new hampshire standards alignment kindergarten through

New Hampshire Standards Alignment Kindergarten through Grade Twelve

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New Hampshire Standards Alignment

Standards list with Aligned Product Skills

The Standards list with Aligned Product Skills Report is a standards-oriented document showing the entire list of standards for the subject and grade on the left side of the report with the aligning product objectives on the right side. This alignment report shows the breadth of standards coverage for the purpose and focus of this product.

Note to Educator ............................................................... iii

Kindergarten ................................................................1

Grade 1 ................................................................4

Grade 2 ..............................................................10

Grade 3 ..............................................................16

Grade 4 ..............................................................24

Grade 5 ..............................................................32

Grade 6 ..............................................................41

Grade 7 ..............................................................52

Grade 8 ..............................................................61

Grades 9 - 12 ..............................................................69

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Note to Educator: Thank you for your interest in Renaissance Learning technology. The attached document contains the alignment between the software and/or instructional materials and the skills described in the state standards documentation. At Renaissance Learning, we recognize the impact that the standards-based reform movement and high-stakes standardized testing have on schools, and we share the concerns of educators and administrators that students perform well on high-stakes assessments. We hope this report answers your questions regarding the alignment of Renaissance Learning technology and materials to your state standards. If you have any questions about the attached document, please feel free to call us at (800) 338-4204. Sincerely, Renaissance Sales and Funding Staff

P.O. Box 8036 Wisconsin Rapids, WI 54495-8036

Phone: (800) 338-4204 Fax: (715) 424-4242

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Agency Tag Set NameNew Hampshire, Math, 2006, Kindergarten, Grade Level and Grade Span Expectations, State Department of EducationStandard Domain Description Skill Description - Number and OperationsNH M:N&O:K:1 - Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 12 through investigations that apply the concepts of equivalency in composing or decomposing numbers using models, explanations, or other representations; and positive fractional numbers (½) as "fair share" (i.e., equal sized parts or sets) using models, explanations, or other representations.

Domain 1 - Number and Operations (NO)

Skill 47 - Determine equivalent forms of a number, up to 10

NH M:N&O:K:2 - Demonstrates understanding of the relative magnitude of numbers from 0 to 20 through investigations that demonstrate one-to-one correspondence; that compare whole numbers to each other or to benchmark whole numbers (5, 10); that demonstrate an understanding of the relation of inequality when comparing whole numbers by using "1 more" or "1 less"; that connect numbers orally and written as numerals to the quantities that they represent using models, representations, or number lines.


Skill 1 - Count objects to 20

Skill 6 - Identify a number to 20 represented by a point on a number lineSkill 7 - Locate a number to 20 on a number line

NH M:N&O:K:3 - Demonstrates conceptual understanding of mathematical operations through investigations involving addition and subtraction of whole numbers (from 0 to 10) by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison situations; and addition of multiple one-digit whole numbers.

Standards List with Aligned Product SkillsProduct NameSTAR Math Enterprise

STAR Math Enterprise Kindergarten

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Agency Tag Set NameNew Hampshire, Math, 2006, Kindergarten, Grade Level and Grade Span Expectations, State Department of EducationStandard Domain Description Skill Description


NH M:N&O:K:5 - Demonstrates understanding of monetary value through investigation involving knowing the names and values for coins (penny, nickel and dime).NH M:N&O:K:6 - Mentally adds and subtracts whole numbers by naming the number that is one more or one less than the original number.


Skill 8 - Determine one more than or one less than a given number

Skill 9 - Determine one more than or one less than a given number across decades

NH M:N&O:K:7 - Makes estimates of the number of objects in a set (up to 20) by making and revising estimates as objects are counted (e.g., A student estimates the number of pennies in a jar as 20. Then the student counts the first 10 and makes another estimate based on those that have been counted and those that remain in the jar.).

- Geometry and MeasurementNH M:G&M:K:1 - Uses properties, attributes, composition, or decomposition to sort or classify polygons (triangles, squares, rectangles, rhombi, trapezoids, and hexagons) or objects by using one non-measurable or measurable attribute; and recognizes, names, and builds polygons and circles in the environment.

Domain 3 - Geometry and Measurement (GM)

Skill 413 - Identify a shape with given attributes

Skill 414 - Identify a circle, a triangle, a square, or a rectangleSkill 479 - Compare common objects to basic shapes

NH M:G&M:K:7 - Demonstrates conceptual understanding of measurable attributes using comparative language to describe and compare attributes of objects (length [longer, shorter], height [taller, shorter], weight [heavier, lighter], temperature [warmer, cooler], and capacity [more, less]); and compares objects visually and with direct comparison.


Skill 412 - Compare objects using the vocabulary of measurement


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Agency Tag Set NameNew Hampshire, Math, 2006, Kindergarten, Grade Level and Grade Span Expectations, State Department of EducationStandard Domain Description Skill Description


NH M:G&M:K:8 - Determines elapsed and accrued time as it relates to calendar patterns (days of the week, yesterday, today, and tomorrow), the sequence of events in a day; and identifies a clock and calendar as measurement tools (days of week, months of the year).

NH M:G&M:K:9 - Demonstrates understanding of spatial relationships using location and position by using positional words to locate and describe where an object is found in the environment.


Skill 415 - Use basic terms to describe position

- Functions and AlgebraNH M:F&A:K:1 - I Identifies and extends to specific cases a variety of patterns (sequences of shapes, sounds, movement, colors, and letters) by extending the pattern to the next one, two or three elements, or by translating AB patterns across formats (e.g., an abb pattern can be represented as snap, clap, clap or red, yellow, yellow) or by identifying number patterns in the environment.

- Data, Statistics, and Probability

NH M:DSP:K:1 - Interprets a given representation created by the class (models and tally charts) to answer questions related to the data, or to analyze the data to formulate conclusions using words, diagrams, or verbal/scribed responses to express answers.

Domain 4 - Data Analysis, Statistics, and Probability (SP)

Skill 520 - Read a tally chart

Skill 521 - Read a 2-category tally chartSkill 522 - Answer a question using information from a 2-category tally chart

NH M:DSP:K:2 - Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using more, less, or equal (e.g., Have there been more, less, or the same number of cloudy days compared to sunny days this week?).


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Agency Tag Set NameNew Hampshire, Math, 2006, Grade 1, Grade Level and Grade Span Expectations, State Department of EducationStandard Domain Description Skill Description - Number and OperationsNH M:N&O:1:1 - Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 100 using place value, by applying the concepts of equivalency in composing or decomposing numbers; and in expanded notation using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, or a/4, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area models where the denominator is equal to the number of parts in the whole using models, explanations, or other representations.


Skill 19 - Determine the value of a digit in a 2-digit number

Skill 20 - Represent a 2-digit number as tens and onesSkill 21 - Determine the 2-digit number represented as tens and onesSkill 47 - Determine equivalent forms of a number, up to 10

NH M:N&O:1:2 - Demonstrates understanding of the relative magnitude of numbers from 0 to 100 by ordering whole numbers; by comparing whole numbers to each other or to benchmark whole numbers (5, 10, 25, 50, 75, 100); by demonstrating an understanding of the relation of inequality when comparing whole numbers by using "1 more", "1 less", "5 more", "5 less", "10 more", "10 less"; and by connecting number words (from 0 to 20) and numerals (from 0 to 100) to the quantities and positions that they represent using investigations, models, representations, or number lines.


Skill 1 - Count objects to 20

Skill 5 - Answer a question involving an ordinal number up to "tenth"


STAR Math Enterprise Grade 1

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Agency Tag Set NameNew Hampshire, Math, 2006, Grade 1, Grade Level and Grade Span Expectations, State Department of EducationStandard Domain Description Skill Description


Skill 6 - Identify a number to 20 represented by a point on a number lineSkill 7 - Locate a number to 20 on a number lineSkill 23 - Compare whole numbers to 100 using wordsSkill 24 - Order whole numbers to 100 in ascending order

NH M:N&O:1:3 - Demonstrates conceptual understanding of mathematical operations involving addition and subtraction of whole numbers (from 0 to 30) by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison situations; and addition of multiple one-digit whole numbers.


Skill 49 - Know basic addition facts to 10 plus 10

Skill 50 - Know basic subtraction facts to 20 minus 10Skill 51 - WP: Use basic addition facts to solve problemsSkill 52 - WP: Use basic subtraction facts to solve problemsSkill 68 - Add three 1-digit numbers

NH M:N&O:1:5 - Demonstrates understanding of monetary value by knowing the names and values for coins (penny, nickel, dime, and quarter); and by adding collections of like coins together to a sum no greater than $1.00.


Skill 407 - Identify a coin or the value of a coin

NH M:N&O:1:6 - Mentally adds and subtracts whole numbers by naming the number that is one or two more or less than the original number; and adds and subtracts whole number facts through ten (addends whose sum is at most 10 and related subtraction facts).


Skill 8 - Determine one more than or one less than a given number

Skill 9 - Determine one more than or one less than a given number across decades


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NH M:N&O:1:7 - Makes estimates of the number of objects in a set (up to 30) and revises estimates as objects are counted (e.g., A student estimates the number of pennies in a jar as 28. Then the student counts the first 10 and makes another estimate based on those that have been counted and those that remain in the jar.).NH M:N&O:1:8 - Applies properties of numbers (odd, even, composition, and decomposition [e.g., 5 is the same as 2 + 3]) and field properties (commutative and identity for addition) to solve problems and to simplify computations involving whole numbers.


Skill 18 - Identify odd and even numbers less than 100

Skill 47 - Determine equivalent forms of a number, up to 10Skill 68 - Add three 1-digit numbers

- Geometry and MeasurementNH M:G&M:1:1 - Uses properties, attributes, composition, or decomposition to sort or classify polygons (triangles, squares, rectangles, rhombi, trapezoids, and hexagons) or objects by a combination of two non-measurable or measurable attributes; and recognizes, names, builds, and draws polygons and circles in the environment.NH M:G&M:1:3 - Given an example of a three-dimensional geometric shape (rectangular prisms, cylinders, or spheres) finds examples of objects in the environment that are of the same geometric shape (e.g., show a wooden cylinder and students identify common objects of the same shape).

NH M:G&M:1:4 - Demonstrates conceptual understanding of congruency by making mirror images and creating shapes that have line symmetry.


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NH M:G&M:1:6 - Demonstrates conceptual understanding of the length/height of a two-dimensional object using non-standard units (e.g. comparing objects to trains of small cubes, using iterations of a small unit to measure an object).NH M:G&M:1:7 - Demonstrates conceptual understanding of measurable attributes using comparative language to describe and compare attributes of objects (length [longer, shorter], height [taller, shorter], weight [heavier, lighter], temperature [warmer, cooler], and capacity [more, less]); compares objects visually, with direct comparison, and using non-standard units.


Skill 412 - Compare objects using the vocabulary of measurement

NH M:G&M:1:8 - Determines elapsed and accrued time as it relates to calendar patterns (days of the week, months of the year), the sequence of events in a day; and recognizes an hour and "on the ½ hour".


Skill 446 - Tell time to the hour and half hour

NH M:G&M:1:9 - Demonstrates understanding of spatial relationships using location and position by using positional words (e.g., close by, on the right, underneath, above, beyond) to describe one location in reference to another on a map, in a diagram, and in the environment.



- Functions and AlgebraNH M:F&A:1:1 - Identifies and extends to specific cases a variety of patterns (repeating and growing [numeric and non-numeric]) represented in models, tables, or sequences by extending the pattern to the next one, two, or three elements, by finding a missing element (e.g., 2, 4, 6, __, 10), or by translating repeating patterns across formats (e.g., an abb pattern can be represented as snap, clap, clap; or red, yellow, yellow; or 1,2,2).


Skill 14 - Complete a skip pattern starting from a multiple of 2, 5, or 10


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Skill 15 - Complete a skip pattern of 2 or 5 starting from any numberSkill 16 - Complete a skip pattern of 10 starting from any number

NH M:F&A:1:4 - Demonstrates conceptual understanding of equality by finding the value that will make an open sentence true (e.g., 2+ __ = 7) using models, verbal explanations, or written equations. (limited to one operation and limited to use addition or subtraction)

Domain 2 - Algebra (AL) Skill 335 - Determine a missing addend in a basic addition-fact number sentence

Skill 336 - WP: Determine a missing addend in a basic addition-fact number sentenceSkill 337 - Determine a missing subtrahend in a basic subtraction-fact number sentenceSkill 338 - WP: Determine a missing subtrahend in a basic subtraction-fact number sentence


NH M:DSP:1:1 - Interprets a given representation created by the class (models, tally charts, pictographs with one-to-one correspondence, and tables) to answer questions related to the data, or to analyze the data to formulate conclusions using words, diagrams, or verbal/scribed responses to express answers.


Skill 520 - Read a tally chart

Skill 522 - Answer a question using information from a 2-category tally chartSkill 523 - Read a simple pictograph

NH M:DSP:1:2 - Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using more, less, or equal.


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NH M:DSP:1:5 - For a probability event in which the sample space may or may not contain equally likely outcomes, groups use experiments to describes the likelihood or chance of an event (using "more likely," "less likely", or "equally likely").


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Agency Tag Set NameNew Hampshire, Math, 2006, Grade 2, Grade Level and Grade Span Expectations, State Department of EducationStandard Domain Description Skill Description - Number and OperationsNH M:N&O:2:1 - *Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 199 using place value, by applying the concepts of equivalency in composing or decomposing numbers (e.g., 34 = 17 + 17; 34 = 29 + 5); and in expanded notation (e.g., 141 = 1 hundred + 4 tens + 1 one or 141 = 100 + 40 + 1) using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, or a/4, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and set models where the denominator is equal to the number of parts in the whole using models, explanations, or other representations.



Skill 20 - Represent a 2-digit number as tens and onesSkill 21 - Determine the 2-digit number represented as tens and ones

NH M:N&O:2:2 - *Demonstrates understanding of the relative magnitude of numbers from 0 to 199 by ordering whole numbers; by comparing whole numbers to each other or to benchmark whole numbers (10, 25, 50, 75, 100, 125, 150, or 175); by demonstrating an understanding of the relation of inequality when comparing whole numbers by using "1 more", "1 less", "10 more", "10 less", "100 more", or "100 less"; or by connecting number words and numerals to the quantities they represent using models, number lines, or explanations.


Skill 6 - Identify a number to 20 represented by a point on a number line

Skill 7 - Locate a number to 20 on a number lineSkill 8 - Determine one more than or one less than a given number



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Skill 9 - Determine one more than or one less than a given number across decadesSkill 10 - Determine ten more than or ten less than a given numberSkill 23 - Compare whole numbers to 100 using wordsSkill 24 - Order whole numbers to 100 in ascending order

NH M:N&O:2:3 - *Demonstrates conceptual understanding of mathematical operations involving addition and subtraction of whole numbers by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison situations; and addition of multiple one-digit whole numbers.


Skill 48 - Determine the missing portion in a partially screened (hidden) collection of up to 10 objects

Skill 51 - WP: Use basic addition facts to solve problemsSkill 52 - WP: Use basic subtraction facts to solve problemsSkill 54 - WP: Add a 2-digit number and a 1-digit number without regroupingSkill 59 - WP: Subtract a 1-digit number from a 2-digit number without regroupingSkill 60 - WP: Add two 2-digit numbers without regroupingSkill 61 - WP: Subtract a 2-digit number from a 2-digit number without regroupingSkill 68 - Add three 1-digit numbers

NH M:N&O:2:5 - *Demonstrates understanding of monetary value by adding coins together to a value no greater than $1.99 and representing the result in dollar notation; making change from $1.00 or less, or recognizing equivalent coin representations of the same value (values up to $1.99).


Skill 408 - Determine cent amounts that total a dollar

Skill 409 - Determine the value of groups of coins to $1.00





NH M:N&O:2:6 - Mentally adds and subtracts whole number facts through 20 (addends whose sum is at most 20 and related subtraction facts); names the number that is 10 more or less than the original number, and mentally adds and subtracts two-digit multiplies of ten (e.g., 60 + 80, 90 - 30).


Skill 10 - Determine ten more than or ten less than a given number

Skill 49 - Know basic addition facts to 10 plus 10Skill 50 - Know basic subtraction facts to 20 minus 10

NH M:N&O:2:7 - Makes estimates of the number of objects in a set (up to 50) by selecting an appropriate method of estimation.NH M:N&O:2:8 - Applies properties of numbers (odd and even) and field properties (commutative for addition, identity for addition, and associative for addition) to solve problems and to simplify computations involving whole numbers.



Skill 68 - Add three 1-digit numbers

- Geometry and MeasurementNH M:G&M:2:1 - *Uses properties, attributes, composition, or decomposition to sort or classify polygons or objects by a combination of two or more non-measurable or measurable attributes.

NH M:G&M:2:4 - Demonstrates conceptual understanding of congruency by composing and decomposing two-dimensional objects using models or explanations (e.g., using triangular pattern blocks to construct a figure congruent to the hexagonal pattern block); and uses line symmetry to demonstrate congruent parts within a shape.

NH M:G&M:2:6 - *Demonstrates conceptual understanding of perimeter and area by using models or manipulatives to surround and cover polygons.





NH M:G&M:2:7 - *Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands.NH M:G&M:2:9 - Demonstrates understanding of spatial relationships using location and position by using positional language in two- and three- dimensional situations to describe and interpret relative positions (e.g., above the surface of the desk, below the triangle on the paper); and creates and interprets simple maps and names locations on simple coordinate grids.



- Functions and AlgebraNH M:F&A:2:1 - *Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences by extending the pattern to the next element, or finding a missing element (e.g., 2, 4, 6, __, 10).


Skill 11 - Count by 2s to 50 starting from a multiple of 2

Skill 12 - Count by 5s or 10s to 100 starting from a multiple of 5 or 10, respectivelySkill 14 - Complete a skip pattern starting from a multiple of 2, 5, or 10

Skill 15 - Complete a skip pattern of 2 or 5 starting from any numberSkill 16 - Complete a skip pattern of 10 starting from any number

NH M:F&A:2:4 - *Demonstrates conceptual understanding of equality by finding the value that will make an open sentence true (e.g., 2+__= 7). (limited to one operation and limited to use addition or subtraction)


Skill 336 - WP: Determine a missing addend in a basic addition-fact number sentenceSkill 337 - Determine a missing subtrahend in a basic subtraction-fact number sentence





Skill 338 - WP: Determine a missing subtrahend in a basic subtraction-fact number sentenceSkill 339 - Determine a missing addend in a number sentence involving 2-digit numbers


NH M:DSP:2:1 - *Interprets a given representation (pictographs with one-to-one correspondence, line plots, tally charts, or tables) to answer questions related to the data, or to analyze the data to formulate conclusions.


Skill 521 - Read a 2-category tally chart

Skill 522 - Answer a question using information from a 2-category tally chartSkill 525 - Read a tableSkill 526 - Answer a question using information from a tableSkill 530 - Read a line plotSkill 531 - Answer a question using information from a line plot

NH M:DSP:2:2 - *Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using more, less, or equal.

NH M:DSP:2:4 - *Uses counting techniques to solve problems involving combinations using a variety of strategies (e.g., student diagrams, organized lists, tables, tree diagrams, or others); (e.g., How many ways can you make 50 cents using nickels, dimes, and quarters?)

NH M:DSP:2:5 - For a probability event in which the sample space may or may not contain equally likely outcomes, uses experiments to describe the likelihood or chance of an event using "more likely," "less likely," "equally likely," certain or impossible.





NH M:DSP:2:6 - In response to a teacher or student generated question or hypothesis, groups decide the most effective method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested, and when appropriate makes predictions.



Agency Tag Set NameNew Hampshire, Math, 2006, Grade 3, Grade Level and Grade Span Expectations, State Department of EducationStandard Domain Description Skill Description - Number and OperationsNH M:N&O:3:1 - *Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, a/4, a/6, or a/8, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area and set models where the number of parts in the whole is equal to the denominator; and decimals (within a context of money) as a part of 100 using models, explanations, or other representations.


Skill 25 - Identify the place of a digit in a 3-digit number

Skill 26 - Represent a 3-digit number as hundreds, tens, and ones

Skill 27 - Determine the 3-digit number represented as hundreds, tens, and onesSkill 28 - Recognize equivalent forms of a 3-digit number using hundreds, tens, and onesSkill 29 - Represent a 3-digit whole number in expanded form

NH M:N&O:3:2 - *Demonstrates understanding of the relative magnitude of numbers from 0 to 999 by ordering whole numbers; by comparing whole numbers to benchmark whole numbers (100, 250, 500, 750); or by comparing whole numbers to each other; and comparing or identifying equivalent positive fractional numbers (a/2, a/3, a/4 where a is a whole number greater than 0 and less than or equal to the denominator) using models, number lines, or explanations.


Skill 31 - Compare whole numbers to 1,000 using the symbols <, >, and =

Skill 32 - Order whole numbers to 1,000 in ascending or descending order






NH M:N&O:3:3 - *Demonstrates conceptual understanding of mathematical operations by describing or illustrating the inverse relationship between addition and subtraction of whole numbers; and the relationship between repeated addition and multiplication using models, number lines, or explanations.NH M:N&O:3:4 - *Accurately solves problems involving addition and subtraction with regrouping; the concept of multiplication; and addition or subtraction of decimals (in the context of money).


Skill 70 - Add a 2-digit number and a 1- or 2-digit number with regrouping

Skill 71 - WP: Add a 2-digit number and a 1- or 2-digit number with regroupingSkill 72 - Add 2- and 3-digit numbers with no more than one regrouping

Skill 73 - Add two 3-digit numbers with one regroupingSkill 74 - Subtract a 1- or 2-digit number from a 2-digit number with one regroupingSkill 75 - WP: Subtract a 1- or 2-digit number from a 2-digit number with one regroupingSkill 76 - Subtract a 1- or 2-digit number from a 3-digit number with one regroupingSkill 77 - Subtract a 3-digit number from a 3-digit number with one regroupingSkill 86 - Use a multiplication sentence to represent an area or an array modelSkill 186 - WP: Determine the amount of change from whole dollar amounts





NH M:N&O:3:6 - Mentally adds and subtracts whole number facts through 20 (addends whose sum is at most 20 and related subtraction facts); adds two-digit and one-digit whole numbers; adds combinations of two-digit and three-digit whole numbers that are multiples of ten (e.g., 60 + 50, 300 + 400, 320 + 90); subtracts a one-digit whole number from a two-digit whole number (e.g., 37 - 5); and subtracts two-digit whole numbers that are multiples of ten and three-digit whole numbers that are multiples one hundred (e.g., 50 - 20, 500 - 200).



Skill 50 - Know basic subtraction facts to 20 minus 10Skill 53 - Add a 2-digit number and a 1-digit number without regroupingSkill 56 - Subtract a 1-digit number from a 2-digit number without regrouping

NH M:N&O:3:7 - Makes estimates in a given situation by identifying when estimation is appropriate, selecting the appropriate method of estimation, and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands.

NH M:N&O:3:8 - Applies properties of numbers (odd, even, and multiplicative property of zero for single-digit whole numbers [6 x 0 = 0]) and field properties (commutative for addition, associative for addition, identity for multiplication, and commutative for multiplication for single-digit whole numbers [e.g., 3 x 4 = 4 x 3]) to solve problems and to simplify computations involving whole numbers.

- Geometry and Measurement





NH M:G&M:3:1 - *Uses properties or attributes of angles (number of angles) or sides (number of sides or length of sides) or composition or decomposition of shapes to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or circles.


Skill 414 - Identify a circle, a triangle, a square, or a rectangle

NH M:G&M:3:4 - Demonstrates conceptual understanding of congruency by matching congruent figures using reflections, translations, and rotations (flips, slides, and turns) (e.g., recognizing when pentominoes are reflections, translations and rotations of each other); composing and decomposing two- and three-dimensional objects using models or explanations (e.g., Given a cube, students use blocks to construct a congruent cube.); and by using line symmetry to demonstrate congruent parts within a shape.


Skill 418 - Identify a line of symmetry

Skill 482 - Determine the result of a flip, a turn, or a slide

NH M:G&M:3:5 - Demonstrates conceptual understanding of similarity by identifying similar shapes.

NH M:G&M:3:6 - *Demonstrates conceptual understanding of perimeter of polygons, and the area of rectangles on grids using a variety of models or manipulatives. Expresses all measures using appropriate units.


Skill 452 - Determine the perimeter of a triangle

Skill 453 - Determine the perimeter of a rectangle given a picture showing length and width

NH M:G&M:3:7 - *Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands.


Skill 430 - Measure length in inches

Skill 431 - Measure length in centimeters





Skill 436 - Convert between customary units of capacity

NH M:G&M:3:9 - Demonstrates understanding of spatial relationships using location and position by interpreting and giving directions from one location to another (e.g., classroom to the gym, from school to home) using positional words; and between locations on a map or coordinate grid (first quadrant) using positional words or compass directions.NH M:G&M:3:10 - Demonstrates conceptual understanding of spatial reasoning and visualization by copying, comparing, and drawing models of triangles, squares, rectangles, rhombi, trapezoids, hexagons, and circles; and builds models of rectangular prisms from three-dimensional representations.

- Functions and AlgebraNH M:F&A:3:1 - *Identifies and extends to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences by extending the pattern to the next one, two, or three elements, or finding missing elements.


Skill 14 - Complete a skip pattern starting from a multiple of 2, 5, or 10

Skill 15 - Complete a skip pattern of 2 or 5 starting from any numberSkill 16 - Complete a skip pattern of 10 starting from any numberSkill 17 - Count on by 100s from any number

Domain 2 - Algebra (AL) Skill 303 - Determine the rule for an addition or subtraction number patternSkill 304 - Extend a number pattern involving additionSkill 305 - Extend a number pattern involving subtraction


Skill 428 - Identify a missing figure in a geometric pattern





NH M:F&A:3:4 - *Demonstrates conceptual understanding of equality by showing equivalence between two expressions using models or different representations of the expressions; or by finding the value that will make an open sentence true (e.g., 2+ __ = 7). (limited to one operation and limited to use addition, subtraction, or multiplication)


Skill 336 - WP: Determine a missing addend in a basic addition-fact number sentenceSkill 337 - Determine a missing subtrahend in a basic subtraction-fact number sentenceSkill 338 - WP: Determine a missing subtrahend in a basic subtraction-fact number sentenceSkill 339 - Determine a missing addend in a number sentence involving 2-digit numbers


NH M:DSP:3:1 - *Interprets a given representation (line plots, tally charts, tables, or bar graphs) to answer questions related to the data, to analyze the data to formulate conclusions, or to make predictions.


Skill 522 - Answer a question using information from a 2-category tally chart

Skill 528 - Answer a question using information from a bar graphSkill 529 - Answer a question using information from a bar graph with a y-axis scale by 2sSkill 531 - Answer a question using information from a line plot

NH M:DSP:3:2 - *Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using most frequent (mode), least frequent, largest, or smallest.





NH M:DSP:3:3a - Organizes and displays data using tables, tally charts, and bar graphs, to answer questions related to the data, to analyze the data to formulate conclusions, to make predictions, or to solve problems.


Skill 541 - Use a 2-category tally chart to represent groups of objects (1 symbol = 1 object)

Skill 543 - Use a bar graph with a y-axis scale by 2s to represent data

NH M:DSP:3:3b - *Identifies or describes representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M:DSP:3:1.NH M:DSP:3:4 - Uses counting techniques to solve problems involving combinations and simple permutations using a variety of strategies (e.g., student diagrams, organized lists, tables, tree diagrams, or others).NH M:DSP:3:5a - For a probability event in which the sample space may or may not contain equally likely outcomes, predicts the likelihood of an event using "more likely," "less likely," "equally likely," certain, or impossible and tests the prediction through experiments; and determines if a game is fair.

NH M:DSP:3:5b - *For a probability event in which the sample space may or may not contain equally likely outcomes, determines the likelihood of the occurrence of an event (using "more likely", "less likely", or "equally likely").





NH M:DSP:3:6 - In response to a teacher or student generated question or hypothesis, groups decide the most effective method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested, and when appropriate makes predictions.



Agency Tag Set NameNew Hampshire, Math, 2006, Grade 4, Grade Level and Grade Span Expectations, State Department of EducationStandard Domain Description Skill Description - Number and OperationsNH M:N&O:4:1 - *Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 999,999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, a/4, a/5, a/6, a/8, or a/10, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area, set, or linear models where the number of parts in the whole are equal to, and a multiple or factor of the denominator; and decimals as hundredths within the context of money, or tenths within the context of metric measurements (e.g., 2.3 cm) using models, explanations, or other representations.


Skill 37 - Represent a 4-digit whole number in expanded form

Skill 40 - Determine the value of a digit in a 6-digit numberSkill 41 - Determine the 4- or 5-digit whole number represented in expanded formSkill 42 - Represent a 5-digit whole number in expanded formSkill 122 - Determine a pictorial model of a fraction of a wholeSkill 123 - Determine a pictorial model of a fraction of a set of objects

Skill 124 - Identify a fraction represented by a point on a number lineSkill 125 - Locate a fraction on a number line

NH M:N&O:4:2 - *Demonstrates understanding of the relative magnitude of numbers from 0 to 999,999 by ordering or comparing whole numbers; and ordering, comparing, or identifying equivalent proper positive fractional numbers; or decimals using models, number lines, or explanations.


Skill 39 - Order 4-digit whole numbers in ascending or descending order






Skill 43 - Order 4- to 6-digit whole numbers in ascending or descending orderSkill 127 - Order fractions using modelsSkill 128 - Identify equivalent fractions using models

NH M:N&O:4:3 - *Demonstrates conceptual understanding of mathematical operations by describing or illustrating the relationship between repeated subtraction and division (no remainders); the inverse relationship between multiplication and division of whole numbers; or the addition or subtraction of positive fractional numbers with like denominators using models, number lines, or explanations.NH M:N&O:4:4 - *Accurately solves problems involving multiple operations on whole numbers or the use of the properties of factors and multiples; and addition or subtraction of decimals and positive proper fractions with like denominators. (Multiplication limited to 2 digits by 2 digits, and division limited to 1 digit divisors.)


Skill 108 - WP: Solve a 2-step whole number problem using more than one operation

Skill 133 - Add fractions with like 1-digit denominatorsSkill 134 - WP: Add fractions with like denominators no greater than 10 and simplify the sumSkill 135 - Subtract fractions with like 1-digit denominatorsSkill 136 - WP: Subtract fractions with like denominators no greater than 10Skill 137 - WP: Subtract fractions with like denominators no greater than 10 and simplify the difference





NH M:N&O:4:6 - Mentally adds and subtracts whole number facts through 20 (addends whose sum is at most 20 and related subtraction facts); multiplies whole number facts to a product of 100, and calculates related division facts; adds two-digit whole numbers, combinations of two-digit and 3- digit whole numbers that are multiples of ten, and 4-digit whole numbers that are multiples of 100 (limited to two addends) (e.g., 67 + 24; 320 + 430; 320 + 90; 1,300 + 1,400); and subtracts a one-digit whole number from a two-digit whole number (e.g., 67 - 9); and subtracts combinations of two-digit and three-digit whole numbers that are multiples of ten (e.g., 50 - 20, 230 - 80, 520 - 200).



Skill 50 - Know basic subtraction facts to 20 minus 10Skill 53 - Add a 2-digit number and a 1-digit number without regroupingSkill 55 - Add two 2-digit numbers without regroupingSkill 56 - Subtract a 1-digit number from a 2-digit number without regroupingSkill 70 - Add a 2-digit number and a 1- or 2-digit number with regrouping

Skill 87 - Know basic multiplication facts to 10 x 10Skill 104 - Know basic division facts to 100 ÷ 10

NH M:N&O:4:7 - Makes estimates in a given situation by identifying when estimation is appropriate, selecting the appropriate method of estimation, and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands.





NH M:N&O:4:8 - Applies properties of numbers (odd, even, multiplicative property of zero, and remainders) and field properties (commutative, associative, and identity) to solve problems and to simplify computations.



- Geometry and MeasurementNH M:G&M:4:1 - *Uses properties or attributes of angles (number of angles) or sides (number of sides, length of sides, parallelism, or perpendicularity) to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or octagons; or classify angles relative to 90° as more than, less than, or equal to.

NH M:G&M:4:3 - *Uses properties or attributes (shape of bases or number of lateral faces) to identify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, or spheres).

NH M:G&M:4.4 - *Demonstrates conceptual understanding of congruency by matching congruent figures using reflections, translations, or rotations (flips, slides, or turns), or as the result of composing or decomposing shapes using models or explanations.


Skill 482 - Determine the result of a flip, a turn, or a slide

NH M:G&M:4:5 - *Demonstrates conceptual understanding of similarity by applying scales on maps, or applying characteristics of similar figures (same shape but not necessarily the same size) to identify similar figures, or to solve problems involving similar figures. Describes relationships using models or explanations.





NH M:G&M:4:6 - *Demonstrates conceptual understanding of perimeter of polygons, and the area of rectangles, polygons or irregular shapes on grids using a variety of models, manipulatives, or formulas. Expresses all measures using appropriate units.



Skill 453 - Determine the perimeter of a rectangle given a picture showing length and widthSkill 454 - Determine the perimeter of a squareSkill 455 - WP: Determine the perimeter of a rectangleSkill 459 - Determine the area of a polygon on a grid



Skill 435 - Convert between inches, feet, and yards

Skill 436 - Convert between customary units of capacitySkill 437 - Convert within metric units of mass, length, and capacity

NH M:G&M:4:9 - Demonstrates understanding of spatial relationships using location and position by interpreting and giving directions between locations on a map or coordinate grid (first quadrant); plotting points in the first quadrant in context (e.g., games, mapping); and finding the horizontal and vertical distances between points on a coordinate grid in the first quadrant.

Domain 2 - Algebra (AL) Skill 318 - Determine the ordered pair of a point in the first quadrant

NH M:G&M:4:10 - Demonstrates conceptual understanding of spatial reasoning and visualization by copying, comparing, and drawing models of triangles, squares, rectangles, rhombi, trapezoids, hexagons, octagons, and circles; and builds models of rectangular prisms from two- or three-dimensional representations. - Functions and Algebra





NH M:F&A:4:1 - *Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables or sequences; and writes a rule in words or symbols to find the next case.

Domain 2 - Algebra (AL) Skill 303 - Determine the rule for an addition or subtraction number pattern

Skill 304 - Extend a number pattern involving additionSkill 305 - Extend a number pattern involving subtractionSkill 308 - Identify a missing term in a multiplication or a division number patternSkill 309 - Determine a rule that relates two variables

NH M:F&A:4:2 - Demonstrates conceptual understanding of linear relationships (y = kx) as a constant rate of change by identifying, describing, or comparing situations that represent constant rates of change.

NH M:F&A:4:3 - *Demonstrates conceptual understanding of algebraic expressions by using letters or symbols to represent unknown quantities to write simple linear algebraic expressions involving any one of the four operations; or by evaluating simple linear algebraic expressions using whole numbers.

Domain 2 - Algebra (AL) Skill 310 - Determine the variable expression with one operation for a table of paired numbers

NH M:F&A:4:4 - *Demonstrates conceptual understanding of equality by showing equivalence between two expressions using models or different representations of the expressions, by simplifying numerical expressions where left to right computations may be modified only by the use of parentheses [e.g., 14 - (2 x 5)] (expressions consistent with the parameters of M:F&A:4-3), and by solving one-step linear equations of the form ax = c, x ± b = c, where a, b, and c are whole numbers with a not equal to 0.






NH M:DSP:4:1 - *Interprets a given representation (line plots, tables, bar graphs, pictographs, or circle graphs) to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.


Skill 524 - Answer a question using information from a pictograph (1 symbol = more than 1 object)

Skill 526 - Answer a question using information from a tableSkill 528 - Answer a question using information from a bar graphSkill 533 - Answer a question using information from a circle graph

Skill 535 - Answer a question using information from a line graph

NH M:DSP:4:2 - *Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (median or mode), or range.


Skill 551 - Determine the median of an odd number of data values

NH M:DSP:4:3 - Organizes and displays data using tables, line plots, bar graphs, and pictographs to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.


Skill 542 - Use a pictograph to represent data (1 symbol = more than 1 object)


Skill 544 - Use a line plot to represent data

NH M:DSP:4:4 - *Uses counting techniques to solve problems in context involving combinations or simple permutations (e.g., Given a map - Determine the number of paths from point A to point B.) using a variety of strategies (e.g., organized lists, tables, tree diagrams, or others).





NH M:DSP:4:5a - For a probability event in which the sample space may or may not contain equally likely outcomes, predicts the likelihood of an event as a part to whole relationship (e.g., two out of five, zero out of five, five out of five) and tests the prediction through experiments; and determines if a game is fair.

NH M:DSP:4:5b - *For a probability event in which the sample space may or may not contain equally likely outcomes, determines the theoretical probability of an event and expresses the result as part to whole (e.g., two out of five).

NH M:DSP:4:6 - In response to a teacher or student generated question or hypothesis, groups decide the most effective method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested, and when appropriate makes predictions; and asks new questions and makes connections to real world situations.



Agency Tag Set NameNew Hampshire, Math, 2006, Grade 5, Grade Level and Grade Span Expectations, State Department of EducationStandard Domain Description Skill Description - Number and OperationsNH M:N&O:5:1 - *Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 9,999,999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations; and positive fractional numbers (proper, mixed number, and improper) (halves, fourths, eighths, thirds, sixths, twelfths, fifths, or powers of ten (10, 100, 1000)), decimals (to thousandths), or benchmark percents (10%, 25%, 50%, 75% or 100%) as a part to whole relationship in area, set, or linear models using models, explanations, or other representations.



Skill 42 - Represent a 5-digit whole number in expanded formSkill 122 - Determine a pictorial model of a fraction of a wholeSkill 123 - Determine a pictorial model of a fraction of a set of objects

Skill 124 - Identify a fraction represented by a point on a number lineSkill 125 - Locate a fraction on a number lineSkill 129 - Locate a mixed number on a number lineSkill 168 - Determine the decimal number from a pictorial model of tenths or hundredthsSkill 169 - Identify a pictorial model of tenths or hundredths of a decimal numberSkill 170 - Identify a decimal number to tenths represented by a point on a number lineSkill 171 - Locate a decimal number to tenths on a number line






NH M:N&O:5:2 - *Demonstrates understanding of the relative magnitude of numbers by ordering, comparing, or identifying equivalent positive fractional numbers, decimals, or benchmark percents within number formats (fractions to fractions, decimals to decimals, or percents to percents); or integers in context using models or number lines.


Skill 130 - Identify a fraction equivalent to a given fraction

Skill 131 - Compare fractions with unlike denominatorsSkill 132 - Order fractions with unlike denominators in ascending or descending orderSkill 173 - Compare decimal numbers through the hundredths placeSkill 174 - Order decimal numbers through the hundredths placeSkill 178 - Compare decimal numbers of differing places to thousandthsSkill 179 - Order decimal numbers of differing places to thousandths in ascending or descending order

NH M:N&O:5:3a - Demonstrates conceptual understanding of mathematical operations by adding and subtracting decimals and positive proper fractions with unlike denominators.


Skill 145 - Add fractions with unlike denominators that have factors in common and simplify the sum

Skill 146 - Add fractions with unlike 1-digit denominatorsSkill 148 - Add fractions with unlike denominators that have no factors in commonSkill 149 - Add mixed numbers with unlike denominatorsSkill 152 - Subtract fractions with unlike denominators that have factors in common and simplify the differenceSkill 153 - Subtract fractions with unlike 1-digit denominatorsSkill 155 - Subtract fractions with unlike denominators that have no factors in commonSkill 156 - Subtract mixed numbers with unlike denominators





Skill 188 - Determine the sum of a whole number and a decimal number to hundredthsSkill 192 - Add two decimal numbers of differing places to thousandths

Skill 195 - Add decimal numbers and whole numbersSkill 196 - Subtract two decimal numbers of differing places to thousandthsSkill 201 - Subtract a decimal number from a whole number

NH M:N&O:5:3b - *Demonstrates conceptual understanding of mathematical operations by describing or illustrating the meaning of a remainder with respect to division of whole numbers using models, explanations, or solving problems.


Skill 116 - WP: Divide a 3-digit whole number by a 1-digit whole number with a remainder in the quotient

Skill 117 - WP: Divide a 2- or 3- digit whole number by a 1-digit whole number with a remainder in the quotientSkill 121 - WP: Divide a whole number and interpret the remainder

NH M:N&O:5:4 - *Accurately solves problems involving multiple operations on whole numbers or the use of the properties of factors, multiples, prime, or composite numbers; and addition or subtraction of fractions (proper) and decimals to the hundredths place. (Division of whole numbers by up to a two-digit divisor.)


Skill 107 - WP: Divide a 2-digit whole number by a 1-digit whole number with no remainder in the quotient

Skill 108 - WP: Solve a 2-step whole number problem using more than one operationSkill 109 - WP: Divide a 3-digit whole number by a 1-digit whole number with no remainder in the quotient

Skill 120 - WP: Solve a 2-step problem involving whole numbersSkill 147 - WP: Add fractions with unlike 1-digit denominatorsSkill 154 - WP: Subtract fractions with unlike 1-digit denominators





Skill 189 - WP: Determine the sum of a decimal number and a whole number

NH M:N&O:5:5 - No standard at this gradeNH M:N&O:5:6 - Mentally calculates change back from $1.00, $5.00, and $10.00; calculates multiplication and related division facts to a product of 144; multiplies a two-digit whole number by a one-digit whole number (e.g., 45 x 5), two-digit whole numbers that are multiples of ten (e.g., 50 x 60), a three-digit whole number that is a multiple of 100 by a two- or three-digit number which is a multiple of 10 or 100, respectively (e.g., 400 x 50, 400 x 600); and divides 3- and 4-digit multiples of powers of ten by their compatible factors (e.g., 360 ÷ 6; 360 ÷ 60; 3600 ÷ 6; 3600 ÷ 60; 3600 ÷ 600; 360 ÷ 12; 360 ÷ 120; 3600 ÷ 12; 3600 ÷ 120; 3600 ÷ 1200).


Skill 87 - Know basic multiplication facts to 10 x 10

Skill 89 - Multiply a 2-digit whole number by a 1-digit whole number with no regroupingSkill 104 - Know basic division facts to 100 ÷ 10

NH M:N&O:5:7 - Makes estimates in a given situation by identifying when estimation is appropriate, selecting the appropriate method of estimation, determining the level of accuracy needed given the situation, analyzing the effect of the estimation method on the accuracy of results, and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands.


Skill 100 - WP: Estimate a product of two whole numbers using any method

Skill 114 - WP: Estimate a quotient using any methodSkill 193 - WP: Estimate the sum or difference of two decimal numbers through thousandths using any method





NH M:N&O:5:8 - Applies properties of numbers (odd, even, and divisibility) and field properties (commutative, associative, identity, and distributive) to solve problems and to simplify computations.


Skill 93 - Apply the distributive property to multiply a multi-digit number by a 1-digit number

- Geometry and MeasurementNH M:G&M:5:1 - *Uses properties or attributes of angles (right, acute, or obtuse) or sides (number of congruent sides, parallelism, or perpendicularity) to identify, describe, classify, or distinguish among different types of triangles (right, acute, obtuse, equiangular, or equilateral) or quadrilaterals (rectangles, squares, rhombi, trapezoids, or parallelograms).NH M:G&M:5:3 - *Uses properties or attributes (shape of bases, number of lateral faces, or number of bases) to identify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, spheres, pyramids, or cones).

NH M:G&M:5:5 - Demonstrates conceptual understanding of similarity by describing the proportional effect on the linear dimensions of triangles and rectangles when scaling up or down while preserving angle measures, or by solving related problems (including applying scales on maps). Describes effects using models or explanations.

NH M:G&M:5:6 - *Demonstrates conceptual understanding of perimeter of polygons, and the area of rectangles or right triangles through models, manipulatives, or formulas, the area of polygons or irregular figures on grids, and volume of rectangular prisms (cubes) using a variety of models, manipulatives, or formulas. Expresses all measures using appropriate units.







Skill 453 - Determine the perimeter of a rectangle given a picture showing length and widthSkill 454 - Determine the perimeter of a squareSkill 459 - Determine the area of a polygon on a gridSkill 460 - Determine the area of a squareSkill 461 - Determine the area of a rectangle given the length and width

Skill 465 - Determine the area of a right triangleSkill 487 - Determine the volume of a rectangular prism





NH M:G&M:5:9 - Demonstrates understanding of spatial relationships using location and position by interpreting and giving directions between locations on a map or coordinate grid (all four quadrants); plotting points in four quadrants in context (e.g., games, mapping, identifying the vertices of polygons as they are reflected, rotated, and translated); and determining horizontal and vertical distances between points on a coordinate grid in the first quadrant.

Domain 2 - Algebra (AL) Skill 319 - Determine the ordered pair of a point in any quadrant

NH M:G&M:5:10 - Demonstrates conceptual understanding of spatial reasoning and visualization by building models of rectangular and triangular prisms, cones, cylinders, and pyramids from two- or three-dimensional representations.

- Functions and Algebra





NH M:F&A:5:1 - *Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables, sequences, or in problem situations; and writes a rule in words or symbols for finding specific cases of a linear relationship.

Domain 2 - Algebra (AL) Skill 308 - Identify a missing term in a multiplication or a division number pattern

Skill 309 - Determine a rule that relates two variablesSkill 310 - Determine the variable expression with one operation for a table of paired numbersSkill 311 - WP: Determine the variable expression with one operation for a table of paired numbers

NH M:F&A:5:2 - Demonstrates conceptual understanding of linear relationships (y = kx) as a constant rate of change by identifying, describing, or comparing situations that represent constant rates of change (e.g., tell a story given a line graph about a trip).

NH M:F&A:5:3 - *Demonstrates conceptual understanding of algebraic expressions by using letters to represent unknown quantities to write linear algebraic expressions involving any two of the four operations; or by evaluating linear algebraic expressions using whole numbers.


Skill 311 - WP: Determine the variable expression with one operation for a table of paired numbersSkill 331 - Evaluate a 2-variable expression, with two or three operations, using whole number substitutionSkill 332 - WP: Evaluate a 1- or 2-variable expression or formula using whole numbers





NH M:F&A:5:4 - *Demonstrates conceptual understanding of equality by showing equivalence between two expressions using models or different representations of the expressions (expressions consistent with the parameters of M:F&A:5-3), by solving one-step linear equations of the form ax = c, x ± b = c, or x/a = c, where a, b, and c are whole numbers with a not equal to 0; or by determining which values of a replacement set make the equation (multi-step of the form ax ± b = c where a, b, and c are whole numbers with a not equal to 0) a true statement (e.g., 2x + 3 = 11, {x: x = 2, 3, 4, 5}).

Domain 2 - Algebra (AL) Skill 341 - Solve a 1-step equation involving whole numbers


NH M:DSP:5:1 - *Interprets a given representation (tables, bar graphs, circle graphs, or line graphs) to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.


Skill 528 - Answer a question using information from a bar graph

Skill 533 - Answer a question using information from a circle graph


NH M:DSP:5:2 - *Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (mean, median, or mode) or range to analyze situations, or to solve problems.



Skill 550 - Determine the mean of a set of whole number dataSkill 551 - Determine the median of an odd number of data valuesSkill 552 - Determine the median of an even number of data values





NH M:DSP:5:3a - Organizes and displays data using tables, bar graphs, or line graphs to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.


Skill 545 - Use a line graph to represent data

NH M:DSP:5:3b - *Identifies or describes representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M:DSP:5:1.NH M:DSP:5:5a - For a probability event in which the sample space may or may not contain equally likely outcomes, predicts the likelihood of an event as a fraction and tests the prediction through experiments; and determines if a game is fair.


Skill 555 - Determine the probability of a single event

NH M:DSP:5.5b - *For a probability event in which the sample space may or may not contain equally likely outcomes, determines the experimental or theoretical probability of an event and expresses the result as a fraction.



NH M:DSP:5:6 - In response to a teacher or student generated question or hypothesis decides the most effective method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested, and when appropriate makes predictions; and asks new questions and makes connections to real world situations.



Agency Tag Set NameNew Hampshire, Math, 2006, Grade 6, Grade Level and Grade Span Expectations, State Department of EducationStandard Domain Description Skill Description - Number and OperationsNH M:N&O:6:1 - *Demonstrates conceptual understanding of rational numbers with respect to ratios (comparison of two whole numbers by division a/b, a : b, and a ÷ b , where b is not equal to 0); and rates (e.g., a out of b, 25%) using models, explanations, or other representations.NH M:N&O:6:2 - *Demonstrates understanding of the relative magnitude of numbers by ordering or comparing numbers with whole number bases and whole number exponents (e.g.,3³, 4³), integers, or rational numbers within and across number formats (fractions, decimals, or whole number percents from 1-100) using number lines or equality and inequality symbols.


Skill 129 - Locate a mixed number on a number line

Skill 131 - Compare fractions with unlike denominatorsSkill 132 - Order fractions with unlike denominators in ascending or descending orderSkill 167 - Compare numbers in decimal and fractional formsSkill 178 - Compare decimal numbers of differing places to thousandthsSkill 179 - Order decimal numbers of differing places to thousandths in ascending or descending orderSkill 182 - Estimate a decimal number from its position on a number lineSkill 183 - Order numbers in decimal and fractional forms

NH M:N&O:6:3a - Demonstrates conceptual understanding of mathematical operations by adding and subtracting positive fractions and integers; and multiplying and dividing fractions and decimals.


Skill 145 - Add fractions with unlike denominators that have factors in common and simplify the sum

Skill 146 - Add fractions with unlike 1-digit denominatorsSkill 148 - Add fractions with unlike denominators that have no factors in common






Skill 149 - Add mixed numbers with unlike denominatorsSkill 152 - Subtract fractions with unlike denominators that have factors in common and simplify the differenceSkill 153 - Subtract fractions with unlike 1-digit denominatorsSkill 155 - Subtract fractions with unlike denominators that have no factors in commonSkill 156 - Subtract mixed numbers with unlike denominatorsSkill 207 - Multiply a fraction by a fractionSkill 208 - Multiply a mixed number by a whole numberSkill 209 - Multiply a mixed number by a fractionSkill 211 - Divide a fraction by a fractionSkill 212 - Divide a whole number by a fraction resulting in a fractional quotientSkill 214 - Divide a fraction by a whole number resulting in a fractional quotientSkill 218 - Multiply mixed numbersSkill 219 - Divide mixed numbersSkill 220 - Multiply a decimal number through thousandths by 10, 100, or 1,000Skill 221 - Multiply a decimal number through thousandths by a whole numberSkill 224 - Multiply two decimal numbersSkill 226 - Multiply decimal numbers less than one in hundredths or thousandthsSkill 227 - Multiply decimal numbers greater than one where the product has 2 or 3 decimal places

Skill 228 - Divide a decimal number by 10, 100, or 1,000Skill 229 - Divide a decimal number through thousandths by a 1- or 2-digit whole number where the quotient has 2-5 decimal places





Skill 231 - Divide a 1- to 3-digit whole number by a decimal number to tenths where the quotient is a whole numberSkill 233 - Divide a 1- to 3-digit whole number by a decimal number to tenths where the quotient is a decimal number to thousandths

Skill 234 - Divide a 2- or 3-digit whole number by a decimal number to hundredths or thousandths, rounded quotient if needed

Skill 235 - Divide decimal numbersSkill 237 - Divide a decimal number by a decimal number through thousandths, rounded quotient if neededSkill 276 - Add integersSkill 277 - Subtract integers

NH M:N&O:6:3b - *Demonstrates conceptual understanding of mathematical operations by describing or illustrating the meaning of a power by representing the relationship between the base (whole number) and the exponent (whole number) (e.g.,3³, 4³); and the effect on the magnitude of a whole number when multiplying or dividing it by a whole number, decimal, or fraction.

NH M:N&O:6:4 - *Accurately solves problems involving single or multiple operations on fractions (proper, improper, and mixed), or decimals; and addition or subtraction of integers; percent of a whole; or problems involving greatest common factor or least common multiple.


Skill 143 - Determine the greatest common factor of two whole numbers

Skill 144 - Determine the least common multiple of two whole numbersSkill 147 - WP: Add fractions with unlike 1-digit denominatorsSkill 151 - WP: Add mixed numbers with unlike denominatorsSkill 154 - WP: Subtract fractions with unlike 1-digit denominators





Skill 157 - WP: Subtract mixed numbers with unlike denominatorsSkill 189 - WP: Determine the sum of a decimal number and a whole numberSkill 197 - WP: Add or subtract decimal numbers through thousandthsSkill 198 - WP: Add or subtract a decimal number through thousandths and a whole numberSkill 202 - WP: Subtract a decimal number from a whole number

Skill 213 - WP: Multiply or divide two mixed numbers or a mixed number and a fractionSkill 215 - WP: Multiply or divide a fraction by a fractionSkill 216 - WP: Solve a 2-step problem involving fractionsSkill 217 - WP: Solve a multi-step problem involving fractions or mixed numbersSkill 222 - WP: Multiply a decimal number through thousandths by a whole numberSkill 225 - WP: Multiply two decimal numbersSkill 230 - WP: Divide a decimal number through thousandths by a 1- or 2-digit whole numberSkill 232 - WP: Divide a whole number by a decimal number through thousandths, rounded quotient if neededSkill 236 - WP: Divide a whole number by a decimal numberSkill 238 - WP: Divide a decimal through thousandths by a decimal through thousandths, rounded quotient if neededSkill 240 - WP: Solve a 2-step problem involving decimalsSkill 241 - WP: Solve a multi-step problem involving decimal numbersSkill 255 - Determine a given percent of a numberSkill 278 - WP: Add and subtract using integers





NH M:N&O:6:6 - Uses a variety of mental computation strategies to solve problems (e.g., using compatible numbers, applying properties of operations, using mental imagery, using patterns) and to determine the reasonableness of answers; and mentally calculates change back from $5.00, $10.00, $20.00, $50.00, and $100.00; multiplies a two-digit whole number by a one-digit number whole number (e.g., 45 x 5), two-digit whole numbers that are multiples of ten (e.g., 50 x 60), a three-digit whole number that is a multiple of 100 by a two- or three-digit number which is a multiple of 10 or 100, respectively (e.g., 400 x 50, 400 x 600); divides 3- and 4-digit multiples of powers of ten by their compatible factors (e.g., 360 ÷ 6; 360 ÷ 60; 3600 ÷ 6; 3600 ÷ 60; 3600 ÷ 600; 360 ÷ 12; 360 ÷ 120; 3600 ÷ 12; 3600 ÷ 120; 3600 ÷ 1200); and determines the part of a whole number using benchmark percents (1%, 10%, 25%, 50%, and 75%).


Skill 89 - Multiply a 2-digit whole number by a 1-digit whole number with no regrouping

NH M:N&O:6:7 - Makes estimates in a given situation by identifying when estimation is appropriate, selecting the appropriate method of estimation, determining the level of accuracy needed given the situation, analyzing the effect of the estimation method on the accuracy of results, and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands.


Skill 100 - WP: Estimate a product of two whole numbers using any method

Skill 114 - WP: Estimate a quotient using any methodSkill 193 - WP: Estimate the sum or difference of two decimal numbers through thousandths using any methodSkill 223 - WP: Estimate the product of two decimalsSkill 239 - WP: Estimate the quotient of two decimals





Skill 297 - WP: Estimate a given percent of a number

NH M:N&O:6:8 - Applies properties of numbers (odd, even, positive, negative, remainders, divisibility, and prime factorization) and field properties (commutative, associative, identity [including the multiplicative property of one, e.g., 1 = 2/2 and 2/2 × ¾ = 6/8, so ¾ = 6/8], distributive, and additive inverses) to solve problems and to simplify computations.


Skill 93 - Apply the distributive property to multiply a multi-digit number by a 1-digit number

Skill 142 - Identify the prime factors of a 2-digit number

- Geometry and MeasurementNH M:G&M:6:1 - *Uses properties or attributes of angles (right, acute, or obtuse) or sides (number of congruent sides, parallelism, or perpendicularity) to identify, describe, classify, or distinguish among different types of triangles (right, acute, obtuse, equiangular, scalene, isosceles, or equilateral) or quadrilaterals (rectangles, squares, rhombi, trapezoids, or parallelograms).NH M:G&M:6:3 - *Uses properties or attributes (shape of bases, number of lateral faces, number of bases, number of edges, or number of vertices) to identify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, spheres, pyramids, or cones).





NH M:G&M:6:4 - Demonstrates conceptual understanding of congruency by predicting and describing the transformational steps (reflections, translations, and rotations) needed to show congruence (including the degree of rotation) and as the result of composing and decomposing two- and three-dimensional objects using models or explanations; and using line and rotational symmetry to demonstrate congruent parts within a shape.NH M:G&M:6:5 - *Demonstrates conceptual understanding of similarity by describing the proportional effect on the linear dimensions of polygons or circles when scaling up or down while preserving the angles of polygons, or by solving related problems (including applying scales on maps). Describes effects using models or explanations.

NH M:G&M:6:6 - *Demonstrates conceptual understanding of perimeter of polygons, the area of quadrilaterals or triangles, and the volume of rectangular prisms by using models, formulas, or by solving problems; and demonstrates understanding of the relationships of circle measures (radius to diameter and diameter to circumference) by solving related problems. Expresses all measures using appropriate units.


Skill 457 - WP: Determine the perimeter or the area of a complex shape

Skill 458 - Solve a problem involving the circumference of a circle

Skill 461 - Determine the area of a rectangle given the length and width

Skill 462 - WP: Determine the area of a rectangleSkill 463 - Determine the missing side length of a rectangle given a side length and the areaSkill 464 - WP: Determine the area of a square or rectangle





Skill 465 - Determine the area of a right triangleSkill 466 - Use a formula to determine the area of a triangleSkill 467 - WP: Determine the area of a triangleSkill 487 - Determine the volume of a rectangular prismSkill 488 - WP: Determine the volume of a rectangular prism





- Functions and AlgebraNH M:F&A:6:1 - *Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables, sequences, graphs, or in problem situations; or writes a rule in words or symbols for finding specific cases of a linear relationship; or writes a rule in words or symbols for finding specific cases of a nonlinear relationship; and writes an expression or equation using words or symbols to express the generalization of a linear relationship (e.g., twice the term number plus 1 or 2n + 1).

Domain 2 - Algebra (AL) Skill 308 - Identify a missing term in a multiplication or a division number pattern

Skill 309 - Determine a rule that relates two variablesSkill 310 - Determine the variable expression with one operation for a table of paired numbersSkill 311 - WP: Determine the variable expression with one operation for a table of paired numbers





NH M:F&A:6:2 - *Demonstrates conceptual understanding of linear relationships (y = kx; y = mx + b) as a constant rate of change by constructing or interpreting graphs of real occurrences and describing the slope of linear relationships (faster, slower, greater, or smaller) in a variety of problem situations; and describes how change in the value of one variable relates to change in the value of a second variable in problem situations with constant rates of change.

Domain 2 - Algebra (AL) Skill 320 - Use a table to represent the values from a first-quadrant graph

NH M:F&A:6:3 - *Demonstrates conceptual understanding of algebraic expressions by using letters to represent unknown quantities to write linear algebraic expressions involving any of the four operations and consistent with order of operations expected at this grade level; or by evaluating linear algebraic expressions (including those with more than one variable); or by evaluating an expression within an equation (e.g., determine the value of y when x = 4 given y = 3x - 2).



NH M:F&A:6:4 - *Demonstrates conceptual understanding of equality by showing equivalence between two expressions using models or different representations of the expressions (expressions consistent with the parameters of M:F&A:6-3), solving multi-step linear equations of the form ax ± b = c, where a, b, and c are whole numbers with a not equal to 0.







NH M:DSP:6:1 - *Interprets a given representation (circle graphs, line graphs, or stem-and-leaf plots) to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.



Skill 540 - Answer a question using information from a circle graph using percentage calculations

NH M:DSP:6:2 - *Analyzes patterns, trends or distributions in data in a variety of contexts by determining or using measures of central tendency (mean, median, or mode) or dispersion (range) to analyze situations, or to solve problems.


Skill 550 - Determine the mean of a set of whole number data

Skill 551 - Determine the median of an odd number of data valuesSkill 552 - Determine the median of an even number of data valuesSkill 553 - Determine the median of a set of data given a frequency table

NH M:DSP:6:3 - Organizes and displays data using tables, line graphs, or stem-and-leaf plots to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.



NH M:DSP:6:4 - *Uses counting techniques to solve problems in context involving combinations or simple permutations using a variety of strategies (e.g., organized lists, tables, tree diagrams, models, Fundamental Counting Principle, or others).





NH M:DSP:6:5a - For a probability event in which the sample space may or may not contain equally likely outcomes, predicts the theoretical probability of an event and tests the prediction through experiments and simulations; and designs fair games.

NH M:DSP:6:5b - *For a probability event in which the sample space may or may not contain equally likely outcomes, determines the experimental or theoretical probability of an event in a problem-solving situation.



NH M:DSP:6:6 - In response to a teacher or student generated question or hypothesis decides the most effective method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested, and when appropriate makes predictions; and asks new questions and makes connections to real world situations.



Agency Tag Set NameNew Hampshire, Math, 2006, Grade 7, Grade Level and Grade Span Expectations, State Department of EducationStandard Domain Description Skill Description - Number and OperationsNH M:N&O:7:1a - Demonstrates conceptual understanding of rational numbers with respect to square roots of perfect squares, rates, and proportional reasoning.NH M:N&O:7:1b - *Demonstrates conceptual understanding of rational numbers with respect to percents as a means of comparing the same or different parts of the whole when the wholes vary in magnitude (e.g., 8 girls in a classroom of 16 students compared to 8 girls in a classroom of 20 students, or 20% of 400 compared to 50% of 100); and percents as a way of expressing multiples of a number (e.g., 200% of 50) using models, explanations, or other representations.

NH M:N&O:7:2 - *Demonstrates understanding of the relative magnitude of numbers by ordering, comparing, or identifying equivalent rational numbers across number formats, numbers with whole number bases and whole number exponents (e.g., 3³, 4³), integers, absolute values, or numbers represented in scientific notation using number lines or equality and inequality symbols.


Skill 46 - Convert a whole number greater than 10 to scientific notation

Skill 164 - Convert a fraction or mixed number in hundredths or thousandths to a decimal numberSkill 166 - Convert a decimal number in hundredths or thousandths to a fractionSkill 167 - Compare numbers in decimal and fractional formsSkill 183 - Order numbers in decimal and fractional formsSkill 184 - Convert a number less than 1 to scientific notationSkill 185 - Convert a number less than 1 from scientific notation to standard formSkill 242 - Convert a decimal number to a percentage






Skill 243 - Convert a percentage to its decimal equivalentSkill 244 - Convert a decimal number in thousandths to a percentage

NH M:N&O:7:3 - Demonstrates conceptual understanding of operations with integers and whole number exponents (where the base is a whole number) using models, diagrams, or explanations.NH M:N&O:7:4a - Accurately solves problems involving the addition or subtraction of integers, raising numbers to whole number powers, and determining square roots of perfect square numbers and non-perfect square numbers.


Skill 268 - Evaluate or represent an expression of a whole number raised to a whole number power

Skill 278 - WP: Add and subtract using integersSkill 282 - Evaluate the positive square root of a perfect squareSkill 284 - Determine an approximate square root of a number

NH M:N&O:7:4b - *Accurately solves problems involving proportional reasoning; percents involving discounts, tax, or tips; and rates.


Skill 245 - WP: Use a unit rate, with a whole number or whole cent value, to solve a problem

Skill 246 - WP: Determine a unit rate with a whole number valueSkill 259 - WP: Determine a unit rate

Skill 260 - WP: Use a unit rate to solve a problem





NH M:N&O:7:6 - Uses a variety of mental computation strategies to solve problems (e.g., using compatible numbers, applying properties of operations, using mental imagery, using patterns) and to determine the reasonableness of answers; and mentally calculates benchmark perfect squares and related square roots (e.g., 1², 2² ... 12², 15², 20², 25², 100², 1000²); determines the part of a number using benchmark percents and related fractions (1%, 10%, 25%, 33 1/3%, 50%, 66 2/3%, 75%, and 100%) (e.g., 25% of 16; 33 1/3% of 330).


Skill 282 - Evaluate the positive square root of a perfect square

NH M:N&O:7:7 - Makes estimates in a given situation (including tips, discounts, and tax) by identifying when estimation is appropriate, selecting the appropriate method of estimation, determining the level of accuracy needed given the situation, analyzing the effect of the estimation method on the accuracy of results, and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands.


Skill 223 - WP: Estimate the product of two decimals

Skill 239 - WP: Estimate the quotient of two decimalsSkill 297 - WP: Estimate a given percent of a number

NH M:N&O:7:8 - Applies properties of numbers (odd, even, positive, negative, remainders, divisibility, and prime factorization) and field properties (commutative, associative, identity, distributive, inverses) to solve problems and to simplify computations, and demonstrates conceptual understanding of field properties as they apply to subsets of the real numbers (e.g., the set of whole numbers does not have additive inverses, the set of integers does not have multiplicative inverses).



- Geometry and Measurement





NH M:G&M:7:1 - *Uses properties of angle relationships resulting from two or three intersecting lines (adjacent angles, vertical angles, straight angles, or angle relationships formed by two non-parallel lines cut by a transversal), or two parallel lines cut by a transversal to solve problems.


Skill 443 - Determine the measure of a vertical angle or a supplementary angle

Skill 444 - Identify angle relationships formed by intersecting lines

Skill 445 - Identify angle relationships formed by parallel lines cut by a transversal

NH M:G&M:7:2 - *Applies theorems or relationships (triangle inequality or sum of the measures of interior angles of regular polygons) to solve problems.


Skill 509 - Determine the measure of an angle or the sum of the angles in a polygon

NH M:G&M:7:4 - *Applies the concepts of congruency by solving problems on a coordinate plane involving reflections, translations, or rotations.NH M:G&M:7:5 - *Applies concepts of similarity by solving problems involving scaling up or down and their impact on angle measures, linear dimensions and areas of polygons, and circles when the linear dimensions are multiplied by a constant factor. Describes effects using models or explanations.

NH M:G&M:7:6 - *Demonstrates conceptual understanding of the area of circles or the area or perimeter of composite figures (quadrilaterals, triangles, or parts of circles), and the surface area of rectangular prisms, or volume of rectangular prisms, triangular prisms, or cylinders using models, formulas, or by solving related problems. Expresses all measures using appropriate units.


Skill 457 - WP: Determine the perimeter or the area of a complex shape

Skill 469 - Determine the area of a complex shapeSkill 473 - Determine the area of a circle





Skill 474 - Solve a problem given the area of a circleSkill 489 - Determine the surface area of a rectangular prismSkill 490 - WP: Find the surface area of a rectangular prismSkill 491 - Determine the volume of a rectangular or a triangular prism

Skill 492 - WP: Solve a problem involving the volume of a geometric solid

NH M:G&M:7:10 - Demonstrates conceptual understanding of spatial reasoning and visualization by sketching three-dimensional solids; and draws nets of rectangular and triangular prisms, cylinders, and pyramids and uses the nets as a technique for finding surface area.

- Functions and AlgebraNH M:F&A:7:1 - *Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables, sequences, graphs, or in problem situations; and generalizes a linear relationship using words and symbols; generalizes a linear relationship to find a specific case; or writes an expression or equation using words or symbols to express the generalization of a nonlinear relationship.


Skill 311 - WP: Determine the variable expression with one operation for a table of paired numbers





NH M:F&A:7:2 - *Demonstrates conceptual understanding of linear relationships (y = kx; y = mx + b) as a constant rate of change by solving problems involving the relationship between slope and rate of change, by describing the meaning of slope in concrete situations, or informally determining the slope of a line from a table or graph; and distinguishes between constant and varying rates of change in concrete situations represented in tables or graphs; or describes how change in the value of one variable relates to change in the value of a second variable in problem situations with constant rates of change.

Domain 2 - Algebra (AL) Skill 323 - Determine the slope of a line given its graph or a graph of a line with a given slope

Skill 367 - WP: Interpret the meaning of the slope of a graphed line

NH M:F&A:7:3 - *Demonstrates conceptual understanding of algebraic expressions by using letters to represent unknown quantities to write algebraic expressions (including those with whole number exponents or more than one variable); or by evaluating algebraic expressions (including those with whole number exponents or more than one variable); or by evaluating an expression within an equation (e.g., determine the value of y when x = 4 given y = 5x³ - 2).







Skill 333 - Evaluate a 2-variable expression, with two or three operations, using integer substitution

NH M:F&A:7:4 - *Demonstrates conceptual understanding of equality by showing equivalence between two expressions (expressions consistent with the parameters of the left- and right-hand sides of the equations being solved at this grade level) using models or different representations of the expressions, solving multi-step linear equations of the form ax ± b = c with a is not equal to 0, ax ± b = cx ± d with a, c is not equal to 0, and (x/a) ± b = c with a is not equal to 0, where a, b, c and d are whole numbers; or by translating a problem-solving situation into an equation consistent with the parameters of the type of equations being solved for this grade level.



NH M:DSP:7:1 - *Interprets a given representation (circle graphs, scatter plots that represent discrete linear relationships, or histograms) to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.


Skill 538 - Answer a question using information from a histogram

Skill 539 - Answer a question using information from a scatter plot






NH M:DSP:7:2 - *Analyzes patterns, trends, or distributions in data in a variety of contexts by solving problems using measures of central tendency (mean, median, or mode), dispersion (range or variation), or outliers to analyze situations to determine their effect on mean, median, or mode; and evaluates the sample from which the statistics were developed (bias).



Skill 551 - Determine the median of an odd number of data valuesSkill 552 - Determine the median of an even number of data valuesSkill 553 - Determine the median of a set of data given a frequency table

NH M:DSP:7:3a - Organizes and displays data using tables, line graphs, scatter plots, and circle graphs to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.



Skill 547 - Use a circle graph to represent percentage dataSkill 549 - Use a scatter plot to organize data

NH M:DSP:7:3b - *Identifies or describes representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M:DSP:7:1.NH M:DSP:7:4 - Uses counting techniques to solve problems in context involving combinations or permutations (e.g., How many different ways can eight students place first, second, and third in a race?) using a variety of strategies (e.g., organized lists, tables, tree diagrams, models, Fundamental Counting Principle, or others).





NH M:DSP:7:5a - For a probability event in which the sample space may or may not contain equally likely outcomes, predicts the theoretical probability of an event and tests the prediction through experiments and simulations; and compares and contrasts theoretical and experimental probabilities.

NH M:DSP:7:5b - *For a probability event in which the sample space may or may not contain equally likely outcomes, determines the experimental or theoretical probability of an event in a problem-solving situation.



Skill 556 - Determine the probability of independent events

NH M:DSP:7:6 - In response to a teacher or student generated question or hypothesis decides the most effective method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested while considering the limitations that could affect interpretations; and when appropriate makes predictions; and asks new questions and makes connections to real world situations.



Agency Tag Set NameNew Hampshire, Math, 2006, Grade 8, Grade Level and Grade Span Expectations, State Department of EducationStandard Domain Description Skill Description - Number and OperationsNH M:N&O:8:1 - Demonstrates conceptual understanding of rational numbers with respect to absolute values, perfect square and cube roots, and percents as a way of describing change (percent increase and decrease) using explanations, models, or other representations.

NH M:N&O:8:2 - Demonstrates understanding of the relative magnitude of numbers by ordering or comparing rational numbers, common irrational numbers (e.g., the square root of 2, pi), numbers with whole number or fractional bases and whole number exponents, square roots, absolute values, integers, or numbers represented in scientific notation using number lines or equality and inequality


Skill 167 - Compare numbers in decimal and fractional forms

Skill 287 - Approximate the location of a square root on a number line

NH M:N&O:8:4 - Accurately solves problems involving proportional reasoning (percent increase or decrease, interest rates, markups, or rates); multiplication or division of integers; and squares, cubes, and taking square or cube roots.


Skill 259 - WP: Determine a unit rate

Skill 260 - WP: Use a unit rate to solve a problemSkill 281 - WP: Multiply or divide integersSkill 282 - Evaluate the positive square root of a perfect squareSkill 283 - Determine the square root of a perfect-square fraction or decimalSkill 285 - Determine both square roots of a perfect squareSkill 288 - WP: Determine the percent of decrease applied to a numberSkill 289 - WP: Determine the percent of increase applied to a number



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Skill 290 - WP: Determine the result of applying a percent of decrease to a valueSkill 291 - WP: Determine the result of applying a percent of increase to a valueSkill 294 - WP: Determine a given percent of a numberSkill 295 - WP: Determine the percent one number is of another numberSkill 296 - WP: Determine a number given a part and a decimal percentage or a percentage more than 100%Skill 297 - WP: Estimate a given percent of a numberSkill 298 - WP: Determine the percent a whole number is of another whole number, with a result less than 100%Skill 299 - WP: Determine a percent of a whole number using percents less than 100Skill 300 - WP: Determine a whole number given a part and a percent

NH M:N&O:8:6 - Uses a variety of mental computation strategies to solve problems (e.g., using compatible numbers, applying properties of operations, using mental imagery, using patterns) and to determine the reasonableness of answers; and mentally calculates benchmark perfect squares and related square roots (e.g., 1², 2², ... , 12², 15², 20², 25², 100², 1000²); determines the part of a number using benchmark percents and related fractions (1%, 10%, 25%, 33 1/3% , 50%, 66 2/3%, 75%, and 100%) (e.g., 25% of 16; 33 1/3% of 330).


Skill 282 - Evaluate the positive square root of a perfect square


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NH M:N&O:8:7 - Makes estimates in a given situation (including tips, discounts, tax, and the value of a non-perfect square root as between two whole numbers) by identifying when estimation is appropriate, selecting the appropriate method of estimation; determining the level of accuracy needed given the situation; analyzing the effect of the estimation method on the accuracy of results; and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands.


Skill 286 - Determine the two closest integers to a given square root

Skill 297 - WP: Estimate a given percent of a number

NH M:N&O:8:8 - Applies properties of numbers (odd, even, positive, negative, remainders, divisibility, and prime factorization) and field properties (commutative, associative, identity [including the multiplicative property of one, e.g., {2 to the zero power} x 2³ = 2 to the power of {0+3} = 2³, so 2 to the zero power = 1], distributive, inverses) to solve problems and to simplify computations, and demonstrates conceptual understanding of field properties as they apply to subsets of real numbers when addition and multiplication are not defined in the traditional ways (e.g., If a delta b = a + b - 1, is delta a commutative operation?)



- Geometry and MeasurementNH M:G&M:8:2 - Applies the Pythagorean Theorem to find a missing side of a right triangle, or in problem solving situations.


Skill 502 - Use the Pythagorean theorem to determine a length

Skill 503 - WP: Use the Pythagorean theorem to find a length or a distance


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NH M:G&M:8:5 - Applies concepts of similarity to determine the impact of scaling on the volume or surface area of three-dimensional figures when linear dimensions are multiplied by a constant factor; to determine the length of sides of similar triangles, or to solve problems involving growth and rate.NH M:G&M:8:6 - Demonstrates conceptual understanding of surface area or volume by solving problems involving surface area and volume of rectangular prisms, triangular prisms, cylinders, pyramids, or cones. Expresses all measures using appropriate units.


Skill 490 - WP: Find the surface area of a rectangular prism

Skill 492 - WP: Solve a problem involving the volume of a geometric solidSkill 493 - WP: Determine the surface area of a geometric solid

- Functions and AlgebraNH M:F&A:8:1 - Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables, sequences, graphs, or in problem situations; and generalizes a linear relationship (non-recursive explicit equation); generalizes a linear relationship to find a specific case; generalizes a nonlinear relationship using words or symbols; or generalizes a common nonlinear relationship to find a specific case.

Domain 2 - Algebra (AL) Skill 314 - Find a specified term in an arithmetic sequence

Skill 354 - Use a 2-variable equation to represent a relationship expressed in a tableSkill 358 - Determine a linear equation in two variables that represents a table of values


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NH M:F&A:8:2 - Demonstrates conceptual understanding of linear relationships (y = kx; y = mx + b) as a constant rate of change by solving problems involving the relationship between slope and rate of change; informally and formally determining slopes and intercepts represented in graphs, tables, or problem situations; or describing the meaning of slope and intercept in context; and distinguishes between linear relationships (constant rates of change) and nonlinear relationships (varying rates of change) represented in tables, graphs, equations, or problem situations; or describes how change in the value of one variable relates to change in the value of a second variable in problem situations with constant and varying rates of change.

Domain 2 - Algebra (AL) Skill 323 - Determine the slope of a line given its graph or a graph of a line with a given slope

Skill 366 - Determine the x- or y-intercept of a line given its graphSkill 367 - WP: Interpret the meaning of the slope of a graphed line

Skill 368 - WP: Interpret the meaning of the y-intercept of a graphed line

NH M:F&A:8:3 - Demonstrates conceptual understanding of algebraic expressions by evaluating and simplifying algebraic expressions (including those with square roots, whole number exponents, or rational numbers); or by evaluating an expression within an equation (e.g., determine the value of y when x = 4 given y=7{square root of x}+2x).

Domain 2 - Algebra (AL) Skill 332 - WP: Evaluate a 1- or 2-variable expression or formula using whole numbers

Skill 333 - Evaluate a 2-variable expression, with two or three operations, using integer substitution

Skill 375 - Simplify an algebraic expression by combining like terms


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NH M:F&A:8:4 - Demonstrates conceptual understanding of equality by showing equivalence between two expressions (expressions consistent with the parameters of the left- and right-hand sides of the equations being solved at this grade level) using models or different representations of the expressions, solving formulas for a variable requiring one transformation (e.g., d = rt; d/r = t); by solving multi-step linear equations with integer coefficients; by showing that two expressions are or are not equivalent by applying commutative, associative, or distributive properties, order of operations, or substitution; and by informally solving problems involving systems of linear equations in a context.

Domain 2 - Algebra (AL) Skill 343 - Solve a 2-step linear equation involving integers

Skill 348 - Solve a 1-variable linear equation with the variable on both sides


NH M:DSP:8:1 - Interprets a given representation (line graphs, scatter plots, histograms, or box-and-whisker plots) to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.




NH M:DSP:8:2 - Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (mean, median, or mode), dispersion (range or variation), outliers, quartile values, or estimated line of best fit to analyze situations, or to solve problems; and evaluates the sample from which the statistics were developed (bias, random, or non-random).




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Skill 552 - Determine the median of an even number of data valuesSkill 553 - Determine the median of a set of data given a frequency table

NH M:DSP:8:3 - Organizes and displays data using scatter plots to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems; or identifies representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M:DSP:8:1.


Skill 549 - Use a scatter plot to organize data

NH M:DSP:8:4 - Uses counting techniques to solve problems in context involving combinations or permutations using a variety of strategies (e.g., organized lists, tables, tree diagrams, models, Fundamental Counting Principle, or others).NH M:DSP:8:5 - For a probability event in which the sample space may or may not contain equally likely outcomes, determines the experimental or theoretical probability of an event in a problem-solving situation; and predicts the theoretical probability of an event and tests the prediction through experiments and simulations; and compares and contrasts theoretical and experimental probabilities.





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NH M:DSP:8:6 - In response to a teacher or student generated question or hypothesis decides the most effective method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested while considering the limitations that could affect interpretations; and when appropriate makes predictions; and asks new questions and makes connections to real world situations.


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Agency Tag Set NameNew Hampshire, Math, 2006, High School, Grade Level and Grade Span Expectations, State Department of EducationStandard Domain Description Skill Description - Number and OperationsNH M:N&O:HS:1 - Demonstrates conceptual understanding of rational numbers by knowing why a real number is rational if and only if the number's decimal expansion eventually repeats or terminates.NH M:N&O:HS:2 - Demonstrates understanding of the relative magnitude of real numbers by solving problems that involve ordering or comparing elements of any subset of the real numbers.


Skill 167 - Compare numbers in decimal and fractional forms

NH M:N&O:10:2 - *Demonstrates understanding of the relative magnitude of real numbers by solving problems involving ordering or comparing rational numbers, common irrational numbers (e.g., square root of 2 , pi), rational bases with integer exponents, square roots, absolute values, integers, or numbers represented in scientific notation using number lines or equality and inequality symbols.


Skill 287 - Approximate the location of a square root on a number line

NH M:N&O:HS:4 - Accurately solves problems.NH M(N&O)-HS-4.a - Accurately solves problems. Interprets and computes with rational exponents and their relation to radicals, by hand in simple cases (e.g., 4 to the 3/2 power), and using a calculator when appropriate.


Skill 275 - Evaluate a whole number raised to a fractional power

NH M(N&O)-HS-4.b - Accurately solves problems. Interprets and computes in scientific notation with and without a calculator.


Skill 46 - Convert a whole number greater than 10 to scientific notation

Skill 184 - Convert a number less than 1 to scientific notationSkill 185 - Convert a number less than 1 from scientific notation to standard form

NH M(N&O)-HS-4.c - Accurately solves problems. Solves compound interest problems using A = P(1 + r/n) to the nt power, where n is finite.


STAR Math Enterprise Grades 9 - 12


Agency Tag Set NameNew Hampshire, Math, 2006, High School, Grade Level and Grade Span Expectations, State Department of EducationStandard Domain Description Skill Description


NH M:N&O:10:4 - *Accurately solves problems involving rational numbers within mathematics, across content strands, disciplines or contexts (with emphasis on, but not limited to, proportions, percents, ratios, and rates).


Skill 259 - WP: Determine a unit rate

Skill 260 - WP: Use a unit rate to solve a problemSkill 261 - WP: Determine a part, given part to whole ratio and the whole, where the whole is greater than 50Skill 262 - WP: Determine a part, given part to part ratio and the whole, where the whole is greater than 50

Skill 263 - WP: Determine a part, given part to whole ratio and a part, where the whole is greater than 50Skill 264 - WP: Determine a part, given part to part ratio and a part, where the whole is greater than 50Skill 265 - WP: Determine the whole, given part to whole ratio and a part, where the whole is greater than 50

Skill 266 - WP: Determine the whole, given part to part ratio and a part, where the whole is greater than 50

Skill 278 - WP: Add and subtract using integersSkill 281 - WP: Multiply or divide integersSkill 288 - WP: Determine the percent of decrease applied to a numberSkill 289 - WP: Determine the percent of increase applied to a numberSkill 290 - WP: Determine the result of applying a percent of decrease to a valueSkill 291 - WP: Determine the result of applying a percent of increase to a valueSkill 292 - WP: Answer a question involving a fraction and a percentSkill 294 - WP: Determine a given percent of a number





Skill 295 - WP: Determine the percent one number is of another numberSkill 296 - WP: Determine a number given a part and a decimal percentage or a percentage more than 100%Skill 298 - WP: Determine the percent a whole number is of another whole number, with a result less than 100%Skill 299 - WP: Determine a percent of a whole number using percents less than 100Skill 300 - WP: Determine a whole number given a part and a percentSkill 302 - Determine a number given a part and a decimal percentage or a percentage more than 100%

Domain 2 - Algebra (AL) Skill 344 - Solve a proportion involving decimalsSkill 345 - Solve a 1-step equation involving rational numbersSkill 346 - Solve a 2-step equation involving rational numbers


Skill 440 - WP: Solve a measurement problem involving a proportional relationshipSkill 499 - Determine a missing dimension given two similar shapes

Skill 500 - WP: Solve a problem involving similar shapes

NH M:N&O:HS:6 - Uses a variety of mental computation strategies to solve problems (e.g., using compatible numbers, applying properties of operations, using mental imagery, using patterns) and to determine the reasonableness of answers.





NH M:N&O:HS:7 - Makes estimates in a given situation (e.g., tips, discounts, tax, the value of a non-perfect square root or cube root) by identifying when estimation is appropriate, selecting the appropriate method of estimation; determining the level of accuracy needed given the situation; analyzing the effect of the estimation method on the accuracy of results; evaluating the reasonableness of solutions appropriate to GSEs across content strands.


Skill 254 - Estimate the percent a whole number is of another whole number

Skill 256 - Estimate a given percent of a numberSkill 258 - Estimate a whole number given a part and a percentSkill 297 - WP: Estimate a given percent of a number

NH M:N&O:HS:8 - Applies properties of numbers and field properties (including determining whether a given subset of numbers is closed under a given arithmetic operation) to solve problems or to simplify computations; and compares and contrasts the properties of numbers and number systems; adds and multiplies numerical matrices with attention to the arithmetic properties of these operations.

- Geometry and MeasurementNH M:G&M:HS:2 - Creates formal proofs of propositions (e.g., angles, lines, circles, distance, midpoint and polygons including triangle congruence and similarity).


Skill 483 - Identify a triangle congruence postulate that justifies a congruence statement

Skill 485 - Identify a triangle similarity postulate that justifies a similarity statement





NH M:G&M:10:2 - *Makes and defends conjectures, constructs geometric arguments, uses geometric properties, or uses theorems to solve problems involving angles, lines, polygons, circles, or right triangle ratios (sine, cosine, tangent) within mathematics or across disciplines or contexts (e.g., Pythagorean Theorem, Triangle Inequality Theorem).


Skill 445 - Identify angle relationships formed by parallel lines cut by a transversal

Skill 484 - Identify congruent triangles using triangle congruence postulates or theoremsSkill 486 - Identify similar triangles using triangle similarity postulates or theoremsSkill 502 - Use the Pythagorean theorem to determine a lengthSkill 503 - WP: Use the Pythagorean theorem to find a length or a distance

Skill 507 - Solve a problem using inequalities in a triangleSkill 508 - WP: Determine a length or an angle measure using triangle relationshipsSkill 510 - WP: Solve a problem using the properties of angles and/or sides of polygonsSkill 513 - Determine a length in a complex figure using the Pythagorean theoremSkill 514 - Determine a length using the properties of a 45-45-90 degree triangle or a 30-60-90 degree triangle

Skill 515 - Determine the measure of an arc or a central angle using the relationship between the arc and the central angleSkill 516 - Solve a problem involving the length of an arcSkill 519 - Determine the measure of an arc or an angle using the relationship between an inscribed angle and its intercepted arc





NH M:G&M:HS:4 - Applies the concepts of congruency by using matrices to represent reflections, translations, and rotations.NH M:G&M:10:4 - *Applies the concepts of congruency by solving problems on or off a coordinate plane involving reflections, translations, or rotations; or solves problems using congruency involving problems within mathematics or across disciplines or contexts.

NH M:G&M:HS:5 - Applies concepts of similarity to define the trigonometric functions as ratios of sides of right triangles; uses the ratios of the sides of special right triangles (30° - 60° - 90° and 45° - 45° - 90°) to determine the sine, cosine and tangent of 30° , 45° , and 60° ; and solves related problems.


Skill 514 - Determine a length using the properties of a 45-45-90 degree triangle or a 30-60-90 degree triangle

NH M:G&M:10:5 - *Applies concepts of similarity by solving problems within mathematics or across disciplines or contexts.


Skill 499 - Determine a missing dimension given two similar shapes

Skill 500 - WP: Solve a problem involving similar shapesSkill 512 - WP: Determine a length using similarity

NH M:G&M:HS:6 - Applies trigonometric formulas (e.g., Law of Sines, Law of Cosines, A = 1/2 absinC) to find angles, lengths and areas of polygons.NH M:G&M:10:6 - *Solves problems involving perimeter, circumference, or area of two-dimensional figures (including composite figures) or surface area or volume of three-dimensional figures (including composite figures) within mathematics or across disciplines or contexts.


Skill 467 - WP: Determine the area of a triangle

Skill 471 - Determine the area of a quadrilateralSkill 472 - Determine a length given the area of a quadrilateralSkill 473 - Determine the area of a circle





Skill 474 - Solve a problem given the area of a circleSkill 475 - Determine the area of a sector of a circleSkill 476 - Determine the length of the radius or the diameter of a circle given the area of a sectorSkill 477 - WP: Determine a length or an area involving a sector of a circle

Skill 491 - Determine the volume of a rectangular or a triangular prism

Skill 492 - WP: Solve a problem involving the volume of a geometric solidSkill 493 - WP: Determine the surface area of a geometric solidSkill 494 - Determine a length given the surface area of a right cylinder or a right prism that has a rectangle or a right triangle as a base

Skill 495 - Solve a problem involving the volume of a right pyramid or a right coneSkill 496 - Determine the surface area of a sphereSkill 497 - Determine the volume of a sphere or hemisphere

NH M:G&M:HS:7 - Applies informal concepts of successive approximation, upper and lower bounds, and limits in measurement situations (e.g., use successive approximation to find the area of a pond); and uses measurement conversion strategies (e.g., unit/dimensional analysis).NH M:G&M:10:7 - *Uses units of measure appropriately and consistently when solving problems across content strands; makes conversions within or across systems and makes decisions concerning an appropriate degree of accuracy in problem situations involving measurement in other GSEs.


Skill 439 - Determine the approximate value of a unit converted between customary and metric measures





Skill 441 - Convert a rate from one unit to another with a change in one unitSkill 442 - Convert a rate from one unit to another with a change in both units

NH M:G&M:10:9 - *Solves problems on and off the coordinate plane involving distance, midpoint, perpendicular and parallel lines, or slope.

Domain 2 - Algebra (AL) Skill 367 - WP: Interpret the meaning of the slope of a graphed line

Skill 370 - Determine the slope of a line given two points on the line or the graph of the line


Skill 470 - Determine the area of a right triangle or a rectangle given the coordinates of the vertices of the figureSkill 503 - WP: Use the Pythagorean theorem to find a length or a distance

Skill 504 - Solve a problem involving the distance formulaSkill 505 - Determine the midpoint of a line segment given the coordinates of the endpoints

NH M:G&M:HS:10 - Demonstrates conceptual understanding of spatial reasoning and visualization by sketching or using dynamic geometric software to generate three-dimensional objects from two-dimensional perspectives, or to generate two-dimensional perspectives from three-dimensional objects, and by solving related problems; perform and justify constructions with a compass and straightedge or dynamic geometric software. - Functions and AlgebraNH M:F&A:HS:1 - Identifies arithmetic and geometric sequences and finds the nth term; then uses the generalization to find a specific term.





NH M:F&A:10:1 - *Identifies, extends, and generalizes a variety of patterns (linear and nonlinear) represented by models, tables, sequences, or graphs in problem solving situations.

Domain 2 - Algebra (AL) Skill 313 - Determine the common difference in an arithmetic sequence

Skill 314 - Find a specified term in an arithmetic sequence

NH M:F&A:HS:2 - Demonstrates conceptual understanding of linear and nonlinear functions and relations.

NH M(F&A)-HS-2.a - Demonstrates conceptual understanding of linear and nonlinear functions and relations. Analyzes characteristics of classes of functions (polynomial, rational, and exponential) to include domain, range, intercepts, increasing and decreasing intervals and rates of change.

NH M(F&A)-HS-2.b - Demonstrates conceptual understanding of linear and nonlinear functions and relations. Understands one-to-one (injective) functions and that a function that is one-to-one has a converse that is also a function; and finds inverses algebraically and graphically.

NH M(F&A)-HS-2.c - Demonstrates conceptual understanding of linear and nonlinear functions and relations. Graphs polynomial, rational and exponential functions, including vertical and horizontal shifts, stretches, and compressions as well as reflections across vertical and horizontal axes.

NH M(F&A)-HS-2.d - Demonstrates conceptual understanding of linear and nonlinear functions and relations. Applies knowledge of functions to interpret and understand situations, design mathematical models, and solve problems in mathematics as well as in the natural and social sciences.

Domain 2 - Algebra (AL) Skill 327 - WP: Answer a question using the graph of a quadratic function





Skill 360 - WP: Use a 2-variable equation with rational coefficients to represent a situationSkill 367 - WP: Interpret the meaning of the slope of a graphed line


Skill 371 - WP: Determine a reasonable domain or range for a function in a given situation

NH M:F&A:10:2 - *Demonstrates conceptual understanding of linear and nonlinear functions and relations (including characteristics of classes of functions) through an analysis of constant, variable, or average rates of change, intercepts, domain, range, maximum and minimum values, increasing and decreasing intervals and rates of change (e.g., the height is increasing at a decreasing rate); describes how change in the value of one variable relates to change in the value of a second variable; or works between and among different representations of functions and relations (e.g., graphs, tables, equations, function notation).

Domain 2 - Algebra (AL) Skill 321 - Determine the graph of a 1-operation linear function

Skill 322 - Determine the graph of a 2-operation linear functionSkill 325 - Determine the graph of a linear equation given in slope-intercept, point-slope, or standard formSkill 326 - Determine the graph of a given quadratic functionSkill 328 - Determine the graph of a 2-variable linear inequalitySkill 357 - Determine the table of values that represents a linear equation with rational coefficients in two variablesSkill 358 - Determine a linear equation in two variables that represents a table of valuesSkill 363 - Determine an equation for a line given a graph





Skill 364 - Determine an equation for a line given the slope of the line and a point on the line that is not the y-interceptSkill 367 - WP: Interpret the meaning of the slope of a graphed line


Skill 371 - WP: Determine a reasonable domain or range for a function in a given situation

NH M:F&A:HS:3 - Demonstrates conceptual understanding of algebraic expressions.NH M(F&A)-HS-3.a - Demonstrates conceptual understanding of algebraic expressions. Manipulates, evaluates, and simplifies algebraic and numerical expressions.


Skill 270 - Evaluate a numerical expression involving integer exponents and/or integer bases

Skill 272 - Evaluate a numerical expression involving one or more exponents and multiple forms of rational numbers

Domain 2 - Algebra (AL) Skill 333 - Evaluate a 2-variable expression, with two or three operations, using integer substitution

Skill 334 - Evaluate a function written in function notation for a given value

Skill 375 - Simplify an algebraic expression by combining like terms

Skill 379 - Apply the product of powers property to a monomial algebraic expressionSkill 380 - Apply the power of a power property to a monomial algebraic expressionSkill 381 - Apply the power of a product property to a monomial algebraic expressionSkill 382 - Apply the quotient of powers property to monomial algebraic expressionsSkill 383 - Apply the power of a quotient property to monomial algebraic expressions





Skill 388 - Simplify a monomial algebraic radical expressionSkill 389 - Simplify a rational expression involving polynomial terms

NH M(F&A)-HS-3.b - Demonstrates conceptual understanding of algebraic expressions. Adds, subtracts, multiplies and divides polynomials and rational expressions.

Domain 2 - Algebra (AL) Skill 384 - Add or subtract polynomial expressions

Skill 385 - Multiply two binomials of the form (ax +/- b)(cx +/- d)Skill 390 - Multiply rational expressionsSkill 391 - Divide a polynomial expression by a monomialSkill 392 - Add or subtract two rational expressions with unlike polynomial denominators

NH M(F&A)-HS-3.c - Demonstrates conceptual understanding of algebraic expressions. Factors quadratic and higher degree polynomials.

Domain 2 - Algebra (AL) Skill 378 - Factor a common term from a binomial expression

Skill 386 - Factor the GCF from a polynomial expressionSkill 387 - Factor trinomials that result in factors of the form (ax +/- b)(cx +/- d)

NH M(F&A)-HS-3.d - Demonstrates conceptual understanding of algebraic expressions. Understands properties of logarithms and converts between logarithmic and exponential forms.

NH M(F&A)-HS-3.e - Demonstrates conceptual understanding of algebraic expressions. Manipulates, evaluates, and simplifies expressions involving rational exponents and radicals and converts between expressions with rational exponents and expressions with radicals.





NH M(F&A)-HS-3.f - Demonstrates conceptual understanding of algebraic expressions. Understands the effect of simplifying rational expressions on the domain of the related functions (e.g., x²/x = x for x is not equal to 0).

NH M:F&A:10:3 - *Demonstrates conceptual understanding of algebraic expressions by solving problems involving algebraic expressions, by simplifying expressions (e.g., simplifying polynomial or rational expressions, or expressions involving integer exponents, square roots, or absolute values), by evaluating expressions, or by translating problem situations into algebraic expressions.

Domain 2 - Algebra (AL) Skill 375 - Simplify an algebraic expression by combining like terms

Skill 379 - Apply the product of powers property to a monomial algebraic expressionSkill 380 - Apply the power of a power property to a monomial algebraic expressionSkill 381 - Apply the power of a product property to a monomial algebraic expressionSkill 382 - Apply the quotient of powers property to monomial algebraic expressionsSkill 383 - Apply the power of a quotient property to monomial algebraic expressionsSkill 388 - Simplify a monomial algebraic radical expressionSkill 389 - Simplify a rational expression involving polynomial terms

NH M:F&A:HS:4 - Demonstrates conceptual understanding of equality.

NH M(F&A)-HS-4.a - Demonstrates conceptual understanding of equality. Factors, completes the square, uses the quadratic formula, and graphs quadratic functions to solve quadratic equations.

Domain 2 - Algebra (AL) Skill 400 - Solve a quadratic equation using the quadratic formula





Skill 401 - Solve a quadratic equation by factoringSkill 402 - Solve a quadratic equation using the square root rule

NH M(F&A)-HS-4.b - Demonstrates conceptual understanding of equality. Solves equations involving polynomial, rational, and radical expressions. Graphs and interprets the solutions.

Domain 2 - Algebra (AL) Skill 399 - Solve a radical equation that leads to a linear equation

Skill 403 - Solve a radical equation that leads to a quadratic equationSkill 404 - Solve a rational equation involving terms with monomial denominatorsSkill 405 - Solve a rational equation involving terms with polynomial denominators

NH M(F&A)-HS-4.c - Demonstrates conceptual understanding of equality. Understands extraneous solutions.

NH M(F&A)-HS-4.d - Demonstrates conceptual understanding of equality. Finds approximate solutions to equations by graphing each side as a function using technology. Understands that any equation in x can be interpreted as the equation f(x) = g(x) and interpret the solutions of the equation as the x-value(s) of the intersection point(s) of the graphs of y = f(x) and y = g(x).

NH M(F&A)-HS-4.e - Demonstrates conceptual understanding of equality. Solves 2x2 and 3x3 systems of linear equations and graphically interprets the solutions.

Domain 2 - Algebra (AL) Skill 373 - Solve a system of linear equations in two variables using any method

NH M(F&A)-HS-4.f - Demonstrates conceptual understanding of equality. Solves systems of linear and quadratic inequalities.





NH M(F&A)-HS-4.g - Demonstrates conceptual understanding of equality. Solves systems of equations involving nonlinear expressions and graphically interprets the solutions.

NH M(F&A)-HS-4.h - Demonstrates conceptual understanding of equality. Translates problem situations into inequalities; and solves linear and non-linear inequalities (symbolically and graphically).

Domain 2 - Algebra (AL) Skill 393 - Determine the solution set of a 1-variable linear inequality

Skill 394 - Solve a 2-step linear inequality in one variableSkill 395 - WP: Solve a problem involving a 2-step linear inequality in one variableSkill 396 - Determine the graph of the solutions to a 2-step linear inequality in one variableSkill 397 - Solve a 1-variable linear inequality with the variable on both sidesSkill 398 - Solve a 1-variable absolute value inequality

NH M:F&A:10:4 - *Demonstrates conceptual understanding of equality by solving problems involving algebraic reasoning about equality; by translating problem situations into equations; by solving linear equations (symbolically and graphically) and expressing the solution set symbolically or graphically, or provides the meaning of the graphical interpretations of solution(s) in problem-solving situations; or by solving problems involving systems of linear equations in a context (using equations or graphs) or using models or representations.

Domain 2 - Algebra (AL) Skill 347 - WP: Solve a problem involving a 1-variable, 2-step equation

Skill 359 - WP: Use a 1-variable equation with rational coefficients to represent a situation involving two operationsSkill 360 - WP: Use a 2-variable equation with rational coefficients to represent a situation





Skill 374 - WP: Determine a system of linear equations that represents a given situation


NH M:DSP:HS:1 - Interprets a given representation(s) (e.g., regression function including linear, quadratic, and exponential) to analyze the data to make inferences and to formulate, justify, and critique conclusions.

NH M:DSP:10:1 - *Interprets a given representation(s) (e.g., box-and-whisker plots, scatter plots, bar graphs, line graphs, circle graphs, histograms, frequency charts) to make observations, to answer questions, to analyze the data to formulate or justify conclusions, critique conclusions, make predictions, or to solve problems within mathematics or across disciplines or contexts (e.g., media, workplace, social and environmental situations).





NH M:DSP:HS:2 - Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of dispersion (standard deviation, variance, and percentiles).





NH M:DSP:10:2 - *Analyzes patterns, trends, or distributions in data in a variety of contexts by determining, using, or analyzing measures of central tendency (mean, median, or mode), dispersion (range or variation), outliers, quartile values, estimated line of best fit, regression line, or correlation (strong positive, strong negative, or no correlation) to solve problems; and solve problems involving conceptual understanding of the sample from which the statistics were developed.



Skill 553 - Determine the median of a set of data given a frequency table

NH M:DSP:HS:3 - Organizes and displays one- and two-variable data using a variety of representations (e.g., box-and-whisker plots, scatter plots, bar graphs, line graphs, circle graphs, histograms, frequency charts, linear, quadratic, and exponential regression functions) to analyze the data to formulate or justify conclusions, make predictions, or to solve problems with or without using technology.


Skill 547 - Use a circle graph to represent percentage data

Skill 548 - Use a histogram to represent dataSkill 549 - Use a scatter plot to organize data

NH M:DSP:10:3 - *Identifies or describes representations or elements of representations that best display a given set of data or situation, consistent with the representations required in M:DSP:10:1.NH M:DSP:HS:4 - Uses counting techniques to solve problems in context involving combination or permutations using a variety of strategies (e.g., nCr, nPr, or n!); and finds unions, intersections, and complements of sets.





NH M:DSP:10:4 - *Uses counting techniques to solve problems in context involving combinations or permutations using a variety of strategies (e.g., organized lists, tables, tree diagrams, models, Fundamental Counting Principle, or others).NH M:DSP:HS:5 - For a probability event in which the sample space may or may not contain equally likely outcomes, predicts the theoretical probability of an event and tests the prediction through experiments and simulations; compares and contrasts theoretical and experimental probabilities; finds the odds of an event and understands the relationship between probability and odds.



NH M:DSP:10:5 - *Solves problems involving experimental or theoretical probability.NH M:DSP:HS:6 - In response to a teacher or student generated question or hypothesis decides the most effective method (e.g., survey, observation, research, experimentation) and sampling techniques (e.g., random sample, stratified random sample) to collect the data necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes the data to draw conclusions about the questions or hypotheses being tested while considering the limitations of the data that could effect interpretations; and when appropriate makes predications, asks new questions, or makes connections to real-world situations.

- Problem Solving, Reasoning, and Proof





NH M:PRP:HS:1 - Students will use problem-solving strategies to investigate and understand increasingly complex mathematical content and be able to:

NH M(PRP)-HS-1.a - Students will use problem-solving strategies to investigate and understand increasingly complex mathematical content and be able to: Expand the repertoire of problem-solving strategies and use those strategies in more sophisticated ways.

NH M(PRP)-HS-1.b - Students will use problem-solving strategies to investigate and understand increasingly complex mathematical content and be able to: Use technology whenever appropriate to solve real-world problems (e.g., personal finance, wages, banking and credit, home improvement problems, measurement, taxes, business situations, purchasing, and transportation).

NH M(PRP)-HS-1.c - Students will use problem-solving strategies to investigate and understand increasingly complex mathematical content and be able to: Formulate and redefine problem situations as needed to arrive at appropriate conclusions.NH M:PRP:HS:2 - Students will use mathematical reasoning and proof and be able to:NH M(PRP)-HS-2.a - Students will use mathematical reasoning and proof and be able to: Expand the repertoire of proof techniques and use those techniques in more sophisticated ways.NH M(PRP)-HS-2.b - Students will use mathematical reasoning and proof and be able to: Use informal and formal reasoning and proof to explain and justify conclusions.


Skill 483 - Identify a triangle congruence postulate that justifies a congruence statement





Skill 485 - Identify a triangle similarity postulate that justifies a similarity statement

NH M(PRP)-HS-2.c - Students will use mathematical reasoning and proof and be able to: Formalize mathematical arguments through the use of deductive reasoning.NH M(PRP)-HS-2.d - Students will use mathematical reasoning and proof and be able to: Use the principle of mathematical induction.

NH M(PRP)-HS-2.e - Students will use mathematical reasoning and proof and be able to: Use reasoning and proof throughout classroom discussions independent of the mathematical topic being studied.

NH M(PRP)-HS-2.f - Students will use mathematical reasoning and proof and be able to: Recognize how reasoning and proof influence the structure of mathematics. - Communication, Connections, and RepresentationsNH M:CCR:HS:1 - Students will communicate their understanding of mathematics and be able to:NH M(CCR)-HS-1.a - Students will communicate their understanding of mathematics and be able to: Explain and justify their thinking and develop increasingly sophisticated questions for given problem-situations.

NH M(CCR)-HS-1.b - Students will communicate their understanding of mathematics and be able to: Critique and follow the logic of arguments presented within mathematics and across disciplines.

NH M:CCR:HS:2 - Students will create and use representations to communicate mathematical ideas and to solve problems and be able to:





NH M(CCR)-HS-2.a - Students will create and use representations to communicate mathematical ideas and to solve problems and be able to: Choose appropriate representations and mathematical language (e.g., spreadsheets, geometric models, algebraic symbols, tables, graphs, matrices) to present ideas clearly and logically for a given situation.

NH M(CCR)-HS-2.b - Students will create and use representations to communicate mathematical ideas and to solve problems and be able to: See a common structure in mathematical phenomena that come from very different contexts (e.g., the sum of the first n odd natural numbers, the areas of square gardens, and the distance traveled by a vehicle that starts at rest and accelerates at a constant rate can be represented by functions of the form f(x) = ax²).NH M(CCR)-HS-2.c - Students will create and use representations to communicate mathematical ideas and to solve problems and be able to: Find representations that model essential features of a mathematical situation (e.g., cost of postage can be modeled by a step-function).

NH M(CCR)-HS-2.d - Students will create and use representations to communicate mathematical ideas and to solve problems and be able to: Use representations as a primary means for expressing and understanding more abstract mathematical concepts.NH M:CCR:HS:3 - Students will recognize, explore, and develop mathematical connections and be able to:





NH M(CCR)-HS-3.a - Students will recognize, explore, and develop mathematical connections and be able to: Explain in oral or written form how mathematics connects to other disciplines, to daily life, careers, and society (e.g., geometry in art and literature, data analysis in social studies, and exponential growth in finance).NH M(CCR)-HS-3.b - Students will recognize, explore, and develop mathematical connections and be able to: Explain multiple approaches that lead to equivalent results when solving problems.



new hampshire standards alignment kindergarten through

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