# Standards Alignment

## DreamBox Learning Aligns to All Math State Standards

##### Common Core State Standards for Math

The Common Core State Standards for Math (CCSSM) are guidelines, not a curriculum. They have been adopted in forty-four states, the District of Columbia, four territories, and the Department of Defense Education Activity (DoDEA).

##### Texas Essential Knowledge and Skills

The Texas Essential Knowledge and Skills (TEKS) identifies what students should know and be able to do at every grade and in every subject area, including mathematics.

##### Virginia Public Schools Standards of Learning

The Standards of Learning (SOL) for Virginia Public Schools establish minimum expectations for what students should know and be able to do at the end of each grade or course, including Mathematics Performance Expectations.

##### Western and Northern Canadian Protocol

The Western and Northern Canadian Protocol (WNCP) is an agreement between Ministers of Education of the four western provinces and three northern territories. It includes the WNCP Mathematics and a Common Curriculum Framework.

##### Ontario Curriculum

Almost all of Canada’s public schools and most private schools in the second largest province follow the Ontario Curriculum including a math curriculum. It holds specific requirements about knowledge and behaviors to be learned, while allowing flexibility in how the curriculum is to be delivered.

#### Standards Alignment

COL 1 | Region | Standard | Description | Level |
---|---|---|---|---|

1 | Alabama | K.CC.1 | Students will: Count to 100 by ones and by tens. | Kindergarten |

2 | Alabama | K.CC.2 | Students will: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). | Kindergarten |

3 | Alabama | K.CC.3 | Students will: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). | Kindergarten |

4 | Alabama | K.CC.4 | Students will: Understand the relationship between numbers and quantities; connect counting to cardinality. | Kindergarten |

5 | Alabama | K.CC.5 | Students will: Count to answer "how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. | Kindergarten |

6 | Alabama | K.CC.6 | Students will: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. | Kindergarten |

7 | Alabama | K.CC.7 | Students will: Compare two numbers between 1 and 10 presented as written numerals. | Kindergarten |

8 | Alabama | K.G.17 | Students will: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. | Kindergarten |

9 | Alabama | K.G.18 | Students will: Correctly name shapes regardless of their orientations or overall size. | Kindergarten |

10 | Alabama | K.G.19 | Students will: Identify shapes as two-dimensional (lying in a plane, "flat”) or three-dimensional ("solid”). | Kindergarten |

Region |

DreamBox has been very instrumental in helping my school meet State of Delaware Goals and AYP by decreasing the educational gap. After using it with our Hispanic English Language Learners for just 5 months last year, they met our AYP in math for the first time ever—on the first attempt.

— Marilyn Dollard, Principal, Oberle Elementary School, Bear, Delaware