#### Innovative lessons for key K-8 math concepts and skills

Adopted in 2015, the four broad strands (Number, Algebra, Geometry, and Data) are the same as earlier standards while Grades K-5 have an even stronger focus on building a solid foundation of number sense. DreamBox builds strong number sense, makes it easy to track progress toward Nebraska’s College and Career Ready Standards for Mathematics and to create personalized assignments aligned with specific Nebraska standards from the Insight Dashboard.

#### Lessons by Standards

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

Nebraska | 11.2.1.a | Define a function and use function notation | Algebra |

Nebraska | 11.2.1.b | Analyze a relation to determine if it is a function given graphs, tables, or algebraic notation. | Algebra |

Nebraska | 11.2.1.c | Classify a function given graphs, tables, or algebraic notation, as linear, quadratic, or neither. | Algebra |

Nebraska | 11.2.1.e | Analyze and graph linear functions and inequalities (point-slope form, slope-intercept form, standard form, intercepts, rate of change, parallel and perpendicular lines, vertical and horizontal lines, and inequalities). | Algebra |

Nebraska | 11.2.1.g | Analyze and graph quadratic functions (standard form, vertex form, finding zeros, symmetry, transformations, determine intercepts, and minimums or maximums). | Algebra |

Nebraska | 11.2.2.d | Perform operations on rational expressions (add, subtract, multiply, divide, and simplify). | Algebra |

Nebraska | 11.2.2.e | Evaluate expressions at specified values of their variables (polynomial, rational, radical, and absolute value). | Algebra |

Nebraska | 11.2.2.h | Analyze and solve systems of two linear equations and inequalities in two variables algebraically and graphically. | Algebra |

Nebraska | 11.2.2.j | Factor polynomials to include factoring out monomial terms and factoring quadratic expressions. | Algebra |

Nebraska | 11.2.2.l | Make the connection between the factors of a polynomial and the zeros of a polynomial. | Algebra |

Nebraska | 11.2.3.a | Analyze, model, and solve real-world problems using various representations (graphs, tables, linear equations and inequalities, systems of linear equations, quadratic, exponential, square root, and absolute value functions). | Algebra |

Nebraska | 11.4.2.i | Using scatter plots, analyze patterns and describe relationships in paired data. | Algebra |

Nebraska | 1.1.1.a | Count to 120 by ones and tens, starting at any given number. | Grade 1 |

Nebraska | 1.1.1.b | Read and write numerals within the range of 0 - 120. | Grade 1 |

Nebraska | 1.1.1.c | Write numerals to match a representation of a given set of objects for numbers up to 120. | Grade 1 |

Nebraska | 1.1.1.d | Demonstrate that each digit of a two-digit number represents amounts of tens and ones, knowing 10 can be considered as one unit made of ten ones which is called a ten and any two-digit number can be composed of some tens and some ones (e.g., 19 is one ten and nine ones, 83 is eight tens and three ones) and can be recorded as an equation (e.g., 19 = 10 + 9). | Grade 1 |

Nebraska | 1.1.1.e | Demonstrate that decade numbers represent a number of tens and 0 ones (e.g., 50 = 5 tens and 0 ones). | Grade 1 |

Nebraska | 1.1.1.f | Compare two two-digit numbers by using symbols and justify the comparison based on the number of tens and ones. | Grade 1 |

Nebraska | 1.1.2.a | Fluently (i.e., automatic recall based on understanding) add and subtract within 10. | Grade 1 |

Nebraska | 1.1.2.c | Find the difference between two numbers that are multiples of 10, ranging from 10 - 90 using concrete models, drawings or strategies, and write the corresponding equation (e.g., 90 - 70 = 20). | Grade 1 |

Nebraska | 1.1.2.d | Mentally find 10 more or 10 less than a two-digit number without having to count and explain the reasoning used (e.g., 33 is 10 less than 43). | Grade 1 |

Nebraska | 1.1.2.e | Add within 100, which may include adding a two-digit number and a one-digit number, and adding a twodigit number and a multiple of ten using concrete models, drawings, and strategies which reflect understanding of place value. | Grade 1 |

Nebraska | 1.2.1.a | Use the meaning of the equal sign to determine if equations are true and give examples of equations that are true (e.g., 4 = 4, 6 = 7 - 1, 6 + 3 = 3 + 6, and 7 + 2 = 5 + 4) | Grade 1 |

Nebraska | 1.2.1.b | Use the relationship of addition and subtraction to solve subtraction problems (e.g., find 12 - 9 = ___, using the addition fact 9 + 3 = 12). | Grade 1 |

Nebraska | 1.2.1.c | Find numerical patterns to make connections between counting and addition and subtraction (e.g., adding two is the same as counting on two). | Grade 1 |

Nebraska | 1.2.1.d | Determine the unknown whole number in an addition or subtraction equation (e.g. 7 + ? = 13). | Grade 1 |

Nebraska | 1.2.2.a | Decompose numbers and use the commutative and associative properties of addition to develop addition and subtraction strategies including (making 10Ís and counting on from the larger number) to add and subtract basic facts within 20 (e.g., decomposing to make 10, 7 + 5 = 7 + 3 + 2 = 10 + 2 = 12; using the commutative property to count on 2 + 6 = 6 + 2; and using the associative property to make 10, 5 + 3 + 7 = 5 + (3 + 7) = 5 + 10). | Grade 1 |

Nebraska | 1.2.3.a | Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). | Grade 1 |

Nebraska | 1.3.3.b | Tell and write time to the half hour and hour using analog and digital clocks. | Grade 1 |

Nebraska | 1.4.1.a | Organize and represent a data set with up to three categories using a picture graph. | Grade 1 |

Nebraska | 1.4.2.a | Ask and answer questions about the total number of data points, how many in each category, and compare categories by identifying how many more or less are in a particular category using a picture graph. | Grade 1 |

Nebraska | 2.1.1.a | Count within 1000, including skip-counting by 5s, 10s, and 100s starting at a variety of multiples of 5, 10 or 100. | Grade 2 |

Nebraska | 2.1.1.b | Read and write numbers within the range of 0 - 1,000 using standard, word, and expanded forms. | Grade 2 |

Nebraska | 2.1.1.c | Demonstrate that each digit of a three-digit number represents amounts of hundreds, tens and ones (e.g., 387 is 3 hundreds, 8 tens, 7 ones). | Grade 2 |

Nebraska | 2.1.1.d | Demonstrate that 100 represents a group of ten tens. | Grade 2 |

Nebraska | 2.1.1.e | Compare two three-digit numbers by using symbols and justify the comparison based on the meanings of the hundreds, tens, and ones. | Grade 2 |

Nebraska | 2.1.2.a | Fluently (i.e. automatic recall based on understanding) add and subtract within 20. | Grade 2 |

Nebraska | 2.1.2.b | Add and subtract within 100 using strategies based on place value, including the standard algorithm, properties of operations, and/or the relationship between addition and subtraction. | Grade 2 |

Nebraska | 2.1.2.c | Mentally add or subtract 10 or 100 to/from a given number 100-900. | Grade 2 |

Nebraska | 2.1.2.d | Add up to three two-digit numbers using strategies based on place value and understanding of properties. | Grade 2 |

Nebraska | 2.1.2.e | Add and subtract within 1000, using concrete models, drawings, and strategies, which reflect understanding of place value and properties of operations. | Grade 2 |

Nebraska | 2.2.3.a | Solve real-world problems involving addition and subtraction within 100 in situations of addition and subtraction, including adding to, subtracting from, joining and separating, and comparing situations with unknowns in all positions using objects, models, drawings, verbal explanations, expressions and equations. | Grade 2 |

Nebraska | 2.2.3.b | Create real-world problems to represent one- and two-step addition and subtraction within 100, with unknowns in all positions. | Grade 2 |

Nebraska | 2.3.1.a | Recognize and draw shapes having a specific number of angles, faces, or other attributes, including triangles, quadrilaterals, pentagons, and hexagons. | Grade 2 |

Nebraska | 2.3.3.b | Identify and write time to five-minute intervals using analog and digital clocks and both a.m. and p.m. | Grade 2 |

Nebraska | 2.4.1.a | Create and represent a data set using pictographs and bar graphs to represent a data set with up to four categories. | Grade 2 |

Nebraska | 2.4.1.b | Create and represent a data set by making a line plot. | Grade 2 |

Nebraska | 2.4.2.a | Interpret data using bar graphs with up to four categories. Solve simple comparison problems using information from the graphs. | Grade 2 |

Nebraska | 3.1.1.a | Read, write and demonstrate multiple equivalent representations for numbers up to 100,000 using objects, visual representations, including standard form, word form, expanded form, and expanded notation. | Grade 3 |

Nebraska | 3.1.1.c | Round a whole number to the tens or hundreds place, using place value understanding or a visual representation. | Grade 3 |

Nebraska | 3.1.1.d | Represent and understand a fraction as a number on a number line. | Grade 3 |

Nebraska | 3.1.1.e | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. | Grade 3 |

Nebraska | 3.1.1.f | Show and identify equivalent fractions using visual representations including pictures, manipulatives, and number lines. | Grade 3 |

Nebraska | 3.1.1.g | Find parts of a whole and parts of a set using visual representations. | Grade 3 |

Nebraska | 3.1.1.i | Compare and order fractions having the same numerators or denominators using visual representations, comparison symbols, and verbal reasoning. | Grade 3 |

Nebraska | 3.1.2.a | Add and subtract within 1,000 with or without regrouping. | Grade 3 |

Nebraska | 3.1.2.c | Use drawings, words, arrays, symbols, repeated addition, equal groups, and number lines to explain the meaning of multiplication. | Grade 3 |

Nebraska | 3.1.2.e | Multiply one digit whole numbers by multiples of 10 in the range of 10 to 90. | Grade 3 |

Nebraska | 3.1.2.f | Use objects, drawings, arrays, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 3 = 4). | Grade 3 |

Nebraska | 3.1.2.g | Fluently (i.e. automatic recall based on understanding) multiply and divide within 100. | Grade 3 |

Nebraska | 3.2.1.b | Interpret a multiplication equation as equal groups (e.g., interpret 4 _ 6 as the total number of objects in four groups of six objects each). Represent verbal statements of equal groups as multiplication equations. | Grade 3 |

Nebraska | 3.2.2.a | Apply the commutative, associative, and distributive properties as strategies to multiply and divide. | Grade 3 |

Nebraska | 3.2.2.b | Solve one-step whole number equations involving addition, subtraction, multiplication, or division, including the use of a letter to represent the unknown quantity. | Grade 3 |

Nebraska | 3.3.1.a | Identify the number of sides, angles, and vertices of two-dimensional shapes. | Grade 3 |

Nebraska | 3.3.1.b | Sort quadrilaterals into categories (e.g., rhombuses, squares, and rectangles). | Grade 3 |

Nebraska | 3.3.3.b | Tell and write time to the minute using both analog and digital clocks. | Grade 3 |

Nebraska | 3.3.3.c | Solve real-world problems involving addition and subtraction of time intervals and find elapsed time. | Grade 3 |

Nebraska | 3.3.3.e | Estimate and measure length to the nearest half inch, quarter inch, and centimeter. | Grade 3 |

Nebraska | 3.3.3.f | Use concrete and pictorial models to measure areas in square units by counting square units. | Grade 3 |

Nebraska | 3.3.3.g | Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and show that the area is the same as would be found by multiplying the side lengths. | Grade 3 |

Nebraska | 3.4.1.a | Create scaled pictographs and scaled bar graphs to represent a data setincluding data collected through observations, surveys, and experimentswith several categories. | Grade 3 |

Nebraska | 3.4.1.b | Represent data using line plots where the horizontal scale is marked off in appropriate unitswhole numbers, halves, or quarters. | Grade 3 |

Nebraska | 3.4.2.a | Solve problems and make simple statements about quantity differences (e.g., how many more and how many less) using information represented in pictographs and bar graphs. | Grade 3 |

Nebraska | 4.1.1.a | Read, write, and demonstrate multiple equivalent representations for whole numbers up to one million and decimals to the hundredths, using objects, visual representations, standard form, word form, and expanded notation. | Grade 4 |

Nebraska | 4.1.1.b | Recognize a digit in one place represents ten times what it represents in the place to its right and 1/10 what it represents in the place to its left. | Grade 4 |

Nebraska | 4.1.1.c | Classify a number up to 100 as prime or composite. | Grade 4 |

Nebraska | 4.1.1.d | Determine whether a given whole number up to 100 is a multiple of a given one-digit number. | Grade 4 |

Nebraska | 4.1.1.e | Determine factors of any whole number up to 100. | Grade 4 |

Nebraska | 4.1.1.f | Compare whole numbers up to one million and decimals through the hundredths place using >, | Grade 4 |

Nebraska | 4.1.1.g | Round a multi-digit whole number to any given place. | Grade 4 |

Nebraska | 4.1.1.h | Use decimal notation for fractions with denominators of 10 or 100. | Grade 4 |

Nebraska | 4.1.1.i | Generate and explain equivalent fractions by multiplying by an equivalent fraction of 1. | Grade 4 |

Nebraska | 4.1.1.j | Explain how to change a mixed number to a fraction and how to change a fraction to a mixed number. | Grade 4 |

Nebraska | 4.1.1.k | Compare and order fractions having unlike numerators and unlike denominators using visual representations (number line), comparison symbols and verbal reasoning (e.g., using benchmarks or common numerators or common denominators). | Grade 4 |

Nebraska | 4.1.1.l | Decompose a fraction into a sum of fractions with the same denominator in more than one way and record each decomposition with an equation and a visual representation. | Grade 4 |

Nebraska | 4.1.2.a | Add and subtract multi-digit numbers using the standard algorithm. | Grade 4 |

Nebraska | 4.1.2.b | Multiply a four-digit whole number by a one-digit whole number. | Grade 4 |

Nebraska | 4.1.2.c | Multiply a two-digit whole number by a two-digit whole number using the standard algorithm. | Grade 4 |

Nebraska | 4.1.2.d | Divide up to a four-digit whole number by a one-digit divisor with and without a remainder. | Grade 4 |

Nebraska | 4.1.2.e | Use drawings, words, and symbols to explain the meaning of addition and subtraction of fractions with like denominators. | Grade 4 |

Nebraska | 4.1.2.f | Add and subtract fractions and mixed numbers with like denominators. | Grade 4 |

Nebraska | 4.1.2.g | Multiply a fraction by a whole number. | Grade 4 |

Nebraska | 4.1.2.h | Determine the reasonableness of whole number products and quotients in real-world problems using estimation, compatible numbers, mental computations, or other strategies. | Grade 4 |

Nebraska | 4.2.1.b | Generate and analyze a number or shape pattern to follow a given rule, such as y = 3x + 5 is a rule to describe a relationship between two variables and can be used to find a second number when a first number is given. | Grade 4 |

Nebraska | 4.2.3.b | Solve real-world problems involving addition and subtraction of fractions and mixed numbers with like denominators. | Grade 4 |

Nebraska | 4.3.1.a | Recognize angles as geometric shapes that are formed where two rays share a common endpoint. | Grade 4 |

Nebraska | 4.3.1.b | Classify an angle as acute, obtuse, or right. | Grade 4 |

Nebraska | 4.3.1.c | Identify and draw points, lines, line segments, rays, angles, parallel lines, perpendicular lines, and intersecting lines, and recognize them in two-dimensional figures. | Grade 4 |

Nebraska | 4.3.1.d | Classify two-dimensional shapes based on the presence or absence of parallel and perpendicular lines, or the presence or absence of specific angles. | Grade 4 |

Nebraska | 4.3.1.e | Identify right triangles. | Grade 4 |

Nebraska | 4.3.1.f | Measure angles in whole number degrees using a protractor. | Grade 4 |

Nebraska | 4.3.1.g | Sketch angles of a specified measure. | Grade 4 |

Nebraska | 4.3.3.b | Identify and use the appropriate tools, operations, and units of measurement, both customary and metric, to solve real-world problems involving time, length, weight, mass, capacity, and volume. | Grade 4 |

Nebraska | 4.3.3.c | Generate simple conversions from a larger unit to a smaller unit within the customary and metric systems of measurement. | Grade 4 |

Nebraska | 4.4.1.a | Represent data using line plots where the horizontal scale is marked off in appropriate units (e.g., whole numbers, halves, quarters, or eighths). | Grade 4 |

Nebraska | 4.4.2.a | Solve problems involving addition or subtraction of fractions using information presented in line plots. | Grade 4 |

Nebraska | 5.1.1.b | Compare whole numbers, fractions, mixed numbers, and decimals through the thousandths place and represent comparisons using symbols , or =. | Grade 5 |

Nebraska | 5.1.1.c | Round whole numbers and decimals to any given place. | Grade 5 |

Nebraska | 5.1.1.e | Write powers of 10 with exponents. | Grade 5 |

Nebraska | 5.1.2.a | Multiply multi-digit whole numbers using the standard algorithm. | Grade 5 |

Nebraska | 5.1.2.b | Divide four-digit whole numbers by a two-digit divisor, with and without remainders using the standard algorithm. | Grade 5 |

Nebraska | 5.1.2.c | Multiply a whole number by a fraction or a fraction by a fraction using models and visual representations. | Grade 5 |

Nebraska | 5.1.2.d | Divide a unit fraction by a whole number and a whole number by a unit fraction. | Grade 5 |

Nebraska | 5.1.2.e | Explain division of a whole number by a fraction using models and visual representations. | Grade 5 |

Nebraska | 5.1.2.f | Interpret a fraction as division of the numerator by the denominator. | Grade 5 |

Nebraska | 5.1.2.g | Add, subtract, multiply, and divide decimals to the hundredths using concrete models or drawings and strategies based on place value, properties of operations (i.e. Commutative, Associative, Distributive, Identity, Zero), and/or relationships between operations. | Grade 5 |

Nebraska | 5.2.1.a | Form ordered pairs from a rule such as y=2x, and graph the ordered pairs on a coordinate plane. | Grade 5 |

Nebraska | 5.2.2.a | Interpret and evaluate numerical or algebraic expressions using order of operations (excluding exponents). | Grade 5 |

Nebraska | 5.3.1.c | Justify the classification of two-dimensional figures based on their properties. | Grade 5 |

Nebraska | 5.3.2.a | Identify the origin, x axis, and y axis of the coordinate plane. | Grade 5 |

Nebraska | 5.3.2.b | Graph and name points in the first quadrant of the coordinate plane using ordered pairs of whole numbers. | Grade 5 |

Nebraska | 6.1.1.b | Represent non-negative whole numbers using exponential notation. | Grade 6 |

Nebraska | 6.1.1.c | Compare and order rational numbers both on the number line and not on the number line. | Grade 6 |

Nebraska | 6.1.1.d | Convert among fractions, decimals, and percents using multiple representations. | Grade 6 |

Nebraska | 6.1.1.e | Determine ratios from drawings, words, and manipulatives. | Grade 6 |

Nebraska | 6.1.1.f | Explain and determine unit rates. | Grade 6 |

Nebraska | 6.1.1.g | Model integers using drawings, words, manipulatives, number lines, and symbols. | Grade 6 |

Nebraska | 6.1.1.h | Compare and order integers and absolute value both on the number line and not on the number line. | Grade 6 |

Nebraska | 6.1.1.i | Determine absolute value of rational numbers. | Grade 6 |

Nebraska | 6.1.2.a | Multiply and divide non-negative fractions and mixed numbers. | Grade 6 |

Nebraska | 6.1.2.b | Evaluate expressions with positive exponents. | Grade 6 |

Nebraska | 6.1.2.c | Divide multi-digit whole numbers using the standard algorithm. | Grade 6 |

Nebraska | 6.1.2.d | Add, subtract, multiply, and divide decimals using the standard algorithms. | Grade 6 |

Nebraska | 6.1.2.e | Estimate and check reasonableness of answers using appropriate strategies and tools. | Grade 6 |

Nebraska | 6.2.1.a | Create algebraic expressions (e.g., one operation, one variable as well as multiple operations, one variable) from word phrases. | Grade 6 |

Nebraska | 6.2.1.b | Recognize and generate equivalent algebraic expressions involving distributive property and combining like terms. | Grade 6 |

Nebraska | 6.2.2.a | Simplify expressions using the distributive property and combining like terms. | Grade 6 |

Nebraska | 6.2.2.b | Use substitution to determine if a given value for a variable makes an equation or inequality true. | Grade 6 |

Nebraska | 6.2.2.c | Evaluate numerical expressions, including absolute value and exponents, with respect to order of operations. | Grade 6 |

Nebraska | 6.2.2.d | Given the value of the variable, evaluate algebraic expressions (which may include absolute value) with respect to order of operations (non-negative rational numbers). | Grade 6 |

Nebraska | 6.2.2.e | Solve one-step equations with non-negative rational numbers using addition, subtraction, multiplication and division. | Grade 6 |

Nebraska | 6.2.2.f | Use equivalent ratios relating quantities with whole numbers to create a table. Find missing values in the table. | Grade 6 |

Nebraska | 6.2.2.g | Represent inequalities on a number line (e.g., graph x > 3). | Grade 6 |

Nebraska | 6.2.3.a | Write equations (e.g., one operation, one variable) to represent real-world problems involving nonnegative rational numbers. | Grade 6 |

Nebraska | 6.2.3.b | Solve real-world problems involving non-negative rational numbers. | Grade 6 |

Nebraska | 6.2.3.c | Solve real-world problems involving percents of numbers. | Grade 6 |

Nebraska | 6.2.3.d | Solve real-world problems using ratios and unit rates. | Grade 6 |

Nebraska | 6.3.2.a | Identify the ordered pair of a given point in the coordinate plane. | Grade 6 |

Nebraska | 6.3.2.b | Plot the location of an ordered pair in the coordinate plane. | Grade 6 |

Nebraska | 6.3.2.c | Identify the quadrant of a given point in the coordinate plane. | Grade 6 |

Nebraska | 6.3.2.d | Draw polygons in the coordinate plane given coordinates for the vertices. | Grade 6 |

Nebraska | 6.3.2.e | Calculate vertical and horizontal distances in the coordinate plane to find perimeter and area. | Grade 6 |

Nebraska | 6.4.1.a | Represent data using line plots, dot plots, box plots, and histograms. | Grade 6 |

Nebraska | 7.1.2.a | Solve problems using proportions and ratios (e.g., cross products, percents, tables, equations, and graphs). | Grade 7 |

Nebraska | 7.1.2.b | Add, subtract, multiply, and divide rational numbers (e.g., positive and negative fractions, decimals, and integers). | Grade 7 |

Nebraska | 7.1.2.c | Apply properties of operations as strategies for problem solving with rational numbers. | Grade 7 |

Nebraska | 7.1.2.d | Use multiple strategies to add, subtract, multiply, and divide integers. | Grade 7 |

Nebraska | 7.1.2.e | Estimate and check reasonableness of answers using appropriate strategies and tools. | Grade 7 |

Nebraska | 7.2.1.b | Represent real-world situations with proportions. | Grade 7 |

Nebraska | 7.2.2.a | Solve equations using the distributive property and combining like terms. | Grade 7 |

Nebraska | 7.2.2.b | Use factoring and properties of operations to create equivalent algebraic expressions (e.g., 2x + 6 = 2(x + 3)). | Grade 7 |

Nebraska | 7.2.2.c | Given the value of the variable(s), evaluate algebraic expressions (including absolute value). | Grade 7 |

Nebraska | 7.2.2.d | Solve two-step equations involving rational numbers which include the integers. | Grade 7 |

Nebraska | 7.2.3.c | Solve real-world problems with equations that involve rational numbers in any form. | Grade 7 |

Nebraska | 7.2.3.e | Use proportional relationships to solve real-world problems, including percent problems, (e.g., % increase, % decrease, mark-up, tip, simple interest). | Grade 7 |

Nebraska | 7.2.3.f | Solve real-world problems involving scale drawings using a proportional relationship. | Grade 7 |

Nebraska | 7.3.1.a | Apply and use properties of adjacent, complementary, supplementary, and vertical angles to find missing angle measures. | Grade 7 |

Nebraska | 7.3.1.b | Draw triangles (freehand, using a ruler and a protractor, and using technology) with given conditions of three measures of angles or sides, and notice when the conditions determine a unique triangle, more than one triangle, or no triangle. | Grade 7 |

Nebraska | 8.1.1.b | Represent numbers with positive and negative exponents and in scientific notation. | Grade 8 |

Nebraska | 8.1.2.d | Multiply and divide numbers using scientific notation. | Grade 8 |

Nebraska | 8.1.2.e | Estimate and check reasonableness of answers using appropriate strategies and tools. | Grade 8 |

Nebraska | 8.2.1.a | Create algebraic expressions, equations, and inequalities (e.g., two-step, one variable) from word phrases, tables, and pictures. | Grade 8 |

Nebraska | 8.2.1.b | Determine and describe the rate of change for given situations through the use of tables and graphs. | Grade 8 |

Nebraska | 8.2.1.c | Describe equations and linear graphs as having one solution, no solution, or infinitely many solutions. | Grade 8 |

Nebraska | 8.2.1.d | Graph proportional relationships and interpret the slope. | Grade 8 |

Nebraska | 8.2.2.a | Solve multi-step equations involving rational numbers with the same variable appearing on both sides of the equal sign. | Grade 8 |

Nebraska | 8.2.2.b | Solve two-step inequalities involving rational numbers and represent solutions on a number line. | Grade 8 |

Nebraska | 8.2.3.a | Describe and write equations from words, patterns, and tables. | Grade 8 |

Nebraska | 8.2.3.c | Solve real-world multi-step problems involving rational numbers in any form. | Grade 8 |

Nebraska | 8.3.2.a | Perform and describe positions and orientation of shapes under single transformations including rotations (in multiples of 90 degrees about the origin), translations, reflections, and dilations on and off the coordinate plane. | Grade 8 |

Nebraska | 8.3.2.b | Find congruent two-dimensional figures and define congruence in terms of a series of transformations. | Grade 8 |

Nebraska | 8.3.2.c | Find similar two-dimensional figures and define similarity in terms of a series of transformations. | Grade 8 |

Nebraska | 8.3.3.b | Apply the Pythagorean Theorem to find side lengths of triangles and to solve real-world problems. | Grade 8 |

Nebraska | 8.3.3.c | Find the distance between any two points on the coordinate plane using the Pythagorean Theorem. | Grade 8 |

Nebraska | 8.4.1.a | Represent bivariate data (i.e. ordered pairs) using scatter plots. | Grade 8 |

Nebraska | 8.4.2.a | Solve problems and make predictions using an approximate line of best fit. | Grade 8 |

Nebraska | 0.1.1.a | Perform the counting sequence by counting forward from any given number to 100, by ones. Count by tens to 100 starting at any decade number. | Kindergarten |

Nebraska | 0.1.1.b | Demonstrate cardinality (i.e. the last number name said indicates the number of objects counted), regardless of the arrangement or order in which the objects were counted. | Kindergarten |

Nebraska | 0.1.1.c | Use one-to-one correspondence (pairing each object with one and only one spoken number name, and each spoken number name with one and only one object) when counting objects to show the relationship between numbers and quantities of 0 to 20. | Kindergarten |

Nebraska | 0.1.1.d | Demonstrate the relationship between whole numbers, knowing each sequential number name refers to a quantity that is one larger. | Kindergarten |

Nebraska | 0.1.1.e | Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. | Kindergarten |

Nebraska | 0.1.1.f | Write numbers 0 to 20 and represent a number of objects with a written numeral 0 to 20. | Kindergarten |

Nebraska | 0.1.1.g | Compose and decompose numbers from 11 to 19 into ten ones and some more ones by a drawing, model, or equation (e.g., 14 = 10 + 4) to record each composition and decomposition. | Kindergarten |

Nebraska | 0.1.1.h | Compare the number of objects in two groups by identifying the comparison as greater than, less than, or equal to by using strategies of matching and counting. | Kindergarten |

Nebraska | 0.1.1.i | Compare the value of two written numerals between 1 and 10. | Kindergarten |

Nebraska | 0.1.2.a | Fluently (i.e. automatic recall based on understanding) add and subtract within 5. | Kindergarten |

Nebraska | 0.2.1.a | Decompose numbers less than or equal to 10 into pairs in more than one way, showing each decomposition with a model, drawing, or equation (e.g., 7 = 4 + 3 and 7 = 1 + 6). | Kindergarten |

Nebraska | 0.2.1.b | For any number from 1 to 9, find the number that makes 10 when added to the given number, showing the answer with a model, drawing, or equation. | Kindergarten |

Nebraska | 0.2.3.a | Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects, drawings or equations to represent the problem). | Kindergarten |