#### Continually displaying student progress

The Western and Northern Canadian Protocol (WNCP) were developed by the seven ministries of education to identify “beliefs about mathematics, general and specific student outcomes, and achievement indicators agreed upon by the seven jurisdictions.” To provide students with the foundation for deep, fundamental mathematical understanding, the DreamBox curriculum reports are aligned to show student progress toward the WNCP in these strands: Number, Patterns and Relations, and Shape and Space.

#### Approved by the Educational Resource Acquisition Consortium (ERAC)

DreamBox Learning Math has been evaluated and approved by ERAC, a cooperative member-based organization that works in partnership with British Columbia and the Yukon public school districts, as well as independent schools. Click here to read our positive ERAC evaluation. (Only ERAC members will see the evaluations upon logging in to the site.)

#### Standards Alignment

Region | Standard | Description | Level |
---|---|---|---|

WNCP | A.1.1.7 | Evaluate powers with integral bases (excluding base 0) and whole number exponents. | Algebra |

WNCP | A.2.1.2 | Write a linear equation to represent a given context. | Algebra |

WNCP | A.2.1.5 | Write a linear equation representing the pattern in a given table of values and verify the equation by substituting values from the table. | Algebra |

WNCP | A.2.2.2 | Graph a given linear relation, including horizontal and vertical lines. | Algebra |

WNCP | A.2.2.3 | Match given equations of linear relations with their corresponding graphs. | Algebra |

WNCP | A.2.5.2 | Write the expression for a given model of a polynomial. | Algebra |

WNCP | A.2.5.3 | Identify the variables, degree, number of terms and coefficients, including the constant term, of a given simplified polynomial expression. | Algebra |

WNCP | A.2.6.3 | Apply a personal strategy for addition and subtraction of given polynomial expressions, and record the process symbolically. | Algebra |

WNCP | A.2.7.1 | Model multiplication of a given polynomial expression by a given monomial concretely or pictorially and record the process symbolically. | Algebra |

WNCP | A.2.7.3 | Apply a personal strategy for multiplication and division of a given polynomial expression by a given monomial | Algebra |

WNCP | 1.1.1.1 | Recite forward by 1s the number sequence between two given numbers (0 to 100) | Grade 1 |

WNCP | 1.1.1.4 | Read a given numeral (0 to 100) when it is presented symbolically | Grade 1 |

WNCP | 1.1.10.1 | Use and describe a personal strategy for determining a given sum | Grade 1 |

WNCP | 1.1.10.2 | Use and describe a personal strategy for determining a given difference | Grade 1 |

WNCP | 1.1.10.3 | Write the related subtraction fact for a given addition fact | Grade 1 |

WNCP | 1.1.2.1 | Look briefly at a given familiar arrangement of objects or dots and identify the number represented without counting | Grade 1 |

WNCP | 1.1.3.5 | Determine the total number of objects in a given set, starting from a known quantity and counting on | Grade 1 |

WNCP | 1.1.3.6 | Count quantity using groups of 2s, 5s or 10s and counting on | Grade 1 |

WNCP | 1.1.4.1 | Represent a given number up to 20 using a variety of manipulatives, including ten frames and base ten materials | Grade 1 |

WNCP | 1.1.4.3 | Partition any given quantity up to 20 into 2 parts and identify the number of objects in each part | Grade 1 |

WNCP | 1.1.5.4 | Compare two given sets using one-to-one correspondence and describe them using comparative words, such as more, fewer or as many | Grade 1 |

WNCP | 1.1.5.5 | Compare a set to a given referent using comparative language | Grade 1 |

WNCP | 1.1.7.1 | Represent a given number in a variety of equal groups with and without singles | Grade 1 |

WNCP | 1.1.7.2 | Recognize that for a given number of counters, no matter how they are grouped, the total number of counters does not change | Grade 1 |

WNCP | 1.1.8.1 | Name the number that is one more, two more, one less or two less than a given number, up to 20 | Grade 1 |

WNCP | 1.1.8.2 | Represent a number on a ten frame that is one more, two more, one less or two less than a given number | Grade 1 |

WNCP | 1.2.3.3 | Determine if two given concrete sets are equal or unequal and explain the process used | Grade 1 |

WNCP | 2.1.1.1 | Extend a given skip counting sequence (by 2s, 5s or 10s) forward and backward | Grade 2 |

WNCP | 2.1.1.2 | Skip count by 10s, given any number from 1 to 9 as a starting point | Grade 2 |

WNCP | 2.1.1.5 | Count quantity using groups of 2s, 5s or 10s and counting on | Grade 2 |

WNCP | 2.1.10.1 | Explain the mental mathematics strategy that could be used to determine a basic fact, such as doubles | Grade 2 |

WNCP | 2.1.10.2 | Explain the mental mathematics strategy that could be used to determine a basic fact, such as doubles plus one | Grade 2 |

WNCP | 2.1.10.3 | Explain the mental mathematics strategy that could be used to determine a basic fact, such as doubles take away one | Grade 2 |

WNCP | 2.1.10.4 | Explain the mental mathematics strategy that could be used to determine a basic fact, such as doubles plus two | Grade 2 |

WNCP | 2.1.10.5 | Explain the mental mathematics strategy that could be used to determine a basic fact, such as doubles take away two | Grade 2 |

WNCP | 2.1.10.6 | Explain the mental mathematics strategy that could be used to determine a basic fact, such as making 10 | Grade 2 |

WNCP | 2.1.10.7 | Explain the mental mathematics strategy that could be used to determine a basic fact, such as building on a known double | Grade 2 |

WNCP | 2.1.4.1 | Represent a given number using concrete materials, such as ten frames and base ten materials | Grade 2 |

WNCP | 2.1.5.1 | Order a given set of numbers in ascending or descending order and verify the result using a hundred chart, number line, ten frames or by making references to place value | Grade 2 |

WNCP | 2.1.5.3 | Identify missing numbers in a given hundred chart | Grade 2 |

WNCP | 2.1.7.2 | Count the number of objects in a given set using groups of 10s and 1s, and record the result as a 2-digit numeral under the headings of 10s and 1s | Grade 2 |

WNCP | 2.1.7.3 | Describe a given 2-digit numeral in at least two ways | Grade 2 |

WNCP | 2.1.7.4 | Illustrate using ten frames and diagrams that a given numeral consists of a certain number of groups of ten and a certain number of ones | Grade 2 |

WNCP | 2.1.8.1 | Add zero to a given number and explain why the sum is the same as the addend | Grade 2 |

WNCP | 2.1.8.2 | Subtract zero from a given number and explain why the difference is the same as the given number | Grade 2 |

WNCP | 2.1.9.1 | Model addition and subtraction using concrete materials or visual representations and record the process symbolically | Grade 2 |

WNCP | 2.1.9.3 | Solve a given problem involving a missing addend and describe the strategy used | Grade 2 |

WNCP | 2.1.9.7 | Add a given set of numbers in two different ways, and explain why the sum is the same | Grade 2 |

WNCP | 2.2.3.1 | Determine whether two given quantities of the same object (same shape and mass) are equal by using a balance scale | Grade 2 |

WNCP | 2.3.8.2 | Identify common attributes of triangles, squares, rectangles and circles from given sets of the same type of 2-D shapes. | Grade 2 |

WNCP | 2.3.8.3 | Identify given 2-D shapes with different dimensions. | Grade 2 |

WNCP | 2.3.8.4 | Identify given 2-D shapes with different orientations. | Grade 2 |

WNCP | 2.3.8.5 | Create a model to represent a given 2-D shape. | Grade 2 |

WNCP | 2.3.8.6 | Create a pictorial representation of a given 2-D shape. | Grade 2 |

WNCP | 2.4.1.2 | Organize data as it is collected using concrete objects, tallies, checkmarks, charts or lists. | Grade 2 |

WNCP | 2.4.1.3 | Answer questions using collected data. | Grade 2 |

WNCP | 2.4.2.3 | Answer questions pertaining to a given concrete graph or pictograph. | Grade 2 |

WNCP | 2.4.2.4 | Create a concrete graph to display a given set of data and draw conclusions. | Grade 2 |

WNCP | 2.4.2.5 | Create a pictograph to represent a given set of data using one-to-one correspondence. | Grade 2 |

WNCP | 2.4.2.6 | Solve a given problem by constructing and interpreting a concrete graph or pictograph. | Grade 2 |

WNCP | 3.1.1.1 | Extend a given skip counting sequence by 5s, 10s or 100s, forward and backward, using a given starting point | Grade 3 |

WNCP | 3.1.1.2 | Extend a given skip counting sequence by 3s, forward and backward, starting at a given multiple of 3 | Grade 3 |

WNCP | 3.1.1.3 | Extend a given skip counting sequence by 4s, forward and backward, starting at a given multiple of 4 | Grade 3 |

WNCP | 3.1.10.1 | Describe a mental mathematics strategy that could be used to determine a given basic fact, such as doubles | Grade 3 |

WNCP | 3.1.10.6 | Describe a mental mathematics strategy that could be used to determine a given basic fact, such as making 10 | Grade 3 |

WNCP | 3.1.11.3 | Represent a given multiplication expression as repeated addition | Grade 3 |

WNCP | 3.1.11.6 | Represent, concretely or pictorially, equal groups for a given number sentence | Grade 3 |

WNCP | 3.1.11.7 | Represent a given multiplication expression using an array | Grade 3 |

WNCP | 3.1.11.9 | Relate multiplication to division by using arrays and writing related number sentences | Grade 3 |

WNCP | 3.1.12.10 | Solve a given problem involving division | Grade 3 |

WNCP | 3.1.13.3 | Cut or fold a whole into equal parts, or draw a whole in equal parts; demonstrate that the parts are equal and name the parts | Grade 3 |

WNCP | 3.1.13.5 | Represent a given fraction concretely or pictorially | Grade 3 |

WNCP | 3.1.2.4 | Represent a given number using manipulatives, such as base ten materials | Grade 3 |

WNCP | 3.1.3.1 | Place a given set of numbers in ascending or descending order and verify the result by using a hundred chart | Grade 3 |

WNCP | 3.1.4.3 | Estimate a given quantity by comparing it to a referent | Grade 3 |

WNCP | 3.1.5.1 | Record, in more than one way, the number represented by given proportional and nonproportional concrete materials | Grade 3 |

WNCP | 3.1.5.2 | Represent a given number in different ways using proportional and non-proportional concrete materials and explain how they are equivalent | Grade 3 |

WNCP | 3.1.6.1 | Add two given 2-digit numerals using a mental mathematics strategy and explain or illustrate the strategy | Grade 3 |

WNCP | 3.1.7.1 | Subtract two given 2-digit numerals using a mental mathematics strategy and explain or model the strategy used | Grade 3 |

WNCP | 3.1.9.1 | Model the addition of two or more given numbers using concrete or visual representations and record the process symbolically | Grade 3 |

WNCP | 3.1.9.2 | Model the subtraction of two given numbers using concrete or visual representations and record the process symbolically | Grade 3 |

WNCP | 3.1.9.6 | Solve a given problem involving the sum or difference of two given numbers | Grade 3 |

WNCP | 3.2.3.5 | Solve a given addition or subtraction equation with one unknown using a variety of strategies including guess and test | Grade 3 |

WNCP | 3.3.3.6 | Determine and record the length and width of a given 2-D shape | Grade 3 |

WNCP | 3.3.3.8 | Draw a line segment of a given length using a ruler | Grade 3 |

WNCP | 3.3.3.9 | Sketch a line segment of a given length without using a ruler | Grade 3 |

WNCP | 3.3.7.1 | Classify a given set of regular and irregular polygons according to the number of side | Grade 3 |

WNCP | 3.4.1.1 | Record the number of objects in a given set using tally marks | Grade 3 |

WNCP | 3.4.1.3 | Organize a given set of data using tally marks, line plots, charts or lists | Grade 3 |

WNCP | 3.4.1.4 | Collect and organize data using tally marks, line plots, charts and lists | Grade 3 |

WNCP | 3.4.1.5 | Answer questions arising from a given line plot, chart or list | Grade 3 |

WNCP | 3.4.1.6 | Answer questions using collected data | Grade 3 |

WNCP | 3.4.2.2 | Create bar graphs from a given set of data including labelling the title and axes | Grade 3 |

WNCP | 3.4.2.3 | Draw conclusions from a given bar graph to solve problems | Grade 3 |

WNCP | 3.4.2.4 | Solve problems by constructing and interpreting a bar graph | Grade 3 |

WNCP | 4.1.10.4 | Express a given pictorial or concrete representation as a fraction or decimal | Grade 4 |

WNCP | 4.1.2.1 | Order a given set of numbers in ascending or descending order and explain the order by making references to place value | Grade 4 |

WNCP | 4.1.3.4 | Estimate sums and differences using different strategies, e.g., front-end estimation and compensation | Grade 4 |

WNCP | 4.1.5.1 | Provide examples for applying mental mathematics strategies: doubling | Grade 4 |

WNCP | 4.1.5.2 | Provide examples for applying mental mathematics strategies: doubling and adding one more group | Grade 4 |

WNCP | 4.1.5.4 | Provide examples for applying mental mathematics strategies: halving | Grade 4 |

WNCP | 4.1.6.1 | Model a given multiplication problem using the distributive property | Grade 4 |

WNCP | 4.1.6.2 | Use concrete materials, such as base ten blocks or their pictorial representations, to represent multiplication and record the process symbolically | Grade 4 |

WNCP | 4.1.6.5 | Model and solve a given multiplication problem using an array and record the process | Grade 4 |

WNCP | 4.1.7.3 | Solve a given division problem using a personal strategy and record the process | Grade 4 |

WNCP | 4.1.8.11 | Name fractions between two given benchmarks on a number line | Grade 4 |

WNCP | 4.1.8.6 | Represent a given fraction pictorially by shading parts of a given whole | Grade 4 |

WNCP | 4.1.8.8 | Order a given set of fractions that have the same numerator and explain the ordering | Grade 4 |

WNCP | 4.1.8.9 | Order a given set of fractions that have the same denominator and explain the ordering | Grade 4 |

WNCP | 4.1.9.2 | Represent a given decimal using concrete materials or a pictorial representation | Grade 4 |

WNCP | 4.1.9.3 | Explain the meaning of each digit in a given decimal with all digits the same | Grade 4 |

WNCP | 4.2.5.3 | Identify the unknown in a story problem, represent the problem with an equation and solve the problem concretely, pictorially or symbolically | Grade 4 |

WNCP | 4.3.1.2 | Express the time orally and numerically from a 12-hour analog clock | Grade 4 |

WNCP | 4.3.1.3 | Express the time orally and numerically from a 24-hour analog clock | Grade 4 |

WNCP | 4.3.1.4 | Express the time orally and numerically from a 12-hour digital clock | Grade 4 |

WNCP | 4.3.5.3 | Complete a symmetrical 2-D shape given half the shape and its line of symmetry. | Grade 4 |

WNCP | 4.4.2.1 | Identify an interval and correspondence for displaying a given set of data in a graph and justify the choice | Grade 4 |

WNCP | 4.4.2.2 | Create and label (with categories, title and legend) a pictograph to display a given set of data using many-to-one correspondence, and justify the choice of correspondence used | Grade 4 |

WNCP | 4.4.2.3 | Create and label (with axes and title) a bar graph to display a given set of data using many-to one correspondence, and justify the choice of interval used | Grade 4 |

WNCP | 4.4.2.4 | Answer a given question using a given graph in which data is displayed using many-to-one correspondence | Grade 4 |

WNCP | 5.1.10.1 | Order a given set of decimals by placing them on a number line that contains benchmarks | Grade 5 |

WNCP | 5.1.10.2 | Order a given set of decimals including only tenths using place value | Grade 5 |

WNCP | 5.1.10.3 | Order a given set of decimals including only hundredths using place value | Grade 5 |

WNCP | 5.1.11.5 | Solve a given problem that involves addition and subtraction of decimals, limited to thousandths | Grade 5 |

WNCP | 5.1.3.1 | Describe the mental mathematics strategy used to determine a given basic fact, such as skip count up by one or two groups from a known fact | Grade 5 |

WNCP | 5.1.3.3 | Describe the mental mathematics strategy used to determine a given basic fact, such as doubling | Grade 5 |

WNCP | 5.1.3.5 | Describe the mental mathematics strategy used to determine a given basic fact, such as repeated doubling | Grade 5 |

WNCP | 5.1.4.1 | Determine the products when one factor is a multiple of 10, 100 or 1000 by annexing zero or adding zeros | Grade 5 |

WNCP | 5.1.4.2 | Apply halving and doubling when determining a given product | Grade 5 |

WNCP | 5.1.4.3 | Apply the distributive property to determine a given product involving multiplying factors that are close to multiples of 10 | Grade 5 |

WNCP | 5.1.6.2 | Explain that the interpretation of a remainder depends on the context: ignore the remainder | Grade 5 |

WNCP | 5.1.6.3 | Explain that the interpretation of a remainder depends on the context: round up the quotient | Grade 5 |

WNCP | 5.1.6.4 | Explain that the interpretation of a remainder depends on the context: express remainders as fractions | Grade 5 |

WNCP | 5.1.7.1 | Create a set of equivalent fractions and explain why there are many equivalent fractions for any given fraction using concrete materials | Grade 5 |

WNCP | 5.1.8.2 | Represent a given decimal using concrete materials or a pictorial representation | Grade 5 |

WNCP | 5.3.7.1 | Translate a given 2-D shape horizontally, vertically or diagonally, and descrive the position and orientation of the image. | Grade 5 |

WNCP | 5.3.7.2 | Rotate a given 2-D shape about a point, and describe the position and orientation of the image. | Grade 5 |

WNCP | 5.3.7.3 | Reflect a given 2-D shape in a line of reflection, and describe the position and orientation of the image. | Grade 5 |

WNCP | 5.3.7.4 | Perform a transformation ofa given 2-D shape by following instructions. | Grade 5 |

WNCP | 5.3.7.7 | Draw a 2-D shape, reflect the shape, and identify the line of reflection and the distance of the image from the line of reflection. | Grade 5 |

WNCP | 5.3.8.1 | Provide an example of a translation, a rotation and a reflection. | Grade 5 |

WNCP | 5.3.8.2 | Identify a given single transformation as a translation, rotation or reflection. | Grade 5 |

WNCP | 5.3.8.3 | Describe a given rotation by the direction of the turn (clockwise or counterclockwise). | Grade 5 |

WNCP | 6.1.3.1 | Identify multiples for a given number and explain the strategy used to identify them | Grade 6 |

WNCP | 6.1.3.3 | Identify the factors for a given number and explain the strategy used | Grade 6 |

WNCP | 6.1.6.3 | Use concrete materials and pictorial representations to illustrate a given percent | Grade 6 |

WNCP | 6.1.6.5 | Express a given percent as a fraction and a decimal | Grade 6 |

WNCP | 6.1.6.7 | Solve a given problem involving percents | Grade 6 |

WNCP | 6.1.7.2 | Place given integers on a number line and explain how integers are ordered | Grade 6 |

WNCP | 6.1.7.4 | Compare two integers, represent their relationship using the symbols and =, and verify using a number line. | Grade 6 |

WNCP | 6.1.8.5 | Solve a given problem that involves multiplication and division of decimals using multipliers from 0 to 9 and divisors from 1 to 9 | Grade 6 |

WNCP | 6.1.9.1 | Demonstrate and explain with examples why there is a need to have a standardized order of operations. | Grade 6 |

WNCP | 6.1.9.2 | Apply the order of operations to solve multi-step problems with or without technology, e.g., computer, calculator. | Grade 6 |

WNCP | 6.2.1.1 | Generate values in one column of a table of values, given values in the other column and pattern rule. | Grade 6 |

WNCP | 6.2.1.2 | State, using mathematical language, the relationship in a given table of values. | Grade 6 |

WNCP | 6.2.1.3 | Create a concrete or pictorial representation of the relationship shown in a table of values. | Grade 6 |

WNCP | 6.2.1.5 | Formulate a rule to describe the relationship between two columns of numbers in a table of values. | Grade 6 |

WNCP | 6.2.1.6 | Identify missing elements in a given table of values. | Grade 6 |

WNCP | 6.2.2.1 | Translate a pattern to a table of values and graph the table of values (limit to linear graphs with discrete elements). | Grade 6 |

WNCP | 6.2.2.2 | Create a table of values from a given pattern or a given graph. | Grade 6 |

WNCP | 6.3.1.4 | Estimate the measure of an angle using 45°, 90° and 180° as reference angles | Grade 6 |

WNCP | 6.3.1.5 | Measure, using a protractor, given angles in various orientations. | Grade 6 |

WNCP | 6.3.1.6 | Draw and label a specified angle in various orientations using a protractor | Grade 6 |

WNCP | 6.3.1.7 | Describe the measure of an angle as the measure of rotation of one of its sides | Grade 6 |

WNCP | 6.3.1.8 | Describe the measure of angles as the measure of an interior angle of a polygon. | Grade 6 |

WNCP | 6.3.2.1 | Explain, using models, that the sum of the interior angles of a triangle is the same for all triangles. | Grade 6 |

WNCP | 6.3.2.2 | Explain, using models, that the sum of the interior angles of a quadrilateral is the same for all quadrilaterals. | Grade 6 |

WNCP | 6.3.4.3 | Identify the characteristics of a given set of triangles according to their sides and/or their interior angles. | Grade 6 |

WNCP | 6.3.4.5 | Draw a specified triangle, e.g. scalene. | Grade 6 |

WNCP | 6.3.4.6 | Replicate a given triangle in a different orientation and show that the two are congruent. | Grade 6 |

WNCP | 6.3.5.3 | Demonstrate congruence (sides to sides and angles to angles) in a regular polygon by measuring. | Grade 6 |

WNCP | 6.3.5.4 | Demonstrate that the sides of a regular polygon are of the same length and that the angles of a regular polygon are of the same measure. | Grade 6 |

WNCP | 6.3.6.7 | Perform and record one or more transformations of a 2-D shape that will result in a given image. | Grade 6 |

WNCP | 6.3.8.2 | Plot a point in the first quadrant of a Cartesian plane given its ordered pair. | Grade 6 |

WNCP | 6.3.8.3 | Match points in the first quadrant of a Cartesian plane with their corresponding ordered pair. | Grade 6 |

WNCP | 6.3.8.4 | Plot points in the first quadrant of a Cartesian plane with intervals of 1, 2, 5 or 10 on its axes, given whole number ordered pairs. | Grade 6 |

WNCP | 6.3.8.5 | Draw shapes or designs, given ordered pairs in the first quadrant of a Cartesian plane. | Grade 6 |

WNCP | 6.3.8.6 | Determine the distance between points along horizontal and vertical lines in the first quadrant of a Cartesian plane. | Grade 6 |

WNCP | 7.1.2.1 | Solve a given problem involving the addition of two or more decimal numbers | Grade 7 |

WNCP | 7.1.2.3 | Solve a given problem involving the multiplication of decimal numbers | Grade 7 |

WNCP | 7.1.2.4 | Solve a given problem involving the multiplication or division of decimal numbers with 2- digit multipliers or 1-digit divisors (whole numbers or decimals) | Grade 7 |

WNCP | 7.1.3.2 | Solve a given problem that involves finding a percent | Grade 7 |

WNCP | 7.1.5.1 | Model addition and subtraction of a given positive fraction or a given mixed number using concrete representations, and record symbolically | Grade 7 |

WNCP | 7.1.5.2 | Determine the sum of two given positive fractions or mixed numbers with like denominators | Grade 7 |

WNCP | 7.1.5.3 | Determine the difference of two given positive fractions or mixed numbers with like denominators | Grade 7 |

WNCP | 7.1.6.1 | Explain, using concrete materials such as integer tiles and diagrams, that the sum of opposite integers is zero. | Grade 7 |

WNCP | 7.1.6.2 | Illustrate, using a number line, the results of adding or subtracting negative and positive integers | Grade 7 |

WNCP | 7.1.6.3 | Add two given integers using concrete materials or pictorial representations and record the process symbolically. | Grade 7 |

WNCP | 7.1.6.4 | Subtract two given integers using concrete materials or pictorial representations and record the process symbolically. | Grade 7 |

WNCP | 7.1.6.5 | Solve a given problem involving the addition and subtraction of integers. | Grade 7 |

WNCP | 7.1.7.2 | Identify a number that would be between two given numbers in an ordered sequence or on a number line. | Grade 7 |

WNCP | 7.2.2.1 | Create a table of values for a given linear relation by substituting values for the variable. | Grade 7 |

WNCP | 7.2.2.2 | Create a table of values using a linear relation and graph the table of values (limited to discrete elements). | Grade 7 |

WNCP | 7.2.2.3 | Sketch the graph from a table of values created for a given linear relation and describe the patterns found in the graph to draw conclusions, e.g., graph the relationship between n and 2n + 3. | Grade 7 |

WNCP | 7.2.5.1 | Substitute a value for an unknown in a given expression and evaluate the expression. | Grade 7 |

WNCP | 7.2.6.3 | Solve a given problem using a linear equation. | Grade 7 |

WNCP | 7.2.7.3 | Solve a given problem using a linear equation and record the process. | Grade 7 |

WNCP | 7.3.4.2 | Identify the location of a given point in any quadrant of a Cartesian plane using an integral ordered pair. | Grade 7 |

WNCP | 7.3.4.3 | Plot the point corresponding to a given integral ordered pair on a Cartesian plane with units of 1, 2, 5 or 10 on its axes. | Grade 7 |

WNCP | 7.3.4.4 | Draw shapes and designs, using given integral ordered pairs, in a Cartesian plane. | Grade 7 |

WNCP | 7.3.4.5 | Create shapes and designs, and identify the points used to produce the shapes and designs in any quadrant of a Cartesian plane. | Grade 7 |

WNCP | 7.3.5.1 | Identify the coordinates of the vertices of a given 2-D shape on a Cartesian plane. | Grade 7 |

WNCP | 7.3.5.3 | Describe the positional change of the vertices of a given 2-D shape to the corresponding vertices of its image as a result of a transformation or successive transformations on a Cartesian plane. | Grade 7 |

WNCP | 8.1.1.1 | Represent a given perfect square as a square region using materials, such as grid paper or square shapes. | Grade 8 |

WNCP | 8.1.1.4 | Determine the square root of a given perfect square and record it symbolically. | Grade 8 |

WNCP | 8.1.1.5 | Determine the square of a given number. | Grade 8 |

WNCP | 8.1.6.10 | Model division of a positive proper fraction by a positive proper fraction pictorially and record the process | Grade 8 |

WNCP | 8.1.6.11 | Generalize and apply rules for multiplying and dividing positive fractions, including mixed numbers | Grade 8 |

WNCP | 8.1.6.8 | Model multiplication of a positive fraction by a positive fraction concretely or pictorially using an area model and record the process | Grade 8 |

WNCP | 8.1.6.9 | Model division of a positive proper fraction by a whole number concretely or pictorially and record the process | Grade 8 |

WNCP | 8.1.7.4 | Model the process of multiplying two integers using concrete materials or pictorial representations and record the process | Grade 8 |

WNCP | 8.1.7.5 | Model the process of dividing an integer by an integer using concrete materials or pictorial representations and record the process. | Grade 8 |

WNCP | 8.1.7.8 | Generalize and apply a rule for determining the sign of the product and quotient of integers. | Grade 8 |

WNCP | 8.1.7.9 | Solve a given problem involving integers taking into consideration order of operations. | Grade 8 |

WNCP | 8.2.1.1 | Determine the missing value in an ordered pair for a given equation. | Grade 8 |

WNCP | 8.2.1.2 | Create a table of values by substituting values for a variable in the equation of a given linear relation. | Grade 8 |

WNCP | 8.2.1.3 | Construct a graph from the equation of a given linear relation (limited to discrete data). | Grade 8 |

WNCP | 8.2.1.4 | Describe the relationship between the variables of a given graph. | Grade 8 |

WNCP | 8.2.2.4 | Solve a given linear equation symbolically. | Grade 8 |

WNCP | 8.3.1.4 | Determine the measure of the third side of a right triangle, given the measures of the other two sides, to solve a given problem. | Grade 8 |

WNCP | 8.3.1.5 | Solve a given problem that involves Pythagorean triples, e.g., 3, 4, 5 or 5, 12, 13. | Grade 8 |

WNCP | K.1.1.1 | Name the number that comes after a given number, one to nine | Kindergarten |

WNCP | K.1.2.1 | Look briefly at a given familiar arrangement of 1 to 5 objects or dots and identify the number represented without counting | Kindergarten |

WNCP | K.1.4.1 | Show a given number as two parts, using fingers, counters or other objects, and name the number of objects in each part | Kindergarten |

WNCP | K.1.5.2 | Compare two given sets through direct comparison and describe the sets using words, such as more, fewer, as many as or the same number | Kindergarten |