Core Progressâ¢ for Math - Renaissance Learning

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$Accelerated Math for Interventionâ¢ - Renaissance Learning$

CORE PROGRESS LEARNING PROGRESSION FOR MATH - BUILT FOR THE COMMON CORE STATE STANDARDSGrade Domain Core skills (255) Total Skills (1028)The Number System 1 8Expressions and Equations 6 27Grade 8Functions 5 11Geometry 7 23Statistics and Probability 2 8Totals 21 77The Real Number System 2 5Quantities* 3 5Seeing Structure in Expressions 3 9Arithmetic with Polynomials and Rational Expressions 0 3Creating Equations* 3 12Grade 9 Reasoning with Equations and Inequalities 6 19Interpreting Functions 6 26Building Functions 4 17Linear, Quadratic, and Exponential Models* 2 9Interpreting Categorical and Quantitative Data 2 17Totals 31 122Congruence 3 41Similarity, Right Triangles, and Trigonometry 9 25Circles 3 12Expressing Geometric Properties with Equations 5 11Grade 10 Geometric Measure and Dimension 1 8Modeling with Geometry 0 6Conditional Probability and the Rules of Probability 5 23Using Probability to Make Decisions 1 2Totals 27 128The Complex Number System 1 9Seeing Structure in Expressions 2 6Arithmetic with Polynomials and Rational Expressions 3 19Creating Equations* 1 7Reasoning with Equations and Inequalities 2 5Interpreting Functions 7 14Grade 11 Building Functions 1 8Linear, Quadratic, and Exponential Models* 1 2Trigonometric Functions 3 6Interpreting Categorical and Quantitative Data 1 4Making Inferences and Justifying Conclusions 3 13Using Probability to Make Decisions 0 2Totals 25 95* Modeling Standards: Modeling is best interpreted not as a collection of isolated topics, but rather in relation to other standards. Makingmathematical models is a Standard for Mathematical Practice.30
CORE PROGRESS LEARNING PROGRESSION FOR MATH - BUILT FOR THE COMMON CORE STATE STANDARDSAppendix J: Example of mapping a core skill to many other core skills, FractionsGrade 3 Core Skill: Understand the structure of a fractionGrade Core Skill Domain34Explain why two fractions are equivalent using a visualfraction modelDecompose a fraction into a sum of fractions with thesame denominator in more than one way4 Multiply a fraction by a whole number4 Understand a fraction as a multiple of a unit fraction5Interpret a fraction as division of the numerator by thedenominatorNumber and Operations-FractionsNumber and Operations-FractionsNumber and Operations-FractionsNumber and Operations-FractionsNumber and Operations-Fractions31
Page 1 and 2: Integralcomponents ofAccelerated Ma
Page 3 and 4: ContentsExecutive Summary..........
Page 5 and 6: IntroductionOver the last decade, m
Page 7 and 8: Evolution of the Core Progress lea
Page 9 and 10: Phase II: Revised scope and sequenc
Page 11 and 12: Prerequisite mapping in Core Progre
Page 13 and 14: Figure 2 offers a different way to
Page 15 and 16: Figure 3: Correlation of STAR Math
Page 17 and 18: Phase V: Building a new learning pr
Page 19 and 20: Core Progress : an integral compon
Page 21 and 22: School: Pine Hill Middle SchoolClas
Page 23 and 24: ConclusionThe goal of school distri
Page 25 and 26: CORE PROGRESS FOR MATH LEARNING PRO
Page 27 and 28: CORE PROGRESS FOR MATH LEARNING PRO
Page 29 and 30: CORE PROGRESS LEARNING PROGRESSION
Page 31 and 32: CORE PROGRESS LEARNING PROGRESSION
Page 33: CORE PROGRESS LEARNING PROGRESSION
Page 37 and 38: Heritage, M. (2009). The case for l
Page 40: AcknowledgementsDr. Karin Hess, Sen

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Core Progressâ¢ for Math - Renaissance Learning