subjectURI,subjectLabel,subjectNotation,subjectGrade,predicateCURIE,predicateLabel,objectURI,objectLabel,objectNotation,objectGrade
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434EA,"5. Summarize numerical data sets in relation to their context, such as by:",CCSS.Math.Content.6.SP.B.5,6
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434E9,"4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.",CCSS.Math.Content.6.SP.B.4,6
http://asn.jesandco.org/resources/S113BA20,"Find, evaluate, and select appropriate sources to answer questions.",1.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434E8,"3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.",CCSS.Math.Content.6.SP.A.3,6
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434E7,"2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.",CCSS.Math.Content.6.SP.A.2,6
http://asn.jesandco.org/resources/S113BA20,"Find, evaluate, and select appropriate sources to answer questions.",1.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434E6,"1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.",CCSS.Math.Content.6.SP.A.1,6
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435BC,"6. (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).",CCSS.Math.Content.HSS-MD.B.6,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143649,"b. Evaluate and compare strategies on the basis of expected values.",CCSS.Math.Content.HSS-MD.B.5b,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143648,"a. Find the expected payoff for a game of chance.",CCSS.Math.Content.HSS-MD.B.5a,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435BD,"7. (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).",CCSS.Math.Content.HSS-MD.B.7,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435BA,"4. (+) Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value.",CCSS.Math.Content.HSS-MD.A.4,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435B9,"3. (+) Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value.",CCSS.Math.Content.HSS-MD.A.3,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435B8,"2. (+) Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.",CCSS.Math.Content.HSS-MD.A.2,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435B7,"1. (+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.",CCSS.Math.Content.HSS-MD.A.1,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143568,"Using Probability to Make Decisions",,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435B6,"9. (+) Use permutations and combinations to compute probabilities of compound events and solve problems.",CCSS.Math.Content.HSS-CP.B.9,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435B5,"8. (+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.",CCSS.Math.Content.HSS-CP.B.8,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435B4,"7. Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret the answer in terms of the model.",CCSS.Math.Content.HSS-CP.B.7,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435B3,"6. Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and interpret the answer in terms of the model.",CCSS.Math.Content.HSS-CP.B.6,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435B2,"5. Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.",CCSS.Math.Content.HSS-CP.A.5,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA39,"Use technology and other information tools to analyze and organize information.",2.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435B1,"4. Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities.",CCSS.Math.Content.HSS-CP.A.4,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435B0,"3. Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.",CCSS.Math.Content.HSS-CP.A.3,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435AF,"2. Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.",CCSS.Math.Content.HSS-CP.A.2,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435AE,"1. Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (""or,"" ""and,"" ""not"").",CCSS.Math.Content.HSS-CP.A.1,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA39,"Use technology and other information tools to analyze and organize information.",2.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114356F,"Use the rules of probability to compute probabilities of compound events in a uniform probability model",CCSS.Math.Content.HSS-CP.B,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114356E,"Understand independence and conditional probability and use them to interpret data",CCSS.Math.Content.HSS-CP.A,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA21,"Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.",1.1.5,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435AD,"6. Evaluate reports based on data.",CCSS.Math.Content.HSS-IC.B.6,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435AC,"5. Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.",CCSS.Math.Content.HSS-IC.B.5,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435AB,"4. Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.",CCSS.Math.Content.HSS-IC.B.4,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA20,"Find, evaluate, and select appropriate sources to answer questions.",1.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435AA,"3. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.",CCSS.Math.Content.HSS-IC.B.3,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435A9,"2. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation.",CCSS.Math.Content.HSS-IC.A.2,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435A8,"1. Understand statistics as a process for making inferences about population parameters based on a random sample from that population.",CCSS.Math.Content.HSS-IC.A.1,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143566,"Making Inferences and Justifying Conclusions",,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143552,"High School — Statistics and Probability<sup>★</sup>",,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA3E,"Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.",2.2.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114349E,"5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.",CCSS.Math.Content.4.OA.C.5,4
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114349D,"4. Find all factor pairs for a whole number in the range 1—100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1—100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1—100 is prime or composite.",CCSS.Math.Content.4.OA.B.4,4
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114349C,"3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.",CCSS.Math.Content.4.OA.A.3,4
http://asn.jesandco.org/resources/S113BA34,"Monitor gathered information, and assess for gaps or weaknesses.",1.4.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114349C,"3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.",CCSS.Math.Content.4.OA.A.3,4
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114349C,"3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.",CCSS.Math.Content.4.OA.A.3,4
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114349B,"2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.",CCSS.Math.Content.4.OA.A.2,4
http://asn.jesandco.org/resources/S113BA2A,"Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.",1.2.5,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114349A,"1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.",CCSS.Math.Content.4.OA.A.1,4
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114347F,"9. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.",CCSS.Math.Content.3.OA.D.9,3
http://asn.jesandco.org/resources/S113BA34,"Monitor gathered information, and assess for gaps or weaknesses.",1.4.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114347E,"8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.",CCSS.Math.Content.3.OA.D.8,3
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114347E,"8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.",CCSS.Math.Content.3.OA.D.8,3
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114347E,"8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.",CCSS.Math.Content.3.OA.D.8,3
http://asn.jesandco.org/resources/S113BA5F,"Organize personal knowledge in a way that can be called upon easily.",4.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114347D,"7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.",CCSS.Math.Content.3.OA.C.7,3
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114347B,"5. Apply properties of operations as strategies to multiply and divide.",CCSS.Math.Content.3.OA.B.5,3
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114347B,"5. Apply properties of operations as strategies to multiply and divide.",CCSS.Math.Content.3.OA.B.5,3
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114347A,"4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers.",CCSS.Math.Content.3.OA.A.4,3
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143479,"3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.",CCSS.Math.Content.3.OA.A.3,3
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143478,"2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.",CCSS.Math.Content.3.OA.A.2,3
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143477,"1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.",CCSS.Math.Content.3.OA.A.1,3
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434ED,"3. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.",CCSS.Math.Content.5.OA.B3,5
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434EC,"2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.",CCSS.Math.Content.5.OA.A.2,5
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434EB,"1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.",CCSS.Math.Content.5.OA.A.1,5
http://asn.jesandco.org/resources/S113BA4A,"Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.",3.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434A4,"6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.",CCSS.Math.Content.4.NBT.B.6,4
http://asn.jesandco.org/resources/S113BA4A,"Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.",3.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434A3,"5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.",CCSS.Math.Content.4.NBT.B.5,4
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434A3,"5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.",CCSS.Math.Content.4.NBT.B.5,4
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434A2,"4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.",CCSS.Math.Content.4.NBT.B.4,4
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143482,"3. Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.",CCSS.Math.Content.3.NBT.A.3,3
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143481,"2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.",CCSS.Math.Content.3.NBT.A.2,3
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143480,"1. Use place value understanding to round whole numbers to the nearest 10 or 100.",CCSS.Math.Content.3.NBT.A.1,3
http://asn.jesandco.org/resources/S113BA10,"2.1 Skills",,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434A4,"6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.",CCSS.Math.Content.4.NBT.B.6,4
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143687,"c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem.",CCSS.Math.Content.5.NF.B.7c,5
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143686,"b. Interpret division of a whole number by a unit fraction, and compute such quotients.",CCSS.Math.Content.5.NF.B.7b,5
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143685,"a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.",CCSS.Math.Content.5.NF.B.7a,5
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434FA,"6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.",CCSS.Math.Content.5.NF.B.6,5
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434F9,"5. Interpret multiplication as scaling (resizing), by:",CCSS.Math.Content.5.NF.B.5,5
http://asn.jesandco.org/resources/S113BA39,"Use technology and other information tools to analyze and organize information.",2.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143684,"b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.",CCSS.Math.Content.5.NF.B.4b,5
http://asn.jesandco.org/resources/S113BA22,"Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.",1.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143683,"a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b.",CCSS.Math.Content.5.NF.B.4a,5
http://asn.jesandco.org/resources/S113BA22,"Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.",1.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434F7,"3. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.",CCSS.Math.Content.5.NF.B.3,5
http://asn.jesandco.org/resources/S113BA22,"Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.",1.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434F6,"2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.",CCSS.Math.Content.5.NF.A.2,5
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434F5,"1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.",CCSS.Math.Content.5.NF.A.1,5
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434AB,"7. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.",CCSS.Math.Content.4.NF.C.7,4
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434AA,"6. Use decimal notation for fractions with denominators 10 or 100.",CCSS.Math.Content.4.NF.C.6,4
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434A9,"5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.",CCSS.Math.Content.4.NF.C.5,4
http://asn.jesandco.org/resources/S113BA22,"Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.",1.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114368A,"c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.",CCSS.Math.Content.4.NF.B.4c,4
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143689,"b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number.",CCSS.Math.Content.4.NF.B.4b,4
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143688,"a. Understand a fraction a/b as a multiple of 1/b.",CCSS.Math.Content.4.NF.B.4a,4
http://asn.jesandco.org/resources/S113BA22,"Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.",1.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114368E,"d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.",CCSS.Math.Content.4.NF.B.3d,4
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114368D,"c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.",CCSS.Math.Content.4.NF.B.3c,4
http://asn.jesandco.org/resources/S113BA3E,"Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.",2.2.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114368C,"b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.",CCSS.Math.Content.4.NF.B.3b,4
http://asn.jesandco.org/resources/S113BA22,"Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.",1.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114368B,"a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.",CCSS.Math.Content.4.NF.B.3a,4
http://asn.jesandco.org/resources/S113BA3E,"Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.",2.2.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434A6,"2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.",CCSS.Math.Content.4.NF.A.2,4
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434A6,"2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.",CCSS.Math.Content.4.NF.A.2,4
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434A5,"1. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.",CCSS.Math.Content.4.NF.A.1,4
http://asn.jesandco.org/resources/S113BA29,"Maintain a critical stance by questioning the validity and accuracy of all information.",1.2.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143694,"d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.",CCSS.Math.Content.3.NF.A.3d,3
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143694,"d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.",CCSS.Math.Content.3.NF.A.3d,3
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143693,"c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.",CCSS.Math.Content.3.NF.A.3c,3
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143692,"b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.",CCSS.Math.Content.3.NF.A.3b,3
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143691,"a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.",CCSS.Math.Content.3.NF.A.3a,3
http://asn.jesandco.org/resources/S113BA4A,"Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.",3.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143690,"b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.",CCSS.Math.Content.3.NF.A.2b,3
http://asn.jesandco.org/resources/S113BA4A,"Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.",3.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114368F,"a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.",CCSS.Math.Content.3.NF.A.2a,3
http://asn.jesandco.org/resources/S113BA22,"Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.",1.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143483,"1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.",CCSS.Math.Content.3.NF.A.1,3
http://asn.jesandco.org/resources/S113BA49,"Use writing and speaking skills to communicate new understandings effectively.",3.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434F4,"7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.",CCSS.Math.Content.5.NBT.B7,5
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434F4,"7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.",CCSS.Math.Content.5.NBT.B7,5
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434F3,"6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.",CCSS.Math.Content.5.NBT.B6,5
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434F3,"6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.",CCSS.Math.Content.5.NBT.B6,5
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143699,"b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.",CCSS.Math.Content.5.NBT.A.3b,5
http://asn.jesandco.org/resources/S113BA49,"Use writing and speaking skills to communicate new understandings effectively.",3.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143698,"a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).",CCSS.Math.Content.5.NBT.A.3a,5
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434F1,"4. Use place value understanding to round decimals to any place.",CCSS.Math.Content.5.NBT.A.4,5
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434F0,"3. Read, write, and compare decimals to thousandths.",CCSS.Math.Content.5.NBT.A.3,5
http://asn.jesandco.org/resources/S113BA49,"Use writing and speaking skills to communicate new understandings effectively.",3.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434EF,"2. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.",CCSS.Math.Content.5.NBT.A.2,5
http://asn.jesandco.org/resources/S113BA22,"Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.",1.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434EE,"1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.",CCSS.Math.Content.5.NBT.A.1,5
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143504,"4. Classify two-dimensional figures in a hierarchy based on properties.",CCSS.Math.Content.5.G.B.4,5
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143503,"3. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.",CCSS.Math.Content.5.G.B.3,5
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143502,"2. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.",CCSS.Math.Content.5.G.A.2,5
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143501,"1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).",CCSS.Math.Content.5.G.A.1,5
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434B5,"3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.",CCSS.Math.Content.4.G.A.3,4
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434B4,"2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.",CCSS.Math.Content.4.G.A.2,4
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434B3,"1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.",CCSS.Math.Content.4.G.A.1,4
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434BE,"Graph points on the coordinate plane to solve real-world and mathematical problems.",CCSS.Math.Content.5.G.A,5
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143499,"Draw and identify lines and angles, and classify shapes by properties of their lines and angles.",CCSS.Math.Content.4.G.A,4
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114348F,"2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.",CCSS.Math.Content.3.G.A.2,3
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114348E,"1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.",CCSS.Math.Content.3.G.A.1,3
http://asn.jesandco.org/resources/S113BA3D,"Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.",2.2.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114348E,"1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.",CCSS.Math.Content.3.G.A.1,3
http://asn.jesandco.org/resources/S113BA39,"Use technology and other information tools to analyze and organize information.",2.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434FD,"2. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.",CCSS.Math.Content.5.MD.B.2,5
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11436A4,"c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.",CCSS.Math.Content.5.MD.C.5c,5
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11436A3,"b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.",CCSS.Math.Content.5.MD.C.5b,5
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11436A2,"a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.",CCSS.Math.Content.5.MD.C.5a,5
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143500,"5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.",CCSS.Math.Content.5.MD.C.5,5
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434FC,"1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.",CCSS.Math.Content.5.MD.A.1,5
http://asn.jesandco.org/resources/S113BA39,"Use technology and other information tools to analyze and organize information.",2.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434AF,"4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.",CCSS.Math.Content.4.MD.B.4,4
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434B2,"7. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.",CCSS.Math.Content.4.MD.C.7,4
http://asn.jesandco.org/resources/S113BA39,"Use technology and other information tools to analyze and organize information.",2.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434B1,"6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.",CCSS.Math.Content.4.MD.C.6,4
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434B0,"5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:",CCSS.Math.Content.4.MD.C.5,4
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434AE,"3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems.",CCSS.Math.Content.4.MD.A.3,4
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434AD,"2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.",CCSS.Math.Content.4.MD.A.2,4
http://asn.jesandco.org/resources/S113BA22,"Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.",1.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434AD,"2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.",CCSS.Math.Content.4.MD.A.2,4
http://asn.jesandco.org/resources/S113BA5F,"Organize personal knowledge in a way that can be called upon easily.",4.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434AC,"1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table.",CCSS.Math.Content.4.MD.A.1,4
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435E7,"2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).<sup>★</sup>",CCSS.Math.Content.HSG-MG.A.2,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA53,"Create products that apply to authentic, real-world contexts.",3.3.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435E7,"2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).<sup>★</sup>",CCSS.Math.Content.HSG-MG.A.2,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA53,"Create products that apply to authentic, real-world contexts.",3.3.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435E6,"1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).<sup>★</sup>",CCSS.Math.Content.HSG-MG.A.1,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435E6,"1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).<sup>★</sup>",CCSS.Math.Content.HSG-MG.A.1,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA2A,"Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.",1.2.5,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435E8,"3. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).<sup>★</sup>",CCSS.Math.Content.HSG-MG.A.3,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA28,"Demonstrate creativity by using multiple resources and formats.",1.2.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143586,"Construct and compare linear, quadratic, and exponential models and solve problems",CCSS.Math.Content.HSF-LE.A,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA22,"Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.",1.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143587,"Interpret expressions for functions in terms of the situation they model",CCSS.Math.Content.HSF-LE.B,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA3D,"Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.",2.2.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435F1,"9. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).",CCSS.Math.Content.HSF-IF.C.9,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435F0,"8. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.",CCSS.Math.Content.HSF-IF.C.8,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA4A,"Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.",3.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435EF,"7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.<sup>★</sup>",CCSS.Math.Content.HSF-IF.C.7,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA4A,"Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.",3.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11435ED,"5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.<sup>★</sup>",CCSS.Math.Content.HSF-IF.B.5,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA34,"Monitor gathered information, and assess for gaps or weaknesses.",1.4.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143581,"Understand the concept of a function and use function notation",CCSS.Math.Content.HSF-IF.A,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA3D,"Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.",2.2.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114363A,"2. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.",CCSS.Math.Content.HSA-REI.A.2,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA3F,"Demonstrate personal productivity by completing products to express learning.",2.2.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143644,"12. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.",CCSS.Math.Content.HSA-REI.D.12,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA28,"Demonstrate creativity by using multiple resources and formats.",1.2.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114363A,"2. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.",CCSS.Math.Content.HSA-REI.A.2,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA34,"Monitor gathered information, and assess for gaps or weaknesses.",1.4.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143642,"10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).",CCSS.Math.Content.HSA-REI.D.10,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143644,"12. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.",CCSS.Math.Content.HSA-REI.D.12,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143639,"1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.",CCSS.Math.Content.HSA-REI.A.1,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA3E,"Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.",2.2.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143639,"1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.",CCSS.Math.Content.HSA-REI.A.1,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143591,"Create equations that describe numbers or relationships",CCSS.Math.Content.HSA-CED.A,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114358B,"Interpret the structure of expressions",CCSS.Math.Content.HSA-SSE.A,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114358C,"Write expressions in equivalent forms to solve problems",CCSS.Math.Content.HSA-SSE.B,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA49,"Use writing and speaking skills to communicate new understandings effectively.",3.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114358C,"Write expressions in equivalent forms to solve problems",CCSS.Math.Content.HSA-SSE.B,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA4A,"Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.",3.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143643,"11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.<sup>★</sup>",CCSS.Math.Content.HSA-REI.D.11,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA49,"Use writing and speaking skills to communicate new understandings effectively.",3.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143639,"1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.",CCSS.Math.Content.HSA-REI.A.1,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA49,"Use writing and speaking skills to communicate new understandings effectively.",3.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143643,"11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.<sup>★</sup>",CCSS.Math.Content.HSA-REI.D.11,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143598,"Reason quantitatively and use units to solve problems.",CCSS.Math.Content.HSN-Q.A,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114341D,"7. Compare two numbers between 1 and 10 presented as written numerals.",CCSS.Math.Content.K.CC.C.7,K
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114341D,"7. Compare two numbers between 1 and 10 presented as written numerals.",CCSS.Math.Content.K.CC.C.7,K
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114341C,"6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.",CCSS.Math.Content.K.CC.C.6,K
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114341B,"5. Count to answer ""how many?"" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.",CCSS.Math.Content.K.CC.B.5,K
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143697,"c. Understand that each successive number name refers to a quantity that is one larger.",CCSS.Math.Content.K.CC.B.4c,K
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143696,"b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.",CCSS.Math.Content.K.CC.B.4b,K
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143695,"a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.",CCSS.Math.Content.K.CC.B.4a,K
http://asn.jesandco.org/resources/S113BA49,"Use writing and speaking skills to communicate new understandings effectively.",3.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143419,"3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).",CCSS.Math.Content.K.CC.A.3,K
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143418,"2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).",CCSS.Math.Content.K.CC.A.2,K
http://asn.jesandco.org/resources/S113BA5F,"Organize personal knowledge in a way that can be called upon easily.",4.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143417,"1. Count to 100 by ones and by tens.",CCSS.Math.Content.K.CC.A.1,K
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143444,"5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.",CCSS.Math.Content.1.NBT.C.5,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143444,"5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.",CCSS.Math.Content.1.NBT.C.5,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143443,"4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.",CCSS.Math.Content.1.NBT.C.4,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143443,"4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.",CCSS.Math.Content.1.NBT.C.4,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143442,"3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.",CCSS.Math.Content.1.NBT.B.3,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143442,"3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.",CCSS.Math.Content.1.NBT.B.3,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143441,"2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:",CCSS.Math.Content.1.NBT.B.2,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143441,"2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:",CCSS.Math.Content.1.NBT.B.2,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143440,"1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.",CCSS.Math.Content.1.NBT.A.1,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143440,"1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.",CCSS.Math.Content.1.NBT.A.1,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114343F,"8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.",CCSS.Math.Content.1.OA.D.8,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114343F,"8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.",CCSS.Math.Content.1.OA.D.8,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114343E,"7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.",CCSS.Math.Content.1.OA.D.7,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114343E,"7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.",CCSS.Math.Content.1.OA.D.7,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114343D,"6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).",CCSS.Math.Content.1.OA.C.6,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114343D,"6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).",CCSS.Math.Content.1.OA.C.6,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114343C,"5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).",CCSS.Math.Content.1.OA.C.5,1
http://asn.jesandco.org/resources/S113BA45,"Recognize new knowledge and understanding.",2.4.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114343B,"4. Understand subtraction as an unknown-addend problem.",CCSS.Math.Content.1.OA.B.4,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114343A,"3. Apply properties of operations as strategies to add and subtract.",CCSS.Math.Content.1.OA.B.3,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114343A,"3. Apply properties of operations as strategies to add and subtract.",CCSS.Math.Content.1.OA.B.3,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143439,"2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.",CCSS.Math.Content.1.OA.A.2,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143439,"2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.",CCSS.Math.Content.1.OA.A.2,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143438,"1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.",CCSS.Math.Content.1.OA.A.1,1
http://asn.jesandco.org/resources/S113BA39,"Use technology and other information tools to analyze and organize information.",2.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114342C,"6. Compose simple shapes to form larger shapes.",CCSS.Math.Content.K.G.B.6,K
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114342C,"6. Compose simple shapes to form larger shapes.",CCSS.Math.Content.K.G.B.6,K
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114342B,"5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.",CCSS.Math.Content.K.G.B.5,K
http://asn.jesandco.org/resources/S113BA39,"Use technology and other information tools to analyze and organize information.",2.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114342B,"5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.",CCSS.Math.Content.K.G.B.5,K
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114342B,"5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.",CCSS.Math.Content.K.G.B.5,K
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114342A,"4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/""corners"") and other attributes (e.g., having sides of equal length).",CCSS.Math.Content.K.G.B.4,K
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114342A,"4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/""corners"") and other attributes (e.g., having sides of equal length).",CCSS.Math.Content.K.G.B.4,K
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114342A,"4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/""corners"") and other attributes (e.g., having sides of equal length).",CCSS.Math.Content.K.G.B.4,K
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143428,"2. Correctly name shapes regardless of their orientations or overall size.",CCSS.Math.Content.K.G.A.2,K
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143428,"2. Correctly name shapes regardless of their orientations or overall size.",CCSS.Math.Content.K.G.A.2,K
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143427,"1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.",CCSS.Math.Content.K.G.A.1,K
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143427,"1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.",CCSS.Math.Content.K.G.A.1,K
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143426,"3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.",CCSS.Math.Content.K.MD.B.3,K
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143426,"3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.",CCSS.Math.Content.K.MD.B.3,K
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143426,"3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.",CCSS.Math.Content.K.MD.B.3,K
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143425,"2. Directly compare two objects with a measurable attribute in common, to see which object has ""more of""/""less of"" the attribute, and describe the difference.",CCSS.Math.Content.K.MD.A.2,K
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143424,"1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.",CCSS.Math.Content.K.MD.A.1,K
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143425,"2. Directly compare two objects with a measurable attribute in common, to see which object has ""more of""/""less of"" the attribute, and describe the difference.",CCSS.Math.Content.K.MD.A.2,K
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143423,"1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.",CCSS.Math.Content.K.NBT.A.1,K
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143422,"5. Fluently add and subtract within 5.",CCSS.Math.Content.K.OA.A.5,K
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143421,"4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.",CCSS.Math.Content.K.OA.A.4,K
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143420,"3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).",CCSS.Math.Content.K.OA.A.3,K
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114341F,"2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.",CCSS.Math.Content.K.OA.A.2,K
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114341E,"1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.",CCSS.Math.Content.K.OA.A.1,K
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114344C,"3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.",CCSS.Math.Content.1.G.A.3,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114344C,"3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.",CCSS.Math.Content.1.G.A.3,1
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114344C,"3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.",CCSS.Math.Content.1.G.A.3,1
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114344C,"3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.",CCSS.Math.Content.1.G.A.3,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114344C,"3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.",CCSS.Math.Content.1.G.A.3,1
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114344B,"2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.",CCSS.Math.Content.1.G.A.2,1
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114344B,"2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.",CCSS.Math.Content.1.G.A.2,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114344B,"2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.",CCSS.Math.Content.1.G.A.2,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114344B,"2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.",CCSS.Math.Content.1.G.A.2,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114344A,"1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.",CCSS.Math.Content.1.G.A.1,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114344A,"1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.",CCSS.Math.Content.1.G.A.1,1
http://asn.jesandco.org/resources/S113BA1F,"Develop and refine a range of questions to frame the search for new understanding.",1.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143449,"4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.",CCSS.Math.Content.1.MD.C.4,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143449,"4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.",CCSS.Math.Content.1.MD.C.4,1
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143449,"4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.",CCSS.Math.Content.1.MD.C.4,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143449,"4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.",CCSS.Math.Content.1.MD.C.4,1
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143448,"3. Tell and write time in hours and half-hours using analog and digital clocks.",CCSS.Math.Content.1.MD.B.3,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143448,"3. Tell and write time in hours and half-hours using analog and digital clocks.",CCSS.Math.Content.1.MD.B.3,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143447,"2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.",CCSS.Math.Content.1.MD.A.2,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143447,"2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.",CCSS.Math.Content.1.MD.A.2,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143446,"1. Order three objects by length; compare the lengths of two objects indirectly by using a third object.",CCSS.Math.Content.1.MD.A.1,1
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143446,"1. Order three objects by length; compare the lengths of two objects indirectly by using a third object.",CCSS.Math.Content.1.MD.A.1,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143464,"5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.",CCSS.Math.Content.2.MD.B.5,2
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143464,"5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.",CCSS.Math.Content.2.MD.B.5,2
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143463,"4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.",CCSS.Math.Content.2.MD.A.4,2
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143462,"3. Estimate lengths using units of inches, feet, centimeters, and meters.",CCSS.Math.Content.2.MD.A.3,2
http://asn.jesandco.org/resources/S113BA49,"Use writing and speaking skills to communicate new understandings effectively.",3.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143461,"2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.",CCSS.Math.Content.2.MD.A.2,2
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143461,"2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.",CCSS.Math.Content.2.MD.A.2,2
http://asn.jesandco.org/resources/S113BA24,"Demonstrate mastery of technology tools for accessing information and pursuing inquiry.",1.1.8,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143460,"1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.",CCSS.Math.Content.2.MD.A.1,2
http://asn.jesandco.org/resources/S113BA4A,"Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.",3.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143460,"1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.",CCSS.Math.Content.2.MD.A.1,2
http://asn.jesandco.org/resources/S113BA49,"Use writing and speaking skills to communicate new understandings effectively.",3.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114345F,"9. Explain why addition and subtraction strategies work, using place value and the properties of operations.",CCSS.Math.Content.2.NBT.B.9,2
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114345E,"8. Mentally add 10 or 100 to a given number 100—900, and mentally subtract 10 or 100 from a given number 100—900.",CCSS.Math.Content.2.NBT.B.8,2
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114345E,"8. Mentally add 10 or 100 to a given number 100—900, and mentally subtract 10 or 100 from a given number 100—900.",CCSS.Math.Content.2.NBT.B.8,2
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114345D,"7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.",CCSS.Math.Content.2.NBT.B.7,2
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114345D,"7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.",CCSS.Math.Content.2.NBT.B.7,2
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114345D,"7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.",CCSS.Math.Content.2.NBT.B.7,2
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114345B,"5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.",CCSS.Math.Content.2.NBT.B.5,2
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114345B,"5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.",CCSS.Math.Content.2.NBT.B.5,2
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114345B,"5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.",CCSS.Math.Content.2.NBT.B.5,2
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143444,"5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.",CCSS.Math.Content.1.NBT.C.5,1
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114345A,"4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.",CCSS.Math.Content.2.NBT.A.4,2
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114345A,"4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.",CCSS.Math.Content.2.NBT.A.4,2
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114345A,"4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.",CCSS.Math.Content.2.NBT.A.4,2
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143459,"3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.",CCSS.Math.Content.2.NBT.A.3,2
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143458,"2. Count within 1000; skip-count by 5s, 10s, and 100s.",CCSS.Math.Content.2.NBT.A.2,2
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143457,"1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:",CCSS.Math.Content.2.NBT.A1,2
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143456,"4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.",CCSS.Math.Content.2.OA.C.4,2
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143456,"4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.",CCSS.Math.Content.2.OA.C.4,2
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143456,"4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.",CCSS.Math.Content.2.OA.C.4,2
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143455,"3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.",CCSS.Math.Content.2.OA.C.3,2
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143455,"3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.",CCSS.Math.Content.2.OA.C.3,2
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143454,"2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.",CCSS.Math.Content.2.OA.B.2,2
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143453,"1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.",CCSS.Math.Content.2.OA.A.1,2
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143454,"2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.",CCSS.Math.Content.2.OA.B.2,2
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143453,"1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.",CCSS.Math.Content.2.OA.A.1,2
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143453,"1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.",CCSS.Math.Content.2.OA.A.1,2
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143467,"8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.",CCSS.Math.Content.2.MD.C.8,2
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143467,"8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.",CCSS.Math.Content.2.MD.C.8,2
http://asn.jesandco.org/resources/S113BA24,"Demonstrate mastery of technology tools for accessing information and pursuing inquiry.",1.1.8,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143466,"7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.",CCSS.Math.Content.2.MD.C.7,2
http://asn.jesandco.org/resources/S113BA4A,"Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.",3.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143465,"6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.",CCSS.Math.Content.2.MD.B.6,2
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143465,"6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.",CCSS.Math.Content.2.MD.B.6,2
http://asn.jesandco.org/resources/S113BA49,"Use writing and speaking skills to communicate new understandings effectively.",3.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114346C,"3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.",CCSS.Math.Content.2.G.A.3,2
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114346C,"3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.",CCSS.Math.Content.2.G.A.3,2
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114346B,"2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.",CCSS.Math.Content.2.G.A.2,2
http://asn.jesandco.org/resources/S113BA49,"Use writing and speaking skills to communicate new understandings effectively.",3.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114346A,"1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.",CCSS.Math.Content.2.G.A.1,2
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114346A,"1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.",CCSS.Math.Content.2.G.A.1,2
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143469,"10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.",CCSS.Math.Content.2.MD.D.10,2
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143469,"10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.",CCSS.Math.Content.2.MD.D.10,2
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143468,"9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.",CCSS.Math.Content.2.MD.D.9,2
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143468,"9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.",CCSS.Math.Content.2.MD.D.9,2
http://asn.jesandco.org/resources/S113BA23,"Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.",1.1.7,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434CE,"1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.",CCSS.Math.Content.6.RP.A.1,6
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143510,"3. Use proportional relationships to solve multistep ratio and percent problems.",CCSS.Math.Content.7.RP.A.3,7
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114367D,"c. Represent proportional relationships by equations.",CCSS.Math.Content.7.RP.A.2c,7
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114367B,"a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.",CCSS.Math.Content.7.RP.A.2a,7
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114367C,"b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.",CCSS.Math.Content.7.RP.A.2b,7
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114367E,"d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.",CCSS.Math.Content.7.RP.A.2d,7
http://asn.jesandco.org/resources/S113BA40,"Connect understanding to the real world.",2.3.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114350E,"1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.",CCSS.Math.Content.7.RP.A.1,7
http://asn.jesandco.org/resources/S113BA40,"Connect understanding to the real world.",2.3.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143682,"d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.",CCSS.Math.Content.6.RP.A.3d,6
http://asn.jesandco.org/resources/S113BA40,"Connect understanding to the real world.",2.3.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143681,"c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.",CCSS.Math.Content.6.RP.A.3c,6
http://asn.jesandco.org/resources/S113BA40,"Connect understanding to the real world.",2.3.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143680,"b. Solve unit rate problems including those involving unit pricing and constant speed.",CCSS.Math.Content.6.RP.A.3b,6
http://asn.jesandco.org/resources/S113BA40,"Connect understanding to the real world.",2.3.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114367F,"a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.",CCSS.Math.Content.6.RP.A.3a,6
http://asn.jesandco.org/resources/S113BA3C,"Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.",2.2.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434CF,"2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.",CCSS.Math.Content.6.RP.A.2,6
http://asn.jesandco.org/resources/S113BA22,"Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.",1.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143676,"c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.",CCSS.Math.Content.6.NS.C.6c,6
http://asn.jesandco.org/resources/S113BA23,"Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.",1.1.7,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143675,"b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.",CCSS.Math.Content.6.NS.C.6b,6
http://asn.jesandco.org/resources/S113BA23,"Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.",1.1.7,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434D5,"5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.",CCSS.Math.Content.6.NS.C.5,6
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434D4,"4. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1—100 with a common factor as a multiple of a sum of two whole numbers with no common factor.",CCSS.Math.Content.6.NS.B.4,6
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434D3,"3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.",CCSS.Math.Content.6.NS.B.3,6
http://asn.jesandco.org/resources/S113BA1F,"Develop and refine a range of questions to frame the search for new understanding.",1.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434D2,"2. Fluently divide multi-digit numbers using the standard algorithm.",CCSS.Math.Content.6.NS.B.2,6
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434D1,"1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.",CCSS.Math.Content.6.NS.A.1,6
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143510,"3. Use proportional relationships to solve multistep ratio and percent problems.",CCSS.Math.Content.7.RP.A.3,7
http://asn.jesandco.org/resources/S113BA27,"Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.",1.2.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143513,"3. Solve real-world and mathematical problems involving the four operations with rational numbers.",CCSS.Math.Content.7.NS.A.3,7
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114366F,"d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.",CCSS.Math.Content.7.NS.A.2d,7
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114366E,"c. Apply properties of operations as strategies to multiply and divide rational numbers.",CCSS.Math.Content.7.NS.A.2c,7
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114366D,"b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then -(p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real-world contexts.",CCSS.Math.Content.7.NS.A.2b,7
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143528,"1. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.",CCSS.Math.Content.8.NS.A.1,8
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114366C,"a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.",CCSS.Math.Content.7.NS.A.2a,7
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143673,"d. Apply properties of operations as strategies to add and subtract rational numbers.",CCSS.Math.Content.7.NS.A.1d,7
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143672,"c. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.",CCSS.Math.Content.7.NS.A.1c,7
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143671,"b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.",CCSS.Math.Content.7.NS.A.1b,7
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143670,"a. Describe situations in which opposite quantities combine to make 0.",CCSS.Math.Content.7.NS.A.1a,7
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434D8,"8. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.",CCSS.Math.Content.6.NS.C.8,6
http://asn.jesandco.org/resources/S113BA23,"Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.",1.1.7,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114367A,"d. Distinguish comparisons of absolute value from statements about order.",CCSS.Math.Content.6.NS.C.7d,6
http://asn.jesandco.org/resources/S113BA23,"Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.",1.1.7,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143679,"c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.",CCSS.Math.Content.6.NS.C.7c,6
http://asn.jesandco.org/resources/S113BA22,"Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.",1.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143678,"b. Write, interpret, and explain statements of order for rational numbers in real-world contexts.",CCSS.Math.Content.6.NS.C.7b,6
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143677,"a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.",CCSS.Math.Content.6.NS.C.7a,6
http://asn.jesandco.org/resources/S113BA21,"Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.",1.1.5,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143669,"a. Write expressions that record operations with numbers and with letters standing for numbers.",CCSS.Math.Content.6.EE.A.2a,6
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434D9,"1. Write and evaluate numerical expressions involving whole-number exponents.",CCSS.Math.Content.6.EE.A.1,6
http://asn.jesandco.org/resources/S113BA3D,"Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.",2.2.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143529,"2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π²).",CCSS.Math.Content.8.NS.A.2,8
http://asn.jesandco.org/resources/S113BA3C,"Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.",2.2.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143528,"1. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.",CCSS.Math.Content.8.NS.A.1,8
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434E0,"8. Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.",CCSS.Math.Content.6.EE.B.8,6
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434DF,"7. Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.",CCSS.Math.Content.6.EE.B.7,6
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434DE,"6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.",CCSS.Math.Content.6.EE.B.6,6
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434DD,"5. Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.",CCSS.Math.Content.6.EE.B.5,6
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434DC,"4. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).",CCSS.Math.Content.6.EE.A.4,6
http://asn.jesandco.org/resources/S113BA21,"Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.",1.1.5,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434DB,"3. Apply the properties of operations to generate equivalent expressions.",CCSS.Math.Content.6.EE.A.3,6
http://asn.jesandco.org/resources/S113BA44,"Reflect on systematic process, and assess for completeness of investigation.",2.4.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114366B,"c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).",CCSS.Math.Content.6.EE.A.2c,6
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114366A,"b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity.",CCSS.Math.Content.6.EE.A.2b,6
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143530,"4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.",CCSS.Math.Content.8.EE.A.4,8
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114352F,"3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.",CCSS.Math.Content.8.EE.A.3,8
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114352E,"2. Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.",CCSS.Math.Content.8.EE.A.2,8
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114352D,"1. Know and apply the properties of integer exponents to generate equivalent numerical expressions.",CCSS.Math.Content.8.EE.A.1,8
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143668,"b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.",CCSS.Math.Content.7.EE.B.4b,7
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143667,"a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.",CCSS.Math.Content.7.EE.B.4a,7
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143516,"3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.",CCSS.Math.Content.7.EE.B.3,7
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143515,"2. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.",CCSS.Math.Content.7.EE.A.2,7
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143514,"1. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.",CCSS.Math.Content.7.EE.A.1,7
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434E1,"9. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.",CCSS.Math.Content.6.EE.C.9,6
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143666,"c. Solve real-world and mathematical problems leading to two linear equations in two variables.",CCSS.Math.Content.8.EE.C.8c,8
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143665,"b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection.",CCSS.Math.Content.8.EE.C.8b,8
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143664,"a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.",CCSS.Math.Content.8.EE.C.8a,8
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143663,"b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.",CCSS.Math.Content.8.EE.C.7b,8
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143662,"a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).",CCSS.Math.Content.8.EE.C.7a,8
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143532,"6. Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.",CCSS.Math.Content.8.EE.B.6,8
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143531,"5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.",CCSS.Math.Content.8.EE.B.5,8
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143537,"1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.",CCSS.Math.Content.8.F.A.1,8
http://asn.jesandco.org/resources/S113BA23,"Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.",1.1.7,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114354C,"4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.",CCSS.Math.Content.8.SP.A.4,8
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114354B,"3. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.",CCSS.Math.Content.8.SP.A.3,8
http://asn.jesandco.org/resources/S113BA21,"Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.",1.1.5,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114354A,"2. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.",CCSS.Math.Content.8.SP.A.2,8
http://asn.jesandco.org/resources/S113BA22,"Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.",1.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143549,"1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.",CCSS.Math.Content.8.SP.A.1,8
http://asn.jesandco.org/resources/S113BA39,"Use technology and other information tools to analyze and organize information.",2.1.4,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143661,"c. Design and use a simulation to generate frequencies for compound events.",CCSS.Math.Content.7.SP.C.8c,7
http://asn.jesandco.org/resources/S113BA3C,"Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.",2.2.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143660,"b. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., ""rolling double sixes""), identify the outcomes in the sample space which compose the event.",CCSS.Math.Content.7.SP.C.8b,7
http://asn.jesandco.org/resources/S113BA3E,"Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.",2.2.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114365F,"a. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.",CCSS.Math.Content.7.SP.C.8a,7
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114365E,"b. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.",CCSS.Math.Content.7.SP.C.7b,7
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114365D,"a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.",CCSS.Math.Content.7.SP.C.7a,7
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143523,"6. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.",CCSS.Math.Content.7.SP.C.6,7
http://asn.jesandco.org/resources/S113BA23,"Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.",1.1.7,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143522,"5. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.",CCSS.Math.Content.7.SP.C.5,7
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143521,"4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.",CCSS.Math.Content.7.SP.B.4,7
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143520,"3. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.",CCSS.Math.Content.7.SP.B.3,7
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114351F,"2. Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.",CCSS.Math.Content.7.SP.A.2,7
http://asn.jesandco.org/resources/S113BA1D,"Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.",1.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114351E,"1. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.",CCSS.Math.Content.7.SP.A.1,7
http://asn.jesandco.org/resources/S113BA21,"Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.",1.1.5,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434EA,"5. Summarize numerical data sets in relation to their context, such as by:",CCSS.Math.Content.6.SP.B.5,6
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434E9,"4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.",CCSS.Math.Content.6.SP.B.4,6
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434E8,"3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.",CCSS.Math.Content.6.SP.A.3,6
http://asn.jesandco.org/resources/S113BA37,"Organize knowledge so that it is useful.",2.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434E6,"1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.",CCSS.Math.Content.6.SP.A.1,6
http://asn.jesandco.org/resources/S113BA1F,"Develop and refine a range of questions to frame the search for new understanding.",1.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114353B,"5. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.",CCSS.Math.Content.8.F.B.5,8
http://asn.jesandco.org/resources/S113BA1F,"Develop and refine a range of questions to frame the search for new understanding.",1.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114353A,"4. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.",CCSS.Math.Content.8.F.B.4,8
http://asn.jesandco.org/resources/S113BA21,"Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.",1.1.5,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143539,"3. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.",CCSS.Math.Content.8.F.A.3,8
http://asn.jesandco.org/resources/S113BA21,"Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.",1.1.5,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143538,"2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).",CCSS.Math.Content.8.F.A.2,8
http://asn.jesandco.org/resources/S113BA3B,"Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.",2.1.6,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S11434F2,"5. Fluently multiply multi-digit whole numbers using the standard algorithm.",CCSS.Math.Content.5.NBT.B5,5
http://asn.jesandco.org/resources/S113BA36,"Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.",2.1.1,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S1143592,"Understand solving equations as a process of reasoning and explain the reasoning",CCSS.Math.Content.HSA-REI.A,"9, 10, 11, 12"
http://asn.jesandco.org/resources/S113BA38,"Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.",2.1.3,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114345C,"6. Add up to four two-digit numbers using strategies based on place value and properties of operations.",CCSS.Math.Content.2.NBT.B.6,2
http://asn.jesandco.org/resources/S113BA1E,"Use prior and background knowledge as context for new learning.",1.1.2,"K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12",asn:alignTo,"Align To",http://asn.jesandco.org/resources/S114345C,"6. Add up to four two-digit numbers using strategies based on place value and properties of operations.",CCSS.Math.Content.2.NBT.B.6,2