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TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range GR 28-32 ACT College Readiness Standard NAEP content area page 1 of 58 Grade NAEP 2009 Math Content Area Standard Algebra II Algebra II SPI 3103.1.1 Move flexibly between multiple representations (contextual, physical, written, verbal, iconic/pictorial, graphical, tabular, and symbolic) of nonlinear and transcendental functions to solve problems, to model mathematical ideas, and to communicate solution strategies. Match number line graphs with solution sets of linear inequalities ALG 12 Recognize special characteristics of parabolas and circles (e.g., the vertex of a parabola and the center or radius of a circle)† EEI PSDA 33-36 Identify characteristics of graphs based on a set of conditions or on a general equation such as y = ax2 + c 33-36 Write expressions that require planning and/or manipulating to accurately model a situation Write equations and inequalities that require planning, manipulating, and/or solving 24-27 Manipulate data from tables and graphs 1e) Identify or analyze distinguishing properties of linear, quadratic, rational, exponential, or *trigonometric functions from tables, graphs, or equations. 1f ) Recognize and analyze the general forms of linear, quadratic, rational, exponential, or *trigonometric functions. 2a) Create and translate between different representations of algebraic expressions, equations, and inequalities (e.g., linear, quadratic, exponential, or *trigonometric) using symbols, graphs, tables, diagrams, or written descriptions. 2 f ) Given a real-world situation, determine if a linear, quadratic, rational, exponential, logarithmic, or *trigonometric function fits the situation. DASP 12 1d) Solve problems involving univariate or bivariate data. 3a) Identify possible sources of bias in sample surveys, and describe how such bias can be controlled and reduced. Algebra II SPI 3103.1.2 Recognize and describe errors in data collection and analysis as well as identifying representations of data as being accurate or misleading. 28-32 Interpret and use information from figures, tables, and graphs 3d) Identify or evaluate the characteristics of a good survey or of a well-designed experiment 5a) Identify misleading uses of data in realworld settings and critique different ways of presenting and using information. 33-36 Analyze and draw conclusions based on information from figures, tables, and graphs 5c) Recognize, use, and distinguish between the processes of mathematical (deterministic) and statistical modeling. 5d) Recognize when arguments based on data confuse correlation with causation. Algebra II SPI 3103.1.3 Use technology tools to identify and F 33-36 Match graphs of basic trigonometric ALG 12 2b) Analyze or interpret relationships expressed in symbols, graphs, tables, diagrams TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 2 of 58 Grade functions with their equations† describe patterns in data using non-linear and transcendental functions that approximate data as well as using those functions to solve contextual problems. NAEP 2009 Math Content Area Standard (including Venn diagrams), or written descriptions and evaluate the relative advantages or disadvantages of different representations to answer specific questions. 2e) Make inferences or predictions using an algebraic model of a situation. 2f) Given a real-world situation, determine if a linear, quadratic, rational, exponential, logarithmic, or *trigonometric function fits the situation. 2g) Solve problems involving exponential growth and decay. 2h) Analyze properties of exponential, logarithmic, and rational functions. 4c) Analyze situations, develop mathematical models, or solve problems using linear, quadratic, exponential, or logarithmic equations or inequalities symbolically or graphically. Algebra II SPI 3103.1.4 Use mathematical language, symbols, definitions, proofs and counterexamples correctly and precisely to effectively communicate reasoning in the process of solving problems via mathematical modeling with both linear and non-linear functions. F GR 28-32 Evaluate composite functions at integer values† 33-36 Write an expression for the composite of two simple functions† 28-32 Write an expression for the composite of two simple functions† 33-36 Match number line graphs with solution sets of simple quadratic inequalities ALG 12 1e) Identify or analyze distinguishing properties of linear, quadratic, rational, exponential, or *trigonometric functions from tables, graphs, or equations. 5a) Use algebraic properties to develop a valid mathematical argument. 5b) Determine the role of hypotheses, logical implications, and conclusions in algebraic argument. 5c) Explain the use of relational conjunctions (and, or) in algebraic arguments. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard Analyze and draw conclusions based on information from graphs in the coordinate plane Algebra II SPI 3103.2.1 Algebra II SPI 3103.2.2 NAEP content area DASP 12 2e) Approximate a trend line if a linear pattern is apparent in a scatterplot or use a graphing calculator to determine a least-squares regression line, and use the line or equation to make predictions. NPO 12 6a) Give a mathematical argument to establish the validity of a simple numerical property or relationship. Grade 6b) Analyze or interpret a proof by mathematical induction of a simple numerical relationship. 5f) Recognize properties of the number system—whole numbers, integers, rational numbers, real numbers, and complex numbers—recognize how they are related to each other, and identify examples of each type of number. 24-27 Exhibit some knowledge of the complex numbers† NPO 12 NCP 29-32 Multiply two complex numbers NPO 12 30-36 Apply properties of complex numbers 5e) Apply basic properties of operations, including conventions about the order of operation 24-27 Solve real-world problems using first-degree equations ALG 12 2a) Create and translate between different representations of algebraic expressions, equations, and inequalities (e.g., linear, quadratic, exponential, or *trigonometric) using symbols, graphs, tables, diagrams, or written descriptions. Describe any number in the complex number system. Compute with all real and complex numbers. Identify solutions to simple quadratic equations Use the number system, from real to complex, to solve equations and contextual problems. NAEP 2009 Math Content Area Standard NCP EEI Algebra II SPI 3103.2.3 page 3 of 58 2g) Solve problems involving exponential growth and decay. 3b) Write algebraic expressions, equations, or inequalities to represent a situation. 4a) Solve linear, rational or quadratic equations or inequalities, including those involving absolute value. 4c) Analyze situations, develop mathematical models, or solve problems using linear, TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 4 of 58 Grade NAEP 2009 Math Content Area Standard quadratic, exponential, or logarithmic equations or inequalities symbolically or graphically. 4e) Solve problems involving special formulas such as: A = P(I + r)t, A = Pert]. 4g) Solve quadratic equations with complex roots. Algebra II SPI 3103.3.1 Add, subtract and multiply polynomials; divide a polynomial by a lower degree polynomial. EEI EEI Algebra II SPI 3103.3.2 Solve quadratic equations and systems, and determine roots of a higher order polynomial. GR 20-23 Multiply two binomials 24-27 Add, subtract, and multiply polynomials 28-32 Solve quadratic equations 33-36 ALG 12 3c) Perform basic operations, using appropriate tools, on algebraic expressions including polynomial and rational expressions. ALG 12 4a) Solve linear, rational or quadratic equations or inequalities, including those involving absolute value. 4d) Solve (symbolically or graphically) a system of equations or inequalities and recognize the relationship between the analytical solution and graphical solution. Match number line graphs with solution sets of simple quadratic inequalities 4g) Solve quadratic equations with complex roots. Solve problems integrating multiple algebraic and/or geometric concepts NCO Algebra II SPI 3103.3.3 Add, subtract, multiply, divide and simplify rational expressions including those with rational and negative exponents. Algebra II SPI 3103.3.4 Use the formulas for the general term and summation of finite arithmetic and both finite and infinite geometric series. 24-27 Determine when an expression is undefined* 28-32 Apply rules of exponents 33-36 Draw conclusions based on number concepts, algebraic properties, and/or relationships between expressions and numbers ALG 12 3c) Perform basic operations, using appropriate tools, on algebraic expressions including polynomial and rational expressions. ALG 12 1a) Recognize, describe, or extend numerical patterns, including arithmetic and geometric progressions. 3g) Determine the sum of finite and infinite arithmetic and geometric series. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Algebra II SPI 3103.3.5 Algebra II SPI 3103.3.6 Algebra II SPI 3103.3.7 SPI Describe the domain and range of functions and articulate restrictions imposed either by the operations or by the contextual situations which the functions represent. Combine functions (such as polynomial, rational, radical and absolute value expressions) by addition, subtraction, multiplication, division, or by composition and evaluate at specified values of their variables. Identify whether a function has an inverse, whether two functions are inverses of each other, and/or explain why their graphs are reflections over the line y = x. ACT content area NCP FN EEI Range ACT College Readiness Standard 24-27 Determine when an expression is undefined 20-23 Evaluate quadratic functions, expressed in function notation, at integer values 24-27 Evaluate polynomial functions, expressed in function notation, at integer values 28-32 Evaluate composite functions at integer values 33-36 Write an expression for the composite of two simple functions 28-32 Find solutions to systems of linear equations page 5 of 58 NAEP content area ALG 12 1i) Determine the domain and range of functions given in various forms and contexts. ALG 12 3f) Use function notation to evaluate a function at a specified point in its domain and combine functions by addition, subtraction, multiplication, division, and composition. ALG 12 1j) Given a function, determine its inverse if it exists, and explain the contextual meaning of the inverse for a given situation. ALG 12 4d) Solve (symbolically or graphically) a system of equations or inequalities and recognize the relationship between the analytical solution and graphical solution. Grade NAEP 2009 Math Content Area Standard Algebra II SPI 3103.3.8 Solve systems of three linear equations in three variables. ALG 12 Algebra II SPI 3103.3.9 Graph the solution set of two or three linear or quadratic inequalities. 4d) Solve (symbolically or graphically) a system of equations or inequalities and recognize the relationship between the analytical solution and graphical solution. Identify and/or graph a variety of functions and their translations. ALG 12 Algebra II SPI 3103.3.10 2d) Perform or interpret transformations on the graphs of linear, quadratic, exponential, and *trigonometric functions. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Algebra II SPI 3103.3.11 SPI ACT content area GR Range ACT College Readiness Standard 28-32 Recognize special characteristics of parabolas and circles (e.g., the vertex of a parabola and the center or radius of a circle) NAEP content area ALG page 6 of 58 Grade 12 NAEP 2009 Math Content Area Standard 2a) Create and translate between different representations of algebraic expressions, equations, and inequalities (e.g., linear, quadratic, exponential, or *trigonometric) using symbols, graphs, tables, diagrams, or written descriptions. 2d) Perform or interpret transformations on the graphs of linear, quadratic, exponential, and *trigonometric functions. Graph conic sections (circles, parabolas, ellipses and hyperbolas) and understand the relationship between the standard form and the key characteristics of the graph. GEO 12 4c) Describe or identify conic sections and other cross sections of solids. 4f) Find an equation of a circle given its center and radius and, given an equation of a circle, find its center and radius. 4g) *Graph ellipses and hyperbolas whose axes are parallel to the coordinate axes and demonstrate understanding of the relationship between their standard algebraic form and their graphical characteristics. GR Algebra II SPI 3103.3.12 Interpret graphs that depict real-world phenomena. 33-36 Analyze and draw conclusions based on information from graphs in the coordinate plane ALG 12 2a) Create and translate between different representations of algebraic expressions, equations, and inequalities (e.g., linear, quadratic, exponential, or *trigonometric) using symbols, graphs, tables, diagrams, or written descriptions. 2b) Analyze or interpret relationships expressed in symbols, graphs, tables, diagrams (including Venn diagrams), or written descriptions and evaluate the relative advantages or disadvantages of different representations to answer specific questions. 2e) Make inferences or predictions using an algebraic model of a situation. 2f) Given a real-world situation, determine if a TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range Solve quadratic equations EEI Algebra II SPI 3103.3.13 ACT College Readiness Standard NAEP content area ALG page 7 of 58 Grade 12 NAEP 2009 Math Content Area Standard linear, quadratic, rational, exponential, logarithmic, or *trigonometric function fits the situation. 1b) Express linear and exponential functions in recursive and explicit form given a table, verbal description, or some terms of a sequence. 2f) Given a real-world situation, determine if a linear, quadratic, rational, exponential, logarithmic, or *trigonometric function fits the situation. Solve contextual problems using quadratic, rational, radical and exponential equations, finite geometric series or systems of equations. 2g) Solve problems involving exponential growth and decay. 4c) Analyze situations, develop mathematical models, or solve problems using linear, quadratic, exponential, or logarithmic equations or inequalities symbolically or graphically. 4e) Solve problems involving special formulas such as: A = P(I + r)t, A = Pert]. Algebra II SPI 3103.3.14 Solve problems involving the binomial theorem and its connection to Pascal’s Triangle, combinatorics, and probability. Algebra II SPI 3103.4.1 Exhibit knowledge of unit circle trigonometry. Algebra II SPI 3103.4.2 Match graphs of basic trigonometric functions with their equations. PSDA 28-32 Apply counting techniques DASP 12 4k) Use the binomial theorem to solve problems FN 33-36 Exhibit knowledge of unit circle trigonometry MEAS 12 3e) Determine the radian measure of an angle and explain how radian measurement is related to a circle of radius 1. FN 33-36 Match graphs of basic trigonometric functions with their equations ALG 12 1e) Identify or analyze distinguishing properties of linear, quadratic, rational, exponential, or *trigonometric functions from tables, graphs, or equations. 1h) Recognize and analyze the general forms TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 8 of 58 Grade NAEP 2009 Math Content Area Standard of linear, quadratic, rational, exponential, or *trigonometric functions. 2a) Create and translate between different representations of algebraic expressions, equations, and inequalities (e.g., linear, quadratic, exponential, or *trigonometric) using symbols, graphs, tables, diagrams, or written descriptions. 2d) Perform or interpret transformations on the graphs of linear, quadratic, exponential, and *trigonometric functions. FN Algebra II SPI 3103.4.3 Compute, compare and explain summary statistics for distributions of data including measures of center and spread. Use trigonometric concepts and basic identities to solve problems ALG 12 1e) ) Identify or analyze distinguishing properties of linear, quadratic, rational, exponential, or *trigonometric functions from tables, graphs, or equations. 1h) Recognize and analyze the general forms of linear, quadratic, rational, exponential, or *trigonometric functions. PSDA Algebra II SPI 3103.5.1 33-36 Describe and articulate the characteristics and parameters of parent trigonometric functions to solve contextual problems. 24-27 Calculate the average, given the frequency counts of all the data values DASP 12 2a) Calculate, interpret, or use summary statistics for distributions of data including measures of typical value (mean, median), position (quartiles, percentiles), and spread (range, interquartile range, variance, standard deviation). 2b) Recognize how linear transformations of one-variable data affect mean, median, mode, range, interquartile range, and standard deviation. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range 33-36 ACT College Readiness Standard NAEP content area page 9 of 58 Grade Distinguish between mean, median, and mode for a list of numbers NAEP 2009 Math Content Area Standard 2c) Determine the effect of outliers on mean, median, mode, range, interquartile range, or standard deviation. 2d) Compare data sets using summary statistics (mean, median, mode, range, interquartile range, or standard deviation) describing the same characteristic for two different populations or subsets of the same population. PSDA Algebra II SPI 3103.5.2 Compare data sets using graphs and summary statistics. Algebra II SPI 3103.5.3 Analyze patterns in a scatter-plot and describe relationships in both linear and non-linear data. Algebra II SPI 3103.5.4 Apply the characteristics of the normal distribution. Algebra II SPI 3103.5.5 Determine differences between randomized experiments and observational studies. Algebra II SPI 3103.5.6 Find the regression curve that best fits both linear and nonlinear data (using technology such as a graphing calculator) and use it to make predictions. 33-36 Analyze and draw conclusions based on information from figures, tables, and graphs DASP 12 2d) Compare data sets using summary statistics (mean, median, mode, range, interquartile range, or standard deviation) describing the same characteristic for two different populations or subsets of the same population. DASP 12 2e) Approximate a trend line if a linear pattern is apparent in a scatterplot or use a graphing calculator to determine a least-squares regression line, and use the line or equation to make predictions. DASP 12 2g) Know and interpret the key characteristics of a normal distribution such as shape, center (mean), and spread (standard deviation). DASP 12 3e) Recognize the differences in design and in conclusions between randomized experiments and observational studies. DASP 12 2e) Approximate a trend line if a linear pattern is apparent in a scatterplot or use a graphing calculator to determine a least-squares regression line, and use the line or equation to make predictions. 5c) Recognize, use, and distinguish between the processes of mathematical (deterministic) and statistical modeling. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area DASP Algebra II SPI 3103.5.7 page 10 of 58 Grade 12 Determine/recognize when the correlation coefficient measures goodness of fit. NAEP 2009 Math Content Area Standard 2f) Recognize that the correlation coefficient is a number from –1 to +1 that measures the strength of the linear relationship between two variables; visually estimate the correlation coefficient (e.g., positive or negative, closer to 0, .5, or 1.0) of a scatterplot. 5d) Recognize when arguments based on data confuse correlation with causation. PSDA Algebra II SPI 3103.5.8 20-23 Determine the probability of a simple event DASP 12 4a) Recognize whether two events are independent or dependent. 4b) Determine the theoretical probability of simple and compound events in familiar or unfamiliar contexts. Apply probability concepts such as conditional probability and independent events to calculate simple probability. 33-36 4c) Given the results of an experiment or simulation, estimate the probability of simple or compound events in familiar or unfamiliar contexts. Exhibit knowledge of conditional and joint probability 4h) Determine the probability of independent and dependent events. Algebra I Algebra I SPI 3102.1.1 Interpret patterns found in sequences, tables, and other forms of quantitative information using variables or function notation. NCO 20-23 F 20-23 24-27 Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern identification, absolute value, primes, and greatest common factor Evaluate quadratic functions, expressed in function notation, at integer values† Evaluate polynomial functions, expressed in function notation, at integer values† ALG 12 1a) Recognize, describe, or extend numerical patterns, including arithmetic and geometric progressions. 1b) Express linear and exponential functions in recursive and explicit form given a table, verbal description, or some terms of a sequence. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Algebra I SPI 3102.1.2 SPI ACT content area EEI Write an equation symbolically to express a contextual problem. EEI Algebra I SPI 3102.1.3 Range ACT College Readiness Standard 24-27 Write expressions, equations, or inequalities with a single variable for common pre-algebra settings (e.g., rate and distance problems and problems that can be solved by using proportions) 28-32 Write expressions, equations, and inequalities for common algebra settings 16-19 Substitute whole numbers for unknown quantities to evaluate expressions 20-23 Evaluate algebraic expressions by substituting integers for unknown quantities NAEP content area ALG ALG page 11 of 58 Grade NAEP 2009 Math Content Area Standard 8 12 3b) Write algebraic expressions, equations, or inequalities to represent a situation. 8 3c) Perform basic operations, using appropriate tools, on linear algebraic expressions (including grouping and order of multiple operations involving basic operations, exponents, roots, simplifying, and expanding). 12 3c) Perform basic operations, using appropriate tools, on algebraic expressions including polynomial and rational expressions. Apply properties to evaluate expressions, simplify expressions, and justify solutions to problems. 3d) Write equivalent forms of algebraic expressions, equations, or inequalities to represent and explain mathematical relationships. 3e) Evaluate algebraic expressions, including polynomials and rational expressions. NPO 8 5e) Apply basic properties of operations. 6b) Provide a mathematical argument to explain operations with two or more fractions. 12 5e) Apply basic properties of operations, including conventions about the order of operations. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Algebra I SPI 3102.1.4 SPI ACT content area Range GR 24-27 Algebra I SPI 3102.1.6 Match linear graphs with their equations NAEP content area ALG Grade 8 Translate between representations of functions that depict real-world situations. 2a) Translate between different representations of linear expressions using symbols, graphs, tables, diagrams, or written descriptions. 2f) Identify or represent functional relationships in meaningful contexts including proportional, linear, and common nonlinear (e.g., compound interest, bacterial growth) in tables, graphs, words, or symbols. 33-36 Identify characteristics of graphs based on a set of conditions or on a general equation such as y = ax2 + c Recognize and express the effect of changing constants and/or coefficients in problem solving. Determine and interpret slope in NAEP 2009 Math Content Area Standard 2b) Analyze or interpret linear relationships expressed in symbols, graphs, tables, diagrams, or written descriptions. GR Algebra I SPI 3102.1.5 ACT College Readiness Standard page 12 of 58 GR 24-27 Determine the slope of a line from points or equations 12 1g) Determine whether a relation, given in verbal, symbolic, tabular, or graphical form, is a function. 8 4d) Interpret relationships between symbolic linear expressions and graphs of lines by identifying and computing slope and intercepts (e.g., know in y = ax + b, that a is the rate of change and b is the vertical intercept of the graph). 12 2d) Perform or interpret transformations on the graphs of linear, quadratic, exponential, and *trigonometric functions. NPO 8 3d) Describe the effect of multiplying and dividing by numbers including the effect of multiplying or dividing a rational number by: Zero, or A number less than zero, or A number between zero and one, One, or a umber greater than one. ALG 8 d) Interpret relationships between symbolic linear expressions and graphs of lines by ALG TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 13 of 58 Grade identifying and computing slope and intercepts (e.g., know in y = ax + b, that a is the rate of change and b is the vertical intercept of the graph). multiple contexts including rate of change in real-world problems. NCP Algebra I SPI 3102.2.1 NAEP 2009 Math Content Area Standard 24-27 Work with squares and square roots of numbers 8 3c) Perform basic operations, using appropriate tools, on linear algebraic expressions (including grouping and order of multiple operations involving basic operations, exponents, roots, simplifying, and expanding). 12 3c) Perform basic operations, using appropriate tools, on algebraic expressions including polynomial and rational expressions NPO 12 3b) Perform arithmetic operations with real numbers, including common irrational numbers. NPO 8 1f) Express or interpret numbers using scientific notation from real-life contexts. ALG Work with cubes and cube roots of numbers Operate (add, subtract, multiply, divide, simplify, powers) with radicals and radical expressions including radicands involving rational numbers and algebraic expressions. NCP 24-27 Work with scientific notation 1i)Order or compare rational numbers including very large and small integers, and decimals and fractions close to zero. 12 Algebra I SPI 3102.2.2 Multiply, divide, and square numbers expressed in scientific notation. 1f) Represent or interpret expressions involving very large or very small numbers in scientific notation. 1i) Order or compare real numbers, including very large and very small real numbers. ALG 8 3c) Perform basic operations, using appropriate tools, on linear algebraic expressions (including grouping and order of multiple operations involving basic operations, exponents, roots, simplifying, and expanding). TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NCP 20-23 Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern identification, absolute value, primes, and greatest common factor page 14 of 58 NAEP content area Grade 8 NPO NAEP 2009 Math Content Area Standard 1a) Use place value to model and describe integers and decimals. 1d) Write or rename rational numbers. 1h) Order or compare rational numbers (fractions, decimals, percents, or integers) using various models and representations (e.g., number line). Algebra I SPI 3102.2.3 Describe and/or order a given set of real numbers including both rational and irrational numbers. i) 1i) Order or compare rational numbers including very large and small integers, and decimals and fractions close to zero 12 1d) Represent, interpret or compare expressions for real numbers, including expressions utilizing exponents and logarithms. 1i) Order or compare real numbers, including very large and very small real numbers. EEI Algebra I SPI 3102.3.1 Algebra I SPI 3102.3.2 33-36 Write expressions that require planning and/or manipulating to accurately model a situation ALG 8 Express a generalization of a pattern in various representations including algebraic and function notation. Operate with polynomials and simplify results. 1a) Recognize, describe, or extend numerical and geometric patterns using tables, graphs, words, or symbols. 1b) Generalize a pattern appearing in a numerical sequence or table or graph using words or symbols. 2a) Translate between different representations of linear expressions using symbols, graphs, tables, diagrams, or written descriptions. EEI 24-27 Add, subtract, and multiply polynomials ALG 12 3c) Perform basic operations, using appropriate tools, on algebraic expressions including polynomial and rational expressions. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI Algebra I SPI 3102.3.3 Factor polynomials. Algebra I SPI 3102.3.4 Operate with, evaluate, and simplify rational expressions including determining restrictions on the domain of the variables. Algebra I SPI 3102.3.5 ACT content area EEI Range ACT College Readiness Standard page 15 of 58 NAEP content area ALG 12 Grade 24-27 Factor simple quadratics (e.g., the difference of squares and perfect square trinomials) NCP 24-27 Determine when an expression is undefined ALG 12 EEI 24-27 Solve first-degree inequalities that do not require reversing the inequality sign ALG 8 28-32 Solve linear inequalities that require reversing the inequality sign Write and/or solve linear equations, inequalities, and compound inequalities including those containing absolute value. Solve absolute value equations 33-36 Write equations and inequalities that require planning, manipulating, and/or solving 12 Solve simple absolute value inequalities Algebra I SPI 3102.3.6 GR 28-32 Interpret and use information from graphs in the coordinate plane PSDA 28-32 Interpret and use information from figures, tables, and graphs ALG 8 Interpret various relations in multiple representations. 12 NAEP 2009 Math Content Area Standard 3d) Write equivalent forms of algebraic expressions, equations, or inequalities to represent and explain mathematical relationships. 3c) Perform basic operations, using appropriate tools, on algebraic expressions including polynomial and rational expressions. 4a) Solve linear equations or inequalities (e.g., ax + b = c or ax + b = cx + d or ax + b > c). 4c) Analyze situations or solve problems using linear equations and inequalities with rational coefficients symbolically or graphically (e.g., ax + b = c or ax + b = cx + d). 4a) Solve linear, rational or quadratic equations or inequalities, including those involving absolute value. 4c) Analyze situations, develop mathematical models, or solve problems using linear, quadratic, exponential, or logarithmic equations or inequalities symbolically or graphically 2a) Translate between different representations of linear expressions using symbols, graphs, tables, diagrams, or written descriptions. 2b) Analyze or interpret linear relationships expressed in symbols, graphs, tables, diagrams, or written descriptions. 1e) Identify or analyze distinguishing properties of linear, quadratic, rational, exponential, or *trigonometric functions from tables, graphs, or equations. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 16 of 58 Grade NAEP 2009 Math Content Area Standard 2a) Create and translate between different representations of algebraic expressions, equations, and inequalities (e.g., linear, quadratic, exponential, or *trigonometric) using symbols, graphs, tables, diagrams, or written descriptions. F Algebra I SPI 3102.3.7 Determine domain and range of a relation, determine whether a relation is a function and/or evaluate a function at a specified rational value. 24-27 Determine the equation of a line and/or graph a linear equation. Algebra I SPI 3102.3.9 Solve systems of linear equation/inequalities in two variables. Algebra I SPI 3102.3.10 Find the solution of a quadratic equation and/or zeros of a Evaluate quadratic functions, expressed in function notation, at integer values ALG 12 1i) Determine the domain and range of functions given in various forms and contexts. Evaluate polynomial functions, expressed in function notation, at integer values 24-27 Match linear graphs with their equations 28-32 Use properties of parallel and perpendicular lines to determine an equation of a line or coordinates of a point EEI 28-32 EEI 28-32 GR Algebra I SPI 3102.3.8 20-23 2b) Analyze or interpret relationships expressed in symbols, graphs, tables, diagrams (including Venn diagrams), or written descriptions and evaluate the relative advantages or disadvantages of different representations to answer specific questions. 1g) Determine whether a relation, given in verbal, symbolic, tabular, or graphical form, is a function. 3f) Use function notation to evaluate a function at a specified point in its domain and combine functions by addition, subtraction, multiplication, division, and composition. ALG 8 2f) Identify or represent functional relationships in meaningful contexts including proportional, linear, and common nonlinear (e.g., compound interest, bacterial growth) in tables, graphs, words, or symbols. Find solutions to systems of linear equations ALG 12 4d) Solve (symbolically or graphically) a system of equations or inequalities and recognize the relationship between the analytical solution and graphical solution. Solve quadratic equations ALG 12 4g) Solve quadratic equations with complex roots. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard GR 33-36 Analyze and draw conclusions based on information from graphs in the coordinate plane NAEP content area page 17 of 58 Grade NAEP 2009 Math Content Area Standard quadratic function Algebra I SPI 3102.3.11 ALG 12 2a) Create and translate between different representations of algebraic expressions, equations, and inequalities (e.g., linear, quadratic, exponential, or *trigonometric) using symbols, graphs, tables, diagrams, or written descriptions. 2f) Given a real-world situation, determine if a linear, quadratic, rational, exponential, logarithmic, or *trigonometric function fits the situation. Analyze nonlinear graphs including quadratic and exponential functions that model a contextual situation. 2h) Analyze properties of exponential, logarithmic, and rational functions. 4c) Analyze situations, develop mathematical models, or solve problems using linear, quadratic, exponential, or logarithmic equations or inequalities symbolically or graphically. Algebra I SPI 3102.4.1 Develop and apply strategies to estimate the area of any shape on a plane grid. Algebra I SPI 3102.4.2 Solve contextual problems using the Pythagorean Theorem Algebra I SPI 3102.4.3 Solve problems involving the distance between points or midpoint of a segment. MEAS 33-36 Analyze and draw conclusions based on information from graphs in the coordinate plane MEAS 8 1c) Estimate the size of an object with respect to a given measurement attribute (e.g., area). PPF 28-32 Use the Pythagorean theorem GEO 8 3d) Use the Pythagorean theorem to solve problems. 12 3d) Use the Pythagorean theorem to solve problems in two- or three-dimensional situations. 8 3d) Use the Pythagorean theorem to solve problems. 12 4a) Solve problems involving the coordinate plane such as the distance between two points, the midpoint of a segment, or slopes of perpendicular or parallel lines. GR 20-23 Comprehend the concept of length on the number line 24-27 Find the midpoint of a line segment GEO TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area BOA Algebra I SPI 3102.4.4 Convert rates and measurements. Algebra I SPI 3102.5.1 Interpret displays of data to answer questions about the data set(s) (e.g., identify pattern, trends, and/or outliers in a data set). PSDA PSDA Algebra I SPI 3102.5.2 Algebra I SPI 3102.5.3 Algebra I SPI 3102.5.4 Range ACT College Readiness Standard NAEP content area Grade NAEP 2009 Math Content Area Standard 28-32 Use the distance formula ALG 8 2d) Solve problems involving coordinate pairs on the rectangular coordinate system. 13-15 Perform common conversions (e.g., inches to feet or hours to minutes) MEAS 8 24-27 Solve multistep arithmetic problems that involve planning or converting units of measure (e.g., feet per second to miles per hour 2b) Solve problems involving conversions within the same measurement system such as conversions involving square inches and square feet. 28-32 Interpret and use information from figures, tables, and graphs DASP 8 1a) Read or interpret data, including interpolating or extrapolating from data. 12 1a) Read or interpret graphical or tabular representations of data. 8 2c) Identify outliers and determine their effect on mean, median, mode, or range. 12 2b) Recognize how linear transformations of one-variable data affect mean, median, mode, range, interquartile range, and standard deviation. 33-36 Distinguish between mean, median, and mode for a list of numbers DASP Identify the effect on mean, median, mode, and range when values in the data set are changed. Using a scatter-plot, determine if a linear relationship exists and describe the association between variables. Generate the equation of a line that fits linear data and use it to make a prediction. page 18 of 58 2c) Determine the effect of outliers on mean, median, mode, range, interquartile range, or standard deviation. GR 24-27 Match linear graphs with their equations* DASP 8 2e) Visually choose the line that best fits given a scatterplot and informally explain the meaning of the line. Use the line to make predictions. DASP 12 2e) Approximate a trend line if a linear pattern is apparent in a scatterplot or use a graphing calculator to determine a least-squares regression line, and use the line or equation to TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Algebra I SPI 3102.5.5 SPI Determine theoretical and/or experimental probability of an event and/or its complement including using relative frequency. ACT content area Range PSDA 16-19 ACT College Readiness Standard Use the relationship between the probability of an event and the probability of its complement NAEP content area DASP page 19 of 58 Grade 8 NAEP 2009 Math Content Area Standard make predictions. 4b) Determine the theoretical probability of simple and compound events in familiar contexts 4c) Estimate the probability of simple and compound events through experimentation or simulation. Geometry Geometry SPI 3108.1.1 Give precise mathematical descriptions or definitions of geometric shapes in the plane and space. MEAS Geometry SPI 3108.1.2 Determine areas of planar figures by decomposing them into simpler figures without a grid. Geometry SPI 3108.1.3 Use geometric understanding and spatial visualization of geometric solids to solve problems and/or create drawings. PPF Geometry SPI 3108.1.4 Use definitions, basic postulates, and theorems about points, lines, angles, and planes to write/complete proofs and/or to solve problems. 33-36 33-36 Compute the area of composite geometric figures when planning or visualization is required Draw conclusions based on a set of conditions GEO 12 1c) Give precise mathematical descriptions or definitions of geometric shapes in the plane and in three-dimensional space. MEAS 8 1f) Solve mathematical or real-world problems involving perimeter or area of plane figures such as triangles, rectangles, circles, or composite figures 12 1f) Solve problems involving perimeter or area of plane figures such as polygons, circles, or composite figures. GEO 8 1f) Demonstrate an understanding about the two- and three-dimensional shapes in our world through identifying, drawing, modeling, building, or taking apart. GEO 12 5a) Solve problems involving the coordinate plane such as the distance between two points, the midpoint of a segment, or slopes of perpendicular or parallel lines. 5b) Describe the intersections of lines in the plane and in space, intersections of a line and a plane, or of two planes in space. 5c) Describe or identify conic sections and other cross sections of solids. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Geometry SPI 3108.2.1 Geometry SPI 3108.2.2 SPI ACT content area ACT College Readiness Standard Analyze, apply, or interpret the relationships between basic number concepts and geometry (e.g. rounding and pattern identification in measurement, the relationship of pi to other rational and irrational numbers) Perform operations on vectors in various representations. PPF Geometry SPI 3108.3.1 Range 33-36 Use algebra and coordinate geometry to analyze and solve problems about geometric figures (including circles). Geometry SPI 3108.3.2 Use coordinate geometry to prove characteristics of polygonal figures. Geometry SPI 3108.3.3 Describe algebraically the effect of a single Solve multistep geometry problems that involve integrating concepts, planning, visualization, and/or making connections with other content areas NAEP content area page 20 of 58 Grade NAEP 2009 Math Content Area Standard MEAS 8 1e Select or use appropriate measurement instrument to determine or create a given length, area, volume, angle, weight, or mass.) GEO 12 ALG 8 4e) Use vectors to represent velocity and direction; multiply a vector by a scalar and add vectors both algebraically and graphically. 2d) Solve problems involving coordinate pairs on the rectangular coordinate system. GEO 12 4a) Solve problems involving the coordinate plane such as the distance between two points, the midpoint of a segment, or slopes of perpendicular or parallel lines. 4f) Find an equation of a circle given its center and radius and, given an equation of a circle, find its center and radius. GR 33-36 Analyze and draw conclusions based on information from graphs in the coordinate plane PPF 33-36 Solve multistep geometry problems that involve integrating concepts, planning, visualization, and/or making connections with other content areas GEO 8 4d) Represent geometric figures using rectangular coordinates on a plane. GEO 12 2b) Give or recognize the precise mathematical relationship (e.g., congruence, TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Geometry SPI 3108.4.1 SPI ACT content area ACT College Readiness Standard NAEP content area Grade 20-23 Geometry SPI 3108.4.4 Analyze different types and formats of proofs. GEO 8 1c) Identify, define, or describe geometric shapes in the plane and in three-dimensional space given a visual representation. 3g) Describe or analyze properties and relationships of parallel or intersecting lines. 12 3e) Recall and interpret definitions and basic properties of congruent and similar triangles, circles, quadrilaterals, polygons, parallel, perpendicular and intersecting lines, and associated angle relationships. 3g) Analyze properties and relationships of parallel, perpendicular, or intersecting lines, including the angle relationships that arise in these cases. PPF Geometry SPI 3108.4.3 Find the measure of an angle using properties of parallel lines Exhibit knowledge of basic angle properties and special sums of angle measures (e.g., 90°, 180°, and 360°) Define, identify, describe, and/or model plane figures using appropriate mathematical symbols (including collinear and non-collinear points, lines, segments, rays, angles, triangles, quadrilaterals, and other polygons). Identify, describe and/or apply the relationships and theorems involving different types of triangles, quadrilaterals and other polygons. NAEP 2009 Math Content Area Standard similarity, orientation) between a figure and its image under a transformation. transformation (reflections in the x- or y-axis, rotations, translations, and dilations) on twodimensional geometric shapes in the coordinate plane. Differentiate between Euclidean and nonEuclidean geometries. PPF Geometry SPI 3108.4.2 Range page 21 of 58 24-27 Use properties of isosceles triangles GEO 12 3e) 3e) Recall and interpret definitions and basic properties of congruent and similar triangles, circles, quadrilaterals, polygons, parallel, perpendicular and intersecting lines, and associated angle relationships. 3f) Analyze properties or relationships of triangles, quadrilaterals, and other polygonal plane figures. PPF 33-36 Draw conclusions based on a set of conditions GEO 12 5a) Make, test, and validate geometric conjectures using a variety of methods including deductive reasoning and TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 22 of 58 Grade NAEP 2009 Math Content Area Standard counterexamples. 5b) Determine the role of hypotheses, logical implications, and conclusion, in proofs of geometric theorems. 5c) Analyze or explain a geometric argument by contradiction Geometry SPI 3108.4.5 Describe solids and/or surfaces in threedimensional space when given twodimensional representations for the surfaces of threedimensional objects. GEO Geometry SPI 3108.4.7 Use various area of triangle formulas to solve contextual problems (e.g., Heron’s formula, the area formula for an equilateral triangle and A = ½ ab sin C). Compute the area and/or perimeter of triangles, quadrilaterals and other polygons when one or more additional steps are required (e.g. find missing dimensions given area or perimeter of the figure, using trigonometry). 1c) Identify, define, or describe geometric shapes in the plane and in three-dimensional space given a visual representation. 1e) Represent or describe a three-dimensional situation in a two-dimensional drawing from different views. MEAS Geometry SPI 3108.4.6 8 20-23 Compute the area and perimeter of triangles and rectangles in simple problems MEAS 8 1f) Solve mathematical or real-world problems involving perimeter or area of plane figures such as triangles, rectangles, circles, or composite figures. MEAS 12 1f) Solve problems involving perimeter or area of plane figures such as polygons, circles, or composite figures. Use geometric formulas when all necessary information is given MEAS 24-27 Compute the area of triangles and rectangles when one or more additional simple steps are required 24-27 Compute the area of triangles and rectangles when one or more additional simple steps are required Compute the perimeter of simple composite geometric figures with unknown side lengths 33-36 Compute the area of composite geometric figures when planning or visualization is required TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Geometry SPI 3108.4.8 SPI ACT content area MEAS Solve problems involving area, circumference, area of a sector, and/or arclength of a circle. FN Geometry SPI 3108.4.9 Range ACT College Readiness Standard 24-27 Compute the area and circumference of circles after identifying necessary information 38-32 Use relationships involving area, perimeter, and volume of geometric figures to compute another measure 28-32 Apply basic trigonometric ratios to solve right-triangle problems NAEP content area MEAS Grade 1f) Solve mathematical or real-world problems involving perimeter or area of plane figures such as triangles, rectangles, circles, or composite figures. 12 1f) Solve problems involving perimeter or area of plane figures such as polygons, circles, or composite figures. ALG 8 4e) Use and evaluate common formulas [e.g., relationship between a circle’s circumference and diameter (C = pi d), distance and time under constant speed]. MEAS 12 3b) Solve problems using the fact that trigonometric ratios (sine, cosine, and tangent) stay constant in similar triangles. Use right triangle trigonometry and cross-sections to solve problems involving surface areas and/or volumes of solids. Identify, describe, and/or apply transformations on two and three dimensional geometric shapes. NAEP 2009 Math Content Area Standard 8 3c) Use the definitions of sine, cosine, and tangent as ratios of sides in a right triangle to solve problems about length of sides and measure of angles. GEO Geometry SPI 3108.4.10 page 23 of 58 8 12 3g) Use the law of cosines and the law of sines to find unknown sides and angles of a triangle. 2c) Recognize or informally describe the effect of a transformation on two-dimensional geometric shapes (reflections across lines of symmetry, rota-tions, translations, magnifications, and contractions). 2a) Recognize or identify types of symmetries (e.g., point, line, rotational, self-congruence) of two- and three-dimensional figures. 2c) Perform or describe the effect of a single transformation on two- and three-dimensional geometric shapes (reflections across lines of symmetry, rotations, translations, and dilations). TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI Geometry SPI 3108.4.11 Use basic theorems about similar and congruent triangles to solve problems. Geometry SPI 3108.4.12 Geometry SPI 3108.4.13 Geometry SPI 3108.4.14 Geometry SPI 3108.4.15 ACT content area Range PPF 28-32 Apply properties of 30°-60°-90°, 45°-45°-90°, similar, and congruent triangles GEO 12 2e) Justify relationships of congruence and similarity, and apply these relation-ships using scaling and proportional reasoning. MEAS 13-15 Estimate or calculate the length of a line segment based on other lengths given on a geometric figure GEO 12 2e) Justify relationships of congruence and similarity, and apply these relation-ships using scaling and proportional reasoning. 28-32 Use relationships involving area, perimeter, and volume of geometric figures to compute another measure 33-36 Use scale factors to determine the magnitude of a size change 33-36 Use relationships among angles, arcs, and distances in a circle GEO 12 3h) Analyze properties of circles and the intersections of lines and circles (inscribed angles, central angles, tangents, secants, chords). Solve problems involving congruence, similarity, proportional reasoning and/or scale factor of two similar figures or solids Identify, analyze and/or use basic properties and theorems of circles to solve problems (including those relating right triangles and circles). Use properties of right triangles to solve problems (such as involving the relationship formed when the altitude to the hypotenuse of a right triangle is drawn). Determine and use the appropriate PPF ACT College Readiness Standard NAEP content area page 24 of 58 Grade NAEP 2009 Math Content Area Standard 5e) Prove basic theorems about congruent and similar triangles and circles. FN 28-32 Apply basic trigonometric ratios to solve right-triangle problems GEO 12 3e) Recall and interpret definitions and basic properties of congruent and similar triangles, circles, quadrilaterals, polygons, parallel, perpendicular and intersecting lines, and associated angle relationships. FN 28-32 Apply basic trigonometric ratios to solve right-triangle problems MEAS 12 3b) Solve problems using the fact that trigonometric ratios (sine, cosine, and tangent) TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 25 of 58 Grade stay constant in similar triangles. trigonometric ratio for a right triangle to solve a contextual problem. Geometry SPI 3108.5.1 Use area to solve problems involving geometric probability (e.g. dartboard problem, shaded sector of a circle, shaded region of a geometric figure). NAEP 2009 Math Content Area Standard 3c) Use the definitions of sine, cosine, and tangent as ratios of sides in a right triangle to solve problems BOA 33-36 Solve complex arithmetic problems involving percent of increase or decrease and problems requiring integration of several concepts from pre-algebra and/or pre-geometry (e.g., comparing percentages or averages, using several ratios, and finding ratios in geometry settings) EEI 24-27 Write expressions, equations, or inequalities with a single variable for common pre-algebra settings (e.g., rate and distance problems and problems that can be solved by using proportions) Grade 8 Grade 8 SPI 0806.1.1 Solve problems involving rate/time/distance (i.e., d = rt) Grade 8 SPI 0806.1.2 Interpret a qualitative graph representing a contextual situation Grade 8 SPI 0806.1.3 Calculates rates involving cost per unit to determine the best buy. 8 4c) Analyze situations or solve problems using linear equations and inequalities with rational coefficients symbolically or graphically (e.g., ax + b = c or ax + b = cx + d). 4e) Use and evaluate common formulas [e.g., relationship between a circle’s circumference and diameter (C = pi d), distance and time under constant speed]. PSDA 16-19 Read tables and graphs DASP 8 1a) Read or interpret data, including interpolating or extrapolating from data. BOA 28-32 Solve word problems containing several rates, proportions, or percentages NPO 8 4a) Use ratios to describe problem situations. 20-23 Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern identification, absolute value, primes, and greatest common factor NPO 24-27 Order fractions NCP Grade 8 SPI 0806.2.1 ALG Order and compare rational and irrational numbers and locate on the number line 4b) Use fractions to represent and express ratios and proportions 8 1h) Order or compare rational numbers (fractions, decimals, percents, or integers) using various models and representations (e.g., number line). TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area GR NCP Grade 8 SPI 0806.2.2 Range ACT College Readiness Standard 13-15 Identify the location of a point with a positive coordinate on the number line 16-19 Locate points on the number line and in the first quadrant Work problems involving positive integer exponents 24-27 NAEP content area page 26 of 58 Grade NAEP 2009 Math Content Area Standard NPO 8 2a) Establish or apply benchmarks for rational numbers and common irrational numbers (e.g., π) in contexts. NPO 8 1f) Express or interpret numbers using scientific notation from real-life contexts. 12 3b) Perform arithmetic operations with real numbers, including common irrational numbers. 8 1f) Express or interpret numbers using scientific notation from real-life contexts. 12 3b) Perform arithmetic operations with real numbers, including common irrational numbers. Work with squares and roots of numbers Identify numbers and square roots as rational or irrational Work with cubes and cube roots of numbers NCP Grade 8 SPI 0806.2.3 24-27 Work with scientific notation. Use scientific notation to compute products and quotients. NCP Grade 8 SPI 0806.2.4 Solve real-world problems requiring scientific notation Grade 8 SPI 0806.3.1 Find solutions to systems of two linear equations in two variables. Grade 8 SPI 0806.3.2 Solve the linear equation f(x) = g(x). Grade 8 SPI 0806.3.3 Solve and graph linear inequalities in two variables. 24-27 Work with scientific notation. NPO EEI 28-32 Find solutions to systems of linear equations ALG 12 4d) Solve (symbolically or graphically) a system of equations or inequalities and recognize the relationship between the analytical solution and graphical solution. EEI 20-23 Solve routine first-degree equations ALG 8 4a) Solve linear equations or inequalities (e.g., ax + b = c or ax + b = cx + d or ax + b > c). GR 28-32 Interpret and use information from graphs in the coordinate plane ALG 12 2a) Create and translate between different representations of algebraic expressions, equations, and inequalities (e.g., linear, quadratic, exponential, or *trigonometric) using symbols, graphs, tables, diagrams, or TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 27 of 58 Grade NAEP 2009 Math Content Area Standard written descriptions. GR Grade 8 SPI 0806.3.4 Translate between various representations of a linear function. GR Grade 8 SPI 0806.3.5 Determine the slope of a line from an equation, two given points, a table or a graph. GR Grade 8 SPI 0806.3.6 Analyze the graph of a linear function to find solutions and intercepts. Grade 8 Identify, compare and contrast functions as 24-27 Match linear graphs with their equations 33-36 Analyze and draw conclusions based on information from graphs in the coordinate plane 28-32 Interpret and use information from graphs in the coordinate plane 24-27 Determine the slope of a line from points or equations 33-36 Analyze and draw conclusions based on information from graphs in the coordinate plane 33-36 Analyze and draw conclusions based on information from graphs in the coordinate plane ALG ALG 8 2a) Translate between different representations of linear expressions using symbols, graphs, tables, diagrams, or written descriptions. 12 2a) Create and translate between different representations of algebraic expressions, equations, and inequalities (e.g., linear, quadratic, exponential, or *trigonometric) using symbols, graphs, tables, diagrams, or written descriptions. 8 2d) Solve problems involving coordinate pairs on the rectangular coordinate system. 4d) Interpret relationships between symbolic linear expressions and graphs of lines by identifying and computing slope and intercepts (e.g., know in y = ax + b, that a is the rate of change and b is the vertical intercept of the graph). ALG 8 Identify characteristics of graphs based on a set of conditions or on a general equation such as y = ax2 + c GR 33-36 Identify characteristics of graphs based on a set of conditions or on a ALG 8 1f) Interpret the meaning of slope or intercepts in linear functions. 4d) Interpret relationships between symbolic linear expressions and graphs of lines by identifying and computing slope and intercepts (e.g., know in y = ax + b, that a is the rate of change and b is the vertical intercept of the graph). 1e) Identify functions as linear or nonlinear or contrast distinguishing properties of functions TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI 0806.3.7 SPI ACT content area Range PPF Use the Pythagorean Theorem to solve contextual problems. Grade 8 SPI 0806.4.2 Apply the Pythagorean theorem to find distances between points in the coordinate plane to measure lengths and analyze polygons and polyhedra. Grade 8 SPI 0806.4.3 Find measures of the angles formed by parallel lines cut by a transversal. Grade 8 SPI 0806.4.4 Convert between and within the U.S. Customary System and the metric system. Grade 8 SPI 0806.4.5 Identify the intersection of two or more geometric figures in the plane. Grade 8 SPI 0806.5.1 Calculate probabilities of events for simple experiments with equally probable outcomes. NAEP content area Grade general equation such as y = ax2 + c linear or nonlinear. Grade 8 SPI 0806.4.1 ACT College Readiness Standard page 28 of 58 28-32 Use the Pythagorean theorem from tables, graphs, or equations. GEO 8 12 33-36 Solve problems integrating multiple algebraic and/or geometric concepts PPF 28-32 Use the Pythagorean theorem GR 28-32 Use the distance formula 33-36 Solve problems integrating multiple algebraic and/or geometric concepts 16-19 Exhibit some knowledge of the angles associated with parallel lines 20-23 Find the measure of an angle using properties of parallel lines BOA 13-15 PSDA PPF PSDA NAEP 2009 Math Content Area Standard 3d) Use the Pythagorean theorem to solve problems. 3d) Use the Pythagorean theorem to solve problems in two- or three-dimensional situations. GEO 12 4a) Solve problems involving the coordinate plane such as the distance between two points, the midpoint of a segment, or slopes of perpendicular or parallel lines. GEO 12 3g) Analyze properties and relationships of parallel, perpendicular, or intersecting lines, including the angle relationships that arise in these cases. Perform common conversions (e.g., inches to feet or hours to minutes) MEAS 12 2b) Solve problems involving conversions within or between measurement systems, given the relationship between the units. 20-23 Determine the probability of a simple event GEO 8 3g) Describe or analyze properties and relationships of parallel or intersecting lines. 21-27 Compute straightforward probabilities for common situations 20-23 Determine the probability of a simple event. Exhibit knowledge of simple counting techniques. DASP 8 4b) Describe the intersection of two or more geometric figures in the plane (e.g., intersection of a circle and a line). 4b) Determine the theoretical probability of simple and compound events in familiar contexts. 4c) Estimate the probability of simple and TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range 28-32 ACT College Readiness Standard NAEP content area page 29 of 58 Grade Compute a probability when the event and/or sample space are not given or obvious NAEP 2009 Math Content Area Standard compound events through experimentation or simulation. 4d) Use theoretical probability to evaluate or predict experimental outcomes. Apply counting techniques. 4f) Use a sample space to determine the probability of the possible outcomes of an event. g) Represent probability of a given outcome using fractions, decimals, and percents. Grade 8 SPI 0806.5.2 Use a variety of methods to compute probabilities for compound events (e.g., multiplication, organized lists, tree diagrams, area models). PSDA PSDA Grade 8 SPI 0806.5.3 Generalize the relationship between two sets of data using scatterplots and lines of best fit. PSDA Grade 8 SPI 0806.5.4 28-32 Apply counting techniques. 33-36 Analyze and draw conclusions based on information from figures, tables, and graphs 16-19 Read tables and graphs 28-32 Interpret and use information from figures, tables, and graphs 33-36 Recognize miepresentations of published data in the media. Analyze and draw conclusions based on information from figures, tables, and graphs DASP 12 4e) Determine the number of ways an event can occur using tree diagrams, formulas for combinations and permutations, or other counting techniques DASP 8 2e) Visually choose the line that best fits given a scatterplot and informally explain the meaning of the line. Use the line to make predictions. 12 2e) Approximate a trend line if a linear pattern is apparent in a scatterplot or use a graphing calculator to determine a least-squares regression line, and use the line or equation to make predictions. 1d) Given a graph or a set of data, determine whether information is represented effectively and appropriately (histograms, line graphs, scatterplots, circle graphs, and bar graphs). 5a) Identify misleading uses of data in realworld settings and critique different ways of presenting and using information. DASP 8 DASP 12 NPO 8 Grade Seven Grade 7 Use proportional BOA 20-23 Solve routine two-step or three-step 4c) Use proportional reasoning to model and TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI 0706.1.1 SPI ACT content area Range reasoning to solve mixture/concentratio n problems. 24-27 ACT College Readiness Standard NAEP content area page 30 of 58 Grade arithmetic problems involving concepts such as rate and proportion, tax added, percentage off, and computing with a given average Solve multi-step arithmetic problems that involve planning or converting units of measure (e.g. feet per second to miles per hour) Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern identification, absolute value, primes, and greatest common factor NAEP 2009 Math Content Area Standard solve problems (including rates and scaling). NCP 20-23 Grade 7 SPI 0706.1.2 Generalize a variety of patterns to a symbolic rule from tables, graphs, or words. GR 33-36 Identify characteristics of graphs based on a set of conditions or aon a general equation such as y = ax2+c ALG 8 Grade 7 SPI 0706.1.3 Recognize whether information given in a table, graph, or formula suggests a directly proportional, linear, inversely proportional, or other nonlinear relationship. 2f) Identify or represent functional relationships in meaningful contexts including proportional, linear, and common nonlinear (e.g., compound interest, bacterial growth) in tables, graphs, words, or symbols. EEI 24-27 Write expressions, equations, or inequalities with a single variable for common pre-algebra settings (e.g., rate and distance problems and problems that can be solved by using proportions) NPO 8 4c) Use proportions to solve problems (including rates of change). BOA 16-19 Solve routine one-step arithmetic problems (using whole numbers, fractions, and decimals) such as single-step percent ALG 8 3c) Perform basic operations, using appropriate tools, on linear algebraic expressions (including grouping and order of multiple operations involving basic operations, exponents, roots, simplifying, and expanding). NPO 8 1h) Order or compare rational numbers (fractions, decimals, percents, or integers) using various models and representations (e.g., number line). Grade 7 SPI 0706.1.4 Grade 7 SPI 0706.2.1 Grade 7 SPI 0706.2.2 Use scales to read maps. Simplify numerical expressions involving rational numbers. Compare rational numbers using appropriate inequality symbols. NCP 20-23 Solve some routine two-step arithmetic problems Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern identification, absolute value, primes, TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 31 of 58 Grade NAEP 2009 Math Content Area Standard and greatest common factor NCO 24-27 Order fractions 24-27 Work with squares and square roots of numbers NPO 8 3a) Perform computations with rational numbers. Work with cubes and cube roots of numbers Grade 7 SPI 0706.2.3 1f) Solve application problems involving rational numbers and operations using exact answers or estimates as appropriate. 3e) Interpret rational number operations and the relationships between them. 3f) Solve application problems involving rational numbers and operations using exact answers or estimates as appropriate. Use rational numbers and roots of perfect squares/cubes to solve contextual problems. 28-32 Solve word problems containing several rates, proportions, or percentages 12 3b) Perform arithmetic operations with real numbers, including common irrational numbers. 3f) Solve application problems involving numbers, including rational and common irrationals NCO Grade 7 SPI 0706.2.4 Determine the approximate location of square/cube roots on a number line. 33-36 Solve complex arithmetic problems involving percent of increase or decrease and problems requiring integration of several concepts from pre-algebra and/or pre-geometry (e.g., comparing percentages or averages, using several ratios, and finding ratios in geometry settings) ALG 8 3c) Perform basic operations, using appropriate tools, on linear algebraic expressions (including grouping and order of multiple operations involving basic operations, exponents, roots, simplifying, and expanding). 24-27 Work with squares and square roots of numbers NPO 8 1d) Estimate square or cube roots of numbers less than 1,000 between two whole numbers. Work with cubes and cube roots of numbers NPO 8 1i) Order or compare rational numbers including very large and small integers, and decimals and fractions close to zero. 3a) Perform computations with rational numbers. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Grade 7 SPI 0706.2.5 Grade 7 SPI 0706.2.6 Grade 7 SPI 0706.2.7 Grade 7 SPI 0706.3.1 Grade 7 SPI 0706.3.2 SPI Solve contextual problems that involve operations with integers. Express the ratio between two quantities as a percent, and a percent as a ratio or fraction. Use ratios and proportions to solve problems. Evaluate algebraic expressions involving rational values for coefficients and/or variables. Determine whether a relation (represented in various ways) is a function. ACT content area Range ACT College Readiness Standard NAEP content area page 32 of 58 Grade NAEP 2009 Math Content Area Standard 3f) Solve application problems involving rational numbers and operations using exact answers or estimates as appropriate. 3f) Solve application problems involving rational numbers and operations using exact answers or estimates as appropriate. BOA 16-19 Solve routine one-step arithmetic problems (using whole numbers, fractions, and decimals) such as single-step percent NPO 8 BOA 20-23 Solve routine two-step or three-step arithmetic problems involving concepts such as rate and proportion, tax added, percentage off, and computing with a given average NPO 8 4b) Use fractions to represent and express ratios and proportions. EEI 24-27 Write expressions, equations, or inequalities with a single variable for common pre-algebra settings (e.g., rate and distance problems and problems that can be solved by using proportions) EEI 16-19 Substitute whole numbers for unknown quantities to evaluate expressions NPO 8 4c) Use proportions to solve problems (including rates of change). 20-23 Evaluate algebraic expressions by substituting integers for unknown quantities ALG 12 3e) Evaluate algebraic expressions, including polynomials and rational expressions. ALG 12 1g) Determine whether a relation, given in verbal, symbolic, tabular, or graphical form, is a function. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI Grade 7 SPI 0706.3.3 Given a table of inputs x and outputs f(x), identify the function rule and continue the pattern. Grade 7 SPI 0706.3.4 Interpret the slope of a line as a unit rate given the graph of a proportional relationship. Grade 7 SPI 0706.3.5 Represent proportional relationships with equations, tables and graphs. ACT content area Range Grade 7 SPI 0706.3.6 Grade 7 SPI 0706.3.7 Translate between verbal and symbolic representations of real-world phenomena involving NAEP content area ALG Grade 8 NAEP 2009 Math Content Area Standard 1a) Recognize, describe, or extend numerical and geometric patterns using tables, graphs, words, or symbols. 1b) Generalize a pattern appearing in a numerical sequence or table or graph using words or symbols. GR 28-32 Exhibit knowledge of slope ALG 8 1f) Interpret the meaning of slope or intercepts in linear functions. EEI 24-27 ALG 8 2f) Identify or represent functional relationships in meaningful contexts including proportional, linear, and common nonlinear (e.g., compound interest, bacterial growth) in tables, graphs, words, or symbols. EEI 20-23 Write expressions, equations, or inequalities with a single variable for common pre-algebra settings (e.g., rate and distance problems and problems that can be solved by using proportions) Solve routine first-degree equations ALG 8 2d) Solve problems involving coordinate pairs on the rectangular coordinate system. 24-27 Solve linear equations with rational coefficients symbolically or graphically. ACT College Readiness Standard page 33 of 58 Solve real-world problems using first-degree equations 4a) Solve linear equations or inequalities (e.g., ax + b = c or ax + b = cx + d or ax + b > c). Write expressions, equations, or inequalities with a single variable for common pre-algebra settings (e.g., rate and distance problems and problems that can be solved by using proportions) EEI 24-27 Solve real-world problems using first-degree equations 3c) Analyze situations or solve problems using linear equations and inequalities with rational coefficients symbolically or graphically (e.g., ax + b = c or ax + b = cx + d). ALG 8 2a) Translate between different representations of linear expressions using symbols, graphs, tables, diagrams, or written descriptions. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI linear equations. ACT content area GR EEI Grade 7 SPI 0706.3.8 Solve linear inequalities in one variable with rational coefficients symbolically or graphically. Match linear graphs with their equations* 24-27 Solve real-world problems using first-degree equations Solve contextual problems involving similar triangles. Grade 7 SPI 0706.4.2 Use SSS, SAS, and AA to determine if two triangles are similar. NAEP content area Grade GR 24-27 Solve first-degree inequalities that do not require reversing the inequality sign 28-32 Solve linear inequalities that require reversing the inequality sign 24-27 Identify the graph of a linear inequality on the number line 28-32 Match number line graphs with solution sets of linear inequalities 28-32 Apply properties of 30°-60°-90°, 45°-45°-90°, similar, and congruent triangles NAEP 2009 Math Content Area Standard 4c) Analyze situations or solve problems using linear equations and inequalities with rational coefficients symbolically or graphically (e.g., ax + b = c or ax + b = cx + d). ALG 8 Write expressions, equations, or inequalities with a single variable for common pre-algebra settings (e.g., rate and distance problems and problems that can be solved by using proportions) PPF Grade 7 SPI 0706.4.1 ACT College Readiness Standard 24-27 Solve contextual problems involving two-step linear equations. EEI Grade 7 SPI 0706.3.9 Range page 34 of 58 4a) Solve linear equations or inequalities (e.g., ax + b = c or ax + b = cx + d or ax + b > c). 4c) Analyze situations or solve problems using linear equations and inequalities with rational coefficients symbolically or graphically (e.g., ax + b = c or ax + b = cx + d). ALG 8 a) Solve linear equations or inequalities (e.g., ax + b = c or ax + b = cx + d or ax + b > c). c) Analyze situations or solve problems using linear equations and inequalities with rational coefficients symbolically or graphically (e.g., ax + b = c or ax + b = cx + d). GEO 8 2 e) Justify relationships of congruence and similarity, and apply these relationships using scaling and proportional reasoning. 2f) For similar figures, identify and use the relationships of conservation of angle and of proportionality of side length and perimeter. GEO 8 2e) Justify relationships of congruence and similarity, and apply these relationships using scaling and proportional reasoning. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Grade 7 SPI 0706.4.3 SPI ACT content area MEAS Apply scale factor to solve problems involving area and volume PSDA Grade 7 SPI 0706.5.1 Interpret and employ various graphs and charts to represent data. Grade 7 SPI 0706.5.2 Select suitable graph types (such as bar graphs, histograms, line graphs, circle graphs, box-andwhisker plots, and stem-and-leaf plots) and use them to create accurate representations of given data. PSDA Grade 7 SPI 0706.5.3 Grade 7 SPI 0706.5.4 Use theoretical probability to make predictions ACT College Readiness Standard 28-32 Use relationships involving area, perimeter, and volume of geometric figures to compute another measure 33-36 Use scale factors to determine the magnitude of a size change 13-15 Perform a single computation using information from a table or chart 16-19 Perform computations on data from tables and graphs 20-23 Translate from one representation of data to another (e.g., a bar graph to a circle graph) NAEP content area MEAS 12 1c) Estimate, or compare perimeters or areas of two-dimensional geometric figures. DASP 8 1a) Read or interpret data, including interpolating or extrapolating from data. Grade NAEP 2009 Math Content Area Standard 1b) For a given set of data, complete a graph and then solve a problem using the data in the graph (histograms, line graphs, scatterplots, circle graphs, and bar graphs). DASP 8 1a) Read or interpret data, including interpolating or extrapolating from data. 1b) For a given set of data, complete a graph and then solve a problem using the data in the graph (histograms, line graphs, scatterplots, circle graphs, and bar graphs). 1e) Compare and contrast the effectiveness of different representations of the same data. PSDA Calculate and interpret the mean, median, upperquartile, lowerquartile, and interquartile range of a set of data. Range page 35 of 58 13-15 Calculate the average of a list of positive whole numbers 16-19 Calculate the average of a list of numbers 33-36 Distinguish between mean, median, and mode for a list of numbers DASP 12 2a) Calculate, interpret, or use summary statistics for distributions of data including measures of typical value (mean, median), position (quartiles, percentiles), and spread (range, interquartile range, variance, standard deviation). DASP 8 4 d) Use theoretical probability to evaluate or predict experimental outcomes. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 36 of 58 Grade NAEP 2009 Math Content Area Standard Grade 6 PSDA Grade 6 SPI 0606.1.1 Grade 6 SPI 0606.1.2 Make conjectures and predictions based on data. 16-19 Read tables and graphs 28-32 Interpret and use information from figures, tables, and graphs DASP 8 1c) Solve problems by estimating and computing with data from a single set or across sets of data. NPO 8 b) Make estimates appropriate to a given situation by: Judge the reasonableness of the results of rational number estimates and/or computations. Grade 6 SPI 0606.1.3 Grade 6 SPI 0606.1.4 Grade 6 SPI 0606.1.5 Use concrete, pictorial, and symbolic representation for integers. Select the representation that models one of the arithmetic properties (commutative, associative, or distributive). Model algebraic expressions using algebra tiles. NCP 28-32 Apply number properties involving positive/negative numbers Identifying when estimation is appropriate, Determining the level of accuracy needed, Selecting the appropriate method of estimation, or Analyzing the effect of an estimation method on the accuracy of results. NPO 8 1h) Order or compare rational numbers (fractions, decimals, percents, or integers) using various models and representations (e.g., number line). NPO 8 5e) Apply basic properties of operations. ALG 8 3c) Perform basic operations, using appropriate tools, on linear algebraic expressions (including grouping and order of multiple operations involving basic operations, exponents, roots, simplifying, and expanding). TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Grade 6 SPI 0606.2.1 SPI ACT content area BOA Solve problems involving the multiplication and division of fractions. Solve problems involving the addition, subtraction, multiplication, and division of mixed numbers. BOA Grade 6 SPI 0606.2.3 Solve problems involving the addition, subtraction, multiplication, and division of decimals. Grade 6 SPI 0606.2.4 Solve multi-step arithmetic problems using fractions, 16-19 ACT College Readiness Standard Solve routine one-step arithmetic problems (using whole numbers, fractions, and decimals) such as single-step percent NAEP content area NPO Grade 8 BOA 20-23 Solve routine two-step or three-step arithmetic problems involving concepts such as rate and proportion, tax added, percentage off, and computing with a given average 16-19 Solve routine one-step arithmetic problems (using whole numbers, fractions, and decimals) such as single-step percent Solve some routine two-step arithmetic problems 20-23 Solve routine two-step or three-step arithmetic problems involving concepts such as rate and proportion, tax added, percentage off, and computing with a given average 16-19 Solve some routine two-step arithmetic problems 20-23 Solve routine two-step or three-step arithmetic problems involving concepts such as rate and proportion, tax added, percentage off, and computing with a given average 20-23 Solve routine two-step or three-step arithmetic problems involving concepts such as rate and proportion, NAEP 2009 Math Content Area Standard 3f) Solve application problems involving rational numbers and operations using exact answers or estimates as appropriate. 4d) Solve problems involving percentages (including percent increase and decrease, interest rates, tax, discount, tips, or part/whole relationships). Solve some routine two-step arithmetic problems BOA Grade 6 SPI 0606.2.2 Range page 37 of 58 NPO 8 3f) Solve application problems involving rational numbers and operations using exact answers or estimates as appropriate. 4d) Solve problems involving percentages (including percent increase and decrease, interest rates, tax, discount, tips, or part/whole relationships). NPO 8 3f) Solve application problems involving rational numbers and operations using exact answers or estimates as appropriate. 4d) Solve problems involving percentages (including percent increase and decrease, interest rates, tax, discount, tips, or part/whole relationships). NPO 8 4d) Solve problems involving percentages (including percent increase and decrease, interest rates, tax, discount, tips, or part/whole TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range NCP 24-27 Solve multistep arithmetic problems that involve planning or converting units of measure (e.g., feet per second to miles per hour) 28-32 Solve word problems containing several rates, proportions, or percentages 33-36 Solve complex arithmetic problems involving percent of increase or decrease and problems requiring integration of several concepts from pre-algebra and/or pre-geometry (e.g., comparing percentages or averages, using several ratios, and finding ratios in geometry settings) 13-15 Recognize equivalent fractions and fractions in lowest terms Transform numbers from one form to another (fractions, decimals, percents, and mixed numbers). Solve problems involving ratios, rates and percents. Grade NAEP 2009 Math Content Area Standard relationships). NPO 12 4d) Solve multi-step problems involving percentages, including compound percentages. 8 1e) Recognize, translate between, or apply multiple representations of rational numbers (fractions, decimals, and percents) in meaningful contexts. 4a) Use place value to model and describe integers and decimals. BOA Grade 6 SPI 0606.2.6 NAEP content area tax added, percentage off, and computing with a given average mixed numbers, and decimals. Grade 6 SPI 0606.2.5 ACT College Readiness Standard page 38 of 58 20-23 Solve routine two-step or three-step arithmetic problems involving concepts such as rate and proportion, tax added, percentage off, and computing with a given average 28-32 Solve word problems containing several rates, proportions, or percentages 33-36 Solve complex arithmetic problems involving percent of increase or NPO 8 4d) Solve problems involving percentages (including percent increase and decrease, interest rates, tax, discount, tips, or part/whole relationships). TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 39 of 58 Grade NAEP 2009 Math Content Area Standard decrease and problems requiring integration of several concepts from pre-algebra and/or pre-geometry (e.g., comparing percentages or averages, using several ratios, and finding ratios in geometry settings) Grade 6 SPI 0606.2.7 EEI 24-27 GR 13-15 Locate positive rational numbers on the number line. GR Grade 6 SPI 0606.2.8 Locate integers on the number line. Grade 6 SPI 0606.3.1 Represent on a number line the solution of a linear inequality. Grade 6 SPI 0606.3.2 Use order of operations and parentheses to simplify expressions and solve problems. GR EEI Write expressions, equations, or inequalities with a single variable for common pre-algebra settings (e.g., rate and distance problems and problems that can be solved by using proportions) Identify the location of a point with a positive coordinate on the number line 16-19 Locate points on the number line and in the first quadrant 16-19 Locate points on the number line and in the first quadrant 24-27 Identify the graph of a linear inequality on the number line 28-32 Match number line graphs with solution sets of linear inequalities 20-23 Evaluate algebraic expressions by substituting integers for unknown quantities NPO 8 1b) Model or describe rational numbers or numerical relationships using number lines and diagrams. 1h) Order or compare rational numbers (fractions, decimals, percents, or integers) using various models and representations (e.g., number line). NPO 8 ALG 8 ALG 8 1b) Model or describe rational numbers or numerical relationships using number lines and diagrams. 1h) Order or compare rational numbers (fractions, decimals, percents, or integers) using various models and representations (e.g., number line). 3b) Write algebraic expressions, equations, or inequalities to represent a situation. 3c) Perform basic operations, using appropriate tools, on linear algebraic expressions (including grouping and order of multiple operations involving basic operations, exponents, roots, simplifying, and TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 40 of 58 Grade NAEP 2009 Math Content Area Standard expanding). EEI Grade 6 SPI 0606.3.3 Write equations that correspond to given situations or represent a given mathematical relationship. EEI Grade 6 SPI 0606.3.4 Rewrite expressions to represent quantities in different ways. EEI Grade 6 SPI 0606.3.5 Grade 6 SPI 0606.3.6 Translate between verbal expressions or sentences and algebraic expressions or equations. Solve two-step linear equations using number sense, properties, and 13-15 Exhibit knowledge of basic expressions (e.g., identify an expression for a total as b + g) 20-23 Perform straightforward word-tosymbol translations 24-27 Write expressions, equations, or inequalities with a single variable for common pre-algebra settings (e.g., rate and distance problems and problems that can be solved by using proportions) 16-19 Combine like terms (e.g., 2x + 5x) 20-23 Add and subtract simple algebraic expressions 13-15 Exhibit knowledge of basic expressions (e.g., identify an expression for a total as b + g) 20-23 Perform straightforward word-tosymbol translations 24-27 EEI 20-23 Write expressions, equations, or inequalities with a single variable for common pre-algebra settings (e.g., rate and distance problems and problems that can be solved by using proportions) Solve routine first-degree equations ALG 8 3b) Write algebraic expressions, equations, or inequalities to represent a situation. ALG 8 2 a) Translate between different representations of linear expressions using symbols, graphs, tables, diagrams, or written descriptions. 2b) Analyze or interpret linear relationships expressed in symbols, graphs, tables, diagrams, or written descriptions. ALG 8 2 a) Translate between different representations of linear expressions using symbols, graphs, tables, diagrams, or written descriptions. 2b) Analyze or interpret linear relationships expressed in symbols, graphs, tables, diagrams, or written descriptions. 3b) Write algebraic expressions, equations, or inequalities to represent a situation. ALG 8 4a) Solve linear equations or inequalities (e.g., ax + b = c or ax + b = cx + d or ax + b > c). TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 41 of 58 Grade NAEP 2009 Math Content Area Standard inverse operations. NCP Grade 6 SPI 0606.3.7 Grade 6 SPI 0606.3.8 Grade 6 SPI 0606.3.9 Grade 6 SPI 0606.4.1 28-32 Use algebraic expressions and properties to analyze numeric and geometric patterns. Select the qualitative graph that models a contextual situation (e.g., water filling then draining from a bathtub). Graph ordered pairs of integers in all four quadrants of the Cartesian coordinate system Identify, define or describe geometric shapes given a visual representation or a written description of its properties. Grade 6 SPI 0606.4.2 Grade 6 SPI 0606.4.3 Solve problems using the Triangle Inequality Theorem. Grade 6 SPI 0606.4.4 Calculate with circumferences and areas of circles. ALG 8 1a) Recognize, describe, or extend numerical and geometric patterns using tables, graphs, words, or symbols. Apply number properties involving even/odd numbers and factors/multiples GR 33-36 Analyze and draw conclusions based on information from graphs in the coordinate plane ALG 8 f) Identify or represent functional relationships in meaningful contexts including proportional, linear, and common nonlinear (e.g., compound interest, bacterial growth) in tables, graphs, words, or symbols. GR 20-23 Locate points in the coordinate plane ALG 8 2c) Graph or interpret points that are represented by ordered pairs of numbers on a rectangular coordinate system. PPF 33-36 Draw conclusions based on a set of conditions GEO 8 1b) Identify a geometric object given a written description of its properties. 1d) Draw or sketch from a written description polygons, circles, or semicircles. PPF Find a missing angle measure in problems involving interior/exterior angles and/or their sums. Apply number properties involving prime factorization 20-23 24-27 Exhibit knowledge of basic angle properties and special sums of angle measures (e.g., 90°, 180°, and 360°) GEO 8 3 b) Apply geometric properties and relationships in solving simple problems in two and three dimensions. Use several angle properties to find an unknown angle measure MEAS 12 1 d) Solve problems of angle measure, including those involving triangles or other polygons or parallel lines cut by a transversal. MEAS 13-15 Estimate or calculate the length of a line segment based on other lengths given on a geometric figure GEO 8 3b) Apply geometric properties and relationships in solving simple problems in two and three dimensions. MEAS 24-27 Compute the area and circumference of circles after identifying necessary information ALG 8 4e) Use and evaluate common formulas [e.g., relationship between a circle’s circumference and diameter (C = pi d), distance and time TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 42 of 58 Grade NAEP 2009 Math Content Area Standard under constant speed]. MEAS Grade 6 SPI 0606.4.5 Determine the surface area and volume of prisms, pyramids and cylinders. Grade 6 SPI 0606.4.6 Given the volume of a cone/pyramid, find the volume of the related cylinder/prism or vice versa Grade 6 SPI 0606.5.1 Determine the theoretical probability of simple and compound events in familiar contexts. MEAS PSDA PSDA Grade 6 SPI 0606.5.2 Identify features of graphs that may be misleading. Grade 6 SPI 0606.5.3 Determine whether or not a sample is biased Grade 5 SPI 0506.1.1 Given a series of geometric statements, draw a conclusion about the 20-23 Use geometric formulas when all necessary information is given 28-32 Use relationships involving area, perimeter, and volume of geometric figures to compute another measure 28-32 Use relationships involving area, perimeter, and volume of geometric figures to compute another measure 20-23 Determine the probability of a simple event 24-27 Compute straightforward probabilities for common situations 28-32 Interpret and use information from figures, tables, and graphs 33-36 MEAS 8 1 f) Solve mathematical or real-world problems involving perimeter or area of plane figures such as triangles, rectangles, circles, or composite figures. MEAS 8 1h) Solve problems involving volume or surface area of rectangular solids, cylinders, prisms, or composite shapes. MEAS 8 h) Solve problems involving volume or surface area of rectangular solids, cylinders, prisms, or composite shapes. h) Solve problems by determining, estimating, or comparing volumes or surface areas of three-dimensional figures. 4b) Determine the theoretical probability of simple and compound events in familiar contexts. DASP 8 DASP 12 5a) Identify misleading uses of data in realworld settings and critique different ways of presenting and using information. DASP 8 3a) Given a sample, identify possible sources of bias in sampling. G 8 5a) Distinguish which objects in a collection satisfy a given geometric definition and explain choices. Analyze and draw conclusions based on information from figures, tables, and graphs Grade 5 PPF 33-36 Draw conclusions based on a set of conditions TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 43 of 58 Grade figure described. BOA Grade 5 SPI 0506.1.2 Grade 5 SPI 0506.1.3 Grade 5 SPI 0506.1.4 Grade 5 SPI 0506.2.1 Grade 5 SPI 0506.2.2 13-15 Perform one-operation computation with whole numbers and decimals Write the prime factorization of numbers through 50 using both exponential and standard notation. a) Make and test a geometric conjecture about regular polygons. 2b) Make estimates appropriate to a given situation by: Identifying when estimation is appropriate, Determining the level of accuracy needed, Selecting the appropriate method of estimation, or Analyzing the effect of an estimation method on the accuracy of results. NPO 8 NPO 8 5d) Use divisibility or remainders in problem settings. DATA 12 5b) Distinguish relevant from irrelevant information, identify missing information, and either find what is needed or make appropriate approximations. Estimate fraction and decimal sums or differences. Recognize the unit associated with the remainder in a division problem or the meaning of the fractional part of a whole given in either decimal or fraction form. Identify missing information and/or too much information in contextual problems. Read and write numbers from millions to millionths in various contexts. NAEP 2009 Math Content Area Standard NCP 16-19 Identify a digit's place value NPO 8 1a) Use place value to model and describe integers and decimals. NCP 16-19 Recognize one-digit factors of a number NPO 8 5b) Recognize, find, or use factors, multiples, or prime factorization. 20-23 Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern identification, absolute value, primes, and greatest common factor 28-32 Apply number properties involving 5c) Recognize or use prime and composite numbers to solve problems. 6 a) Explain or justify a mathematical concept or relationship (e.g., explain why 17 is prime). 12 1 d) Represent, interpret or compare TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 44 of 58 Grade prime factorization expressions for real numbers, including expressions utilizing exponents and logarithms. Apply number properties involving even/odd numbers and factors/multiples BOA Grade 5 SPI 0506.2.3 Select a reasonable solution to a realworld division problem in which the remainder must be considered. Grade 5 SPI 0506.2.4 Solve problems involving the division of two- and threedigit whole numbers by one- and two-digit whole numbers. BOA Solve problems in one or two steps using whole numbers 16-19 Solve some routine two-step arithmetic problems 16-19 Solve some routine two-step arithmetic problems 16-19 Solve addition and subtraction problems involving both fractions and decimals. Add and subtract proper and improper fractions as well as mixed numbers. Grade 5 SPI 0506.2.7 Recognize equivalent representations for the same number. 8 Solve some routine two-step arithmetic problems 2c) Verify solutions or determine the reasonableness of results in a variety of situations including calculator and computer results. 5d) Use divisibility or remainders in problem settings. NPO 4 NPO 8 3 c) Divide whole numbers: Up to three-digits by one-digit with paper and pencil computation, or Up to five-digits by two-digits with use of calculator. 3 a) Perform computations with rational numbers. 3 a) Perform computations with rational numbers. 3f) Solve application problems involving rational numbers and operations using exact answers or estimates as appropriate. BOA Grade 5 SPI 0506.2.6 NPO 8 BOA Grade 5 SPI 0506.2.5 13-15 NAEP 2009 Math Content Area Standard 16-19 Solve routine one-step arithmetic problems (using whole numbers, fractions, and decimals) such as single-step percent NPO 4 3a) Add and subtract: Whole numbers, or Fractions with like denominators, or Decimals through hundredths. NPO 8 1e) Recognize, translate between, or apply multiple representations of rational numbers (fractions, decimals, and percents) in meaningful contexts. Solve some routine two-step arithmetic problems NCP 13-15 Recognize equivalent fractions and fractions in lowest terms TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Grade 5 SPI 0506.2.8 Grade 5 SPI 0506.2.9 Grade 5 SPI 0506.3.1 Grade 5 SPI 0506.3.2 Grade 5 SPI 0506.3.3 Grade 5 SPI 0506.3.4 SPI Write terminating decimals in the form of fractions or mixed numbers. Compare whole numbers, decimals and fractions using the symbols <, >, and =. Evaluate algebraic expressions involving decimals and fractions using order of operations. Evaluate multi-step numerical expressions involving fractions using order of operations. Find the unknown in single-step equations involving fractions and mixed numbers. ACT content area NCP NCP 13-15 Recognize equivalent fractions and fractions in lowest terms 20-23 Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern identification, absolute value, primes, and greatest common factor NAEP content area NPO 8 NPO 8 ALG 12 e) Evaluate algebraic expressions, including polynomials and rational expressions. ALG 12 e) Evaluate algebraic expressions, including polynomials and rational expressions. Grade NAEP 2009 Math Content Area Standard 1e) Recognize, translate between, or apply multiple representations of rational numbers (fractions, decimals, and percents) in meaningful contexts. 1h) Order or compare rational numbers (fractions, decimals, percents, or integers) using various models and representations (e.g., number line). 16-19 Solve one-step equations having integer or decimal answers ALG 8 4a) Solve linear equations or inequalities (e.g., ax + b = c or ax + b = cx + d or ax + b > c). EEI 24-27 Solve first-degree inequalities that do not require reversing the inequality sign ALG 8 4b) Interpret "=" as an equivalence between two expressions and use this interpretation to solve problems. MEAS 8 1f) Solve mathematical or real-world problems involving perimeter or area of plane figures such as triangles, rectangles, circles, or composite figures. 28-32 MEAS Grade 5 SPI 0506.4.1 ACT College Readiness Standard EEI Given a set of values, identify those that make an inequality a true statement Solve contextual problems that require calculating the area of triangles and parallelograms. Range page 45 of 58 16-19 Solve linear inequalities that require reversing the inequality sign Compute the area of rectangles when whole number dimensions are given 20-23 Compute the area and perimeter of triangles and rectangles in simple problems 24-27 Compute the area of triangles and rectangles when one or more additional simple steps are required TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Grade 5 SPI 0506.4.2 Grade 5 SPI 0506.4.3 Grade 5 SPI 0506.4.4 Grade 5 SPI 0506.4.5 Grade 5 SPI 0506.4.6 SPI ACT content area MEAS Decompose irregular shapes to find perimeter and area. Range 24-27 33-36 ACT College Readiness Standard Compute the perimeter of simple composite geometric figures with unknown side lengths Compute the area of composite geometric figures when planning or visualization is required NAEP content area GEO 8 MEAS 8 GEO 8 Identify a threedimensional object from twodimensional representations of that object and vice versa. Solve problems involving surface area and volume of rectangular prisms and polyhedral solids. Find the length of vertical or horizontal line segments in the first quadrant of the coordinate system, including problems that require the use of fractions and decimals. Record measurements in context to reasonable degree of accuracy using decimals and/or fractions page 46 of 58 Grade 12 MEAS GR 20-23 Use geometric formulas when all necessary information is given 28-32 Use relationships involving area, perimeter, and volume of geometric figures to compute another measure 20-23 Comprehend the concept of length on the number line* NAEP 2009 Math Content Area Standard 2d) Predict results of combining, subdividing, and changing shapes of plane figures and solids (e.g., paper folding, tiling, and cutting up and rearranging pieces). 1f) Solve mathematical or real-world problems involving perimeter or area of plane figures such as triangles, rectangles, circles, or composite figures. e) Represent or describe a three-dimensional situation in a two-dimensional drawing from different views. d) Draw or sketch from a written description plane figures and planar images of threedimensional figures. e) Use two-dimensional representations of three-dimensional objects to visualize and solve problems. 1h) Solve problems involving volume or surface area of rectangular solids, cylinders, prisms, or composite shapes. MEAS 8 MEAS 4 1c) Estimate the size of an object with respect to a given measurement attribute (e.g., length, perimeter, or area using a grid). MEAS 8 2e) Determine appropriate accuracy of measurement in problem situations (e.g., the accuracy of each of several lengths needed to obtain a specified accuracy of a total length) and find the measure to that degree of accuracy. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI Grade 5 SPI 0506.5.1 Depict data using various representations, including decimal and/or fractional data. Grade 5 SPI 0506.5.2 Make predictions based on various data representations, including double bar and line graphs. ACT content area PSDA PSDA PSDA Grade 5 SPI 0506.5.3 Calculate measures of central tendency to analyze data Range ACT College Readiness Standard 20-23 Translate from one representation of data to another (e.g., a bar graph to a circle graph) 28-32 Interpret and use information from figures, tables, and graphs 33-36 Analyze and draw conclusions based on information from figures, tables, and graphs 13-15 Calculate the average of a list of positive whole numbers 16-19 Calculate the average of a list of numbers 33-36 page 47 of 58 NAEP content area DASP 8 1b) For a given set of data, complete a graph and then solve a problem using the data in the graph (histograms, line graphs, scatterplots, circle graphs, and bar graphs). DASP 8 2e) Visually choose the line that best fits given a scatterplot and informally explain the meaning of the line. Use the line to make predictions. DASP 8 2a) Calculate, use, or interpret mean, median, mode, or range. Grade NAEP 2009 Math Content Area Standard 2b) Describe how mean, median, mode, range, or interquartile ranges relate to the shape of the distribution. Distinguish between mean, median, and mode for a list of numbers Grade 4 28-32 Apply number properties involving positive/negative number 33-36 Draw conclusions based on number concepts, algebraic properties, and/or relationships between expressions and numbers NCP 20-23 BOA 16-19 Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern identification, absolute value, primes, and greatest common factor Solve some routine two-step arithmetic problems NCP Grade 4 SPI 0406.1.1 Verify a conclusion using the commutative, associative and distributive properties. Grade 4 SPI 0406.1.2 Compare decimals using concrete and pictorial representations. Grade 4 SPI 0406.1.3 Determine the correct change from a transaction. NPO 4 5e) Apply basic properties of operations. NPO 4 1e) Connect model, number word, or number using various models and representations for whole numbers, fractions, and decimals. NPO 4 3a) Add and subtract: Whole numbers, or Fractions with like denominators, or Decimals through hundredths. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Grade 4 SPI 0406.1.4 Grade 4 SPI 0406.2.1 SPI Compare objects with respect to a given geometric or physical attribute and select appropriate measurement instrument Read and write numbers from hundredths to hundred-thousands in numerals and in words. Grade 4 SPI 0406.2.2 Locate and place mixed numbers on the number line. Grade 4 SPI 0406.2.3 Identify the place value of a specified digit in a number and the quantity it represents. Grade 4 SPI 0406.2.4 Find factors, common factors, multiples, and common multiples of two numbers. ACT content area Range ACT College Readiness Standard 20-23 Solve routine two-step or three-step arithmetic problems involving concepts such as rate and proportion, tax added, percentage off, and computing with a given average NAEP content area page 48 of 58 Grade NAEP 2009 Math Content Area Standard MEAS 4 1c) Estimate the size of an object with respect to a given measurement attribute (e.g., length, perimeter, or area using a grid). NCP 16-19 Identify a digit's place value NPO 4 1c) Compose or decompose whole quantities by place value (e.g., write whole numbers in expanded notation using place value: 342 = 300 + 40 + 2). GR 13-15 Identify the location of a point with a positive coordinate on the number line NPO 4 b) Represent numbers using models such as base 10 representations, number lines, and two-dimensional models. 16-19 Locate points on the number line and in the first quadrant 8 NCP 16-19 Identify a digit's place value NPO 4 1b) Model or describe rational numbers or numerical relationships using number lines and diagrams. 1a) Identify the place value and actual value of digits in whole numbers. NCP 13-15 Recognize one-digit factors of a number NPO 4 20-23 Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern identification, absolute value, primes, and greatest common factor 5b) Identify factors of whole numbers. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area NCP Grade 4 SPI 0406.2.5 Use the symbols < , > and = to compare common fractions and decimals in both increasing and decreasing order. Work with numerical factors 13-15 Recognize equivalent fractions and fractions in lowest terms 13-15 Recognize equivalent fractions and fractions in lowest terms 20-23 Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern identification, absolute value, primes, and greatest common factor 24-27 Order fractions 16-19 Solve routine one-step arithmetic problems (using whole numbers, fractions, and decimals) such as single-step percent Convert improper fractions into mixed numbers and/or decimals. BOA Grade 4 SPI 0406.2.8 24-27 NAEP content area NPO Add and subtract proper fractions with like and unlike denominators and simplify the answer. Grade 4 NAEP 2009 Math Content Area Standard 1e) Connect model, number word, or number using various models and representations for whole numbers, fractions, and decimals. 1i) Order or compare whole numbers, decimals, or fractions. BOA Grade 4 SPI 0406.2.7 ACT College Readiness Standard Generate equivalent forms of common fractions and decimals and use them to compare size. NCP Grade 4 SPI 0406.2.6 Range page 49 of 58 16-19 Solve some routine two-step arithmetic problems Solve routine one-step arithmetic problems (using whole numbers, fractions, and decimals) such as single-step percent 8 e) Recognize, translate between, or apply multiple representations of rational numbers (fractions, decimals, and percents) in meaningful contexts. NPO 4 1i) Order or compare whole numbers, decimals, or fractions. NPO 4 2a) Use benchmarks (well-known numbers used as meaningful points for comparison) for whole numbers, decimals, or fractions in contexts (e.g., 1/2 and .5 may be used as benchmarks for fractions and decimals between 0 and 1.00). NPO 4 3a) Add and subtract: Whole numbers, or Fractions with like denominators, or Decimals through hundredths. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Grade 4 SPI 0406.2.9 SPI ACT content area BOA Add and subtract decimals through hundredths. BOA Grade 4 SPI 0406.2.10 Perform one-operation computation with whole numbers and decimals 16-19 Solve routine one-step arithmetic problems (using whole numbers, fractions, and decimals) such as single-step percent 13-15 Solve problems in one or two steps using whole numbers 16-19 Solve routine one-step arithmetic problems (using whole numbers, fractions, and decimals) such as single-step percent 20-23 Solve routine two-step or three-step arithmetic problems involving concepts such as rate and proportion, tax added, percentage off, and computing with a given average 13-15 Perform one-operation computation with whole numbers and decimals Solve problems using whole number multidigit multiplication. Solve problems using whole number division with one- or two-digit divisors NAEP content area NPO 4 3a) Add and subtract: Whole numbers, or Fractions with like denominators, or Decimals through hundredths. NPO 4 3f) Solve application problems involving numbers and operations. NPO 4 3b) Multiply whole numbers: No larger than two-digit by two-digit with paper and pencil computation, or Larger numbers with use of calculator. NPO 4 3c) Divide whole numbers: Grade NAEP 2009 Math Content Area Standard Solve some routine two-step arithmetic problems Solve problems in one or two steps using whole numbers BOA Grade 4 SPI 0406.2.12 ACT College Readiness Standard 13-15 Solve contextual problems using whole numbers, fractions, and decimals. BOA Grade 4 SPI 0406.2.11 Range page 50 of 58 13-15 Perform one-operation computation with whole numbers and decimals Solve problems in one or two steps using whole numbers Up to three-digits by one-digit with paper and pencil computation, or Up to five-digits by two-digits with use of calculator. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Grade 4 SPI 0406.3.1 SPI Use letters and symbols to represent an unknown quantity and write a simple mathematical expression. ACT content area EEI NCP Grade 4 SPI 0406.3.2 Make generalizations about geometric and numeric patterns. Grade 4 SPI 0406.3.3 Represent and analyze patterns using words, function tables, and graphs Grade 4 SPI 0406.4.1 Classify lines and line segments as parallel, perpendicular, or intersecting. Grade 4 SPI 0406.4.2 Graph and interpret points with whole number or letter coordinates on grids or in the first quadrant of the coordinate plane. Grade 4 SPI 0406.4.3 Grade 4 SPI 0406.4.4 Construct geometric figures with vertices at points on a coordinate grid. Identify acute, obtuse, and right angles in 2- GR PPF Range ACT College Readiness Standard 16-19 Solve routine one-step arithmetic problems (using whole numbers, fractions, and decimals) such as single-step percent 13-15 Exhibit knowledge of basic expressions (e.g., identify an expression for a total as b + g) 20-23 Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern identification, absolute value, primes, and greatest common factor 13-15 Identify the location of a point with a positive coordinate on the number line 16-19 Locate points on the number line and in the first quadrant 20-23 Exhibit knowledge of basic angle properties and special sums of angle NAEP content area ALG ALG page 51 of 58 Grade NAEP 2009 Math Content Area Standard 4 3a) Use letters and symbols to represent an unknown quantity in a simple mathematical expression. 4 3b) Express simple mathematical relationships using number sentences. 1a) Recognize, describe, or extend numerical patterns. 4 1d) Create a different representation of a pattern or sequence given a verbal description. GEO 4 GEO 4 3a) Analyze or describe patterns of geometric figures by increasing number of sides, changing size or orientation (e.g., polygons with more and more sides). 4a) Describe relative positions of points and lines using the geometric ideas of parallelism or perpendicularity. ALG 4 2c) Graph or interpret points with whole number or letter coordinates on grids or in the first quadrant of the coordinate plane. GEO 4 1c) Identify or draw angles and other geometric figures in the plane. GEO 8 1c) Identify, define, or describe geometric shapes in the plane and in three-dimensional TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Grade 4 SPI 0406.4.5 Grade 4 SPI 0406.4.6 Grade 4 SPI 0406.4.7 Grade 4 SPI 0406.4.8 Grade 4 SPI 0406.4.9 Grade 4 SPI 0406.4.10 Grade 4 SPI dimensional shapes. Identify attributes of simple and compound figures composed of 2and 3- dimensional shapes. Determine situations in which a highly accurate measurement is important. Determine appropriate size of unit of measurement in problem situations involving length, capacity or weight. Convert measurements within a single system that are common in daily life (e.g., hours and minutes, inches and feet, centimeters and meters, quarts and gallons, liters and milliliters). ACT content area ACT College Readiness Standard NAEP content area Grade measures (e.g., 90°, 180°, and 360°) NAEP 2009 Math Content Area Standard space given a visual representation. 3 f) Describe and compare properties of simple and compound figures composed of triangles, squares, and rectangles. GEO 4 MEAS 4 2e) Determine situations in which a highly accurate measurement is important. MEAS 4 2d) Determine appropriate size of unit of measurement in problem situation involving such attributes as length, time, capacity, or weight. BOA 13-15 Perform common conversions (e.g., inches to feet or hours to minutes) MEAS 4 2b) Solve problems involving conversions within the same measurement system such as conversions involving inches and feet or hours and minute. MEAS 16-19 Compute the perimeter of polygons when all side lengths are given MEAS 4 1c) Estimate the size of an object with respect to a given measurement attribute (e.g., length, perimeter, or area using a grid). GEO 4 2c) Identify the images resulting from flips (reflections), slides (translations), or turns (rotations). DASP 4 1a) Read or interpret a single set of data. Solve problems involving area and/or perimeter of rectangular figures. Identify images resulting from reflections, translations, or rotations Depict data using Range page 52 of 58 Compute the area of rectangles when whole number dimensions are given 20-23 PSDA 20-23 Compute the area and perimeter of triangles and rectangles in simple problems Translate from one representation of TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI 0406.5.1 Grade 4 SPI 0406.5.2 SPI various representations (e.g., tables, pictographs, line graphs, bar graphs). Solve problems using estimation and comparison within a single set of data. Grade 4 SPI 0406.5.3 Given a set of data or a graph, describe the distribution of the data using median, range, or mode. Grade 4 SPI 0406.5.4 List all possible outcomes of a given situation or event ACT content area Range ACT College Readiness Standard NAEP content area page 53 of 58 Grade NAEP 2009 Math Content Area Standard data to another (e.g., a bar graph to a circle graph) PSDA 33-36 Analyze and draw conclusions based on information from figures, tables, and graphs DASP 4 1c) Solve problems by estimating and computing within a single set of data. PSDA 33-36 Distinguish between mean, median, and mode for a list of numbers DASP 4 2b) Given a set of data or a graph, describe the distribution of the data using median, range, or mode. DASP 4 4e) List all possible outcomes of a given situation or event. MEAS 4 MEAS 4 NPO 4 2a) Select or use appropriate type of unit for the attribute being measured such as length, time, or temperature. 2a) Select or use appropriate type of unit for the attribute being measured such as length, time, or temperature. 3a) Add and subtract: Whole numbers, or Fractions with like denominators, or Decimals through hundredths. NPO 4 1e) Connect model, number word, or number using various models and representations for whole numbers, fractions, and decimals. ALG 4 1d) Create a different representation of a pattern or sequence given a verbal description. Analyze and draw conclusions based on information from figures, tables, and graphs Grade 3 Grade 3 SPI 0306.1.1 Solve problems using a calendar. Grade 3 SPI 0306.1.2 Solve problems involving elapsed time. Grade 3 SPI 0306.1.3 Determine the correct change from a transaction less than a dollar. Grade 3 SPI 0306.1.4 Grade 3 SPI 0306.1.5 Match the spoken, written, concrete, and pictorial representations of fractions with denominators up to ten. Represent problems mathematically using diagrams, numbers, BOA PSDA 16-19 24-27 Solve routine one-step arithmetic problems (using whole numbers, fractions, and decimals) such as single-step percent Use Venn diagrams in counting TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 54 of 58 Grade and symbolic expressions. Grade 3 SPI 0306.1.6 Grade 3 SPI 0306.1.7 Identify and use vocabulary to describe attributes of two- and three-dimensional shapes. Select appropriate units and tools to solve problems involving measures. Grade 3 SPI 0306.1.8 Express answers clearly in verbal, numerical, or graphical (bar and picture) form, using units when appropriate Grade 3 SPI 0306.2.1 Read and write numbers up to 10,000 in numerals and up to 1,000 in words. Grade 3 SPI 0306.2.2 Identify the place value of numbers in the ten-thousands, thousands, hundreds, tens, and ones GEO 4 DASP 4 NAEP 2009 Math Content Area Standard 2a) Translate between the different forms of representations (symbolic, numerical, verbal, or pictorial) of whole number relationships (such as from a written description to an equation or from a function table to a written description). 1b) Identify or describe (informally) realworld objects using simple plane figures (e.g., triangles, rectangles, squares, and circles) and simple solid figures (e.g., cubes, spheres, and cylinders). 1e) Select or use appropriate measurement instruments such as ruler, meter stick, clock, thermometer, or other scaled instruments. 2e) Determine situations in which a highly accurate measurement is important. NCP NCP 16-19 16-19 Identify a digit's place value Identify a digit's place value MEAS 4 2a) Select or use appropriate type of unit for the attribute being measured such as length, time, or temperature. DASP 4 1b) For a given set of data, complete a graph (limits of time make it difficult to construct graphs completely). MEAS 4 2a) Select or use appropriate type of unit for the attribute being measured such as length, time, or temperature. NPO 4 1a) Identify the place value and actual value of digits in whole numbers. NPO 4 1b) Represent numbers using models such as base 10 representations, number lines, and two-dimensional models. 1a) Identify the place value and actual value of digits in whole numbers. TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier Grade 3 SPI 0306.2.3 Grade 3 SPI 0306.2.4 SPI positions. Convert between expanded and standard form with whole numbers to 10,000. Compare and order numbers up to 10,000 using the words less than, greater than, and equal to, and the symbols <, >, =. Grade 3 SPI 0306.2.5 Identify various representations of multiplication and division. Grade 3 SPI 0306.2.6 Recall basic multiplication facts through 10 times10 and the related division facts. Grade 3 SPI 0306.2.7 Grade 3 SPI 0306.2.8 Grade 3 SPI 0306.2.9 Compute multiplication problems that involve multiples of ten using basic number facts. Solve problems that involve the inverse relationship between multiplication and division. Solve contextual problems involving the addition and subtraction (with and without regrouping) ACT content area Range ACT College Readiness Standard NAEP content area page 55 of 58 Grade NAEP 2009 Math Content Area Standard NPO 4 1c) Compose or decompose whole quantities by place value (e.g., write whole numbers in expanded notation using place value: 342 = 300 + 40 + 2). NPO 4 1i) Order or compare whole numbers, decimals, or fractions. NPO 4 3b) Multiply whole numbers: No larger than two-digit by two-digit with paper and pencil computation, or Larger numbers with use of calculator. NPO 4 3b) Multiply whole numbers: No larger than two-digit by two-digit with paper and pencil computation, or Larger numbers with use of calculator. NPO 4 3e) Interpret whole number operations and the relationships between them. NPO 4 3f) Solve application problems involving numbers and operations. NPO 4 1e) Connect model, number word, or number using various models and representations for whole numbers, fractions, and decimals. 2) Use benchmarks (well-known numbers TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 56 of 58 Grade used as meaningful points for comparison) for whole numbers, decimals, or fractions in contexts (e.g., 1/2 and .5 may be used as benchmarks for fractions and decimals between 0 and 1.00). of two- and three digit whole numbers. Grade 3 SPI 0306.2.10 Grade 3 SPI 0306.2.11 Grade 3 SPI 0306.2.12 Grade 3 SPI 0306.2.13 Grade 3 SPI 0306.2.14 Identify equivalent fractions given by various representations. Recognize and use different interpretations of fractions. Name fractions in various contexts that are less than, equal to, or greater than one. Recognize, compare, and order fractions (benchmark fractions, common numerators, or common denominators). Add and subtract fractions with like denominators NCP NCP NCP Grade 3 SPI 0306.3.1 13-15 NPO 4 1e) Connect model, number word, or number using various models and representations for whole numbers, fractions, and decimals. NPO 8 1b) Model or describe rational numbers or numerical relationships using number lines and diagrams. Order fractions NPO 4 1i) Order or compare whole numbers, decimals, or fractions. 13-15 Recognize equivalent fractions and fractions in lowest terms NPO 4 1i) Order or compare whole numbers, decimals, or fractions. 24-27 Order fractions NPO 4 3a) Add and subtract: Whole numbers, or Fractions with like denominators, or Decimals through hundredths. ALG 4 5a) Verify a conclusion using algebraic properties. 24-27 Recognize equivalent fractions and fractions in lowest terms BOA 16-19 Solve routine one-step arithmetic problems (using whole numbers, fractions, and decimals) such as single-step percent NCP 13-15 Recognize equivalent fractions and fractions in lowest terms 24-27 Order fractions 33-36 Draw conclusions based on number concepts, algebraic properties, and/or relationships between expressions and numbers NCP Verify a conclusion using algebraic properties. NAEP 2009 Math Content Area Standard TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI Grade 3 SPI 0306.3.2 Express mathematical relationships using number sentences/equations. Grade 3 SPI 0306.3.3 Find the missing values in simple multiplication and division equations. Grade 3 SPI 0306.3.4 Describe or extend (including finding missing terms) geometric and numeric patterns Grade 3 SPI 0306.4.1 Recognize polygons and be able to identify examples based on geometric definitions. ACT content area EEI EEI Grade 3 SPI 0306.4.2 Grade 3 SPI 0306.4.3 Grade 3 SPI 0306.4.5 ACT College Readiness Standard 13-15 Exhibit knowledge of basic expressions (e.g., identify an expression for a total as b + g) 13-15 Solve equations in the form x + a = b, where a and b are whole numbers or decimals 16-19 Solve one-step equations having integer or decimal answers. Determine if two figures are congruent based on size and shape. Identify the line of symmetry in a twodimensional design or shape. MEAS Grade 3 SPI 0306.4.4 Range Calculate the perimeter of shapes made from polygons. Choose reasonable units of measure, estimate common 16-19 Compute the perimeter of polygons when all side lengths are given 20-23 Compute the perimeter of polygons when all side lengths are given 33-36 Compute the area of composite geometric figures when planning or visualization is required page 57 of 58 NAEP content area ALG 4 3b) Express simple mathematical relationships using number sentences. ALG 4 4a) Find the value of the unknown in a whole number sentence. ALG 4 1a) Recognize, describe, or extend numerical patterns. GEO 4 GEO 4 1b) Identify or describe (informally) realworld objects using simple plane figures (e.g., triangles, rectangles, squares, and circles) and simple solid figures (e.g., cubes, spheres, and cylinders). 2e) Match or draw congruent figures in a given collection. GEO 4 2a) Identify whether a figure is symmetrical, or draw lines of symmetry. MEAS 4 1f) Solve problems involving perimeter of plane figures. MEAS 4 1e) Select or use appropriate measurement instruments such as ruler, meter stick, clock, thermometer, or other scaled instruments. Grade NAEP 2009 Math Content Area Standard TN DOE Mathematics Standards Aligned with ACT College Readiness Standards and NAEP Content Standards TN DOE unique identifier SPI ACT content area Range ACT College Readiness Standard NAEP content area page 58 of 58 Grade measurements using benchmarks, and use appropriate tools to make measurements. MEAS Grade 3 SPI 0306.4.6 4 Measure length to the nearest centimeter or half inch. Solve problems requiring the addition and subtraction of lengths Grade 3 SPI 0306.5.1 Interpret a frequency table, bar graph, pictograph, or line plot. Grade 3 SPI 0306.5.2 Solve problems in which data is represented in tables or graph. Grade 3 SPI 0306.5.3 Make predictions based on various representations of data 2a) Select or use appropriate type of unit for the attribute being measured such as length, time, or temperature . 1e) Select or use appropriate measurement instruments such as ruler, meter stick, clock, thermometer, or other scaled instruments. 2a) Select or use appropriate type of unit for the attribute being measured such as length, time, or temperature. MEAS Grade 3 SPI 0306.4.7 NAEP 2009 Math Content Area Standard PSDA 16-19 Compute the perimeter of polygons when all side lengths are given 20-23 Compute the area and perimeter of triangles and rectangles in simple problems 16-19 Read tables and graphs 28-32 Interpret and use information from figures, tables, and graphs 13-15 Perform a single computation using information from a table or chart PSDA 24-27 MEAS 4 1f) Solve problems involving perimeter of plane figures. DASP 4 1 a) Read or interpret a single set of data. DASP 8 1 b) For a given set of data, complete a graph and then solve a problem using the data in the graph (histograms, line graphs, scatterplots, circle graphs, and bar graphs). DASP 4 1c) Solve problems by estimating and computing within a single set of data. Manipulate data from tables and graphs
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