# Standards Alignment

## North Carolina Standard Course of Study (NCSCOS)

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

The NCSCOS work together to enable all students to develop the world-class knowledge, skills, and life and career characteristics identified in the Profile of the North Carolina Graduate. Because manipulatives and technology are integral to the development of mathematical understanding in all grade levels and courses, NCSCOS recommends that the curriculum should support, and instructional approaches should include, the use of a variety of concrete materials and technological tools in order to help students explore connections, make conjectures, formulate generalizations, draw conclusions, and discover new mathematical ideas. DreamBox provides rigorous lessons and easy-to-use reporting that supports the

NCSCOS, teachers, and students. You can track progress with Insight Reports that surface student performance by each standard and even create personalized assignments aligned with specific North Carolina Standard Course of Study.

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#### Lessons by Standards

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

North Carolina | NC.K.CC.1 | Know number names and recognize patterns in the counting sequence by: | Kindergarten |

North Carolina | NC.K.CC.2 | Count forward beginning from a given number within the known sequence, instead of having to begin at 1. | Kindergarten |

North Carolina | NC.K.CC.3 | 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 |

North Carolina | NC.K.CC.4 | Understand the relationship between numbers and quantities. | Kindergarten |

North Carolina | NC.K.CC.5 | Count to answer “How many?” in the following situations: | Kindergarten |

North Carolina | NC.K.CC.6 | Identify whether the number of objects, within 10, in one group is greater than, less than, or equal to the number of objects in another group, by using matching and counting strategies. | Kindergarten |

North Carolina | NC.K.CC.7 | Compare two numbers, within 10, presented as written numerals. | Kindergarten |

North Carolina | NC.K.G.1 | Describe objects in the environment using names of shapes, and describe the relative positions of objects using positional terms. | Kindergarten |

North Carolina | NC.K.G.2 | Correctly name squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres regardless of their orientations or overall size. | Kindergarten |

North Carolina | NC.K.G.3 | Identify squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres as two-dimensional or three-dimensional. | Kindergarten |

North Carolina | NC.K.G.4 | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, attributes and other properties. | Kindergarten |

North Carolina | NC.K.G.5 | Model shapes in the world by: | Kindergarten |

North Carolina | NC.K.G.6 | Compose larger shapes from simple shapes. | Kindergarten |

North Carolina | NC.K.MD.1 | Describe measurable attributes of objects; and describe several different measurable attributes of a single object. | Kindergarten |

North Carolina | NC.K.MD.2 | Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. | Kindergarten |

North Carolina | NC.K.MD.3 | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. | Kindergarten |

North Carolina | NC.K.NBT.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones by: | Kindergarten |

North Carolina | NC.K.OA.1 | Represent addition and subtraction, within 10: | Kindergarten |

North Carolina | NC.K.OA.2 | Solve addition and subtraction word problems, within 10, using objects or drawings to represent the problem, when solving: | Kindergarten |

North Carolina | NC.K.OA.3 | Decompose numbers less than or equal to 10 into pairs in more than one way using objects or drawings, and record each decomposition by a drawing or expression. | Kindergarten |

North Carolina | NC.K.OA.4 | For any number from 0 to 10, find the number that makes 10 when added to the given number using objects or drawings, and record the answer with a drawing or expression. | Kindergarten |

North Carolina | NC.K.OA.6 | Recognize and combine groups with totals up to 5 (conceptual subitizing). | Kindergarten |

North Carolina | NC.K.OA.5 | Demonstrate fluency with addition and subtraction within 5. | Kindergarten |

North Carolina | NC.1.G.1 | Distinguish between defining and non-defining attributes and create shapes with defining attributes by: | Grade 1 |

North Carolina | NC.1.G.2 | Create composite shapes by: | Grade 1 |

North Carolina | NC.1.G.3 | Partition circles and rectangles into two and four equal shares. | Grade 1 |

North Carolina | NC.1.MD.1 | Order three objects by length; compare the lengths of two objects indirectly by using a third object. | Grade 1 |

North Carolina | NC.1.MD.2 | Measure lengths with non-standard units. | Grade 1 |

North Carolina | NC.1.MD.3 | Tell and write time in hours and half-hours using analog and digital clocks. | Grade 1 |

North Carolina | NC.1.MD.5 | Identify quarters, dimes, and nickels and relate their values to pennies. | Grade 1 |

North Carolina | NC.1.MD.4 | Organize, represent, and interpret data with up to three categories. | Grade 1 |

North Carolina | NC.1.NBT.1 | Count to 150, starting at any number less than 150. | Grade 1 |

North Carolina | NC.1.NBT.7 | Read and write numerals, and represent a number of objects with a written numeral, to 100. | Grade 1 |

North Carolina | NC.1.NBT.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. | Grade 1 |

North Carolina | NC.1.NBT.3 | Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. | Grade 1 |

North Carolina | NC.1.NBT.4 | Using concrete models or drawings, strategies based on place value, properties of operations, and explaining the reasoning used, add, within 100, in the following situations: | Grade 1 |

North Carolina | NC.1.NBT.5 | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. | Grade 1 |

North Carolina | NC.1.NBT.6 | Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, explaining the reasoning, using: | Grade 1 |

North Carolina | NC.1.OA.1 | Represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving: | Grade 1 |

North Carolina | NC.1.OA.2 | Represent and solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number. | Grade 1 |

North Carolina | NC.1.OA.3 | Apply the commutative and associative properties as strategies for solving addition problems. | Grade 1 |

North Carolina | NC.1.OA.4 | Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. | Grade 1 |

North Carolina | NC.1.OA.9 | Demonstrate fluency with addition and subtraction within 10. | Grade 1 |

North Carolina | NC.1.OA.6 | Add and subtract, within 20, using strategies such as: | Grade 1 |

North Carolina | NC.1.OA.7 | Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. | Grade 1 |

North Carolina | NC.1.OA.8 | Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. | Grade 1 |

North Carolina | NC.2.G.1 | Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes. | Grade 2 |

North Carolina | NC.2.G.3 | Partition circles and rectangles into two, three, or four equal shares. | Grade 2 |

North Carolina | NC.2.MD.1 | Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. | Grade 2 |

North Carolina | NC.2.MD.2 | Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. | Grade 2 |

North Carolina | NC.2.MD.3 | Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters. | Grade 2 |

North Carolina | NC.2.MD.4 | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. | Grade 2 |

North Carolina | NC.2.MD.5 | Use addition and subtraction, within 100, to solve word problems involving lengths that are given in the same units, using equations with a symbol for the unknown number to represent the problem. | Grade 2 |

North Carolina | NC.2.MD.6 | Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points and represent whole-number sums and differences, within 100, on a number line. | Grade 2 |

North Carolina | NC.2.MD.7 | Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. | Grade 2 |

North Carolina | NC.2.MD.8 | Solve word problems involving: | Grade 2 |

North Carolina | NC.2.MD.10 | Organize, represent, and interpret data with up to four categories. | Grade 2 |

North Carolina | NC.2.NBT.1 | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. | Grade 2 |

North Carolina | NC.2.NBT.2 | Count within 1000; skip-count by 5s, 10s, and 100s. | Grade 2 |

North Carolina | NC.2.NBT.3 | Read and write numbers, within 1000, using base-ten numerals, number names, and expanded form. | Grade 2 |

North Carolina | NC.2.NBT.4 | Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. | Grade 2 |

North Carolina | NC.2.NBT.5 | Demonstrate fluency with addition and subtraction, within 100, by: | Grade 2 |

North Carolina | NC.2.NBT.6 | Add up to three two-digit numbers using strategies based on place value and properties of operations. | Grade 2 |

North Carolina | NC.2.NBT.7 | Add and subtract, within 1000, relating the strategy to a written method, using: | Grade 2 |

North Carolina | NC.2.NBT.8 | Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. | Grade 2 |

North Carolina | NC.2.OA.1 | Represent and solve addition and subtraction word problems, within 100, with unknowns in all positions, by using representations and equations with a symbol for the unknown number to represent the problem, when solving: | Grade 2 |

North Carolina | NC.2.OA.2 | Demonstrate fluency with addition and subtraction, within 20, using mental strategies. | Grade 2 |

North Carolina | NC.2.OA.3 | Determine whether a group of objects, within 20, has an odd or even number of members by: | Grade 2 |

North Carolina | NC.2.OA.4 | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. | Grade 2 |

North Carolina | NC.3.G.1 | Reason with two-dimensional shapes and their attributes. | Grade 3 |

North Carolina | NC.3.MD.1 | Tell and write time to the nearest minute. Solve word problems involving addition and subtraction of time intervals within the same hour. | Grade 3 |

North Carolina | NC.3.MD.2 | Solve problems involving customary measurement. | Grade 3 |

North Carolina | NC.3.MD.3 | Represent and interpret scaled picture and bar graphs: | Grade 3 |

North Carolina | NC.3.MD.5 | Find the area of a rectangle with whole-number side lengths by tiling without gaps or overlaps and counting unit squares. | Grade 3 |

North Carolina | NC.3.MD.7 | Relate area to the operations of multiplication and addition. | Grade 3 |

North Carolina | NC.3.MD.8 | Solve problems involving perimeters of polygons, including finding the perimeter given the side lengths, and finding an unknown side length. | Grade 3 |

North Carolina | NC.3.NBT.2 | Add and subtract whole numbers up to and including 1,000. | Grade 3 |

North Carolina | NC.3.NBT.3 | Use concrete and pictorial models, based on place value and the properties of operations, to find the product of a one-digit whole number by a multiple of 10 in the range 10–90. | Grade 3 |

North Carolina | NC.3.NF.1 | Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts. | Grade 3 |

North Carolina | NC.3.NF.2 | Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area and length models. | Grade 3 |

North Carolina | NC.3.NF.3 | Represent equivalent fractions with area and length models by: | Grade 3 |

North Carolina | NC.3.NF.4 | Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths. | Grade 3 |

North Carolina | NC.3.OA.1 | For products of whole numbers with two factors up to and including 10: | Grade 3 |

North Carolina | NC.3.OA.2 | For whole-number quotients of whole numbers with a one-digit divisor and a one-digit quotient: | Grade 3 |

North Carolina | NC.3.OA.3 | Represent, interpret, and solve one-step problems involving multiplication and division. | Grade 3 |

North Carolina | NC.3.OA.6 | Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem. | Grade 3 |

North Carolina | NC.3.OA.7 | Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. | Grade 3 |

North Carolina | NC.3.OA.8 | Solve two-step word problems using addition, subtraction, and multiplication, representing problems using equations with a symbol for the unknown number. | Grade 3 |

North Carolina | NC.3.OA.9 | Interpret patterns of multiplication on a hundreds board and/or multiplication table. | Grade 3 |

North Carolina | NC.4.G.1 | Draw and identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. | Grade 4 |

North Carolina | NC.4.G.2 | Classify quadrilaterals and triangles based on angle measure, side lengths, and the presence or absence of parallel or perpendicular lines. | Grade 4 |

North Carolina | NC.4.G.3 | Recognize symmetry in a two-dimensional figure, and identify and draw lines of symmetry. | Grade 4 |

North Carolina | NC.4.MD.1 | Know relative sizes of measurement units. Solve problems involving metric measurement. | Grade 4 |

North Carolina | NC.4.MD.2 | Use multiplicative reasoning to convert metric measurements from a larger unit to a smaller unit using place value understanding, two-column tables, and length models. | Grade 4 |

North Carolina | NC.4.MD.8 | Solve word problems involving addition and subtraction of time intervals that cross the hour. | Grade 4 |

North Carolina | NC.4.MD.3 | Solve problems with area and perimeter. | Grade 4 |

North Carolina | NC.4.MD.4 | Represent and interpret data using whole numbers. | Grade 4 |

North Carolina | NC.4.MD.6 | Develop an understanding of angles and angle measurement. | Grade 4 |

North Carolina | NC.4.NBT.1 | Explain that in a multi-digit whole number, a digit in one place represents 10 times as much as it represents in the place to its right, up to 100,000. | Grade 4 |

North Carolina | NC.4.NBT.2 | Read and write multi-digit whole numbers up to and including 100,000 using numerals, number names, and expanded form. | Grade 4 |

North Carolina | NC.4.NBT.7 | Compare two multi-digit numbers up to and including 100,000 based on the values of the digits in each place, using >, =, and < symbols to record the results of comparisons. | Grade 4 |

North Carolina | NC.4.NBT.4 | Add and subtract multi-digit whole numbers up to and including 100,000 using the standard algorithm with place value understanding. | Grade 4 |

North Carolina | NC.4.NBT.5 | Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. | Grade 4 |

North Carolina | NC.4.NBT.6 | Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or the relationship between multiplication and division. | Grade 4 |

North Carolina | NC.4.NF.1 | Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. | Grade 4 |

North Carolina | NC.4.NF.2 | Compare two fractions with different numerators and different denominators, using the denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions by: | Grade 4 |

North Carolina | NC.4.NF.3 | Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100. | Grade 4 |

North Carolina | NC.4.NF.4 | Apply and extend previous understandings of multiplication to: | Grade 4 |

North Carolina | NC.4.NF.6 | Use decimal notation to represent fractions. | Grade 4 |

North Carolina | NC.4.NF.7 | Compare two decimals to hundredths by reasoning about their size using area and length models, and recording the results of comparisons with the symbols >, =, or <. Recognize that comparisons are valid only when the two decimals refer to the same whole. | Grade 4 |

North Carolina | NC.4.OA.1 | Interpret a multiplication equation as a comparison. Multiply or divide to solve word problems involving multiplicative comparisons using models and equations with a symbol for the unknown number. Distinguish multiplicative comparison from additive comparison. | Grade 4 |

North Carolina | NC.4.OA.3 | Solve two-step word problems involving the four operations with whole numbers. | Grade 4 |

North Carolina | NC.4.OA.4 | Find all factor pairs for whole numbers up to and including 50 to: | Grade 4 |

North Carolina | NC.4.OA.5 | Generate and analyze a number or shape pattern that follows a given rule. | Grade 4 |

North Carolina | NC.5.G.1 | Graph points in the first quadrant of a coordinate plane, and identify and interpret the x and y coordinates to solve problems. | Grade 5 |

North Carolina | NC.5.G.3 | Classify quadrilaterals into categories based on their properties. | Grade 5 |

North Carolina | NC.5.MD.1 | Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system. | Grade 5 |

North Carolina | NC.5.MD.2 | Represent and interpret data. | Grade 5 |

North Carolina | NC.5.MD.4 | Recognize volume as an attribute of solid figures and measure volume by counting unit cubes, using cubic centimeters, cubic inches, cubic feet, and improvised units. | Grade 5 |

North Carolina | NC.5.MD.5 | Relate volume to the operations of multiplication and addition. | Grade 5 |

North Carolina | NC.5.NBT.1 | Explain the patterns in the place value system from one million to the thousandths place. | Grade 5 |

North Carolina | NC.5.NBT.3 | Read, write, and compare decimals to thousandths. | Grade 5 |

North Carolina | NC.5.NBT.5 | Demonstrate fluency with the multiplication of two whole numbers up to a three-digit number by a two-digit number using the standard algorithm. | Grade 5 |

North Carolina | NC.5.NBT.6 | Find quotients with remainders when dividing whole numbers with up to four-digit dividends and two-digit divisors using rectangular arrays, area models, repeated subtraction, partial quotients, and/or the relationship between multiplication and division. Use models to make connections and develop the algorithm. | Grade 5 |

North Carolina | NC.5.NBT.7 | Compute and solve real-world problems with multi-digit whole numbers and decimal numbers. | Grade 5 |

North Carolina | NC.5.NF.1 | Add and subtract fractions, including mixed numbers, with unlike denominators using related fractions: halves, fourths and eighths; thirds, sixths, and twelfths; fifths, tenths, and hundredths. | Grade 5 |

North Carolina | NC.5.NF.3 | Use fractions to model and solve division problems. | Grade 5 |

North Carolina | NC.5.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction, including mixed numbers. | Grade 5 |

North Carolina | NC.5.NF.7 | Solve one-step word problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions using area and length models, and equations to represent the problem. | Grade 5 |

North Carolina | NC.5.OA.2 | Write, explain, and evaluate numerical expressions involving the four operations to solve up to two-step problems. Include expressions involving: | Grade 5 |

North Carolina | NC.5.OA.3 | Generate two numerical patterns using two given rules. | Grade 5 |

North Carolina | NC.6.EE.1 | Write and evaluate numerical expressions, with and without grouping symbols, involving whole-number exponents. | Grade 6 |

North Carolina | NC.6.EE.2 | Write, read, and evaluate algebraic expressions. | Grade 6 |

North Carolina | NC.6.EE.3 | Apply the properties of operations to generate equivalent expressions without exponents. | Grade 6 |

North Carolina | NC.6.EE.4 | Identify when two expressions are equivalent and justify with mathematical reasoning. | Grade 6 |

North Carolina | NC.6.EE.5 | Use substitution to determine whether a given number in a specified set makes an equation true. | Grade 6 |

North Carolina | NC.6.EE.6 | Use variables to represent numbers and write expressions when solving a real-world or mathematical problem. | Grade 6 |

North Carolina | NC.6.EE.7 | Solve real-world and mathematical problems by writing and solving equations of the form: | Grade 6 |

North Carolina | NC.6.EE.8 | Reason about inequalities by: | Grade 6 |

North Carolina | NC.6.EE.9 | Represent and analyze quantitative relationships by: | Grade 6 |

North Carolina | NC.6.G.1 | Create geometric models to solve real-world and mathematical problems to: | Grade 6 |

North Carolina | NC.6.G.2 | Apply and extend previous understandings of the volume of a right rectangular prism to find the volume of right rectangular prisms with fractional edge lengths. Apply this understanding to the context of solving real-world and mathematical problems. | Grade 6 |

North Carolina | NC.6.G.3 | Use the coordinate plane to solve real-world and mathematical problems by: | Grade 6 |

North Carolina | NC.6.G.4 | Represent right prisms and right pyramids using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. | Grade 6 |

North Carolina | NC.6.RP.1 | Understand the concept of a ratio and use ratio language to: | Grade 6 |

North Carolina | NC.6.RP.2 | Understand that ratios can be expressed as equivalent unit ratios by finding and interpreting both unit ratios in context. | Grade 6 |

North Carolina | NC.6.RP.3 | Use ratio reasoning with equivalent whole-number ratios to solve real-world and mathematical problems by: | Grade 6 |

North Carolina | NC.6.RP.4 | Use ratio reasoning to solve real-world and mathematical problems with percents by: | Grade 6 |

North Carolina | NC.6.SP.1 | Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. | Grade 6 |

North Carolina | NC.6.SP.2 | Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. | Grade 6 |

North Carolina | NC.6.SP.3 | Understand that both a measure of center and a description of variability should be considered when describing a numerical data set. | Grade 6 |

North Carolina | NC.6.SP.4 | Display numerical data in plots on a number line. | Grade 6 |

North Carolina | NC.6.SP.5 | Summarize numerical data sets in relation to their context. | Grade 6 |

North Carolina | NC.6.NS.1 | Use visual models and common denominators to: | Grade 6 |

North Carolina | NC.6.NS.2 | Fluently divide using long division with a minimum of a four-digit dividend and interpret the quotient and remainder in context. | Grade 6 |

North Carolina | NC.6.NS.3 | Apply and extend previous understandings of decimals to develop and fluently use the standard algorithms for addition, subtraction, multiplication and division of decimals. | Grade 6 |

North Carolina | NC.6.NS.4 | Understand and use prime factorization and the relationships between factors to: | Grade 6 |

North Carolina | NC.6.NS.5 | Understand and use rational numbers to: | Grade 6 |

North Carolina | NC.6.NS.6 | Understand rational numbers as points on the number line and as ordered pairs on a coordinate plane. | Grade 6 |

North Carolina | NC.6.NS.7 | Understand ordering of rational numbers. | Grade 6 |

North Carolina | NC.6.NS.8 | Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. | Grade 6 |

North Carolina | NC.6.NS.9 | Apply and extend previous understandings of addition and subtraction. | Grade 6 |

North Carolina | NC.7.EE.1 | Apply properties of operations as strategies to: | Grade 7 |

North Carolina | NC.7.EE.2 | Understand that equivalent expressions can reveal real-world and mathematical relationships. Interpret the meaning of the parts of each expression in context. | Grade 7 |

North Carolina | NC.7.EE.3 | Solve multi-step real-world and mathematical problems posed with rational numbers in algebraic expressions. | Grade 7 |

North Carolina | NC.7.EE.4 | Use variables to represent quantities to solve real-world or mathematical problems. | Grade 7 |

North Carolina | NC.7.G.1 | Solve problems involving scale drawings of geometric figures by: | Grade 7 |

North Carolina | NC.7.G.2 | Understand the characteristics of angles and side lengths that create a unique triangle, more than one triangle or no triangle. Build triangles from three measures of angles and/or sides. | Grade 7 |

North Carolina | NC.7.G.4 | Understand area and circumference of a circle. | Grade 7 |

North Carolina | NC.7.G.5 | Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve equations for an unknown angle in a figure. | Grade 7 |

North Carolina | NC.7.G.6 | Solve real-world and mathematical problems involving: | Grade 7 |

North Carolina | NC.7.RP.1 | Compute unit rates associated with ratios of fractions to solve real-world and mathematical problems. | Grade 7 |

North Carolina | NC.7.RP.2 | Recognize and represent proportional relationships between quantities. | Grade 7 |

North Carolina | NC.7.RP.3 | Use scale factors and unit rates in proportional relationships to solve ratio and percent problems. | Grade 7 |

North Carolina | NC.7.SP.1 | Understand that statistics can be used to gain information about a population by: | Grade 7 |

North Carolina | NC.7.SP.2 | Generate multiple random samples (or simulated samples) of the same size to gauge the variation in estimates or predictions, and use this data to draw inferences about a population with an unknown characteristic of interest. | Grade 7 |

North Carolina | NC.7.SP.3 | Recognize the role of variability when comparing two populations. | Grade 7 |

North Carolina | NC.7.SP.4 | Use measures of center and measures of variability for numerical data from random samples to draw comparative inferences about two populations. | Grade 7 |

North Carolina | NC.7.SP.5 | Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. | Grade 7 |

North Carolina | NC.7.SP.6 | Collect data to calculate the experimental probability of a chance event, observing its long-run relative frequency. Use this experimental probability to predict the approximate relative frequency. | Grade 7 |

North Carolina | NC.7.SP.7 | Develop a probability model and use it to find probabilities of simple events. | Grade 7 |

North Carolina | NC.7.SP.8 | Determine probabilities of compound events using organized lists, tables, tree diagrams, and simulation. | Grade 7 |

North Carolina | NC.7.NS.1 | Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers, using the properties of operations, and describing real-world contexts using sums and differences. | Grade 7 |

North Carolina | NC.7.NS.2 | Apply and extend previous understandings of multiplication and division. | Grade 7 |

North Carolina | NC.7.NS.3 | Solve real-world and mathematical problems involving numerical expressions with rational numbers using the four operations. | Grade 7 |

North Carolina | NC.8.EE.1 | Develop and apply the properties of integer exponents to generate equivalent numerical expressions. | Grade 8 |

North Carolina | NC.8.EE.2 | Use square root and cube root symbols to: | Grade 8 |

North Carolina | NC.8.EE.3 | Use numbers expressed in scientific notation to estimate very large or very small quantities and to express how many times as much one is than the other. | Grade 8 |

North Carolina | NC.8.EE.4 | Perform multiplication and division with numbers expressed in scientific notation to solve real-world problems, including problems where both decimal and scientific notation are used. | Grade 8 |

North Carolina | NC.8.EE.7 | Solve real-world and mathematical problems by writing and solving equations and inequalities in one variable. | Grade 8 |

North Carolina | NC.8.EE.8 | Analyze and solve a system of two linear equations in two variables in slope-intercept form. | Grade 8 |

North Carolina | NC.8.F.1 | Understand that a function is a rule that assigns to each input exactly one output. | Grade 8 |

North Carolina | NC.8.F.2 | Compare properties of two linear functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). | Grade 8 |

North Carolina | NC.8.F.3 | Identify linear functions from tables, equations, and graphs. | Grade 8 |

North Carolina | NC.8.F.4 | Analyze functions that model linear relationships. | Grade 8 |

North Carolina | NC.8.F.5 | Qualitatively analyze the functional relationship between two quantities. | Grade 8 |

North Carolina | NC.8.G.2 | Use transformations to define congruence. | Grade 8 |

North Carolina | NC.8.G.3 | Describe the effect of dilations about the origin, translations, rotations about the origin in 90 degree increments, and reflections across the x-axis and y-axis on two-dimensional figures using coordinates. | Grade 8 |

North Carolina | NC.8.G.4 | Use transformations to define similarity. | Grade 8 |

North Carolina | NC.8.G.5 | Use informal arguments to analyze angle relationships. | Grade 8 |

North Carolina | NC.8.G.6 | Explain the Pythagorean Theorem and its converse. | Grade 8 |

North Carolina | NC.8.G.7 | Apply the Pythagorean Theorem and its converse to solve real-world and mathematical problems. | Grade 8 |

North Carolina | NC.8.G.8 | Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. | Grade 8 |

North Carolina | NC.8.G.9 | Understand how the formulas for the volumes of cones, cylinders, and spheres are related and use the relationship to solve real-world and mathematical problems. | Grade 8 |

North Carolina | NC.8.SP.1 | Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Investigate and describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. | Grade 8 |

North Carolina | NC.8.SP.2 | Model the relationship between bivariate quantitative data to: | Grade 8 |

North Carolina | NC.8.SP.3 | Use the equation of a linear model to solve problems in the context of bivariate quantitative data, interpreting the slope and y-intercept. | Grade 8 |

North Carolina | NC.8.SP.4 | Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. | Grade 8 |

North Carolina | NC.8.NS.1 | Understand that every number has a decimal expansion. Building upon the definition of a rational number, know that an irrational number is defined as a non-repeating, non-terminating decimal. | Grade 8 |

North Carolina | NC.8.NS.2 | Use rational approximations of irrational numbers to compare the size of irrational numbers and locate them approximately on a number line. Estimate the value of expressions involving: | Grade 8 |