Core Progress™ for Math - Renaissance Learning

Figure 2 offers a different way to think about thedeeply interrelated nature of Core Progress forMath. This figure shows a true mapping of skills,illustrating how skills build on each other, serving asprerequisites to one another.As Figure 2 illustrates, Core Progress is aninterconnected web of prerequisite skills.It’s important to recognize that a learningprogression as comprehensive and interrelated asCore Progress for Math takes years to develop and could only come to fruition through a continuous processof research, expert review, and iterative revision.Figure 2: Prerequisite map of place valueA comprehensive and interrelatedlearning progression like CoreProgress takes years to developthrough a continuous process ofresearch, expert review, anditerative revision.Grade 1 Grade 2Skill 1Read a whole numberto 30Skill 1Read a whole numberto 1,000Grade 3Skill 2Read a whole numberfrom 31 to 100Skill 2Determine the wordform of a whole numberto 1,000Skill 1Read a 4- or 5-digitwhole numberGrade 3Skill 3Determine the word formof a whole number to 30Skill 11Determine the result ofchanging a digit in a3-digit whole numberSkill 2Determine the wordform of a 4- or 5-digitwhole numberSkill 9Determine anequivalent form of a4-digit whole numberusing thousands,hundreds, tens, and onesSkill 4Determine the word formof a whole numberfrom 31 to 100Skill 12Model a number usinghundreds, tens, andones to 1,000Skill 5Represent a 4-digit wholenumber as thousands,hundreds, tens, and onesSkill 13Recognize a numberfrom a model of hundreds,tens, and ones to 1,000Skill 6Determine the 4-digitwhole numberrepresented in thousands,hundreds, tens, and onesGrade 2Skill 14Represent a 3-digitnumber as hundreds,tens, and onesSkill 15Determine the 3-digitnumber represented ashundreds, tens, and onesCore Progress is a true map of skills: new learning is built on previous, foundational understandings. The arrows identify a typicaldevelopmental path within the learning progression. In the Common Core Standards the student is expected to see the expanded form asthe “name” of a number.9