### RP: Ratios and Proportional Relationships

#### RP.A: Understand ratio concepts and use ratio reasoning to solve problems.

RP.A.B.4: Basic students solve unit rate problems given the unit rate;

RP.A.P.4: Proficient students solve unit rate problems that require determining a unit rate;

RP.A.A.3: Advanced students solve unit rate problems that require determining two unit rates;

RP.A.B.5: Basic students solve for a percent of a quantity given the whole of 10 or 100;

RP.A.A.4: Advanced students solve, in a real-world context, for a percent of a quantity as a rate per 100 and to solve problems that involve finding the whole, given the part and the percent;

RP.A.B.6: Basic students use ratio reasoning to convert measurement units within the same system.

RP.A.P.6: Proficient students use ratio reasoning to convert measurement units and to transform units appropriately when multiplying or dividing quantities.

RP.A.A.5: Advanced students use ratio reasoning to convert measurement units and transform units appropriately when multiplying and dividing in a real-world context.

### NS: The Number System

#### NS.B: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

NS.B.P.1: Proficient students compute quotients of any two fractions including a mixed number;

#### NS.C: Compute fluently with multi-digit numbers and find common factors and multiples.

NS.C.B.1: Basic students divide three-digit or four-digit dividends by two-digit divisors using the standard algorithm;

NS.C.B.2: Basic students add, subtract, multiply, or divide decimals to tenths using the standard algorithms;

NS.C.P.2: Proficient students add, subtract, multiply, or divide decimals to hundredths using the standard algorithms;

NS.C.A.1: Advanced students add, subtract, multiply, or divide decimals to thousandths using the standard algorithms for each operation;

#### NS.D: Apply and extend previous understandings of numbers to the system of rational numbers.

NS.D.P.1: Proficient students represent quantities in real-world contexts using rational numbers; do simple applications involving positive and negative numbers;

NS.D.B.1: Basic students represent one integer on a horizontal number line;

NS.D.P.2: Proficient students represent two or more rational numbers on a horizontal number line;

NS.D.B.2: Basic students graph ordered pairs of integers in the first quadrant of a coordinate plane;

NS.D.P.3: Proficient students graph ordered pairs of integers in all four quadrants of a coordinate plane;

NS.D.A.1: Advanced students identify the quadrant a point lies in given descriptions of its coordinates with real-world context;

NS.D.B.3: Basic students compare a positive and a negative number;

NS.D.P.4: Proficient students compare two or more rational numbers;

NS.D.A.2: Advanced students explain statements of order for rational numbers in real-world contexts;

NS.D.P.5: Proficient students determine the absolute value of a rational number and explain the absolute value of any rational number as its distance from 0 on the number line;

NS.D.P.6: Proficient students solve problems in both mathematical and real-world contexts by graphing points in all four quadrants of the coordinate plane;

NS.D.B.4: Basic students use coordinates to find distances between points with the same first coordinate or the same second coordinate in the first quadrant.

NS.D.P.7: Proficient students use coordinates to find distances between points with the same first coordinate or the same second coordinate in all four quadrants.

NS.D.A.4: Advanced students use coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate in all four quadrants.

### EE: Expressions and Equations

#### EE.E: Apply and extend previous understandings of arithmetic to algebraic expressions.

EE.E.B.2: Basic students write and read one-step expressions with rational numbers with variables;

EE.E.P.2: Proficient students write and read two-step expressions with rational numbers with variables;

EE.E.A.2: Advanced students write and read three-step or four-step expressions with rational numbers with variables;

EE.E.B.3: Basic students evaluate one-step or two-step expressions with whole numbers given the value of the variable, using the order of operations;

EE.E.P.3: Proficient students evaluate expressions with up to three steps given the values of up to two variables, using the order of operations;

EE.E.A.3: Advanced students evaluate expressions with more than three steps given the values of up to two variables, using the conventional order of operations;

EE.E.P.4: Proficient students identify parts of an expression using mathematical language;

EE.E.B.4: Basic students apply the properties of operations to identify equivalent expressions based on the commutative property.

EE.E.P.5: Proficient students apply the properties of operations to identify and generate equivalent expressions.

EE.E.A.4: Advanced students explain why two expressions are equivalent.

#### EE.F: Reason about and solve one-variable equations and inequalities.

EE.F.B.3: Basic students solve both mathematical and real-world contexts by solving equations of the form x + p = q or x - p = q for cases in which p, q and x are all whole numbers;

EE.F.P.4: Proficient students solve problems in both mathematical and real-world contexts by writing and solving equations of the form x + p = q, x - p = q, px = q, and x/p = q for cases in which p, q, and x are all whole numbers or positive rational numbers;

EE.F.B.4: Basic students write an inequality of the form x > c or x < c to represent a mathematical context.

EE.F.P.5: Proficient students write an inequality of the form x > c or x < c to represent real-world contexts and recognize that inequalities of the form x > c or x < c have infinitely many solutions and represent and interpret solutions of inequalities on number line diagrams.

EE.F.A.4: Advanced students write an inequality of the form x >= c or x <= c to represent real-world contexts, recognize that inequalities of the form x >= c or x <= c have infinitely many solutions, and represent and interpret solutions of inequalities of the form x >= c or x <= c on number line diagrams.

### G: Geometry

#### G.H: Solve real-world and mathematical problems involving area, surface area, and volume.

G.H.P.1: Proficient students determine the area of triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes in both mathematical and real-world contexts;

G.H.A.1: Advanced students find a missing dimension given the area of a triangle or a special quadrilateral and all but one dimension;

G.H.B.2: Basic students apply the formulas V = lwh to find volumes of right rectangular prisms with two whole-number edge lengths and one fractional edge length in both mathematical and real-world contexts;

G.H.B.4: Basic students identify the net of a right prism.

G.H.P.4: Proficient students represent three-dimensional figures using nets made up of rectangles and triangles and use nets to find the surface area of three-dimensional figures.

G.H.A.4: Advanced students use nets to find the surface area of three-dimensional figures in both mathematical and real-world contexts.

### SP: Statistics and Probability

#### SP.I: Develop understanding of statistical variability.

SP.I.P.1: Proficient students recognize a statistical question as one that anticipates variability;

SP.I.A.1: Advanced students create a statistical question as one that anticipates variability;

SP.I.P.2: Proficient students understand that a set of data can be described by its center, spread, and overall shape;

SP.I.A.2: Advanced students make generalizations about the center, the spread, and the overall shape of the distribution of a numerical data set presented in a graph;

SP.I.B.1: Basic students understand that the mean and the median are measures of center.

SP.I.P.3: Proficient students understand that the mean and the median are measures of center, and the mean absolute deviation and the interquartile range are measures of variation for a numerical data set.

SP.I.A.3: Advanced students make generalizations about the mean absolute deviation and the interquartile range as measures of variation for a numerical data set.

#### SP.J: Summarize and describe distributions.

SP.J.P.1: Proficient students display numerical data in plots on a number line, including dot plots, histograms, and box plots;

SP.J.A.1: Advanced students use measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation) for a numerical data set to describe the distribution of the data without calculating the measures;

SP.J.P.3: Proficient students calculate measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation) for a numerical data set.

SP.J.A.2: Advanced students demonstrate and describe the relationship between the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

Correlation last revised: 9/15/2020

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.