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Grade K - PA Standards & EC to CCSS No Match 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. 1/31/2011 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. 1/31/2011 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. 1/31/2011 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?” 1/31/2011