtraction are. Also
does not reflect
adding and
subtracting within
10.
CC.K.CC.6 Compare numbers. Identify whether the number of objects in one group is greater
than, less than, or equal to the number of objects in another group, e.g., by using matching
and counting strategies. (Include groups with up to ten objects.)
Cc mathematical practices all of them, but especially (6) Attend to precision
2.8 Algebra and Functions
2.8.K.A. Use concrete objects to demonstrate
understanding of equal and not equal.
2.8.K.B. Recreate and explain simple story problems
using manipulatives.
CC.K.OA.2 Understand addition as putting together and adding to, and understand
subtraction as taking apart and taking from. Solve addition and subtraction word problems,
and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
2.8.K.C. Recognize, describe, extend, replicate and
1/31/2011
Grade K - PA Standards & EC to CCSS
No Match
PA Standards
transfer number and geometric patterns.
2.8.K.D. Use a rule represented by concrete objects to
find a missing value.
2.8.K.E. Use concrete objects to represent
mathematical situations.
Match
Adjustments Necessary
Comment
CCSS
PA only reflects the
use of concrete
objects while cc also
uses drawings. PA
does not reflect
understanding of
addition and
subtraction.
CC.K.OA.2 Understand addition as putting together and adding to, and understand
subtraction as taking apart and taking from. Solve addition and subtraction word problems,
and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
CC also talks about
3-D shapes as well as
associating shapes
with objects in the
environ. as well as
shapes in different
orientations. CC also
describes relative
positions of shapes
using appropriate
vocab.
CC.K.G.1 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes,
cones, cylinders, and spheres). Describe objects in the environment using names of shapes,
and describe the relative positions of these objects using terms such as above, below, beside,
in front of, behind, and next to.
CC.K.G.2 Identify and describe shapes (such as squares, circles, triangles, rectangles,
hexagons, cubes, cones, cylinders, and spheres). Correctly name shapes regardless of their
orientations or overall size.
CC.K.G.3 Identify and describe shapes (such as squares, circles, triangles, rectangles,
hexagons, cubes, cones, cylinders, and spheres). Identify shapes as two-dimensional (lying in
a plane, “flat”) or three-dimensional (“solid”).
PA orders numbers
while CC compares
numbers, identifying
whether they are <,
>, = using different
strategies.
CC.K.CC.6 Compare numbers. Identify whether the number of objects in one group is greater
than, less than, or equal to the number of objects in another group, e.g., by using matching
and counting strategies. (Include groups with up to ten objects.)
2.8.K.F. Describe data from classroom graphs and
charts.
2.9 Geometry
2.9.K.A. Identify and describe common 2-dimensional
shapes.
2.9.K.B. Identify and draw lines of symmetry, with adult
assistance.
2.11 Concepts of Calculus
2.11.K.A. Order whole numbers, 0 to 20, with least to
greatest value.
CC.K.G.4 Analyze, compare, create, and compose shapes. Analyze and compare two- and
three-dimensional shapes, in different sizes and orientations, using informal language to
1/31/2011
Grade K - PA Standards & EC to CCSS
No Match
PA Standards
Match
Comment
Adjustments Necessary
CCSS
describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”)
and other attributes (e.g., having sides of equal length).
CC.K.G.5 Analyze, compare, create, and compose shapes. Model shapes in the world by
building shapes from components (e.g., sticks and clay balls) and drawing shapes.
CC.K.G.6 Analyze, compare, create, and compose shapes. Compose simple shapes to form
larger shapes. For example, "can you join these two triangles with full sides touching to make
a rectangle?”
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