GEORGIA’S K-12

MATHEMATICS STANDARDS
2021
Governor Kemp and Superintendent Woods are committed to the best set of academic standards for
Georgia’s students – laying a strong foundation of the fundamentals, ensuring age- and developmentally
appropriate concepts and content, providing instructional supports to set our teachers up for success,
protecting and affirming local control and flexibility regarding the use of mathematical strategies and
methods, and preparing students for life. These Georgia-owned and Georgia-grown standards leverage
the insight, expertise, experience, and efforts of thousands of Georgians to deliver the very best educational
experience for Georgia's 1.7 million students.
In August 2019, Governor Brian Kemp and State School Superintendent Richard Woods announced the
review and revision of Georgia's K-12 mathematics standards. Georgians have been engaged throughout
the standards review and revision process through public surveys and working groups. In addition to
educator working groups, surveys, and the Academic Review Committee, Governor Kemp announced a
new way for Georgians to provide input on the standards: the Citizens Review Committee, a group
composed of students, parents, business and community leaders, and concerned citizens from across the
state. Together, these efforts were undertaken to ensure Georgians will have buy-in and faith in the process
and product.
The Citizens Review Committee provided a charge and recommendations to the working groups of
educators who came together to craft the standards, ensuring the result would be usable and friendly for
parents and students in addition to educators. More than 14,000 Georgians participated in the state's public
survey from July through September 2019, providing additional feedback for educators to review. The
process of writing the standards involved more than 200 mathematics educators -- from beginning to
veteran teachers, representing rural, suburban, and metro areas of our state.
Grade-level teams of mathematics teachers engaged in deep discussions; analyzed stakeholder feedback;
reviewed every single standard, concept, and skill; and provided draft recommendations. To support fellow
mathematics teachers, they also developed learning progressions to show when key concepts were
introduced and how they progressed across grade levels, provided examples, and defined
age/developmentally appropriate expectations.
These teachers reinforced that strategies and methods for solving mathematical problems are classroom
decisions -- not state decisions -- and should be made with the best interest of the individual child in mind.
These recommended revisions have been shared with the Academic Review Committee, which is
composed of postsecondary partners, age/development experts, and business leaders, as well as the
Citizens Review Committee, for final input and feedback.
Based on the recommendation of Superintendent Woods, the State Board of Education will vote to post
the draft K-12 mathematics standards for public comment. Following public comment, the standards will
be recommended for adoption, followed by a year of teacher training and professional learning prior to
implementation.

1 | K-8 Mathematics Standards

August 2021
 Georgia’s K-12 Mathematics Standards - 2021
Overview
This document contains Georgia’s 2021 K-12 Mathematics Standards for Grades K – 8.
The standards are organized into big ideas, grade level competencies/standards, and learning
objectives. The grade level key competencies represent the standard expectation of learning for
students in each grade level. The competencies/standards are each followed by more detailed learning
objectives that further explain the expectations for learning in the specific grade levels.

New instructional supports are included, such as clarification of language and expectations, as well as
detailed examples. These have been provided for teaching professionals and stakeholders through the
Evidence of Student Learning Column that accompanies each learning objective.

Click on the grade level below to skip to the specific standards related to that grade level:

K-5 Progressions
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade

6-8 Progressions
6th Grade
7th Grade
8th Grade

Mathematical Practices
Mathematical Modeling Framework
Statistical Reasoning Problem Solving Process
Computational Strategies for Whole Numbers

2 | K-8 Mathematics Standards

August 2021
 Use of Mathematical Strategies and Methods
& Affirming Local Control

These standards preserve and affirm local control and flexibility regarding the use of the “standard
algorithm” and other mathematical strategies and methods. Students have the right to use any
strategy that produces accurate computations, makes sense, and is appropriate for their level of
understanding.
Therefore, the wording of these standards allows for the “standard algorithm” as well as other
cognitive strategies deemed developmentally appropriate for each grade level. Revised state tests
will not measure the students’ use of specific mathematical strategies and methods, only whether
students understand the key mathematical skills and concepts in these standards.
Teachers are afforded the flexibility to support the individual needs of their students. It is critical that
teachers and parents remain partners to help each child grow to become a mathematically literate
citizen.

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August 2021
 Georgia’s K-12 Mathematics Standards - 2021
Mathematics Big Ideas and Learning Progressions, K-5

Mathematics Big Ideas, K-5

K 1 2 3 4 5
MATHEMATICAL PRACTICES & MODELING
DATA & STATISTICAL REASONING
NUMERICAL REASONING (NR)
PATTERNING & ALGEBRAIC REASONING (PAR)
GEOMETRIC & SPATIAL REASONING (GSR)
MEASUREMENT & DATA REASONING (MDR)

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August 2021
 K-5 MATHEMATICS: LEARNING PROGRESSIONS
Key Concepts K 1 2 3 4 5
NUMERICAL REASONING
• Whole numbers to • Whole numbers to • Whole numbers to • Whole numbers to 10,000 • Whole numbers to 100,000 • Multi-digit whole numbers
Numbers 100 120 1000 • Unit fractions with • Non-unit fractions with • Fractions with unlike
(whole • Partition shapes into • Partition shapes into denominators of 2, 3, 4, 6, and denominators of 2, 3, 4, 5, denominators
halves and halves, thirds and 8 6, 8, 10, 12, and 100 • Fractions greater than 1
numbers, quarters/fourths quarters (fourths) • Represent fractions • Fractions with like • Decimal fractions to
fractions, and (fourths) with no with no shading • Equivalence of simple fractions denominators thousandths
shading • Introduce shading to identify • Decimal fractions (tenths
decimal and compare fractional parts and hundredths)
numbers)
• Counting forward to • Counting forward and • Counting forward • Counting unit fractions • Counting non-unit fractions • Counting decimal numbers
Counting 100 backward within 120 and backward within
• Counting backward • Skip counting by 2s, 1000
from 20 5s, and 10s • Skip counting by 2s,
• Counting objects to 20 • Counting objects to 5s, 10s, 25s, and 100s
120 • Counting objects to
1000
• Compose and • Compose and • Hundreds, tens and • Round numbers to 1000 to • Magnitude of place value • Magnitude of place value
Place Value decompose numbers decompose 2-digit ones in 3-digit nearest 10 or 100 • Multi-digit whole numbers extended to decimal numbers
within 20 numbers numbers • Read & write multi-digit whole to 100,000 • Powers of 10 to 103
• Identify and write numbers to thousands • Round multi-digit whole • Read & write decimal numbers
numerals to 20 numbers to thousandths place
• Fractions with • Round decimal numbers to
• denominators of 10 or 100 hundredths place
• Comparing objects up • Comparing numbers to • Comparing numbers to • Comparing numbers to 10,000 • Multi-digit numbers • Decimal fractions to
Comparisons to 10 100 1,000 • Unit fractions • Fractions less than 1 thousandths place
• Comparing numbers • Decimal fractions to • Fractions greater than 1
of objects in a set hundredths place
from 1-10
• Fluency with addition • Fluency with addition • Fluency using mental • Fluency with multiplication and • Fluency with addition and • Fluency with multiplication and
Computational and subtraction within and subtraction within math up to 20 division with single-digit subtraction with multi-digit division with multi-digit whole
Fluency 5 10 • Fluency with strategies numbers whole numbers numbers
within 100 • Fluency with addition and
subtraction within 1,000
• Single-digit numbers • Within 20 (using • Within 1,000 (using • Within 10,000 • Within 100,000 • Fractions with unlike
Addition & within 10 properties of tools and strategies) • Fractions with like denominators
Subtraction operations) denominators • Decimal fractions to the
• Within 100 (using base hundredths place
ten understanding)
• Building arrays • Within 100 • Factors and multiples • Multiply multi-digit whole
Multiplication • Multiply by multiples of 10 • Prime and composite numbers
& Division numbers • Multiply fractions and whole
• Multiply by multi-digit numbers
whole numbers • Divide unit fractions and whole
• Divide by 1-digit divisors numbers
• Reason about multiplying by a
fraction >, <, or = 1
• Simple numerical expressions
Expressions involving whole numbers with
or without grouping symbols
• Express fractions as division
problems

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August 2021
 K-5 MATHEMATICS: LEARNING PROGRESSIONS
Key Concepts K 1 2 3 4 5
PATTERNING & ALGEBRAIC REASONING
Patterns • Repeating patterns with • Growing and repeating • Numerical patterns • Numerical patterns • Generate number and shape • Generate two
numbers and shapes patterns of 1s, 5s, and involving addition related to multiplication patterns that follow a rule numerical patterns
• Explain the rationale for the 10s and subtraction • Make predictions based • Represent and describe using a given rule
pattern. • Repeated operations, on patterns patterns • Identify relationships
shapes or numbers using a table
Graphing • Plot order pairs in first
quadrant
GEOMETRIC & SPATIAL REASONING
Shapes and • Identify, sort, classify, analyze, • Identify, sort, and • Describe, compare • Quadrilaterals • Points, lines, line segments, • Classify polygons
and compare 2D & 3D based classify 2D & 3D and sort 2-D and 3-D • Parallel & perpendicular rays, angles, and parallel & based on geometric
Properties on attributes using informal shapes based on shapes given a set of line segments, points, perpendicular line segments properties
language specific attributes attributes lines, line segments, & • Classify, compare, & contrast • Relationships between
• Positional words using formal language • Identify lines of right angles and polygons based on presence categories and
and geometric symmetry in presence or absence of or absence of parallel or subcategories of
properties everyday objects these in quadrilaterals perpendicular line segments, shapes
• Compose 2D shapes & • Lines of symmetry with angles of a specified size or
3D shapes quadrilaterals side lengths.
Geometric • Area of rectangles • Area and perimeter of • Volume of right
• Perimeter of rectangles composite rectangles rectangular prisms
Measurement • Angle measurement
MEASUREMENT & DATA REASONING
Measurement • Measurable attributes of • Measure length in • Measure length to • Measure liquid volume, • Measure liquid volume, • Measure length and
length, height, width and non-standard units nearest whole unit length and mass in distance, and mass using the weight in metric units
& Data weight • Compare, describe and • Use tools such as customary units metric measurement system • Convert between units
• Classify and sort up to 10 order up to 3 objects constructed rulers • Use rulers to measure • Use rulers to measure of measurement
objects by attributes using length in non- and standard rulers lengths in halves and 1 1 • Create and analyze dot
• Display and interpret standard units • Choose units (in, ft, fourths of an inch lengths to nearest , and plots (line plots) with
2 4
categorical data with up to 10 • Display and interpret yd) appropriately • Analyze numerical and 1
of an inch fraction
data points on graphs categorical data (with • Display and categorical data with 8
measurements
up to 3 categories) interpret categorical whole number values • Analyze data using dot plots
data (with up to 4 (with values to the nearest
categories) 1/8 of a unit)
Money • Identify pennies, nickels and • Identify value of • Combination of • Using money to solve • Using money as a tool or • Using money as a tool
dimes and know the value of pennies, nickels, dimes coins problems manipulative to solve to solve problems
each coin and quarters • Problems involving problems involving decimals
dollars and all coins
Time • Tell & write time in • Time to the nearest • Tell time to the nearest • Intervals of time • Solving problems
hours and half hours five minutes minute • Elapsed time to the nearest involving time
• Measure elapsed time • Distinguish between • Estimate relative time minute
to the hour a.m. & p.m. • Elapsed time to hour,
• Elapsed time to hour half hour & quarter
or half hour hour

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August 2021
 Kindergarten
The nine standards listed below are the key content competencies students will be expected to master in
kindergarten. Additional clarity and details are provided through the classroom-level learning objectives and
evidence of student learning details for each grade-level standard found on subsequent pages of this
document. As teachers are planning instruction and assessing mastery of the content at the grade level, the
focus should remain on the key competencies listed in the table below.

KINDERGARTEN STANDARDS
K.MP: Display perseverance and patience in problem-solving. Demonstrate skills and strategies
needed to succeed in mathematics, including critical thinking, reasoning, and effective
collaboration and expression. Seek help and apply feedback. Set and monitor goals.
K.NR.1: Demonstrate and explain the relationship between numbers and quantities up to 20;
connect counting to cardinality (the last number counted represents the total quantity in a set).
K.NR.2: Use count sequences within 100 to count forward and backward in sequence.

K.NR.3: Use place value understanding to compose and decompose numbers from 11–19.

K.NR.4: Identify, write, represent, and compare numbers up to 20.

K.NR.5: Explain the concepts of addition, subtraction, and equality and use these concepts to
solve real-life problems within 10.
K.PAR.6: Explain, extend, and create repeating patterns with a repetition, not exceeding 4 and
describe patterns involving the passage of time.
K.MDR.7: Observe, describe, and compare the physical and measurable attributes of objects and
analyze graphical displays of data to answer relevant questions.
K.GSR.8: Identify, describe, and compare basic shapes encountered in the environment, and form
two-dimensional shapes and three-dimensional figures.

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August 2021
 Georgia’s K-12 Mathematics Standards - 2021
Kindergarten
NUMERICAL REASONING – counting, money, place value, numbers to 20, addition, subtraction and fluency
K.NR.1: Demonstrate and explain the relationship between numbers and quantities up to 20; connect counting to cardinality (the last number counted
represents the total quantity in a set).
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
K.NR.1.1 Count up to 20 objects in a Fundamentals Relevance and Application Strategies and Methods
variety of structured ● This learning objective builds on the Pre-K Georgia Early ● Students should be able to ● Dot cards, five-frames,
arrangements and up to 10 Learning and Development Standard, CD-MA2.4b: Counts count to answer “how ten-frames, rekenreks,
at least 10 objects using one-to-one correspondence. many?” questions with up dominoes, beads, rocks,
objects in a scattered
● Students should count objects using one-to-one correspondence saying to 20 objects arranged in a counting bears, and
arrangement.
the number names in the standard order and communicate quantities for variety of ways (a line, a playing cards are some
authentic purposes. “Authentic purposes” refers to experiences students rectangular array, or a tools that can be used
have in their everyday lives. circle), or up to 10 objects for subitizing.
● The overall goal is for students to be able to count up to 20 objects arranged in a scattered
arranged in a line, a rectangle, or a circle, or up to 10 objects in a configuration.
scattered arrangement.
K.NR.1.2 When counting objects, Fundamentals Strategies and Methods
explain that the last number ● This learning objective builds on the Pre-K Georgia Early Learning and Development Standards, CD- ● Dot cards, five-frames,
counted represents the total MA1.4e: Quickly recognizes and names how many items are in a set of up to four items. and CD- ten-frames, and
MA2.4e: With adult guidance and when counting, understands and can respond with the last number counted rekenreks can be used
quantity in a set (cardinality),
to represent quantity (cardinality). for subitizing.
regardless of the
● Students should know that the last number counted represents the total quantity in a set (cardinality), when
arrangement and order. counting objects regardless of the arrangement and order.
● Students should instantly see how many objects are in a group without counting (subitizing).
K.NR.1.3 Given a number from 1-20, Fundamentals
identify the number that is ● This learning objective builds on the Pre-K Georgia Early Learning and Development Standards, CD-MA1.4d: Describes sets as
one more or one less. having more, less, same as/equal. and CD-MA1.4f: Tells numbers that come before and after a given number up to 10.
● Students should be able to understand that each successive number name refers to a quantity that is one larger and the previous number
name is one less.
K.NR.1.4 Identify pennies, nickels, and Fundamentals Strategies and Methods Age/Developmentally Appropriate
dimes and know their name ● Students can use different types of coin ● Student is able to count five nickels.
and value. ● Students should be able to identify and manipulatives to extend their understanding Students are not expected to find the
represent coins by name and value. of counting by ones. value.
● Coins as manipulatives could be used for
counting by ones.

8 | K-8 Mathematics Standards

August 2021
K.NR.2: Use count sequences within 100 to count forward and backward in sequence.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
K.NR.2.1 Count forward to 100 by tens Fundamentals Strategies and Methods Age/Developmentally Appropriate
and ones and backward from ● This learning objective builds on the Pre-K Georgia Early ● When students ● When students count by tens,
20 by ones. Learning and Development Standard, CD-MA1.4a: Recites count backward they are only expected to
numbers up to 20 in sequence. from 20, they can master counting by the decade
● Students should count for authentic purposes which connect to their use visual resources (10, 20, ...).
everyday experiences. such as a number ● This expectation does not
● Students should understand that each successive number name refers to line, a 99-chart, or a require recognition of
a quantity that is one larger. 100-chart. numerals.
● When students are rote counting forward, start the count sequence at 1.
● When students are counting backward, start the count sequence
beginning at 10 and progress to counting backward beginning at 20.

K.NR.2.2 Count forward beginning Fundamentals Example Age/Developmentally Appropriate

from any number within 100 ● This learning objective builds on the Pre-K Georgia Early ● Given the number ● This expectation does not
and count backward from Learning and Development Standard, CD-MA1.4a: Recites 54, a student will require recognition of
numbers up to 20 in sequence. count “54, 55, 56, numerals.
any number within 20.
● Students should count forward and backward from a given number using 57, 58…”
the known number word sequence for authentic purposes.
● Students should be able to begin and end with any given number.

K.NR.3: Use place value understanding to compose and decompose numbers from 11–19.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
K.NR.3.1 Describe numbers from 11 to Fundamentals Strategies and Methods Example
19 by composing (putting ● Students should be able to put ● Use objects or drawings to explain and ● The teacher can provide students with a variety
together) and decomposing together (compose) and break apart record each composition or of tools to make sense of numbers during
(decompose) numbers into a group of decomposition with a drawing or everyday instruction. One day, a teacher may
(breaking apart) the numbers
ten ones and some further ones to equation. ask during a Number Talk, “In what ways can
into ten ones and some more
understand that these numbers are ● Students should be given the you decompose the number 14?”.
ones. composed of ten ones and one, two, opportunity to use five frames, ten
three, four, five, six, seven, eight, or frames, and rekenreks with support to Possible student response: “I decomposed 14 in
nine ones. demonstrate each composition or my mind’s eye into one full ten frame and four
● Students should use strategic thinking decomposition. more on another ten frame.” The teacher
in order to communicate quantities for records the student’s thoughts as follows:
authentic purposes.

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August 2021
K.NR.4: Identify, write, represent, and compare numbers up to 20.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
K.NR.4.1 Identify written numerals 0- Fundamentals
20 and represent a number ● This learning objective builds on the Pre-K Georgia Early Learning and Development Standard, CD-MA1.4b: Recognizes
of objects with a written numerals and uses counting as part of play and as a means for determining quantity.
● Students should be able to identify and write numerals between 0 and 20 for authentic purposes.
numeral 0-20 (with 0
● Students should be able to demonstrate the relationship between written numerals and a number of objects.
representing a count of no
objects).
K.NR.4.2 Compare two sets of up to Fundamentals Age/Developmentally Appropriate
10 objects and identify ● This learning objective builds on the Pre-K Georgia Early Learning and ● This standard expects mastery of up
whether the number of Development Standard, CD-MA2.4a: Matches two equal sets using one-to-one to 10 objects.
correspondence and understands they are the same. ● The words greater than, less than, or
objects in one group is more
● Students should compare the number of objects in two groups in authentic situations and the same as (equal to) should be used
or less than the other group,
identify whether the number of objects in one group is greater than, less than, or equal to the instead of the symbols.
using the words “greater number of objects in another group.
than,” “less than,” or “the ● Students should be able to explain that equal to is “the same” quantity.
same as”.

K.NR.5: Explain the concepts of addition, subtraction, and equality and use these concepts to solve real-life problems within 10.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
K.NR.5.1 Compose (put together) and Fundamentals Terminology Strategies and Methods
decompose (break apart) ● This learning objective builds on the Pre-K ● The terms below are used to ● Teachers should use dot card
numbers up to 10 using Georgia Early Learning and Development clarify expectations for the images for students to explain
Standard, CD-MA2.4c: Practices combining, separating, teaching professional. Students how they see different number
objects and drawings.
and naming quantities. are not required to use this combinations.
● Authentic problems can include word problems that are terminology when engaging with
meaningful to a student’s real environment. It is important the learning objective.
for the problems presented to be relevant and interesting o Compose – put together
for the learners to pique their natural, intellectual curiosity. numbers
o Decompose – break
apart numbers

K.NR.5.2 Represent addition and Fundamentals Age/Developmentally Strategies and Methods – Example
subtraction within 10 from a ● This learning objective Appropriate see special note in
given authentic situation builds on the Pre-K Georgia ● Exposure to equations appendix
Early Learning and Development is expected but ● Representations
using a variety of
Standards, CD-MA2.4c: Practices mastery of equations may include objects,
representations and
combining, separating, and naming is not required. fingers, mental
strategies. quantities. and CD-MA7.4b: Uses simple ● Drawings do not need images, drawings,
strategies to solve mathematical to show details but expressions, or
should show the equations.
10 | K-8 Mathematics Standards
August 2021
 problems and communicates how he/she mathematics in the ● Student drawings Note: The student work above
solved it. problem. and equations shows four different
● Students should be able to represent ● Kindergarten students should show the representations of the student’s
relevant problems involving the addition should see addition mathematics of the thinking. One with pictures (3
and subtraction of whole numbers within and subtraction solution from the ladybugs + 2 ladybugs) and two
10 with objects and drawings. equations, and given situation. equations with numerals (3 + 2
● Relevant problems can include word student writing of ● Equations should be and 2 + 3). The student also
problems that are meaningful to a equations in derived from visual represented the problem with
student’s real environment. It is kindergarten is depiction. words and numbers.
important for the problems presented to encouraged, but it is
be relevant and interesting for the not required.
learners to pique their natural, However, please note
intellectual curiosity. that it is not until First
Grade when
“Understand the
meaning of the equal
sign” is an
expectation.
K.NR.5.3 Use a variety of strategies to Fundamentals Strategies and Methods – Terminology Age/Developmentally Example
solve addition and ● This learning objective see special note in ● Students should be Appropriate
subtraction problems within builds on the Pre-K appendix provided with a variety ● Exposure to
Georgia ● Students should be of problem types equations is
10.
Early able to solve including Join: Result expected but
Learning authentic, Unknown, Separate: mastery of
and Development mathematical Result Unknown, Part- equations is not
Standards, CD-MA2.4c: problems involving Part-Whole: Whole required in Note: The student work
Practices combining, the addition and Unknown, and Part- Kindergarten. above shows four different
separating, and naming subtraction of single- Part-Whole: Both Parts representations that
quantities. and CD- digit whole numbers, Unknown; however, helped the student solve
MA7.4b: Uses simple using a variety of students are not the problem: One with
strategies to solve strategies such as: required to know or use pictures (3 ladybugs + 2
mathematical problems o counting on this terminology. ladybugs), two with
and communicates how o counting ● Join: Result Unknown numerals (3 + 2 = 5 and 2 +
he/she solved it. backward o Example: 3 birds 3 = 5), and written form.
o making 10 were sitting in a tree The student also used the
● Authentic, and 2 more birds flew commutative property of
mathematical onto the tree. How addition to solve the
problems can include many birds were in problem.
word problems that the tree then?
are meaningful to a ● Separate: Result
student’s real Unknown
environment. It is o Example: Toni had 8
important for the guppies. She gave 3
problems presented guppies to Roger.
to be relevant and

11 | K-8 Mathematics Standards

August 2021
 interesting for the How many guppies
learners to pique their does Toni have now?
natural, intellectual ● Part-Part-Whole:
curiosity. Whole Unknown
o Example: 6 girls and
4 boys were playing
soccer. How many
children were playing
soccer?
● Part-Part-Whole: Both
Parts Unknown
o Example: Ann has 15
cap erasers. Some
are pink and some
are blue. How many
could be pink and
how many could be
blue?
K.NR.5.4 Fluently add and subtract Fundamentals Strategies and Methods – Terminology Age/Developmentally Example
within 5 using a variety of ● This learning objective see special note in ● The terms below Appropriate ● When making toothpick
strategies to solve practical, builds on the Pre-K appendix are used to clarify ● Fluency does not designs to represent
Georgia ● Students should be expectations for the lend itself to the various
mathematical problems.
Early able to solve teaching timed tests or combinations of the
Learning problems involving professional. speed. number “5”, the
and Development the addition and Students are not ● Exposure to student writes the
Standard, CD-MA7.4b: subtraction of equations is numerals for the
required to use this
Uses simple strategies to numbers within five expected but various parts (such as
terminology when
solve mathematical related to everyday mastery of “4” and “1”) or selects a
problems and life. engaging with the equations is not number sentence that
communicates how ● Problems can include learning objective. required. represents that
he/she solved it. word problems that o Fluently/Fluency -- particular situation
are meaningful to a To achieve fluency, (such as 5 = 4 + 1).
student’s real students should be
environment. It is able to choose
important for the flexibly among
problems presented methods and
to be relevant and strategies to solve
interesting for the mathematical
learners to pique problems
their natural, accurately and
intellectual curiosity. efficiently.

12 | K-8 Mathematics Standards

August 2021
PATTERNING & ALGEBRAIC REASONING – repeating patterns and time
K.PAR.6: Explain, extend, and create repeating patterns with a repetition, not exceeding 4 and describe patterns involving the passage of time.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
K.PAR.6.1 Create, extend, and Fundamentals Strategies and Methods Age/Developmentally Examples
describe repeating patterns ● This learning objective ● Patterns should include Appropriate
with numbers and shapes, builds on the Pre-K spatial, color, location, ● This standard should ● Students are able to use shapes
Georgia Early Learning and shape, and symbols be taught throughout to create and extend patterns
and explain the rationale
Development Standards, CD-MA4.4c: (letter/ number). the year. such as the following:
for the pattern.
Creates and extends simple, repeating ● The repetition ...
patterns. and CD-MA7.4b: Uses simple (iteration) of pattern In the pattern of 1 blue, 1 green,1
strategies to solve mathematical should not exceed 4. blue, 2 greens, students would
problems and communicates how explain that 1 blue would be next in
he/she solved it. the sequence and that the pattern
increases by one for the green.
K.PAR.6.2 Describe patterns involving Fundamentals Strategies and Methods Age/Developmentally Examples
the passage of time using ● Patterns should include yesterday, Appropriate ● A student may explain:
words and phrases related ● This learning objective today and tomorrow, as well as ● This standard should be o “Tomorrow is Tom’s birthday.
builds on morning and afternoon. taught throughout the Next week will be my
to actual events.
the Pre-K ● Students should be able to use year. birthday.”
Georgia Early Learning terms such as now, earlier, later, o “It is sunny outside now. This
and Development before, after, yesterday, today, morning it was rainy.”
Standard, CD-MA3.4d tomorrow, morning, afternoon, o “I got dressed this morning.
Associates and evening, day of the week, week, This afternoon I will ride the
describes the passage month, year. bus home. I will go to my ball
of time with actual game this evening.”
events. o “Today is Friday. We do not go
to school on Saturday and
Sunday. It is the weekend.”

MEASUREMENT & DATA REASONING – attributes of objects, classifying objects

K.MDR.7: Observe, describe, and compare the physical and measurable attributes of objects and analyze graphical displays of data.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
K.MDR.7.1 Directly compare, describe, Fundamentals Terminology Examples
and order common objects, ● This learning objective builds on the Pre-K Georgia ● The terms below are used to ● Directly compare the
using measurable attributes Early Learning and Development Standards, CD- clarify expectations for the heights of two objects
MA3.4a: Uses mathematical terms to describe experiences involving teaching professional. Students and describe one
(length, height, width, or
measurement.; CD-MA3.4b: Compares objects using two or more are not required to use this object as
weight) and describe the
attributes, such as length, weight and size.; CD-MA3.4c: Uses a variety terminology when engaging with taller/shorter.
difference. of techniques and standard and non-standard tools to measure and ● A student may
the learning objective.
compare length, volume (capacity) and weight.; and CD-MA4.4a: describe a shoe as,
“The red shoe is
13 | K-8 Mathematics Standards
August 2021
 Independently orders objects using one characteristic and describes the o Attributes – characteristics heavier than the blue
criteria used. (i.e., length, height, width, or shoe (the blue shoe is
● In Kindergarten, students should use language such as heavier, lighter, weight) the referent in this
longer, taller, shorter, wider, larger, smaller. o Referent object – an object case)! The red shoe is
● In Kindergarten, students may use a variety of techniques and tools to used as the standard of also longer!”
compare, describe, and order objects. Students may use a referent comparison
object being compared as a tool to describe the other object(s).
K.MDR.7.2 Classify and sort up to ten Fundamentals Terminology Age/Developmentally Example
objects into categories by an ● This learning ● The terminology below is Appropriate ● When given a collection of
attribute; count the number of objective builds on used to clarify ● Categories buttons, the student separates
the Pre-K Georgia expectations for the should have no the buttons into different piles
objects in each category and
Early Learning and Development teaching professional. more than 10 based on color. Then, the
sort the categories by count.
Standard, CD-MA4.4b: Sorts and Students are not required objects. student counts the number of
classifies objects using one or more to use this terminology buttons in each pile. Finally, the
attributes or relationships. when engaging with the student organizes the groups by
● Kindergarten students should be the quantity in each group:
learning objective.
able to sort objects by orange buttons (3), green
o Attributes –
characteristics such as heavier, buttons next (4), purple buttons
characteristics (i.e.,
lighter, longer, and shorter with the green buttons because
length, height, width,
(compare to benchmark item). purple also had (4), blue buttons
or weight)
last (5).
K.MDR.7.3 Ask questions and answer Strategies and Methods Fundamentals
them based on gathered ● Questions should be student generated. ● Relevant problems can include word problems that are meaningful to a
information, observations, and student’s real environment. It is important for the problems presented
to be relevant and interesting for the learners to pique their natural,
appropriate graphical displays
intellectual curiosity.
to solve problems relevant to
everyday life.

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August 2021
GEOMETRIC & SPATIAL REASONING – 2D and 3D shapes, relative locations, attributes
K.GSR.8: Identify, describe, and compare basic shapes encountered in the environment, and form two-dimensional shapes and three-dimensional figures.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
K.GSR.8.1 Identify, sort, classify, Fundamentals Age/Developmentally Terminology Example
analyze, and compare two- ● This learning objective Appropriate ● The terms below are used to clarify ● The base and top
dimensional shapes and builds on the Pre-K ● Students should be able to expectations for the teaching of a cylinder is a
Georgia identify basic shapes, including professional. Students are not circle.
three-dimensional figures, in
Early squares, circles, triangles, required to use this terminology
different sizes and
Learning and rectangles, hexagons, octagons, when engaging with the learning
orientations, using informal Development Standard, cubes, cones, cylinders, and
language to describe their objective.
CD-MA6.4a: Recognizes spheres.
similarities, differences, o Attributes – characteristics (i.e.,
and names common two- ● Students begin to understand
two-dimensional shapes (lying in
number of sides and dimensional and three- how three-dimensional figures
a plane, “flat”) and three-
vertices, and other dimensional shapes, their are composed of two-
dimensional figures (“solid”),
attributes. parts and attributes. dimensional shapes.
including geometric properties.).
An example of an attribute is
having sides of equal length.
o Vertices – corners of a
geometric figure
K.GSR.8.2 Describe the relative Fundamentals Age and Developmentally Examples
location of an object using ● This learning objective builds on the Pre-K Georgia Early Appropriate ● “The cup is beside the
positional words. Learning and Development Standard, CD-MA5.4a: Uses ● Kindergarten students pencil."
appropriate directional language to indicate where things are in their should be able to use various ● “The boy is behind the girl
environment - positions, distances, order. objects they come in contact in line.”
● Kindergarten students should be able to explain the location of an with in their everyday life. ● In a sequence of pictures,
object in relation to another object using positional language, such as the student would describe
“above,” “below,” “beside,” “in front of,” “behind,” or “next to.” the position of a particular
object.
K.GSR.8.3 Use basic shapes to Age and Developmentally Appropriate Strategies and Methods Examples
represent specific shapes ● Basic shapes used in kindergarten ● A variety of materials can be used to create models ● Models – sticks with
found in the environment by should include squares, circles, of shapes that exist in everyday life. clay balls, toothpicks
triangles, rectangles, hexagons, with marshmallows,
creating models and
octagons, cubes, cones, cylinders, and popsicle sticks,
drawings.
spheres. technology, etc.
K.GSR.8.4 Use two or more basic Age/Developmentally Fundamentals Strategies and Methods Examples
shapes to form larger Appropriate ● This learning objective ● Students should be ● “Use the 7 tangram
shapes. ● Basic shapes used in builds on the Pre-K able to form pieces to make a fox.”
kindergarten should Georgia Early Learning and (compose) larger
include squares, circles, Development Standards, CD-MA5.4b: shapes by putting
triangles, rectangles, Uses deliberate manipulation and together smaller
hexagons, octagons, describes process for fitting objects shapes through
cubes, cones, cylinders, together. and CD-MA6.4b: Combines exploration and play.
and spheres. simple shapes to form new shapes.
15 | K-8 Mathematics Standards
August 2021
 1st Grade
The seven standards listed below are the key content competencies students will be expected to master in first grade.
Additional clarity and details are provided through the classroom-level learning objectives and evidence of student learning
details for each grade-level standard found on subsequent pages of this document. As teachers are planning instruction
and assessing mastery of the content at the grade level, the focus should remain on the key competencies listed in the
table below.

FIRST GRADE STANDARDS

1.MP: Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to
succeed in mathematics, including critical thinking, reasoning, and effective collaboration and expression.
Seek help and apply feedback. Set and monitor goals.

1.NR.1: Extend the count sequence to 120. Read, write, and represent numerical values to 120 and compare
numerical values to 100.
1.NR.2: Explain the relationship between addition and subtraction and apply the properties of operations to
solve real-life addition and subtraction problems within 20.

1.PAR.3: Identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns
found in real-life situations.
1.GSR.4: Compose shapes, analyze the attributes of shapes, and relate their parts to the whole.

1.NR.5: Use concrete models, the base ten structure, and properties of operations to add and subtract within
100.
1.MDR.6: Use appropriate tools to measure, order, and compare intervals of length and time, as well as
denominations of money to solve real-life, mathematical problems and analyze graphical displays of data to
answer relevant questions.

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 Georgia’s K-12 Mathematics Standards - 2021
1st Grade

NUMERICAL REASONING – counting, numbers, equality, place value, addition, subtraction

1.NR.1: Extend the count sequence to 120. Read, write, and represent numerical values to 120 and compare numerical values to 100.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
1.NR.1.1 Count within 120, Fundamentals Strategies and Methods Terminology
forward and backward, ● Students should understand ● Students should count forwards and
starting at any number. In that as the counting sequence backwards by 1s and 10s from any number
increases, the value of each within 120.
this range, read and write
number increases by one or ● Students should have opportunities to explore
numerals and represent a
ten. As the counting sequence the counting sequences using a variety of
number of objects with a decreases, the value of each tools. These tools can include, but are not
written numeral. number decreases by one or limited to 99 charts, hundred charts, number
ten. paths, number lines (predetermined and
open), etc.
1.NR.1.2 Explain that the two digits Fundamentals Strategies and Methods Age/Developmentally
of a 2-digit number ● Students should be able to recognize the relationship of a digit to its place ● The numbers 11 to 19 can Appropriate
represent the amounts of indicates the number of groups represented in that place. For example: In the be represented on ten ● Students should
number 33, the digit “3” in the tens place has a value that is equivalent to three frames, double ten be able to
tens and ones.
groups of ten. Students interpret the value of each digit. The number 33 has three frames, rekenreks, and with explain that the
tens and three remaining ones. They should also see this as equivalent to 33 ones. pennies and dimes, etc. numbers 10, 20,
● Students should understand the following as special cases: ● The numbers 10, 20, 30, 40, 30, 40, 50, 60,
o 10 can be thought of as a bundle of ten ones — called a “ten.” Bundles could 50, 60, 70, 80, and 90, can 70, 80, 90 refer
include groups of pennies, bundles of straws, or other hands-on be represented using a to one, two,
manipulatives. variety of tools (popsicle three, four, five,
o The numbers from 11 to 19 are composed or decomposed as a ten and one, sticks, linking cubes, straws, six, seven, eight,
two, three, four, five, six, seven, eight, or nine ones. etc.) or nine tens
(and 0 ones).
1.NR.1.3 Compare and order Fundamentals Strategies and Methods Age/Developmentally Appropriate
whole numbers up to 100 ● Students should understand ● Representations should ● Students should have ample experiences communicating their
using concrete models, whole numbers to 100 based on include the use of physical comparisons using words, representations AND relevant
meanings of the tens and ones materials such as number applications before using only symbols in the learning
drawings, and the
and record the results of paths, base-ten materials, objective.
symbols >, =, and <.
comparisons with the symbols >, number lines ● Students need practice justifying comparisons with words and
=, and <. (predetermined and open), models, prior to exposure and use of the comparison symbols.
dimes and pennies, etc.

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August 2021
1.NR.2: Explain the relationship between addition and subtraction and apply the properties of operations to solve real-life addition and subtraction problems
within 20.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
1.NR.2.1 Use a variety of strategies Fundamentals Strategies and Methods – see special note in Terminology Example
to solve addition and ● Students should be able to appendix ● First grade ● I have scored 13 points. How
subtraction problems solve problems with two ● Students should be able to solve problems students many more points do I need to
or more addends. involving addition and subtraction using a should be given make 20 points?
within 20.
● Decomposition should variety of advanced counting and part-whole opportunities
include, but not be limited strategies related to everyday life. to use mental
to tens and ones. ● Problems can include word problems that are reasoning to
meaningful to a student’s real environment. It solve problems
is important for the problems presented to be with a variety
relevant and interesting for the learners to of problem
pique their natural, intellectual curiosity. types within
20. Click here
for a listing of
all problem
types.

1.NR.2.2 Use pictures, drawings, Fundamentals Terminology Strategies and Methods – see special note in Age/Developmentally
and equations to develop ● Students should be able to relate ● Number strings appendix Appropriate
strategies for addition counting to addition and subtraction are sets of related ● Symbols can be used to represent ● Students should not
by counting all, counting on, and problems crafted unknown amounts in equations. be encouraged to
and subtraction within 20
counting back when making sense of to support ● Students should be provided with use key/clue words
by exploring strings of
practical, mathematical addition and students to learning experiences to develop because they will
related problems. subtraction problems within 20. construct big ideas strategies such as: not work with
● Students should be given about o Advanced Counting; Counting On subsequent
opportunities to use mental mathematics and o Making Ten problem types.
reasoning to solve problems build their own o Decomposing a number leading to a ● The unknown
involving number strings within 20. strategies (Fosnot ten quantity should be
Click here for a listing of all problem & Dolk, 2002). o Using the relationship between represented in all
types. addition and subtraction within 20 positions.
● Students should also solve problem (knowing that 8 + 4 = 12, one knows
situations with an unknown in all 12 – 8 = 4); and creating equivalent
positions. but easier or known sums (6 + 7 is
● Students should be given multiple the same as 6 + 6 + 1 = 12 + 1 = 13).
opportunities to apply strategies o Counting All 5 + 2 = . The student
developed through number strings counts five counters. The student
to solve practical, mathematical adds two more. The student counts
problems. 1, 2, 3, 4, 5, 6, 7 to get the answer.
o Counting Back 12 – 3 = . The
student counts twelve counters. The

18 | K-8 Mathematics Standards

August 2021
 student removes a counter and says
11, removes another counter and
says 10, and removes a third counter
and says 9. The student knows the
answer is 9 since they counted back
3.
1.NR.2.3 Recognize the inverse Age/Developmentally Fundamentals Terminology Examples
relationship between Appropriate ● Students should ● The terms below are used to clarify expectations for the ● There are 14 birds in the tree. 8
subtraction and addition ● Problems should understand teaching professional. Students are not required to use of them flew away. How many
be within 20. subtraction as this terminology when engaging with the learning birds are left in the tree?
within 20 and use this
an unknown- objective.
inverse relationship to
addend o Addend – a number that is added to another The student thinks of
solve authentic problems. problem. number in an addition expression or equation. For 14 – 8 =  as 8 +  = 14
● Students are example, in the expression 5 + 8, 5 and 8 are both
not expected to addends. ● Jenny had 10 pencils and gave
know nor use o An inverse relationship shows the relationship some to Eric. Jenny now has 8
the term between addition and subtraction where addition pencils. How many pencils did
inverse. can be used to find the quantity of a set after some she give to Eric?
in the set are removed. For example, 3+2 = 5 is The student thinks of
related to 5 - 3 = 2 because of the inverse 10 -  = 8 as  + 8 = 10
relationship.
1.NR.2.4 Fluently add and subtract Terminology Age/Developmentally Appropriate
within 10 using a variety ● Fluently/Fluency – To achieve fluency, students should be able to choose flexibly among ● Fluency does not lend itself to
of strategies. methods and strategies to solve mathematical problems accurately and efficiently. timed tests or speed.
● Accuracy includes attending to precision.
● Efficiency includes using well-understood strategy with ease.
● Flexibility involves using strategies such as making 5 or making 10.
● For appropriate strategies and methods, see special note in appendix.
1.NR.2.5 Use the meaning of the Fundamentals Example
equal sign to determine ● Students should explore and explain the relationship of the equal ● Which of the following equations are true and which are false?
whether equations sign to quantities and orally justify if equations involving addition How do you know?
involving addition and and subtraction are “true” (equal) or “false” (not equal). o 6=6 (True/Correct Statement)
o 7=8–1 (True/Correct Statement)
subtraction are true or
o 5 + 2 = 2 + 5 (True/Correct Statement)
false. o 4 + 1 = 5 + 2 (False/Incorrect Statement)
1.NR.2.6 Determine the unknown Strategies and Methods Example
whole number in an ● Symbols can be used to represent unknown amounts in ● Determine the unknown number that makes the equation true in each of the
addition or subtraction equations. equations: 8 + ? = 10, 5 =  – 3, 3 + 4 = ∆. These are some possible ways to
equation relating to three record equations that indicate an unknown number.
whole numbers.
1.NR.2.7 Apply properties of Fundamentals Terminology Age/Developmentally Strategies and Methods – see Examples
operations as strategies ● Students should ● The terminology Appropriate special note in appendix ● Example 1: Students
to solve addition and solve problem below is used to ● Students should not ● When students use may engage mentally
situations with an clarify expectations be encouraged to strategies such as make a using flexibility with the

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August 2021
 subtraction problem unknown in all for the teaching use key/clue words ten and decompose order of the addends: If
situations within 20. positions. Click professional. because they will numbers, they are using 8 + 3 = 11 is known, then
here for a listing of Students are not not work with properties such as the 3 + 8 = 11 is also known
all problem types. required to use subsequent associative property and (The Commutative
this terminology problem types. commutative property. Property of Addition is
when engaging ● The unknown ● Students should be given applied in this example).
with the learning quantity should be multiple opportunities to ● Example 2: Students
objective. represented in all use objects, drawings, may engage mentally
● Addend – any positions. and equations to solve using flexibility with the
number that is ● Students at this problems involving grouping of numbers: To
added to grade level are not addition and subtraction. add 2 + 6 + 4, the second
another expected to know ● Students should develop two numbers can be
number in an the names or strategies involving the added to make a ten, so
addition identify the specific properties of operations 2 + 6 + 4 = 2 + 10 = 12
expression or properties. by comparing problem (The Associative Property
equation. For solving strategies. of Addition is applied in
example, in the ● Symbols can be used to this example).
expression 7 + represent unknown
3, 7 and 3 are amounts in equations.
addends.

PATTERNING & ALGEBRAIC REASONING – repeating patterns, growing, patterns, and shrinking patterns
1.PAR.3: Identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns found in real-life situations.

Expectations Evidence of Student Learning

(not all inclusive; see Grade Level Overview for more details)
1.PAR.3.1 Investigate, create, and make Fundamentals Example
predictions about repeating ● Students should investigate repeating patterns to make ● Number String:
patterns with a core of up to 3 predictions. o 1, 2, 3, 1, 2, 3, 1, 2, …
elements resulting from ● Series of shapes:
repeating an operation, as a o
series of shapes, or a number ● Operation:
string. o 2, 4, 6, 8, … (add 2 each time)

1.PAR.3.2 Identify, describe, and create Strategies and Methods

growing, shrinking, and ● Students should use a number line and a hundred chart.
repeating patterns based on ● Students should investigate patterns found in authentic situations.
the repeated addition or
subtraction of 1s, 2s, 5s, and
10s.
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August 2021
GEOMETRIC & SPATIAL REASONING – shapes, attributes, partitions of circles and rectangles
1.GSR.4: Compose shapes, analyze the attributes of shapes, and relate their parts to the whole.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
1.GSR.4.1 Identify common two- Terminology Fundamentals Age/Developmentally
dimensional shapes and three- ● The terms below are used to ● Students should identify these two-dimensional shapes based on Appropriate
dimensional figures, sort and clarify expectations for the attributes: ● Students should be
classify them by their teaching professional. Students o half circle encouraged to sort and
attributes and build and draw are not required to use this o quarter circles classify shapes based on
shapes that possess defining terminology when engaging with o circles their choice of attributes
the learning objective. o triangles as well as attributes that
attributes.
o Attributes – characteristics o squares may be provided.
of two-dimensional shapes o rectangles (Students should know that a square is ● Students at this grade
and three-dimensional a type of rectangle, based on its attributes.) level are not expected to
figures, including geometric o hexagons know the names of or
properties. ● Students should identify these three-dimensional shapes based on identify specific
o Defining attributes – include attributes: geometric properties.
number of sides, faces, ○ cubes
vertices (corners), and ○ cones
angles. ○ cylinders
o Non-defining attributes – ○ spheres
include size, orientation, ○ rectangular prisms
texture, and color. ● Students should distinguish between defining attributes of two-
dimensional shapes and three-dimensional figures versus non-
defining attributes (e.g., triangles are closed and three-sided, a
defining attribute versus triangles are red, non-defining attribute).
● Students should be able to build and draw shapes based on
defining attributes. Two dimensional shapes should be limited to
triangles, squares, rectangles.
● Students should be able to identify a shape’s attributes, regardless
of its orientation (i.e., flipped) or position (i.e., turned).
1.GSR.4.2 Compose two-dimensional Age/Developmentally Fundamentals Terminology Example
shapes (rectangles, squares, Appropriate ● It is important to note that ● Shapes that are made up of two
triangles, half-circles, and ● Students do not the size of the shape does not or more common shapes are
need to learn necessarily distinguish called composite shapes.
quarter-circles) and three-
formal names, between common and
dimensional figures (cubes,
such as, “right composite. (Students may compose a pentagon
rectangular prisms, cones, and rectangular prism”. ● Students should use these using a triangle and square as
cylinders) to create a shape
two-dimensional shapes to above.)
formed of two or more
create composite shapes:
common shapes and compose
o circles

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August 2021
 new shapes from the o half-circles
composite shape. o quarter-circles
o triangles
o squares
o rectangles (Students
should know that a
square is a type of
rectangle based on its
attributes.)
o hexagons
● Students will be working with
● Students should use these
shapes to compose and
three-dimensional shapes to
decompose shapes to form new
create composite shapes:
shapes.
o cubes
o Compose – put together
o cones
o Decompose – break apart
o cylinders
o spheres
o rectangular prisms

1.GSR.4.3 Partition circles and rectangles Age/Developmentally Appropriate Fundamentals

into two and four equal shares. ● Shading of the shares is not needed for this learning ● Students should explore and justify reasoning about the relationship of
objective because the student is only required to parts to the whole.
partition the whole shape into equal shares. ● Students should describe the shares using the words “halves,” “fourths or
● Students are not expected to write the fraction using quarters.”
fraction notation in first grade. ● Students should describe the whole as “two of” or “four of” the shares.
● Students should reason that partitioning a shape into more equal shares
creates smaller shares.

NUMERICAL REASONING – base ten structure, addition and subtraction within 100
1.NR.5: Use concrete models, the base ten structure, and properties of operations to add and subtract within 100.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
1.NR.5.1 Use a variety of strategies to Fundamentals Terminology Strategies and Methods – see Age/Developmentally
solve applicable, ● Problems can include word problems that are ● The terms below are special note in appendix Appropriate
mathematical addition and meaningful to a student’s real environment. It is used to clarify ● Students should use ● The properties of
important for the applicable, mathematical expectations for the concrete models, operation that
subtraction problems with
problems presented to be relevant and interesting teaching drawings, estimation, should be explored
professional. and strategies based on in this objective are
22 | K-8 Mathematics Standards
August 2021
 one- and two-digit whole for the learners to pique their natural, intellectual Students are not place value, properties the commutative
numbers. curiosity. required to use this of operations, and/or and associative
● Students should be able to interpret and manipulate terminology when the relationship properties.
concrete mathematical models. engaging with the between addition and ● Students are not
● Students should be given opportunities to justify learning objective. subtraction to explain expected to identify
their solutions to meet this learning objective. o Compose – their reasoning. properties.
● Students should use estimation as a strategy to find put together ● Strategies may include
numbers that are close to the numbers they are numbers reasoning involving
using to add and subtract. o Decompose – making a ten, doubles
● Students should be able to use numerical reasoning break apart and near-doubles, think
to add and subtract within 100. numbers addition, and using
● The numerical reasoning developed should include o Estimate – benchmark numbers.
an understanding of the base-ten structure and find a value ● Examples of different
properties of operations. that is close strategies and
● Students should reason that in adding two-digit representations can be
numbers, one adds tens and tens, ones and ones; found within the
and sometimes it is necessary to put together Computational
(compose) or break apart (decompose) a ten. Strategies for Whole
Numbers document
found in the appendices.
1.NR.5.2 Given a two-digit number, Age/Developmentally Appropriate Example
mentally find 10 more or 10 ● This expectation requires students to apply this mental ● There were 74 birds in the park. 10 of the birds flew away. How
less than the number, without strategy and become fluent through purposeful practice. many birds are in the park, now?
The goal is automaticity built on a deep understanding of
having to count; explain the
the patterns of tens within our base-ten system. I pictured 7 ten-frames and 4 left over in my head. Since 10 birds
reasoning used.
flew away, I took one of the ten-frames away. That left 6 ten-
frames and 4 left over. So, there are 64 birds left in the park.

1.NR.5.3 Add and subtract multiples of Strategies and Methods – see special note in appendix Age/Developmentally Appropriate
10 within 100. ● Students should use concrete models; drawings, and strategies based on place ● By the end of first grade, students should be able
value, properties of operations, and or/the relationship between addition and to state and write their justifications showing the
subtraction to explain their reasoning. relationship between their solution path and
● Students should describe sums and differences, using concrete models (tools their reasoning. The focus of this standard is on
and manipulatives), drawings, and strategies based on place value, properties thought processes, not merely on computational
of operations and/or the relationship between addition and subtraction to accuracy.
explain (verbally and/or written) the reasoning used.

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August 2021
MEASUREMENT & DATA REASONING – length, time, money
1.MDR.6: Use appropriate tools to measure, order, and compare intervals of length and time, as well as denominations of money to solve real-life,
mathematical problems and answer relevant questions.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
1.MDR.6.1 Estimate, measure, and Age/Developmentally Terminology Fundamentals Strategies and Methods Example
record lengths of objects Appropriate ● Length ● Students should explore ● Students should use ● Students at an elementary
using non-standard units, ● Students should learn measurement of an this concept with terminology such as, but school are maintaining an
through exploration object is the objects found in the not limited to, “longer aquaponics garden. To
and compare and order
that the length number of same- real world to develop than”, “shorter than”, measure the heights of
up to three objects using
measurement of an sized length units solid measurement “same length as”, “taller the plants growing in their
the recorded object is the number that span an object reasoning. than”, and “equal to”. garden, they use snap
measurements. Describe of same-sized length with no gaps or ● Students should explore ● Appropriate tools to cubes to determine how
the objects compared. units that span it with overlaps (iteration). this concept with measure non-standard many cubes high the plant
no gaps or overlaps ● Iteration –the objects. units can be items such have grown.
(iteration). For process of ● Students should express as one-inch paper clips,
example, when repeating a unit the length of an object one-inch tiles,
students are length end to end as a whole number of centimeter cubes, etc.
measuring the height along an object to length units, by laying The units need to
of a vegetable plant obtain a multiple copies of a correspond to standard
in their classroom measurement. shorter object (the units of measurement.
garden, they may use length unit) end to end,
snap cubes put by using non-standard
together to units.
determine how tall
the plant is.

1.MDR.6.2 Tell and write time in Age/Developmentally Strategies and Methods Fundamentals Examples
hours and half-hours Appropriate ● Begin with a one-handed clock ● The familiarity of the ● At 3:00 PM we are going to the
using analog and digital ● Students should tell and (just the hour hand) and use a lot number line provides trampoline park. We will be there
write time to the hour and of approximate language such as: students with an for 4 hours. What time will we be
clocks, and measure
half hour in everyday o “It’s close to 10:00.” opportunity to make leaving the trampoline park?
elapsed time to the hour
settings, paying attention o “It’s half-way between sense of the concept Represent this on a number line.
on the hour using a to a.m. and p.m. 11:00 and 12:00.” of elapsed time. The
predetermined number ● Problems presented to o “It’s just a little after 1:00.” connection to the
line. students should avoid ● Video showing how to use a traditional clock can
crossing over a.m. and p.m. number line to tell time and how be made by bending
● Students are not required the number line can be curved to the clock number line
to know the term elapsed look like a circular clock – Click into a circle. It will be 7:00 when we leave the
time at this grade level. Here. trampoline park.

24 | K-8 Mathematics Standards

August 2021
1.MDR.6.3 Identify the value of Fundamentals Strategies and Methods Example
quarters and compare the ● Students explored the values of pennies, ● Learning experiences should be ● “A set of three dimes has a greater value
values of pennies, nickels, nickels, and dimes in Kindergarten. provided to help students understand than one quarter,” or “five nickels is equal
that size does not always equal value. in value to one quarter”.
dimes, and quarters.
1.MDR.6.4 Ask questions and answer Strategies and Methods Fundamentals
them based on gathered ● Questions should be student generated. ● Relevant problems can include word problems that are meaningful to a student’s real
information, environment. It is important for the problems presented to be relevant and
● Students should have the opportunity to use interesting for the learners to pique their natural, intellectual curiosity.
observations, and
appropriate graphical concrete models, drawings, and the symbols
>, <, and = when exploring comparisons.
displays to compare and
order whole numbers.

25 | K-8 Mathematics Standards

August 2021
 2nd Grade
The eight standards listed below are the key content competencies students will be expected to master in second grade.
Additional clarity and details are provided through the classroom-level learning objectives and evidence of student learning
details for each grade-level standard found on subsequent pages of this document. As teachers are planning instruction
and assessing mastery of the content at the grade level, the focus should remain on the key competencies listed in the table
below.

SECOND GRADE STANDARDS

2.MP: Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to
succeed in mathematics, including critical thinking, reasoning, and effective collaboration and expression.
Seek help and apply feedback. Set and monitor goals.
2.NR.1: Using the place value structure, explore the count sequences to represent, read, write, and compare
numerical values to 1000 and describe basic place-value relationships and structures.
2.NR.2: Apply multiple part-whole strategies, properties of operations and place value understanding to solve
real-life, mathematical problems involving addition and subtraction within 1,000.

2.NR.3: Work with equal groups to gain foundations for multiplication through real-life, mathematical problems.

2.PAR.4: Identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns.

2.MDR.5: Estimate and measure the lengths of objects and distance to solve problems found in real-life using
standard units of measurement, including inches, feet, and yards and analyze graphical displays of data to
answer relevant questions.
2.MDR.6: Solve real-life problems involving time and money.
2.GSR.7: Draw and partition shapes and other objects with specific attributes, and conduct observations of
everyday items and structures to identify how shapes exist in the world.

26 | K-8 Mathematics Standards

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 Georgia’s K-12 Mathematics Standards - 2021
2nd Grade
NUMERICAL REASONING – counting within 1000, place value, addition and subtraction, fluency to 20, developing multiplication through arrays
2.NR.1: Using the place value structure, explore the count sequences to represent, read, write, and compare numerical values to 1000 and describe basic
place-value relationships and structures.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
2.NR.1.1 Explain the value of a three- Fundamentals Strategies and Methods
digit number using hundreds, ● Students should be able to put together (compose) and ● Students should use base ten materials to break apart (decompose)
tens, and ones in a variety of break apart (decompose) three-digit numbers. 327 into 3 hundreds, 2 tens, and 7 ones, or into 2 hundreds, 12 tens,
● Students should have multiple opportunities use concrete and 7 ones.
ways.
materials to develop an understanding of the place value ● Students should be able to explain that a bundle of ten 10s is equal to
structures, the relationship between numbers, and the value 100.
of quantities.
2.NR.1.2 Count forward and backward Strategies and Methods
by ones from any number ● Students should explore patterns on a hundred-chart, starting from a given number 10-90.
within 1000. Count forward by ● Students can also use number lines to demonstrate their understanding.
● Students should be able to use coins to count, including nickels, dimes, quarters, and dollars. Half-dollars may also be used, if available.
fives from multiples of 5 within
1000. Count forward and
backward by 10s and 100s from
any number within 1000.
Count forward by 25s from 0.
2.NR.1.3 Represent, compare, and order Strategies and Methods Age/Developmentally Appropriate
whole numbers to 1000 with an ● Representations should include concrete materials (i.e., ● Students should be able to represent a quantity from word form.
emphasis on place value and base ten blocks, counters, etc.), base ten numerals,
words, expanded form, and pictures.
equality. Use >, =, and <
symbols to record the results of
comparisons.

2.NR.2: Apply multiple part-whole strategies, properties of operations and place value understanding to solve real-life, mathematical problems involving
addition and subtraction within 1,000.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
2.NR.2.1 Fluently add and subtract Terminology Strategies and Methods – Relevance and Application Age/Developmentally Example
within 20 using a variety of ● Fluently/Fluency see special note in ● Students should be Appropriate ● A student makes
mental, part-whole strategies. – To achieve appendix able to use ● Reaching fluency is an sense of 29 + 6 by
fluency, students ● Students should numerical reasoning ongoing process that flexibly thinking:
should be able to explain their to solve relevant,
27 | K-8 Mathematics Standards
August 2021
 choose flexibly approaches and mathematical will take much of the “If I think of 6 as 1 +
among methods produce accurate problems involving year. 5, I can add the 1 to
and strategies to answers efficiently all problem types. ● Students should know the 29 first to make
solve and appropriately Click here for a all sums of two one- a ten (30), then add
mathematical using mental listing of all digit numbers by the 5 more to get 35.”
problems strategies that problem types. end of Grade 2.
accurately and include counting on,
efficiently. making ten,
● Accuracy includes decomposing a
attending to number leading to a
precision. ten, using the
● Efficiency relationship between
includes using addition and
well-understood subtraction, creating
strategy with equivalent but easier
ease. or known sums.
● Flexibility involves ● Examples of different
using strategies strategies and
such as making 5 representations can
or making 10. be found within the
Computational
Strategies for Whole
Numbers document
found in the
appendices.

2.NR.2.2 Find 10 more or 10 less than a Strategies and Methods

given three-digit number and
find 100 more or 100 less than ● Tools such as a hundred chart and visual number lines may be used to help students discover the patterns of ten more and ten less.
a given three-digit number.
2.NR.2.3 Solve problems involving the Age/Developmentally Relevance and Application Strategies and Methods – see Example
addition and subtraction of Appropriate ● Authentic problems should special note in appendix ● In the morning, there are
two-digit numbers using part- ● Students should work be presented to provide ● Students should be given the 25 students in the
with practical, students with the opportunity to explore and cafeteria. 18 more
whole strategies.
mathematical problems opportunity to make sense develop a variety of flexible students come in. After a
involving standard units of the mathematics in the strategies and algorithms. few minutes, some
of linear measurement world around them. ● Students should be able to students leave. If there
(inches). Note: This is an ● Problems presented may solve one and two step are 14 students still in
ongoing process that will involve money. mathematical problems within the cafeteria, how many
take much of the year. ● Students should be able to 100 and represent the problem students left the
● The sum of the numbers solve practical, mathematical by using concrete materials, cafeteria? Write an
should be no greater than problems involving addition drawings, and equations with a equation for your
1000. and subtraction within symbol for the unknown problem.
● At this grade level, 1,000. number.
students should only be
28 | K-8 Mathematics Standards
August 2021
 expected to subtract up ● Students should be able to ● Students should be able to use
to two two-digit numbers use numerical reasoning to strategies that are based on a
and add up to four two- solve authentic, deep understanding of place-
digit numbers. mathematical problems value in order to meet this
involving all problem types. expectation.
Click here for a listing of all ● When solving problems,
problem types. students should be given the
opportunity to use concrete
materials, drawings, tools, and
part-whole reasoning
- ? =
strategies.
● Students should be able to
solve authentic, mathematical
problems involving the
addition of up to four two-digit
numbers using strategies
based on place value,
properties of operations and
the relationship between
addition and subtraction.
2.NR.2.4 Fluently add and subtract Terminology Age/Developmentally Appropriate Relevance and Application
within 100 using strategies ● Fluently/Fluency – To achieve ● Students should be given multiple ● Students should be able to use
based on place value, fluency, students should be able opportunities to solve applicable, numerical reasoning to solve
to choose flexibly among mathematical problems as they work to applicable, mathematical problems
properties of operations,
methods and strategies to solve build fluency. involving all problem types. Click here
and/or the relationship
mathematical problems ● The sum of the number should be no for a listing of all problem types.
between addition and accurately and efficiently. greater than 100.
subtraction.

2.NR.3: Work with equal groups to gain foundations for multiplication through real-life, mathematical problems.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
2.NR.3.1 Determine whether a group Strategies and Methods Terminology
(up to 20) has an odd or even ● Students can group by pairing objects or counting them by 2s. ● The terminology below is used to clarify expectations for the teaching
number of objects. Write an ● Students may also use doubles to determine if a quantity is professional. Students are not required to use this terminology when
even. For example, 18 is even because adding two nines engaging with the learning objective.
equation to express an even
equals 18 or 9 + 9 =18. o Addend – any number that is added to another number in an
number as a sum of two equal
addition expression or equation. For example, in the
addends.
expression 16 + 4, 16 and 4 are addends.
2.NR.3.2 Use addition to find the total Fundamentals Strategies and Example Terminology
number of objects arranged in Methods ● Beth put 5 purses on each ● The terms below are used to clarify Expectations for
rectangular arrays with up to 5 ● Students ● Students shelf. She has 4 shelves. Draw the teaching professional. Students are not
should be should model an array to model this. Write required to use this terminology when engaging
rows and up to 5 columns;
able to using with the learning objective.
write an equation to express
29 | K-8 Mathematics Standards
August 2021
 the total as a sum of equal partition a rectangular an equation to match the ○ Rectangular array – an arrangement of
addends. rectangle arrays to array. objects into rows and columns that form a
into rows determine the rectangle.
and columns number of ○ Addend – any number that is added to
of same-size objects and another number in an addition expression
squares and discuss their or equation. For example, in the
5+5+5+5 =20
count to find reasoning. expression 2 + 7 + 5, 2, 7 and 3 are
the total addends.
number of
them.

PATTERNING & ALGEBRAIC REASONING – patterns up to 20 and addition and subtraction within 1,000
2.PAR.4: Identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
2.PAR.4.1 Identify, describe, and create a Age/Developmentally Relevance and Fundamentals Strategies and Methods Example
numerical pattern resulting from Appropriate Application ● Students should ● Students should be ● Start with 3 and
repeating an operation such as ● Patterns involving ● Problems should be investigate given the jump by 5s to create
addition and presented within repeating patterns opportunity to use a a pattern. Change
addition and subtraction.
subtraction should real applications to to make predictions variety of strategies the start number
include sums within provide students and build algebraic to identify, describe, and create another
1,000 through with the reasoning. and create pattern. What do
models and opportunity to ● Patterns may numerical patterns. you notice about the
representations. make sense of the include exposure to two patterns? How
mathematics. even and odd. did they change?
● Problems presented ● Students should be
may involve money using any tools
as a tool to make available such as a
sense of the number line,
patterns. hundred-chart, 99-
chart, etc., to create
and analyze the
patterns.
● Patterns should be
extended from 1st
grade, where they
explore intervals of
1s, 2s, 5s, and 10s,
to also include
intervals of 25s and
100s.

30 | K-8 Mathematics Standards

August 2021
2.PAR.4.2 Identify, describe, and create Example
growing patterns and shrinking
patterns involving addition and ● Describe the growing pattern below and build the next two terms in the pattern.
subtraction up to 20.

MEASUREMENT & DATA REASONING – length, distance, time, and money

2.MDR.5: Estimate and measure the lengths of objects and distance to solve problems found in real-life using standard units of measurement, including
inches, feet, and yards.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
2.MDR.5.1 Construct simple measuring instruments Strategies and Methods Terminology Age/Developmentally Appropriate
using unit models. Compare unit models ● Students should discuss how ● Iterating one inch units means ● In Grade 1, students used one-inch items as
to rulers. measurement with iterating using several individual (inch) non-standard units of measure for length. In
individual one-inch units, such units, such as 1-inch tiles, and Grade 2, students compare a constructed
as one-inch tiles, compares setting them next to one ruler with standard rulers and compare the
with measurement using an another to measure the length use of the devices.
instrument such as a standard of an object.
ruler.
2.MDR.5.2 Estimate and measure the length of an Strategies and Methods
object or distance to the nearest whole ● Students should be able to use appropriate measuring tools such as rulers, yardsticks, and measuring tapes.
unit using appropriate units and standard ● Units of measure include inches, feet, and yards
measuring tools.
2.MDR.5.3 Measure to determine how much longer Fundamentals Strategies and Methods Example
one object is than another and express ● This is the first time students ● Students should use tools such ● I measured my two pet parakeets. One was 7
the length difference in terms of a are introduced to a standard- as rulers, measuring tapes, and inches long and one was 15 inches long. The
length unit such as an inch. yardsticks larger one is 8 inches longer than the smaller
standard-length unit.
to obtain measurements. one.
2.MDR.5.4 Ask questions and answer them based on Fundamentals Strategies and Methods
gathered information, observations, and ● Relevant problems can include word problems that are meaningful to a
appropriate graphical displays to solve student’s real environment. It is important for the problems presented ● Questions should be student generated.
to be relevant and interesting for the learners to pique their natural,
problems relevant to everyday life.
intellectual curiosity.
2.MDR.5.5 Represent whole-number sums and Fundamentals Age/Developmentally Appropriate Example
differences within a standard unit of ● Students should be able to ● This prepares students to use
measurement on a number line diagram. represent sums and differences number lines for fractions in
presented in practical, higher grades.
31 | K-8 Mathematics Standards
August 2021
 mathematical problems on a
number line diagram.

2.MDR.6: Solve real-life problems involving time and money.

Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
2.MDR.6.1 Tell and write time from analog and Fundamentals Age/Developmentally Strategies and Methods Example
digital clocks to the nearest five minutes, ● Students should be able Appropriate ● Video showing how to ● Denise had soccer
and estimate and measure elapsed time to categorize daily ● Problems involving use a number line to tell practice after school
activities by a.m. and elapsed time in second time and how the today. Practice began at
using a timeline, to the hour or half hour
p.m. grade should be written number line can be 3:30 and ended at 6:00.
on the hour or half hour.
so as to avoid crossing curved to look like a How much time did she
over a.m. and p.m. circular clock – Click spend at soccer practice?
Here.
2.MDR.6.2 Find the value of a group of coins and Age/Developmentally Appropriate Fundamentals Strategies and Methods
determine combinations of coins that ● This is the first time students are required to find the value of a ● Students should ● Students should be
equal a given amount that is less than one group of coins. be able to given opportunities
● The total quantity should be based on cents and the value of a identify the to explore this
hundred cents, and solve problems
group of coins should be less than 100 cents. values of concept using hands-
involving dollar bills, quarters, dimes,
● Use of written decimal numbers is not an expectation for this pennies, nickels, on manipulatives.
nickels, and pennies, using $ and ¢ grade level. dimes, and Virtual manipulatives
symbols appropriately. ● The $ symbol should only be used when referring to whole dollar quarters. Half- may also be used.
amounts at this grade level. dollars may also
● Students should be able to solve applicable, mathematical be investigated, if
problems that involve either only dollars or only cents. available.
● Dollar bills may include $1, $5, $10, $20, and $100.

32 | K-8 Mathematics Standards

August 2021
GEOMETRIC & SPATIAL REASONING – sorting shapes, lines of symmetry, partitioning circles and rectangles
2.GSR.7: Draw and partition shapes and other objects with specific attributes and conduct observations of everyday items and structures to identify how
shapes exist in the world.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
2.GSR.7.1 Describe, compare and sort 2-D Relevance and Age/Developmentally Appropriate Terminology Example
shapes including polygons, Application ● Students should be encouraged to ● Attributes – characteristics of a two- ● Describe a shape
triangles, quadrilaterals, ● Students should sort and classify shapes based on dimensional or three-dimensional shape based on its
be able to use their choice of attributes as well as ● Vertices – corners of a geometric figure attributes and
pentagons, hexagons, and 3-D
spatial attributes that may be provided. ● Rectangular prism – a three-dimensional compare and sort
shapes including rectangular
reasoning to ● Students at this grade level should shape that has a rectangular base (This a collection of
prisms and cones, given a set of analyze shapes also includes objects with square bases, shapes based on
attributes. describe shapes based on attributes.
in the such as cubes.) the number of
environment. angles, vertices,
sides, and equal
faces.
2.GSR.7.2 Identify at least one line of Age/Developmentally Appropriate Strategies and Methods Example
symmetry in everyday objects to ● Students should investigate ● Students should be provided multiple ● Identify lines of symmetry seen in
describe each object as a whole. symmetry using a variety of opportunities to investigate symmetry everyday objects, such as a butterfly, stop
materials, such as miras and through paper folding and/or the use of sign, flower, or dragonfly. Identify lines of
paper folding. mirrors. symmetry seen and how they connect to
● Students at this grade level ● Students should develop an the object.
should describe the everyday understanding of what a line of symmetry ● Sample student response: “I can see that
objects using the line of is through exploration with real-world the butterfly looks the same on each
symmetry. objects. wing, but it looks backward, like a mirror,
on the other side of the line of symmetry.”
2.GSR.7.3 Partition circles and rectangles Fundamentals Strategies and Methods Age/Developmentally Examples
into two, three, or four equal ● Students have ● Students are not Appropriate
shares. Identify and describe explored quarters expected to precisely ● Partitioning shapes
and halves in first partition circles into prepares students to
equal-sized parts of the whole
grade and are thirds, but rather reason about fractions in
using fractional names (“halves,”
extending their partition circles and upper grades.
“thirds,” “fourths”, “half of,” understanding of rectangles into thirds ● Shading is not an
“third of,” “quarter of,” etc.). fractions to thirds. close enough to be expectation within images
described as three for this grade because the
equal parts. student is only required to
partition the whole shape Halves Thirds Fourths
into equal shares. (Quarters)

33 | K-8 Mathematics Standards

August 2021
 Below is a student work sample showing a
second grade student’s two attempts at
partitioning a circle into thirds during a
mini lesson. As she is making sense of
what happens when you partition a circle
into thirds, she realizes that each part
represents the same quantity and is one
third of the whole circle (approximate
partitions are sufficient for beginning
phases of understanding development
related to quantity):

2.GSR.7.4 Recognize that equal shares of Strategies and Methods Age/Developmentally Appropriate Examples
identical wholes may be different ● Students should explore ● Shading is not an expectation within
shapes within the same whole. rectangles and circles being images for this grade because the
partitioned in multiple ways to student is only required to partition
recognize that equal shares may the whole shape into equal shares.
be different shapes within the
same whole.

Halves Thirds Fourths

(Quarters)

o Students should be able to recognize

that even though shapes may be
partition differently, they still have
the same relationship to the whole.

34 | K-8 Mathematics Standards

August 2021
 3rd Grade

The nine standards listed below are the key content competencies students will be expected to master in third grade.
Additional clarity and details are provided through the classroom-level learning objectives and evidence of student learning
details for each grade-level standard found on subsequent pages of this document. As teachers are planning instruction
and assessing mastery of the content at the grade level, the focus should remain on the key competencies listed in the table
below.

THIRD GRADE STANDARDS

3.MP: Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to
succeed in mathematics, including critical thinking, reasoning, and effective collaboration and expression.
Seek help and apply feedback. Set and monitor goals.
3.NR.1: Use place value reasoning to represent, read, write, and compare numerical values up to 10,000 and
round whole numbers up to 1,000.
3.PAR.2: Use part-whole strategies to represent and solve real-life problems involving addition and subtraction
with whole numbers up to 10,000.
3.PAR.3: Use part-whole strategies to solve real-life, mathematical problems involving multiplication and
division with whole numbers within 100.
3.NR.4: Represent fractions with denominators of 2, 3, 4, 6 and 8 in multiple ways within a framework using
visual models.
3.MDR.5: Solve real-life, mathematical problems involving length, liquid volume, mass, and time and analyze
graphical displays of data to answer relevant questions.
3.GSR.6: Identify the attributes of polygons, including parallel segments, perpendicular segments, right angles,
and symmetry.
3.GSR.7: Identify area as a measurable attribute of rectangles and determine the area of a rectangle presented
in real-life, mathematical problems.
3.GSR.8: Determine the perimeter of a polygon presented in real-life, mathematical problems.

35 | K-8 Mathematics Standards

August 2021
 Georgia’s K-12 Mathematics Standards – 2021

3rd Grade
NUMERICAL REASONING – base ten numerals and place value up to 10,000, and rounding up to 1,000
3.NR.1: Use place value reasoning to represent, read, write, and compare numerical values up to 10,000 and round whole numbers up to 1,000.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
3.NR.1.1 Read and write multi-digit Strategies and Methods Examples
whole numbers up to 10,000 ● Students should be able to compose (combine) and decompose ● 15 tens + 13 ones = 163 OR 16 tens + 3 ones
using base-ten numerals and (break apart) numbers in various ways. ● 568 = 500 + 50 + 18 OR 500 + 60 + 8
expanded form. ● Examples of different strategies and representations can be found
within the Computational Strategies for Whole Numbers document
found in the appendices.
3.NR.1.2 Use place value reasoning to Strategies and Methods
compare multi-digit numbers up ● Students should be able to compare whole numbers up to 10,000.
to 10,000, using >, =, and < ● Students should also create bar graphs and dot plots to represent numerical data when answering a statistical investigative question.
They should be able to analyze the data presented in dot plots and bar graphs to compare multi-digit numbers using the symbols to
symbols to record the results of
record comparison in context.
comparisons.
3.NR.1.3 Use place value understanding Relevance and Strategies and Fundamentals Example
to round whole numbers up to Application Methods ● Students should be ● On a road trip, there is a gas station at the 700-mile
1000 to the nearest 10 or 100. ● Students should ● Students given opportunities mark and the 800-mile mark. You have about 50
be able to use should locate to build miles left in the tank when you hit the 765-mile
place value numbers on a understanding by mark, which gas station is the closest for you to go
understanding to number line exploring the concept to?
round whole to determine within 100 first and
numbers for an the nearest then progressing to
authentic purpose multiple of 10 applying the same
within authentic or 100. mathematical
situations. thinking within 1000.

36 | K-8 Mathematics Standards

August 2021
PATTERNING & ALGEBRAIC REASONING – fluency, addition and subtraction within 10,000, multiplication and division within 100, equality, properties of
operations
3.PAR.2: Use part-whole strategies to represent and solve real-life problems involving addition and subtraction with whole numbers within 10,000.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
3.PAR.2.1 Fluently add and subtract Terminology Relevance and Application Strategies and Methods Age/Developmentally Appropriate
within 1000 to solve problems. ● Fluently/Fluency – To ● Students should be able – see special note in ● Students should be allowed to choose an
achieve fluency, students to use numerical appendix appropriate strategy to demonstrate fluency.
should be able to choose reasoning to solve ● Strategies may be ● Finding and using key words is not an
flexibly among methods mathematical problems based on place appropriate strategy.
and strategies to solve relevant to everyday life value, properties of
mathematical problems involving all problem operations, and/or
accurately and types. Click here for a the relationship
efficiently. listing of all problem between addition
● Dot plots and line plots types. and subtraction.
are similar tools with ● Relevant problems can ● Some problems
different symbols used to include word problems should include data
display the data points. that are meaningful to a obtained from
They can be used student’s real measurements of
interchangeably. environment. It is objects. This will
important for the allow students to
problems presented to apply their problem-
be relevant and solving abilities to
interesting for the reading bar graphs,
learners to pique their pictographs, and dot
natural, intellectual plots as they solve
curiosity. problems within
1000.
3.PAR.2.2 Apply part-whole strategies, Fundamentals Strategies and Methods – see special note in appendix
properties of operations and ● Students should add and subtract multi-digit whole ● Students should be given opportunities to use variety of models
place value understanding, to numbers within 10,000 to solve authentic, and representations when extending their understanding of part-
mathematical problems using efficient and whole reasoning strategies.
solve problems involving
generalizable procedures, based on knowledge of ● Students should be given the choice of which strategy they can
addition and subtraction within
place value and properties of operations. use.
10,000. Represent these ● The focus of this learning objective is mathematical
problems using equations with reasoning and sense-making.
a letter standing for the
unknown quantity. Justify
solutions.

37 | K-8 Mathematics Standards

August 2021
3.PAR.3: Use part-whole strategies to solve real-life, mathematical problems involving multiplication and division with whole numbers within 100.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
3.PAR.3.1 Describe, extend, and create Age/Developmentally Appropriate Example
numeric patterns related to ● Identifying patterns can help students derive and automatize multiplication ● A student highlighting the multiples of 9 on a
multiplication. Make facts. hundreds chart might notice 2 x 9 is 2 away from
● Multiplication tables may be used to help students discover patterns and 20, 3 x 9 is 3 away from 30, and so forth.
predictions related to the
relationships.
patterns.
● A student looking at a multiplication table may discover that multiples of
even numbers (2, 4, 6, and 8) are always even; the products in each row and
column increase by the same amount (skip counting); the multiples of 6 are
double the multiples of 3; the multiples of any number fall on a horizontal
and a vertical line due to the commutative property, etc.
● Patterns may include exposure to even and odd extending from previous
work in 2nd grade.
3.PAR.3.2 Represent single digit Fundamentals Strategies and Methods – see special Age/Developmentally Appropriate
multiplication and division ● Students should solve note in appendix ● Students should be able to use numerical reasoning
facts using a variety of multiplication problems including ● Multiplication strategies may to learn multiplication and division facts through
single-digit factors and division include repeated addition, equal- playing games and solving authentic, mathematical
strategies. Explain the
problems including single-digit sized groups, arrays, area models, problems.
relationship between
divisors and quotients. equal jumps on a number line and ● Fluency does not lend itself to timed tests or speed.
multiplication and division. skip counting. Students should be given opportunities to choose
● Multiplication tables may be used to flexibly among methods and strategies to solve
help students discover patterns and mathematical problems accurately and efficiently.
relationships. ● Fluency can be assessed in different ways.
● Division strategies may include
repeated subtraction, equal sharing,
and forming equal groups.
● Examples of different strategies and
representations can be found within
the Computational Strategies for
Whole Numbers document found in
the appendices.
3.PAR.3.3 Apply properties of Age/Developmentally Appropriate Examples
operations (i.e., commutative ● These properties should be used organically within the daily number ● 7 x 3 is known, then 3 x 7 is also known
property, associative sense routines. (Commutative Property)
● Students at this grade level are not expected to identify the specific ● 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30,
property, distributive
properties. or 5 x 2 = 10, then 3 x 10 = 30 (Associative Property)
property) to multiply and
● Third grade students do not need to know the formal names for these ● Knowing 8 x 5 = 40 and 8 x 2 = 16, 8 x 7 can be found
divide within 100. properties. as the sum of these partial products: 8 x (5 + 2) = (8 x
5) + (8 x 2) = 40 + 16 = 56 (Distributive Property)
3.PAR.3.4 Use the meaning of the equal Age/Developmentally Appropriate Examples
sign to determine whether ● Students build upon their prior ● Ten teams of 8 students signed up for a volleyball tournament. One of the teams had to
expressions involving knowledge of equality to extend to drop out. Write an equation with two expressions that show how many students will be
relational understanding. at the tournament.
38 | K-8 Mathematics Standards
August 2021
 addition, subtraction, and ○ Possible solutions: 9 groups of 8 is the same as 10 groups of 8 minus one
multiplication are equivalent. group of 8 or 9 x 8 = (10 x 8) – 8, or 9 x 8 = 8 + 8 + 8 + 8 + 8 + 8 + 8 + 8 + 8
○ Students may also use picture drawings or models to justify their thinking.
3.PAR.3.5 Use place value reasoning and Age/Developmentally Appropriate Example
properties of operations to ● Students should be given an opportunity to explore that when a number is 10 times larger than ● 6 times 20 is 120
multiply one-digit whole another number, this does not come from adding zero. because 6 groups of 20 is
● Students should understand that adding zero does not change the overall quantity. 120; or 6 x 20 = 6 x (10 x
numbers by multiples of 10, in
● Students should explore the patterns of multiplying by ten and notice how the magnitude of 2) = (6 x 10) x 2 = 60 x 2 =
the range 10-90.
the number changes. Exploring the pattern, students should uncover as numbers are 120.
multiplied by a multiple of 10, the digit shifts left, making the value ten times more with each
shift.
3.PAR.3.6 Solve practical, relevant Fundamentals Age/Developmentally Relevance and Strategies and Methods – Example
problems involving ● Students Appropriate Application see special note in ● The store had video
multiplication and division should be able ● Multiplication ● Relevant problems appendix games on sale for $15
to solve and division can include word ● Some problems each. If you bought 4
within 100 using part-whole
practical, within 100 means problems that are should include games, how much would
strategies, visual
realistic multiplication and meaningful to a creating and reading you spend?
representations, and/or division division of two student’s real bar graphs,
concrete models. problems whole numbers environment. It is pictographs, and dot
including with whole important for the plots. Data could
“how many in number answers, problems presented include values
each group” and with product to be relevant and obtained from
and “how or dividend in the interesting for the measurements of
many groups” range 0-100 (e.g., learners to pique objects.
using efficient 39 ÷ 3 = 13). their natural,
and flexible intellectual
strategies. curiosity.
3.PAR.3.7 Use multiplication and Fundamentals Age/Developmentally Strategies and Methods – see Example
division to solve problems ● Students should use a variety of Appropriate special note in appendix ● At the movies, tickets
involving whole numbers to strategies to solve multi-step ● This is limited to ● Some problems should cost $11 each, popcorn
authentic, mathematical problems posed with include creating and costs $7 each, and drinks
100. Represent these
problems. whole numbers and reading bar graphs, costs $4 each. If I have
problems using equations
● Students should represent having whole-number pictographs, and dot plots. $35, do I have enough to
with a letter standing for the problems using equations with a answers. Situations ● Data could include values purchase 2 tickets, 1
unknown quantity. Justify variable standing for the involving money obtained from popcorn, and 2 drinks?
solutions. unknown quantity and justify should not include measurements of objects.
their answers. Variables can be decimal numbers.
letters used to represent the
unknown.
● Students should use numerical
reasoning to assess the
reasonableness of answers.

39 | K-8 Mathematics Standards

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NUMERICAL REASONING – unit fractions, equivalent fractions, fractions greater than 1
3.NR.4: Represent fractions with denominators of 2, 3, 4, 6 and 8 in multiple ways within a framework using visual models.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
3.NR.4.1 Describe a unit fraction and Age/Developmentally Strategies and Methods Example
Appropriate ● Students should investigate unit 3
explain how multiple copies of ● Understand that is composed of three pieces,
● This standard is fractions using area models, parts of 4
a unit fraction form a non-unit 1
limited to fractions a set, linear models, and points on a each with a size of .
fraction. Use parts of a whole, 4
with denominators number line.
parts of a set, points on a
of 2, 3, 4, 6 and 8. ● Students should be given the
number line, distances on a ● Set sizes should opportunity to explore this concept
number line and area models. not exceed 24. using a variety of visual tools such as
Cuisenaire rods, fraction tiles,
fraction strips, fraction bars, fraction
towers, number lines, etc.

3.NR.4.2 Compare two unit fractions by Fundamentals Strategies and Methods

flexibly using a variety of tools ● Students should be able to recognize ● Students should be able to use numerical reasoning strategies when comparing
and strategies. that comparisons are valid only when unit fractions.
the two fractions refer to the same ● Tools and strategies could include visual fraction models.
whole. ● Students should record the results of comparisons with symbols >, =, or <, and
justify the conclusions.
3.NR.4.3 Represent fractions, including Age/Developmentally Strategies and Methods Example
fractions greater than one, in Appropriate ● Students should investigate unit fractions ● There are 6 keys in Stephanie’s collection. She gives
multiple ways. ● This standard is using area models, set models (parts of a set), two of them to her friend. What fraction of her
limited to linear models, and points representing collection did she give?
fractions with distances on a number line.
denominators of ● Students should be given the opportunity to Possible Solution:
2, 3, 4, 6 and 8. explore this concept using a variety of visual
● Set sizes should tools such as Cuisenaire rods, fraction tiles,
not exceed 24. fraction strips, fraction bars, fraction towers,
number lines, analog clock, fraction circle, etc.
She gave 1/3 of her collection.
3.NR.4.4 Recognize and generate Fundamentals Age/Developmentally Appropriate Strategies and Methods
simple equivalent fractions. ● Students should explore ● This standard is limited to ● Students should determine that two fractions are equal when
the relationship between fractions with denominators they are the same size or on the same location on a number line.
halves, fourths, and of 2, 3, 4, 6 and 8. ● Students should express whole numbers as fractions recognize
eighths, as well as thirds fractions that are equivalent to whole numbers.
and sixths to generate
simple equivalent
fractions.

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MEASUREMENT & DATA REASONING – elapsed time, liquid volume, mass, lengths in half and fourth of an inch, data
3.MDR.5: Solve real-life, mathematical problems involving length, liquid volume, mass, and time.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
3.MDR.5.1 Ask questions and answer them Fundamentals
based on gathered information, ● Relevant problems can include word problems that are meaningful to a student’s real environment. It is important for the
observations, and appropriate problems presented to be relevant and interesting for the learners to pique their natural, intellectual curiosity.
● Questions should be student generated.
graphical displays to solve problems
relevant to everyday life.
3.MDR.5.2 Tell and write time to the nearest Fundamentals
minute and estimate time to the ● Students should be given opportunities to determine relative time and predict time to the nearest fifteen minutes using only the
nearest fifteen minutes (quarter hour hand of an analog clock.
hour) from the analysis of an analog
clock.
3.MDR.5.3 Solve meaningful problems Age/Developmentally Appropriate Examples
involving elapsed time, including ● Problems should include am/pm, start unknown, end unknown, ● The bus comes at 7:00 a.m. It takes me 15 minutes to
intervals of time to the hour, half and change unknown and addition/subtraction of time intervals. eat breakfast and 30 minutes to get ready. What time
● Students should be given opportunities to use number lines to do I need to wake up? (e.g., start unknown)
hour, and quarter hour where the
find unknowns. ● I went to the movies at 3:15 p.m. The movie lasted 1
times presented are only on the
● Relevant problems can include word problems that are hour 45 minutes. What time did the movie end? (e.g.,
hour, half hour, or quarter hour meaningful to a student’s real environment. It is important for end unknown)
within a.m. or p.m. only. the problems presented to be relevant and interesting for the ● After school I went to the park at 2:30 p.m. and left to
learners to pique their natural, intellectual curiosity. go home at 3:45 p.m. How long was I at the park? (e.g.,
change unknown)
3.MDR.5.4 Use rulers to measure lengths in Age/Developmentally Appropriate
halves and fourths (quarters) of an ● Students should use rulers marked with halves and fourths (quarters) of an inch.
inch and a whole inch. ● Students must have prior knowledge of fractions on a number line.
3.MDR.5.5 Estimate and measure liquid Fundamentals Age/Developmentally Appropriate Terminology Example
volumes, lengths and masses of ● Students should have ● Conversions are not expected ● The terminology below is used ● Students should be able
objects using customary units. an opportunity to in this grade level. The focus to clarify expectations for the to record measurement
compare capacity by here should be on helping teaching professional. equivalents in a two-
Solve problems involving mass,
filling one container learners see the equivalence Students are not required to column table.
length, and volume given in the
with something and between quantities. use this terminology when
same unit, and reason about the then pouring this ● Students extend engaging with the learning
relative sizes of measurement units amount into the understanding of measuring objective.
within the customary system. comparison length in inches to measuring
o Customary measurement
container. in feet and yards.
units include weight (oz.,
● Students should have
opportunities to lbs., tons) capacity (fl. oz,
physically measure cups, pints, quarts,
objects. gallons), length (in., ft.,
yds., miles).

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GEOMETRIC & SPATIAL REASONING – polygons, parallel line segments, perpendicular line segments, right angles, lines of symmetry, area, perimeter
3.GSR.6: Identify the attributes of polygons, including parallel segments, perpendicular segments, right angles, and symmetry.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
3.GSR.6.1 Identify perpendicular line Terminology Age/Developmentally Example
segments, parallel line segments, ● Two lines are perpendicular if the Appropriate ● Given a variety of shapes, identify whether
and right angles, identify these in angle formed at their intersection is ● There should be a focus on each includes parallel line segments,
a right angle (angles that form a the investigation of perpendicular line segments, and right
polygons, and solve problems
square corner). quadrilaterals, specifically, angles.
involving parallel line segments,
● Two lines are parallel if they are in but other polygons should
perpendicular line segments, and the same plane and never intersect. also be explored.
right angles.
3.GSR.6.2 Classify, compare, and contrast Fundamentals Age/Developmentally Strategies and Terminology
polygons, with a focus on ● Students should explore, Appropriate Methods ● Properties may include angles, side lengths,
quadrilaterals, based on compare, and contrast ● This learning ● Quadrilaterals symmetry, congruence, and the presence or
polygons based on objective does should include absence of parallel or perpendicular lines.
properties. Analyze specific 3-
properties. not require square, ● Students should be able to identify types of
dimensional figures to identify
● There should be a focus on students to rectangle, angles, including acute, obtuse, and right.
and describe quadrilaterals as the investigation of create a rhombus, o Right angle – An angle with a square
faces of these figures. quadrilaterals, specifically, hierarchy. parallelogram, corner.
but other polygons should trapezoid, and o Acute angle – An angle smaller than a
also be explored. kite. right angle.
● Students should also be o Obtuse angle – An angle larger than a
able to identify and name right angle.
precise quadrilaterals as ● In Georgia resources and assessments, the
faces of specific 3- inclusive definitions for the classification of
dimensional figures. shapes are used. Therefore, trapezoids are
defined using the inclusive definition: at least
one pair of parallel sides.
3.GSR.6.3 Identify lines of symmetry in Fundamentals Age/Developmentally Appropriate Terminology
polygons. ● There should be a focus on ● Students should investigate ● Quadrilaterals are polygons with four sides
the investigation of symmetry using a variety of and four angles.
quadrilaterals, specifically, materials, such as miras and
but other polygons should paper folding.
also be explored.

3.GSR.7: Identify area as a measurable attribute of rectangles and determine the area of a rectangle presented in real-life, mathematical problems.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
3.GSR.7.1 Investigate area by covering the Age/Developmentally Appropriate Strategies and Methods Example
space of rectangles presented in ● The expectation at this ● Students should use numerical and ● Students can determine the area of the
realistic situations using multiple grade level is for students spatial reasoning to determine the area top of their desk or other rectangle
to explore areas of of rectangles presented in realistic, outlined by tape on the desk by
copies of the same unit, with no
rectangles only. mathematical problems. covering it using non-standard units,
42 | K-8 Mathematics Standards
August 2021
 gaps or overlaps, and determine such as index cards, sticky notes, tiles,
the total area (total number of etc.
units that covered the space).
3.GSR.7.2 Determine the area of rectangles Age/Developmentally Appropriate Strategies and Methods Example
(or shapes composed of ● The expectation at this ● Students should use numerical and spatial ● A laptop cover is being made with
rectangles) presented in relevant grade level is for students reasoning to determine the area of square vinyl stickers. There are
to explore areas of rectangles presented in realistic, four rows of stickers. There are 9
problems by tiling and counting.
rectangles by tiling and mathematical problems by counting or tiling. stickers in each row. How many
counting to develop the ● Relevant problems can include word square stickers were used to
concept of area as the problems that are meaningful to a student’s create the laptop cover?
space (number of tiles) real environment. It is important for the
needed to cover the problems presented to be relevant and
shape. interesting for the learners to pique their
natural, intellectual curiosity.
3.GSR.7.3 Discover and explain how area Age/Developmentally Fundamentals Terminology Example
can be found by multiplying the Appropriate ● Students should ● The dimensions of a ● The area of a rectangle with whole-
dimensions of a rectangle. ● Dimensions of the have multiple rectangle can be referred to number side lengths a and b + c is the
rectangle could be opportunities to as length and width OR sum of a × b and a × c; 4 x 7 is the
limited to values up to connect area to base and height. same as 4 x (2 + 5) and is the sum of 4
10 for each dimension. the investigations ● A square with side length 1 x 2 and 4 x 5.
Students could explore of multiplication unit, called “a unit square,” ● In a rectangular garden, you have four
higher values for using arrays. is said to have “one square rows of peanut plants. There are 9
dimensions as they unit” of area, and can be peanut plants in each row. How many
show readiness. used to measure area (e.g., peanut plants are there in the garden?
square cm, square m,
square in, square ft).

3.GSR.8: Determine the perimeter of a polygon presented in real-life, mathematical problems.

Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
3.GSR.8.1 Determine the perimeter Age/Developmentally Fundamentals Terminology Examples
of a polygon and explain Appropriate ● Students should be given ● The focus of this ● Your neighbor has 24 feet of fencing and
that the perimeter ● At this grade level, opportunities to develop a learning objective wants you to help her build a rectangular
students should conceptual understanding of should be on developing pen for her dog. What are some possible
represents the distance
explore perimeters of perimeter of all types of the conceptual dimensions for the dog pen? Which pen
around a polygon. Solve
polygons with up to polygons including regular understanding of would you recommend and why?
problems involving and irregular. perimeter, rather than ● A square pizza box has a perimeter of 32
ten sides.
perimeters of polygons. ● Students should investigate on terminology. inches, what are side lengths of the box?
perimeters of polygons with ● A polygon is a closed ● If a stop sign has a side length of 4 inches,
a focus on quadrilaterals. figure with at least three what would be its perimeter?
● Students should be able to straight sides and
find the perimeter given the angles; a polygon is
side lengths. regular only when all
sides are equal and all

43 | K-8 Mathematics Standards

August 2021
 ● Students should be able to angles are equal; and a
find the unknown side length polygon is irregular
given the perimeter. when all sides are not
equal or all angles are
not equal.
3.GSR.8.2 Investigate and describe Age/Developmentally Appropriate Relevance and Application Example
how rectangles with the ● This learning objective is ● Students should solve ● I have eighteen 1-foot panels to build a raised garden
same perimeter can have limited to rectangles only. authentic, mathematical bed. How many different ways can I put these
problems involving eighteen panels together to build a rectangular
different areas or how
perimeter and area of raised garden bed? Which rectangle will have the
rectangles with the same
rectangles. greatest area?
area can have different
perimeters.

44 | K-8 Mathematics Standards

August 2021
 4th Grade
The nine standards listed below are the key content competencies students will be expected to master in fourth grade. Additional
clarity and details are provided through the classroom-level learning objectives and evidence of student learning details for each
grade-level standard found on subsequent pages of this document. As teachers are planning instruction and assessing mastery
of the content at the grade level, the focus should remain on the key competencies listed in the table below.

FOURTH GRADE STANDARDS

4.MP: Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to
succeed in mathematics, including critical thinking, reasoning, and effective collaboration and
expression. Seek help and apply feedback. Set and monitor goals.
4.NR.1: Recognize patterns within the base ten place value system with quantities presented in real-life
situations to compare and round multi-digit whole numbers through the hundred-thousands place.
4.NR.2: Using part-whole strategies, solve problems involving addition and subtraction through the
hundred-thousands place, as well as multiplication and division of multi-digit whole numbers presented
in real-life, mathematical situations.
4.PAR.3: Generate and analyze patterns, including those involving shapes, input/output diagrams,
factors, multiples, prime numbers, and composite numbers.
4.NR.4: Solve real-life problems involving addition, subtraction, equivalence, and comparison of fractions
with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100 using part-whole strategies and visual models.
4.NR.5: Solve real-life problems involving addition, equivalence, comparison of fractions with
denominators of 10 and 100, and comparison of decimal numbers as tenths and hundredths using part-
whole strategies and visual models.
4.MDR.6: Measure time and objects that exist in the world to solve real-life, mathematical problems and
analyze graphical displays of data to answer relevant questions.
4.GSR.7: Investigate the concepts of angles and angle measurement to estimate and measure angles.
4.GSR.8: Identify and draw geometric objects, classify polygons based on properties, and solve problems
involving area and perimeter of rectangular figures.

45 | K-8 Mathematics Standards

August 2021
 Georgia’s K-12 Mathematics Standards – 2021

4th Grade
NUMERICAL REASONING – place value, rounding, comparisons with multi-digit numbers, addition and subtraction, multiplicative comparisons, multiplication,
and division involving whole numbers
4.NR.1: Recognize patterns within the base ten place value system with quantities presented in real-life situations to compare and round multi-digit whole
numbers through the hundred-thousands place.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
4.NR.1.1 Read and write multi-digit Age/Developmentally Appropriate
whole numbers to the ● Students are not expected to write numbers in word form.
hundred-thousands place
using base-ten numerals
and expanded form.
4.NR.1.2 Recognize and show that a Fundamentals Example
digit in one place has a ● Students should be able to use numerical ● The population of Atlanta is about 500,000 people and the population of
value ten times greater reasoning to represent and explain using Valdosta is about 50,000 people. How many times greater is the population
concrete materials, the relationship among the of Atlanta than Valdosta?
than what it represents in
numbers 1, 10, 100, and 1,000. Students should
the place to its right and
be able to extend the pattern to the hundred-
extend this understanding thousands place.
to determine the value of ● Students should be able to recognize the
a digit when it is shifted to relationship of same digits located in different
the left or right, based on places in a whole number.
the relationship between
multiplication and division.
4.NR.1.3 Use place value reasoning Fundamentals Age/Developmentally Appropriate
to represent, compare, ● Students should be able to order up to 5 whole ● Students are not expected to use more than two inequality symbols when
and order multi-digit numbers less than 1,000,000 through the recording comparisons (< or >).
hundred-thousands place.
numbers, using >, =, and <
symbols to record the
results of comparisons.
4.NR.1.4 Use place value Age/Developmentally Appropriate Strategies and Methods
understanding to round ● Grade 4 students should explore rounding within ● Students should locate numbers on a number line to determine the nearest
multi-digit whole multiple authentic situations. multiple of 1,000s, 10,000s or 100,000s.
● Students should be able to round whole numbers
numbers.
to the 1,000s, 10,000s and 100,000s.

46 | K-8 Mathematics Standards

August 2021
4.NR.2: Using part-whole strategies, solve problems involving addition and subtraction through the hundred-thousands place, as well as multiplication and
division of multi-digit whole numbers presented in real-life, mathematical situations.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
4.NR.2.1 Fluently add and Fundamentals Terminology Age/Developmentally Strategies and Methods
subtract multi-digit ● Students should fluently ● Efficiency in mathematics Appropriate ● An efficient strategy is one that the student
numbers to solve (flexibly, accurately, and is the ability to produce ● Efficiency means can carry out easily, keeping track of sub-
efficiently) add and subtract answers relatively easily the student is able problems and making use of intermediate
practical, mathematical
multi-digit whole numbers, to with a minimal number to flexibly use results to solve the problem. Efficiency
problems using place
solve relevant, mathematical of steps. strategies means the student is able to flexibly use
value understanding, problems using efficient and ● Flexibility is the ability to appropriate for the strategies appropriate for the given
properties of flexible procedures, based on think about a problem in given problem with problem with ease.
operations, and knowledge of place value and more than one way and ease. ● Students should be given the choice of
relationships between properties of operations. to adapt or adjust ● Efficiency does not which procedure they can use.
operations. ● Relevant problems can include thinking, if necessary. mean students ● Students should add and subtract multi-
word problems that are ● Accuracy is the ability to should be timed. digit whole numbers within 100,000, to
meaningful to a student’s real produce mathematically solve relevant, mathematical problems
environment. It is important precise answers. using efficient and generalizable
for the problems presented to ● Appropriateness is the procedures, based on knowledge of place
be relevant and interesting for ability to select and apply value and properties of operations.
the learners to pique their a strategy that is
natural, intellectual curiosity. appropriate for solving a
given problem efficiently.
4.NR.2.2 Interpret, model, and Fundamentals Strategies and Methods – Terminology Example
solve problems involving ● Students should be see special note in appendix ● The terms below are used to clarify ● Mara has four pencils. Josh has
multiplicative able to solve ● Students should be expectations for the teaching three times as many pencils as
relevant, able to demonstrate professional. Students are not Mara. How many pencils does
comparison.
mathematical an understanding of required to use this terminology when Josh have?
problems involving simple multiplicative engaging with the learning objective.
multiplicative relationships by using o Multiplicative comparison – a
comparison. concrete materials, comparison situation based on
● Students should be drawings, and one set of a quantity being a
able to distinguish equations with a particular multiple of the other
multiplicative variable for the set within the comparison.
comparison from unknown number to o Additive comparison – involves
additive comparison. represent the two distinct quantities and the
problem. difference between them.
4.NR.2.3 Solve relevant problems Strategies and Methods – see special note in appendix Examples
involving multiplication ● Students should be able to solve relevant, mathematical ● There are 7 boxes of chocolates. Each box contains 16 chocolates.
of a number with up to problems involving the multiplication of a number with up to How many chocolates are there all together?
four digits by a 1-digit whole number. ● The school bought thirty-nine cases of popcorn for the school
four digits by a 1-digit
● Students should be able to illustrate and explain their carnival. Each case contained 15 bags of popcorn. How many
whole number or
calculations using equations, rectangular arrays, and/or area bags of popcorn is that all together?
involving multiplication models for all numbers included in the learning objective.
47 | K-8 Mathematics Standards
August 2021
 of two two-digit ● Relevant problems can include word problems that are
numbers using meaningful to a student’s real environment. It is important for
strategies based on the problems presented to be relevant and interesting for the
learners to pique their natural, intellectual curiosity.
place value and the
properties of
operations. Illustrate
and explain the
calculation by using
equations, rectangular
arrays, and/or area
models.
4.NR.2.4 Solve authentic division Fundamentals Strategies and Methods – see Age/Developmentally Example
problems involving up to ● Students should be able to solve special note in appendix Appropriate ● Antonio won a jar of 373 jellybeans
4-digit dividends and 1- mathematical problems related ● Students should be able ● Long division is not an in a school contest. He wants to
to everyday life involving division to illustrate and explain expectation at this share them. He and his 7 friends
digit divisors (including
of whole numbers. their calculations using grade level. will share them. How many
whole number quotients
● Authentic problems can include equations, rectangular jellybeans will each of the friends
with remainders) using word problems that are arrays, and/or area get?
strategies based on meaningful to a student’s real models. ● Possible solution: 373 ÷ 8 = (320 ÷
place-value environment. It is important for ● Examples of different 8) + (40 ÷ 8) + (13 ÷ 8) = 46 with 5
understanding, the problems presented to be strategies and jellybeans left over.
properties of relevant and interesting for the representations can be
operations, and the learners to pique their natural, found within the
relationships between intellectual curiosity. Computational
operations. Strategies for Whole
Numbers document
found in the appendices.
4.NR.2.5 Solve multi-step Fundamentals Strategies and Methods – see special note in Age/Developmentally Appropriate
problems using addition, ● Students should be able to appendix ● Problems should include solutions in which
subtraction, use the four operations with ● Students should represent and model remainders must be interpreted.
whole numbers to solve problems using equations and
multiplication, and
authentic, mathematical diagrams with a variable for the
division involving whole
problems. unknown quantity.
numbers. Use mental
computation and
estimation strategies to
justify the
reasonableness of
solutions.

48 | K-8 Mathematics Standards

August 2021
PATTERNING & ALGEBRAIC REASONING – patterns, input-output tables, factors, multiples, composite numbers, prime numbers
4.PAR.3: Generate and analyze patterns, including those involving shapes, input/output diagrams, factors, multiples, prime numbers, and composite numbers.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
4.PAR.3.1 Generate both number and Fundamentals Age/Developmentally Examples
shape patterns that follow ● Within numeric patterns, Appropriate ● Given the rule “Add 3” and a starting number of 1, generate terms
a provided rule. students should be able to ● Students are not in the resulting sequence and observe that the terms appear to
connect each term in a expected to alternate between odd and even numbers.
growing or shrinking determine the rule ● Use square tiles to generate a growing pattern that shows
pattern with its term but instead are multiples of four.
number (e.g., in the expected to extend
sequence 1, 4, 7, 10, …, the the pattern or
first term is 1, the second complete a pattern.
term is 4, the third term is ● Patterns are limited
7, and so on), and record to 8 elements.
the patterns in a table of
values that shows the term
number.
● Students should be ● Use the rule, multiply by 3 and add 1 to find the next two stages in
provided with the following growing pattern:
opportunities to explore
and extend growing
patterns using shapes.
● Students should be
provided with
opportunities to explore
and extend numerical
patterns using a given rule.
● Students should be able to
identify features of the
pattern that were not ● Where does the pattern multiply by 3? Where is the “1” that is
explicit in the rule itself. being added as this pattern grows? Create a different growing
● Students should be able to pattern using this rule. Identify where it multiplies by three and
explain, informally, why a where one is added.
pattern will continue to
develop as it does.

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PATTERNING & ALGEBRAIC REASONING – patterns, input-output tables, factors, multiples, composite numbers, prime numbers
4.PAR.3: Generate and analyze patterns, including those involving shapes, input/output diagrams, factors, multiples, prime numbers, and composite numbers.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
4.PAR.3.2 Use input-output rules, Strategies and Methods Example
tables, and charts to ● Students should be able to analyze numerical patterns
represent and describe and use input-output tables and charts to represent
patterns, find relationships and solve authentic
patterns, find relationships,
problems.
and solve problems.

4.PAR.3.3 Find factor pairs in the Fundamentals Examples

range 1–100 and find ● Students should be able to recognize that a whole ● If there are 24 students in a class, how many unique ways can they be
multiples of single-digit number is a multiple of each of its factors. arranged into equal-sized groups?
Every 8th person of the first hundred people in line for a concert will get
numbers up to 100.
a free T-shirt. Which places in the line will get a T-shirt?
4.PAR.3.4 Identify composite numbers Fundamentals Terminology
and prime numbers and ● Determine whether a given whole number in the ● Prime number – A whole number greater than 1 that with two unique
explain the relationship range 1–100 is prime or composite or neither. factors, 1 and itself.
● Students should be able to describe the relationship Composite number – A whole number greater than 1 that has at least
with the factor pairs.
between the numbers related to the factor pairs. one whole-number factor other than 1 and itself.

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NUMERICAL REASONING – fraction equivalence, comparison of fractions, and addition and subtraction of fractions with like denominators
4.NR.4: Solve real-life problems involving addition, subtraction, equivalence, and comparison of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100
using part-whole strategies and visual models.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
4.NR.4.1 Using concrete materials, Age/Developmentally Appropriate Strategies and Methods Fundamentals Example
drawings, and number lines, ● This expectation includes ● Students should be ● Students should be ● Peter is giving half of his
demonstrate and explain the fractions greater than 1. provided with able to describe candy bar to four friends.
● Fractions should be limited to opportunities to how the number Provide a mathematical
relationship between
denominators of 2, 3, 4, 5, 6, 8, demonstrate mastery of and size of the parts representation to show
equivalent fractions,
10, 12, and 100. this expectation differ even though this scenario.
including fractions greater through solving and the fractions ● Possible student
than one, and explain the discussing genuine, themselves are the 1 (4 × 1) 4
response: = =
identity property of mathematical problems same size. Use this 2 (4 × 2) 8

multiplication as it relates to related to everyday life. principle to

equivalent fractions. ● Concrete materials may recognize and
Generate equivalent include fraction circles, generate equivalent
fractions using these fraction strips, pattern fractions.
blocks. ● Students should be
relationships.
● Students may represent able to explain
their problems and fraction equivalence
explain their reasoning as a multiplicative
with drawing and relationship, not
number lines. additive.
● Students should be able ● Students should be
to discover, explain, and able to explain why
generalize the 𝑎 (𝑛 × 𝑎)
= is a true
𝑏 (𝑛 ×𝑏)
relationship between
mathematical
the identity property of
statement, whereas
multiplication and 𝑎 (𝑛+𝑎)
equivalent fractions = is NOT a
𝑏 (𝑛+𝑏)
(i.e., paper folding true mathematical
activities, number lines, statement.
etc.).
4.NR.4.2 Compare two fractions with Fundamentals Age/Developmentally Examples
the same numerator or the ● Students should be able to recognize that Appropriate ● Jamie and Kendra each had the same grid to color
comparisons are valid only when the two ● Students should be 2
same denominator by using any pattern they wished. Jamie colored of
3
fractions refer to the same whole. given fractions with 2
reasoning about their size her grid pattern and Kendra colored of her grid
● Students should record the results of common numerators 5
and recognize that pattern. Who colored more?
comparisons with symbols >, =, or <, and to compare.
comparisons are valid only justify the conclusions. o Jamie colored more because thirds are
when the two fractions refer bigger than fifths and since they both
to the same whole.

51 | K-8 Mathematics Standards

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 2
colored two parts, has to be bigger
3
2
than .
5

o Each third (yellow) is larger than each

fifth (green)

5
● Kennedy ran of a mile during practice and
8
7
Alice ran of a mile. Who ran farther?
8
o Alice ran farther because the distances
they ran were both the same unit
(eighths), so whoever had more
eighths ran the greatest distance.

o Each section above represents one-

eighth of a mile. All 8 pieces
represent the whole mile. Kennedy
ran the length of 5 pieces and Alice
ran the length of 7 pieces, so Alice ran
the greater distance.
4.NR.4.3 Compare two fractions with Fundamentals Strategies and Methods Example
● Students should be able to reason with ● Tools and strategies could 5 7
different numerators and/or ● Compare and .
6 8
different denominators by the fractional parts to make decisions include visual fraction Possible student response: When comparing
involving comparisons. models, create common
flexibly using a variety of 5 7
● Students should record the results of denominators or and , each are one part away from a whole,
tools and strategies and 6 8
comparisons with symbols >, =, or <, and numerators, or compare
recognize that comparisons justify the conclusions. to benchmarks such as 0,
1 7
and is a smaller piece so is greater than .
5
8 8 6
are valid only when the two ● Students should be able to recognize that ½ and 1 or missing parts
fractions refer to the same comparisons are valid only when the two to a whole. Students should be able to reason with the
whole. fractions refer to the same whole. fractional parts to make decisions involving
comparisons.

52 | K-8 Mathematics Standards

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4.NR.4.4 Represent whole numbers Fundamentals Strategies and Methods Example
and fractions as the sum of ● Students should be able to ● Students can justify ● Alex has a whole pizza. How can it be cut so that it can
unit fractions. break apart (decompose) whole their work using a be shared with (4, 6, 8, 12) people? What fraction of the
numbers and fractions as the visual fraction whole pizza will each person get?
sum of unit fractions. representation. 4
● Students may solve ● Express 1 in the form 1 = (1 whole is equal to four
4
1 1 1 1 4
problems in different fourths + + + = = 1) recognize that
4 4 4 4 4
ways and have the
additional wholes cut into fourths can also be written as
flexibility to choose a
mathematical strategy the sum of unit fractions (2 wholes is equal to eight
1 1 1 1 1 1 1 1 4 4 8
that allows them to fourths + + + + + + + = + = ;
4 4 4 4 4 4 4 4 4 4 4
make sense of and 4 1 1 1 1 4
recognize that = 4 because 4 = + + + =
strategically solve 1 1 1 1 1 1
4
problems using ● Locate and 1 at the same point of a number line
4
efficient methods that
diagram.
are most comfortable
for and makes sense to
them.

5
● Express as the sum of unit fractions.
4
5 1 1 1 1 1
o = + + + +
4 4 4 4 4 4

4.NR.4.5 Represent a fraction as a Fundamentals Strategies and Methods Examples

sum of fractions with the ● Break apart ● Students can justify their work ● A piece of ribbon was cut into eighths for a classroom art
same denominator in more (decompose) a using a visual fraction project. Three pieces were left at the end of the day. Show a
fraction into a sum representation. mathematical representation of the ribbon that is left.
than one way, recording 3 1 1 1 3 1 2
of fractions with the ● Students may solve problems in Possible student response: 8 = 8 + 8 + 8 ; 8 = 8 + 8
with an equation.
same denominator different ways and have the
in more than one flexibility to choose a
way, recording each mathematical strategy that allows
decomposition by them to make sense of and ● Three pans of brownies were cut into eighths to sell at a school
an equation. strategically solve problems using 7
function. 8 of one pan were sold. How many eighths are left to
efficient methods that are most sell? Show a mathematical representation of the brownies that
comfortable for and makes sense are left.
to them. 1 1 8 8 1
Possible student response: 2 8 = 1 + 1 + 8 = 8 + 8 + 8

53 | K-8 Mathematics Standards

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4.NR.4.6 Add and subtract fractions Fundamentals Strategies and Methods Example
1
and mixed numbers with like ● Students should be ● Tools include fraction concrete ● Luisa needs to know how much bigger her 2 inch piece of
4
denominators using a variety able to add and materials, such as Cuisenaire rods, 3
cardstock is than her 1 inch piece of cardstock in order to
subtract fractions drawings, and number lines. 4
of tools. finish her project.
and mixed numbers ● Students should be flexible in their
1 2
with the same (like) choice of strategy when subtracting o Possible student response: The 2 inch piece is
4 4
denominators by fractions. Reasoning about the sizes inch bigger than the 1
3
inch piece.
joining and of the fractions and their 4

separating parts relationships is the expectation here

referring to the rather than memorizing regrouping
same whole while procedures.
solving genuine, ● Students may solve problems in
mathematical different ways and have the
problems related to flexibility to choose a mathematical
everyday life. strategy that allows them to make
sense of and strategically solve
problems using efficient methods
that are most comfortable for and
makes sense to them.

54 | K-8 Mathematics Standards

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4.NR.5: Solve real-life problems involving addition, equivalence, comparison of fractions with denominators of 10 and 100, and comparison of decimal
numbers as tenths and hundredths using part-whole strategies and visual models.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
4.NR.5.1 Demonstrate and Fundamentals Strategies and Methods Example
● Students should also use ● Students should be • 5
explain the concept Colin wants to use of a board for a project. He is wondering how he can cut his
10
of equivalent mixed numbers and able to solve 5
fractions greater than 1. authentic, whole board into pieces that are equivalent to . What fraction(s) of the whole
10
fractions with 5
● Students should express mathematical board can Colin cut the board that are equivalent to ? Use visual models to
denominators of 10 3 10
fractions such as as problems involving support your reasoning.
and 100, using 10
the addition of two
30
concrete materials , and add fractions
100 fractions with
3 4 34
and visual models. such as + = . denominators of 10
10 100 100
Add two fractions and 100.
with denominators of ● Students should be
10 and 100. given multiple
opportunities to
use visual models
to develop part-
5 50
whole reasoning • Possible student response: I know that is the same as because they both take
10 100
when building an 5 50
up the same amount of space in the decimal squares below. So, = . I also
understanding of 10 100
equivalent notice that half of each square is shaded, so I think that
5 50 1
fractions. = = .
10 100 2

55 | K-8 Mathematics Standards

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4.NR.5.2 Represent, read, and Fundamentals Age/Developmentally Strategies and Methods Example
write fractions with ● Represent Appropriate ● Concrete materials ● Eric overpaid his medical bill by $0.62. When businesses
denominators of 10 decimal number ● Students are not could include base ten write refund checks, they often write the cents as a
values on a place expected to block where the “flat” fraction. What fraction will the doctor’s office use to
or 100 using decimal
value chart. write word or hundred square is represent the $0.62 on the check?
notation, and 62
names of considered one whole ● Possible student response: I wrote 62 cents ($0.62) as 100
decimal numbers to decimal numbers or a ten frame where because $0.62 is sixty-two hundredths of a dollar. If I
the hundredths at this grade the whole frame is place $0.62 on a number line, it would be between $0.60
place as fractions, level. considered one whole. and $0.70.
using concrete
materials and
drawings.
4.NR.5.3 Compare two Fundamentals Strategies and Methods Example
2 10
decimal numbers to ● Recognize that ● Decimal quantities • What do you notice about the fractions and ? Write a comparison
10 100
the hundredths comparisons are valid should be presented statement about the two fractions and use visual models to support your
only when the two within an authentic
place by reasoning reasoning.
decimal numbers refer to situation. 2 10
about their size. o Possible student response: I know that is greater than
the same whole. ● Students should be 10 100
Record the results of given multiple 2
because takes up more space in the decimal squares below.
comparisons with opportunities to use 2
10
10
the symbols >, =, or visual models to So, > .
10 100
<, and justify the develop part-whole
conclusions. reasoning when
comparing decimal
numbers.
● Students should be
able to determine
and explain, through
investigation, the
relationship between
decimal numbers,
using a variety of
tools (e.g., concrete
materials, drawings,
number lines) and
strategies.

56 | K-8 Mathematics Standards

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MEASUREMENT & DATA REASONING – time, metric measurements, distance, elapsed time, liquid volume, mass, and length
4.MDR.6: Measure time and objects that exist in the world to solve real-life, mathematical problems and analyze graphical displays of data to answer
relevant questions.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
4.MDR.6.1 Use the four Strategies and Methods Fundamentals Age/Developmentally Terminology Examples
operations to solve ● Represent ● Students should express Appropriate ● Metric ● What time does Eric
problems involving measurement larger units in terms of ● Fractions should be measurement units have to leave his
quantities, such as smaller units within the limited to include weight house to get to the
elapsed time to the
time, using same measurement system denominators of 2, (grams and concert by quarter
nearest minute,
number line and smaller units in terms 3, 4, 5, 6, 8, 10, 12, kilograms), capacity after nine, if the trip
intervals of time, diagrams that of larger units within the and 100. (milliliters and takes 90 minutes?
metric measurements feature a same measurement system. ● Time measurement liters), and length ● If you have a
of liquid volumes, measurement ● When expressing should be to the (centimeter, meter, prescription for 5,000
lengths, distances, scale. measurements given in a nearest minute. and kilometer). mg of medicine, and
and masses of ● Students should larger unit in terms of a ● Multiplication and upon getting it filled,
objects, including reason about the smaller unit and expressing division of fractions the dosage reads 5 g
problems involving relative sizes of a smaller unit in terms of a is not a of medicine, did the
measurement larger unit, students should requirement of this pharmacist make a
fractions with like
units within the be able to explain this grade level. mistake?
denominators, and
metric system. conceptually without being
also problems that ● Students should expected to use decimal
require expressing be able to notation.
measurements given accurately record ● Conversions are not
in a larger unit in measurement expected in this grade level.
terms of a smaller equivalents in a The focus here should be
unit, and expressing a two-column table. on helping learners see the
smaller unit in terms equivalence between
quantities represented in
of a larger unit based
different measurement
on the idea of
units.
equivalence.
4.MDR.6.2 Ask questions and Fundamentals Strategies and Methods
answer them based ● Relevant problems can include word problems that are meaningful to a student’s real ● Questions should be student generated.
on gathered environment. It is important for the problems presented to be relevant and interesting for
the learners to pique their natural, intellectual curiosity.
information,
observations, and
appropriate graphical
displays to solve
problems relevant to
everyday life.

57 | K-8 Mathematics Standards

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4.MDR.6.3 Create dot plots to Age/Developmentally Fundamentals Strategies and Methods Example
display a distribution Appropriate ● Students should be ● Use rulers to measure
of numerical ● Students should able to ask and lengths and record numerical
only use rulers answer questions measurement data to the
(quantitative) 1 1 1
marked to the involving addition nearest , and of an inch.
measurement data. 1 2 4 8
nearest 8 of an and subtraction of Students should be able to
inch. fractions with create dot plots to display a
common distribution of
denominators by measurements in fractions of
using the 1 1 1
a unit ( , , ).
information 2 4 8
presented in dot
plots and find the
range of the data.
Dot plots and line
plots can be used
interchangeably.

GEOMETRIC & SPATIAL REASONING – polygons, points, lines, line segments, rays, angles, perpendicular lines, area, perimeter
4.GSR.7: Investigate the concepts of angles and angle measurement to estimate and measure angles.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
4.GSR.7.1 Recognize angles as Age/Developmentally Appropriate Fundamentals
geometric shapes ● Students should have opportunities to measure right angles using non- ● Students at this grade level should determine whether an
formed when two rays standard units of measurement, such as wedges and unit angles, and angle is acute, obtuse, or right using a known right angle.
standard units of measurement, such as protractors. ● Students should also be able to explore this learning
share a common
● Students at this grade level are not expected to know that straight lines objective by investigating angles within circles.
endpoint. Draw right,
represent 180° angles. ● Students should be able to represent angle measures using
acute, and obtuse the degree symbol.
angles based on the
relationship of the
angle measure to 90
degrees.
4.GSR.7.2 Measure angles in Age/Developmentally Appropriate Fundamentals Example
reference to a circle • Students should be provided opportunities to explore angle measurement • Angle measurement should be • The student can place
with the center at the using non-standard units (wedges of a circle) to make sense of how angles are introduced with non-standard four squares around the
common endpoint of measured. tools such as pattern blocks, center of a circle. Since
two rays. Determine unit angles, and/or wedges there are 360 degrees in
prior to introducing a circle, 360 ÷ 4 = 90, so
an angle’s measure in
protractors. 360-degree
58 | K-8 Mathematics Standards
August 2021
 relation to the 360 • Students at this grade level should determine an angle’s measure through protractors would make an each square has 90-
degrees in a circle problem solving using multiplication or division and the fact that a circle has explicit connection to the degree angles.
through division or as 360 degrees. degrees of a circle and builds
conceptual understanding of
a missing factor • Students can but are not expected to use 180° protractors. angles.
problem.

4.GSR.8: Identify and draw geometric objects, classify polygons based on properties, and solve problems involving area and perimeter of rectangular figures.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
4.GSR.8.1 Explore, investigate, Age and Developmentally Fundamentals Terminology Strategies and Examples
and draw points, Appropriate ● The intent of this ● Right angle – An angle Methods ● How many lines of symmetry do
lines, line segments, ● Students should learning objective is measuring exactly 90°. ● Students each of the quadrilaterals below
explore these for students to ● Acute angle – An angle should have?
rays, angles (right,
concepts using investigate specific larger than 0° and investigate
acute, obtuse),
visual tools. properties such as smaller than 90°. lines of
perpendicular lines, perpendicular line ● Obtuse angle – An symmetry
parallel lines, and segments, lines of angle larger than 90° in two
lines of symmetry. symmetry, etc. as and smaller than 180°. dimensional
Identify these in two- they work with two- ● Perpendicular lines – figures as a
dimensional figures. dimensional figures. Two lines that meet to property.
● Students should form an intersection at This is an
draw points, lines, a right angle extension
line segments, rays, from work
angles (right, acute, in third
and obtuse), and grade.
perpendicular lines.
4.GSR.8.2 Classify, compare, Age and Developmentally Fundamentals Strategies and Methods Terminology
and contrast Appropriate ● Right angles should be ● Students should ● A polygon is a closed figure with at least three
polygons based on ● The intent of this indicated with a square investigate lines straight sides and angles; a polygon is regular
learning objective is for symbol. of symmetry in only when all sides are equal and all angles are
lines of symmetry,
students to classify ● Polygons should two dimensional equal; and a polygon is irregular when all sides
the presence or
shapes based on specific include triangles, figures as a are not equal or all angles are not equal.
absence of parallel or properties such as quadrilaterals including kites, property. This is ● Isosceles triangle – A triangle containing at least
perpendicular line perpendicular line trapezoids, rectangles, an extension from two equal length sides and two equal interior
segments, or the segments, lines of squares, rhombuses, and work in third angle measures. Sub-class includes equilateral
presence or absence symmetry, congruent other grade. triangles.
of angles of a angles or sides, or a lack parallelograms, and pentago ● Equilateral triangle – A triangle with three equal-
specified size and of these attributes. The ns. length sides and three 60-degree interior angles.
based on side focus should not be on Also known as an equiangular triangle.
having students ● Scalene triangle – A triangle containing three
lengths.
memorize terminology. unequal side lengths and three unequal angle
● This objective does not measures.
require students to ● Right triangle – a triangle with one right angle.
create a hierarchy.
59 | K-8 Mathematics Standards
August 2021
 ● Acute triangle – a triangle containing three acute
angles.
● Obtuse triangle – a triangle containing one
obtuse angle.
● In Georgia resources and assessments, the
inclusive definitions for the classification of
shapes are used. Therefore, trapezoids are
defined using the inclusive definition: at least
one pair of parallel sides.
4.GSR.8.3 Solve problems Age/Developmentally Appropriate
involving area and ● Students should not be expected to find unknown side lengths when exploring composite rectangles.
perimeter of
composite rectangles
involving whole
numbers with known
side lengths.

60 | K-8 Mathematics Standards

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 5th Grade
The nine standards listed below are the key content competencies students will be expected to master in fifth grade.
Additional clarity and details are provided through the classroom-level learning objectives and evidence of student
learning details for each grade-level standard found on subsequent pages of this document. As teachers are planning
instruction and assessing mastery of the content at the grade level, the focus should remain on the key competencies
listed in the table below.

FIFTH GRADE STANDARDS

5.MP: Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to
succeed in mathematics, including critical thinking, reasoning, and effective collaboration and expression.
Seek help and apply feedback. Set and monitor goals.
5.NR.1: Use place value understanding to solve real-life, mathematical problems.

5.NR.2: Multiply and divide multi-digit whole numbers to solve relevant, mathematical problems.
5.NR.3: Describe fractions and perform operations with fractions to solve relevant, mathematical problems
using part-whole strategies and visual models.
5.NR.4: Read, write, and compare decimal numbers to the thousandths place, and round and perform
operations with decimal numbers to the hundredths place to solve relevant, mathematical problems.

5.NR.5: Write, interpret, and evaluate numerical expressions within authentic problems.

5.PAR.6: Solve relevant problems by creating and analyzing numerical patterns using the given rule(s).

5.MDR.7: Solve problems involving customary measurements, metric measurements, and time and analyze
graphical displays of data to answer relevant questions.
5.GSR.8: Examine properties of polygons and rectangular prisms, classify polygons by their properties, and
discover volume of right rectangular prisms.

61 | K-8 Mathematics Standards

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 Georgia’s K-12 Mathematics Standards – 2021

5th Grade
NUMERICAL REASONING – place value, multiplying by powers of 10, multiplication and division of multi-digit numbers, fractions, decimal numbers, numerical
expressions
5.NR.1: Use place value understanding to solve real-life, mathematical problems.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
5.NR.1.1 Explain that in a multi-digit number, Fundamentals Examples
a digit in one place represents 10 ● Students should identify the value of a digit up 100 times ● Mara has a digital scale. He placed one playing card on
1
times as much as it represents in the greater or 1000 of the value of a digit. the scale and it read 1.3 grams. How much would you
1 expect 10 playing cards to weigh?
place to its right and of what it ● Chris took the cards off the scale and then placed 10
10
represents in the place to its left. pennies on the scale and the scale read 24 grams. How
much would you expect one penny to weigh?
5.NR.1.2 Explain patterns in the placement of Fundamentals
digits when multiplied or divided by ● Students should explain what happens to the value of a digit as it shifts to the left or right and discover the decimal point remains
a power of 10. Use whole-number between the ones and tenths place as the digits shift.
● Use whole-number exponents to denote powers of 10, up to 103.
exponents to denote powers of 10,
up to 103.

5.NR.2: Multiply and divide multi-digit whole numbers to solve relevant, mathematical problems.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
5.NR.2.1 Fluently multiply multi-digit (up to 3- Strategies and Methods – see special note in appendix Age/Developmentally Appropriate
digit by 2-digit) whole numbers to ● Students should be presented with realistic situations ● Students may use but are not limited to partial products
solve authentic problems. involving multiplication of multi-digit whole numbers. (area model).
● Students should fluently (flexibly, accurately, and efficiently) ● Students may also use a standard algorithm by making
multiply to solve practical, mathematical problems using connections from previous part-whole strategies.
efficient strategies that are based on knowledge of place ● Students should choose a strategy that makes sense to
value and properties of operations. them based on the problem. The focus should always be on
● Relevant problems can include word problems that are efficiency.
meaningful to a student’s real environment. It is important for
the problems presented to be relevant and interesting for the
learners to pique their natural, intellectual curiosity.
● Examples of different strategies and representations can be
found within the Computational Strategies for Whole
Numbers document found in the appendices.

62 | K-8 Mathematics Standards

August 2021
5.NR.2.2 Fluently divide multi-digit whole Strategies and Methods – see special note in appendix Age/Developmentally Appropriate
numbers (up to 4-digit dividends and ● Students should be presented with realistic situations ● Students should divide multi-digit whole numbers up to 4-
2-digit divisors no greater than 25) to involving the division of multi-digit whole numbers. digit dividends and 2-digit divisors no greater than 25.
● Students should be able to explain partial quotients prior to ● Students may use but are not limited to partial quotients
solve practical problems.
beginning to use a more formal algorithm. (area model).
● Students should fluently (flexibly, accurately, and efficiently) ● Students should choose a strategy that makes sense to
divide, to solve practical, mathematical problems using an them based on the problem and/or the numbers involved.
efficient algorithm and flexible strategies, based on The focus should always be on efficiency.
knowledge of place value and properties of operations.
● Examples of different strategies and representations can be
found within the Computational Strategies for Whole
Numbers document found in the appendices.

5.NR.3: Describe fractions and perform operations with fractions to solve relevant, mathematical problems using part-whole strategies and visual models.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
5.NR.3.1 Explain the meaning of a fraction as Example
division of the numerator by the ● Four children want to share 13 brownies so each child gets the same amount. How many does each child get?
𝑎 Possible solution:
denominator ( = a ÷ b). Solve
𝑏
problems involving division of whole
numbers leading to answers in the
form of fractions or mixed numbers.

5.NR.3.2 Compare and order up to three Fundamentals Strategies and Methods Examples
fractions with different numerators ● Tools and strategies could ● Students should use familiar ● Two customers ordered pizzas. Jamie ordered a small,
3
and/or different denominators by include visual fraction tools such as number lines and Zach ordered a large. Jamie ate of her pizza. Zach
4
models, create common fraction pieces, and other
flexibly using a variety of tools and at half of his. Who ate more pizza?
denominators or manipulatives to solve Since the two pizzas were different sizes, we are unable
strategies.
numerators, or compare comparing and ordering to determine who ate more without more information.
to benchmarks such as 0, 1 fractions problems. ● Luke, Ella, and Janice were all given the same amount of
and 2. ● Students should be given the 3
money for their birthdays. Luke spent of his money,
● Students should compare opportunity to choose 5
5 3
all types of fractions, strategies based on the Ella spent of her money and Janice spent of her
8 8
including fractions greater mathematical context and/or money. Who spent the most of their money? Who
than one. the numbers in the problem spent the least?

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 to compare and order 5
Possible student response: “I know that is bigger than
8
fractions. 3
● Students may choose because they’re both eighths and 5 is of something is
8
3 3
strategies such as common- more than 3. is also bigger than because fifths are
5 8
numerator, common bigger than eighths and there are three of each. is
5
denominator, using 8
3 15
benchmark fractions, and just a little bigger than because is just a little
5 24
equivalent fractions to 15
bigger than . So, Janice spent the least, Ella spent the
25
compare and order fractions.
most, and Luke spent almost as much as Ella, but not
● Students should record the quite.”
results of comparisons with
symbols >, =, or <, and justify
the conclusions.
● Students should be able to
recognize that comparisons
are valid only when the two
fractions refer to the same
whole.
5.NR.3.3 Model and solve problems involving Fundamentals Strategies and Methods Example
● Students should use ● Students should use numerical 1
addition and subtraction of fractions ● Tom is baking a cake. He added teaspoon
2
and mixed numbers with unlike benchmark fractions and reasoning to add and subtract
of vanilla extract to the cake mix. He tasted
number sense of fractions fractions and mixed numbers with
denominators. the batter and determined he needed more,
to estimate and assess the unlike denominators in authentic, 3
reasonableness of mathematical problems by finding a so he added another teaspoon of vanilla
4
answers as an common denominator and equivalent extract. How much total vanilla extract did
introduction to addition fractions to produce like denominators he add to the cake mix?
and subtraction. using a variety of tools and strategies. ● Possible student response: A student may
● Students may solve problems in decompose one of the fractions to a make a
different ways and have the flexibility benchmark number (2):
1

to choose a mathematical strategy that 1 3

+4
allows them to make sense of and 2

strategically solve problems using 1 2 1

efficient methods that are most = 2 + (4 + 4)
1 2 1
comfortable for and makes sense to = (2 + 4) + 4
them.
1
= 14

5.NR.3.4 Model and solve problems involving Strategies and Methods Age/Developmentally Examples
1
multiplication of a fraction and a ● Students should be presented with a Appropriate ● Each cupcake takes 4 cup of frosting. If Betty
whole number. variety of practical, mathematical ● Students should explain the wants to make 20 cupcakes for a party, how
𝑎
problems involving multiplication of a meaning of a fraction 𝑏 as a much frosting will she need?
fraction and a whole number. 1
multiple of 𝑏. ● Mr. Rogers need to make peanut butter and
● Students should use their ● Students should be exposed jelly sandwiches for 12 children. He wants to
understanding of equivalency to to fractions less than 1, equal
3
make 4 of a sandwich for each child. How
flexibly reason with equivalent to 1, and greater than 1. many sandwiches does he need to make?
64 | K-8 Mathematics Standards
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 fractions based on the framework of
the problem. Simplifying fractions is
not an expectation of this grade level.
● Students may solve problems in
different ways and have the flexibility
to choose a mathematical strategy
that allows them to make sense of
and strategically solve problems
using efficient methods that are most
comfortable for and makes sense to
them.
5.NR.3.5 Explain why multiplying a whole Strategies and Methods Example
number by a fraction greater than ● Students should be presented with a variety of realistic, ● Mrs. Cole needs to make lunch for 12 children at a day
1
one results in a product greater than mathematical situations involving multiplication as scaling care. Each child gets 2 of a sandwich. How many whole
(resizing) that include fractions and whole numbers. sandwiches does Mrs. Cole need to make? NOTE: The
the whole number, and why
● Relevant problems can include word problems that are student should be able to recognize that the solution to 12
multiplying a whole number by a
meaningful to a student’s real environment. It is important 1
x 2 will be less than 12 because each child only gets half
fraction less than one results in a for the problems presented to be relevant and interesting
product less than the whole number of a sandwich.
for the learners to pique their natural, intellectual
and multiplying a whole number by a curiosity.
fraction equal to one results in a
product equal to the whole number.
5.NR.3.6 Model and solve problems involving Strategies and Methods Example
division of a unit fraction by a whole ● Students should begin with modeling for deeper ● Knowing the number of groups/shares and finding how
number and a whole number by a understanding. many/much in each group/share Four students sitting at a
1
● Students should be presented with a variety of authentic table were given of a pan of brownies to share. How much of
unit fraction. 3
problems involving division of a whole number by a unit a pan will each student get if they share the pan of brownies
fraction and division of a unit fraction by a whole number. 1
equally? The diagram shows the pan divided into 4 equal
● Relevant problems can include word problems that are 3
1
meaningful to a student’s real environment. It is important shares with each share equaling of the pan.
12
for the problems presented to be relevant and interesting
for the learners to pique their natural, intellectual
curiosity.
● Students may solve problems in different ways and have
the flexibility to choose a mathematical strategy that
allows them to make sense of and strategically solve
problems using efficient methods that are most
comfortable for and makes sense to them.

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5.NR.4: Read, write, and compare decimal numbers to the thousandths place, and round and perform operations with decimal numbers to the hundredths
place to solve relevant, mathematical problems.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
5.NR.4.1 Read and write decimal numbers to Example Age/Developmentally Appropriate
1 1
the thousandths place using base- ● 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (10) + 9 × (100) + ● Base-ten numerals should range between millions and
ten numerals written in standard 1
2 × (1000) thousandths.
● Students are not expected to write decimal numbers in word
form and expanded form.
form.
● Exponents and decimal numbers should not be included in
expanded form notation.
The decimal fractions used in Grade 5 should be limited to
those for which the equivalent fraction can be written as a
fraction where the denominator is a power of ten.
5.NR.4.2 Represent, compare, and order Strategies and Methods Example
decimal numbers to the thousandths ● Students should be presented with decimal number ● Which is greater 0.13 or 0.031? Explain. Use a visual
place based on the meanings of the comparisons from relevant, mathematical situations. representation to illustrate your explanation.
● Students should have opportunities to determine and I think 0.13 is greater because it fills up more of the whole
digits in each place, using >, =, and <
explain comparisons using a variety of tools such as square than 0.031 does.
symbols to record the results of
concrete materials, drawings, number lines, other visual
comparisons. representations, and strategies.

5.NR.4.3 Use place value understanding to Strategies and Methods

round decimal numbers to the ● Students should round decimal numbers to the hundredths place in practical, mathematical problems using visual aids, such
hundredths place. as a number line.
5.NR.4.4 Solve problems involving addition Strategies and Methods Age/Developmentally Appropriate
and subtraction of decimal numbers ● Students should be presented with a variety of practical ● Students should be given the choice of which strategy they
to the hundredths place using a situations involving addition and subtraction of decimal can use.
numbers to the hundredths place. ● Students may solve problems in different ways and have the
variety of strategies.
● Students should add and subtract decimal numbers to flexibility to choose a mathematical strategy that allows them
hundredths, using concrete models, drawings, strategies to make sense of and strategically solve problems using
based on place value, properties of operations, and the efficient methods that are most comfortable for and makes
relationship between addition and subtraction; relate the sense to them.
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 strategy to a written method and explain the reasoning
used.
● Money may be used as a tool to aid in the student’s
understanding of adding and subtracting decimal numbers
to the hundredths place.

5.NR.5: Write, interpret, and evaluate numerical expressions within authentic problems.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
5.NR.5.1 Write, interpret, and evaluate simple Age/Developmentally Appropriate Strategies and Methods Example
numerical expressions involving ● Simple expressions should only ● Students should begin with ● Karl brought 3 ten-packs of juice boxes to
whole numbers with or without include two operations. concrete models. Concrete the class party. Joshua brought 4 six-packs
● Grouping symbols used in models may include color tiles of soda to the party. How many drinks did
grouping symbols to represent
expressions may include or base ten blocks for they bring altogether?
actual situations.
parentheses, brackets, or constructing area models and Possible strategy: (3 × 10) + (4 × 6)
braces. rods for representing numerical
● Nested grouping symbols (more values.
than one grouping symbol used
within another grouping symbol
in an expression) should not be
used within expressions at this
grade level.
● Appropriate numerical
expressions should be no more
complex than the expressions
one finds in a simple application
of the associative or distributive
properties. Example: 15(2 + 10)

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PATTERNING & ALGEBRAIC REASONING – generating patterns, plotting ordered pairs in the first quadrant
5.PAR.6: Solve relevant problems by creating and analyzing numerical patterns using the given rule(s).
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
5.PAR.6.1 Generate two numerical Fundamentals Age/Developmentally Appropriate Example
patterns using two given ● This standard ● This learning objective is ● Sam and Terri live by a lake and enjoy going fishing
rules. Identify apparent extends the work limited to patterns together every day for five days. Sam catches 2 fish every
from fourth grade, involving whole numbers. day, and Terri catches 4 fish every day. Make a chart
relationships between
where students (table) to represent the number of fish that Sam and Terri
corresponding terms by
generate numerical catch.
completing a table. patterns when they
are given one rule.
In Fifth Grade,
students are given
two rules and
generate two
numerical patterns.

5.PAR.6.2 Represent problems by Age/Developmentally Appropriate Strategies and Methods

plotting ordered pairs and ● All four quadrants of the coordinate plane can be displayed, ● Students should be provided with a variety of authentic,
explain coordinate values of but students will only plot and label within the first mathematical problems involving graphing points in the first
quadrant. quadrant.
points in the first quadrant of
● Relevant problems can include word problems that are
the coordinate plane.
meaningful to a student’s real environment. It is important for
the problems presented to be relevant and interesting for the
learners to pique their natural, intellectual curiosity.
● Students should interpret coordinate values of points based on
the problem or situation presented.

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MEASUREMENT & DATA REASONING – measurements within the metric system, measurement conversions and time as a unit of measurement
5.MDR.7: Solve problems involving customary measurements, metric measurements, and time and analyze graphical displays of data to answer relevant
questions.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
5.MDR.7.1 Explore realistic problems Age/Developmentally Appropriate
involving different units of ● Fifth grade is the first time students are expected to convert between different units within the same measurement system.
measurement, including distance, ● Students should be presented with realistic problems involving distance, mass, weight, volume, and time that are practical and
relevant to their everyday lives.
mass, weight, volume, and time.
● Students should have opportunities to solve problems involving customary and metric measurements.
● Relevant problems can include word problems that are meaningful to a student’s real environment. It is important for the
problems presented to be relevant and interesting for the learners to pique their natural, intellectual curiosity.
5.MDR.7.2 Ask questions and answer them Fundamentals Strategies and Methods
based on gathered information, ● Relevant problems can include word problems that are meaningful to a ● Questions should be student generated.
observations, and appropriate student’s real environment. It is important for the problems presented to
be relevant and interesting for the learners to pique their natural,
graphical displays to solve
intellectual curiosity.
problems relevant to everyday
life.
5.MDR.7.3 Convert among units within the Age/Developmentally Appropriate Example
metric system and then apply ● Fifth grade is the first time students are expected to convert between ● Record measurement equivalents in a two-
these conversions to solve multi- different units within the same measurement system. column table.
● Conversion chart should be provided.
step, practical problems.
● This objective is limited to the following unit conversions:
o meters-kilo, centi, milli
o liters-kilo, milli
o grams - kilo, milli
1
● Conversions should be limited to 1000 times greater or of the value of a
1000
given measure.
5.MDR.7.4 Convert among units within Age/Developmentally Appropriate Example
relative sizes of measurement ● Fifth grade is the first time students are expected to convert between ● Record measurement equivalents in a two-
units within the customary different units within the same measurement system. column table.
● Conversion chart should be provided.
measurement system.
● This objective is limited to the following unit conversions:
o fluid ounces, cups, pints, quarts, gallons
o inches, feet, yards, miles
o ounces, pounds, tons
● Conversions will be provided, such as 1 gallon = 4 quarts = 8 pints = 16 cups.
● Customary measurement units include weight (oz., lbs., tons) capacity (fl. oz,
cups, pints, quarts, gallons), length (in., ft., yds., miles).

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GEOMETRIC & SPATIAL REASONING – Properties of polygons and rectangular prisms, classify polygons
5.GSR.8: Examine properties of polygons and rectangular prisms, classify polygons by their properties, and discover volume of right rectangular prisms.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
5.GSR.8.1 Classify, compare, and contrast Fundamentals Strategies and Methods Age/Developmentally Appropriate
polygons based on properties. ● Students should explore, ● Polygons should include triangles, quadrilaterals ● This objective does not require
compare, and contrast including kites and trapezoids (rectangles, students to create a hierarchy.
polygons based on squares, rhombuses, and other parallelograms), ● In Georgia resources and
properties. pentagons, hexagons, and octagons. assessments, the inclusive
● Properties may include angles, side lengths, definitions for the classification of
symmetry, congruence, and the presence or shapes are used.
absence of parallel or perpendicular lines.
● Students may use a variety of tools to measure
angles and side lengths to make sense of the
properties of polygons.
5.GSR.8.2 Determine, through exploration Age/Developmentally Appropriate Example
and investigation, that attributes ● This objective does not require students to create a ● All rectangles have four right angles and squares are
belonging to a category of two- hierarchy. rectangles, so all squares have four right angles.
● In Georgia resources and assessments, the inclusive ● Students may use a variety of tools to measure angles and
dimensional figures also belong to
definitions for the classification of shapes are used. side lengths to make sense of the attributes of two-
all subcategories of that
dimensional figures.
category.
5.GSR.8.3 Investigate volume of right Fundamentals Terminology Age/Developmentally Strategies and Methods
rectangular prisms by packing ● Students should ● Total volume is Appropriate ● Students should investigate authentic
them with unit cubes without gaps recognize defined as the ● If students are problems involving volume to make sense of
volume as an total number of provided with an this concept.
or overlaps. Then, determine the
attribute of solid units that fill the image of a right ● Students should explore the volume of solid
total volume to solve problems.
figures. space. rectangular figures from realistic situations by packing
prism, the unit them with unit cubes with no gaps or
cubes should be overlaps.
visible. ● Students should determine that a solid figure
packed with n unit cubes is said to have a
volume of n cubic units.
5.GSR.8.4 Discover and explain how the Age/Developmentally Fundamentals Terminology Example
volume of a right rectangular Appropriate ● Students should explore ● The dimensions of a ● We store our wooden
prism can be found by multiplying ● This objective does not the dimensions of all rectangular prism can be unit cubes in a
require students to possible rectangular referred to as length, rectangular box that has
the area of the base times the
memorize a formula for the prisms given a total width, and height. a base with an area of
height to solve authentic,
volume of a right number of cubic units. ● A cube with side length 1 64 square units. The
mathematical problems. rectangular prism. Rather, ● The focus of this unit, called “a unit cube,” height of the box is 8
students are expected to expectation is for is said to have “one cubic units. What is the
use geometric and spatial students to understand unit” of volume, and can volume of the box?
reasoning to determine the the concept of volume be used to measure Show your
volume, given the area of rather than the formula. volume (e.g., cubic cm, mathematical thinking.
the base and the height. cubic m, cubic in, cubic ft).
70 | K-8 Mathematics Standards
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 Georgia’s K-12 Mathematics Standards – 2021
Mathematics Big Ideas and Learning Progressions, 6-8

Mathematics Big Ideas, 6-8

5 6 7 8 HS HS
Algebra: Concepts Geometry: Concepts &
& Connections Connections
MATHEMATICAL PRACTICES & MODELING
DATA & STATISTICAL REASONING
NUMERICAL REASONING (NR)
PATTERNING & ALGEBRAIC REASONING (PAR)
FUNCTIONAL & GRAPHICAL REASONING (FGR)
GEOMETRIC & SPATIAL REASONING (GSR)
PROBABILITY PROBABILISTIC REASONING
REASONING (PR)
(PR)

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 6-8 MATHEMATICS: LEARNING PROGRESSIONS
Key Concepts 5 6 7 8 HS Algebra: HS Geometry:
Concepts & Concepts &
Connections Connections
NUMERICAL REASONING
Numbers • Multi-digit whole numbers • Rational numbers as a • All rational numbers • All rational numbers • All rational numbers • All numbers in The Real
• Fractions with unlike concept • Simple probability • Scientific notation • Operations with radicals Number System
(rational denominators o Integers • Numerical expressions
numbers and • Fractions greater than 1 o Fractions with integer exponents
irrational • Decimal numbers to o Decimal • Use appropriate
thousandths numbers counting strategies to
numbers)
• Powers of 10 to 103 approximate rational
and irrational numbers
(radicals) on a number
line
Computational • Add & subtract fractions • All operations with • Operations with rational • Operations with • Operations with real
with unlike denominators whole numbers, numbers scientific notation numbers (rational and
Fluency • Add and subtract decimal fractions, and decimal • Rational numbers • Scientific notation in irrational)
numbers to the hundredths numbers • Convert fractions with real situations seen in • Multiplication of
place • Write & evaluate all denominators to everyday life irrational numbers
• Multiply & divide multi- numerical expressions decimal numbers • Expressions with integer
digit whole numbers • Convert fractions with exponents
• Multiply fractions and denominators of 2, 4, 5
whole numbers and 10 to the decimal
• Divide unit fractions and notation
whole numbers
• Reason about multiplying
by a fraction >, <, or = 1

Comparisons • Decimal fractions to • Integers • Rational numbers • Rational and irrational • Rate of change (slope)
thousandths place • Unit rates • Probabilities numbers (radicals) • Intercept
• Fractions greater than 1 • Ratios • Random sampling • Compare proportional • Distributions of two or
• Numerical data relationships presented more data sets
distributions in different ways
• Measures of variation
• Absolute value
• Display and analyze
categorical and
quantitative
(numerical) data

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 6-8 MATHEMATICS: LEARNING PROGRESSIONS
Key 5 6 7 8 HS Algebra: HS Geometry:
Concepts Concepts & Concepts &
Connections Connections
PATTERNING & ALGEBRAIC REASONING
Patterns • Generate two numerical • Greatest common factor • Constant of • Integer exponents • Arithmetic sequences
patterns from a given rule & least common multiple proportionality • Perfect squares and • Geometric sequences
• Identify relationships perfect cubes
using a table
Expressions Numerical Reasoning • Write, analyze, and • Add, subtract, factor & • Expressions with • Exponential • Expressions of varying
• Simple numerical evaluate numerical and expand linear integer exponents expressions degrees
expressions involving algebraic expressions expressions • Linear expressions • Quadratic expressions • Add, subtract, multiply
whole numbers with or • Identify, generate, and • Rewrite expressions • Operations with single variable
without grouping symbols evaluate algebraic • Fluency with combining algebraic expressions polynomials
• Express fractions as expressions like terms in an • Adding, Subtracting and
division problems • Identify like terms in an algebraic expression Multiplying Polynomials
algebraic expression • Linear expressions with • Factoring and
rational coefficients expanding polynomials
Variable • Write and solve one-step • Construct & solve • Analyze and solve • Exponential equations • Equations involving
equations & inequalities multi-step algebraic linear equations and • Quadratic equations geometric
Equations & equations and inequalities • Equations of parallel measurement
inequalities and perpendicular lines
Inequalities • Analyze and solve linear
inequalities
Ratios & Rates Numerical Reasoning with • Compute unit rates • Interpret unit rate as • Convert units and rates • Side ratios of similar
ratios and rates: associated with ratios the slope of a graph given a conversion triangles
• Concept of ratio and rate of fractions factor
• Equivalent ratios, • Determine unit rates • Trigonometric ratios
percentages, unit rates
• Convert within
measurement systems
Proportional • Use proportional
relationships
Relationships • Solve multi-step ratio
and percent problems
• Scale drawings of
geometric figures
• Use similar triangles to
explain slope
Graphing • Plot order pairs in first • Plot order pairs in all • Proportional • Linear functions • Linear functions with • Equations of circles in
quadrant four quadrants relationships • Comparing linear and function notation standard form
• Show rational numbers non-linear functions • Exponential functions
on a number line • Systems of linear • Quadratic functions
• Draw polygons on a equations (including • Systems of linear
coordinate grid parallel and inequalities
perpendicular)
• Find the side length of a
• Linear inequalities
polygon graphed on the
coordinate plane (same • Analyze data
x- or y- coordinate) distributions

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 6-8 MATHEMATICS: LEARNING PROGRESSIONS
Key 5 6 7 8 HS Algebra: HS Geometry:
Concepts Concepts & Concepts &
Connections Connections
FUNCTIONAL & GRAPHICAL REASONING
Function • Linear functions • Linear functions with • Function notation to
• Line of best fit function notation represent
Families • Parent graphs of transformations
function families
• Exponential functions
• Quadratic functions
GEOMETRIC & SPATIAL REASONING
Shapes & • Classify polygons based on • Measure angles using • Introduction to • Develop and use
geometric properties non-standard and Pythagorean Theorem precise definitions to
Properties standard tools and the converse prove theorems and
• Write & solve equations solve geometric
using supplementary, problems
complementary, • Prove slope criteria for
vertical, and adjacent parallel and
angles perpendicular lines
• Transform polygons
using rotations,
reflections, dilations,
and translations.
• Congruence and trans-
formations
• Triangle congruence
• Use congruence to
prove relationships in
geometric figures
• Similarity and dilations
• Similar triangles
• Use similarity to prove
relationships in
geometric figures
• Formal proofs &
theorems about
triangles
• Trigonometric ratios
(Sin, Cos, & Tan)

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 6-8 MATHEMATICS: LEARNING PROGRESSIONS
Key Concepts 5 6 7 8 HS Algebra: HS Geometry:
Concepts & Concepts &
Connections Connections
GEOMETRIC & SPATIAL REASONING (cont.)
Geometric • Volume of right • Area of triangles, • Relationship between • Pythagorean Theorem • Use distance formula, • Volumes of prisms,
rectangular prisms quadrilaterals, and parts of a circle to determine distance midpoint formula, and cones, cylinders,
Measurement polygons • Area & circumference between two points slope to calculate pyramids, and spheres
• Surface area of a circle • Volume of cones,
• Volume of right • Area and surface area cylinders, and spheres perimeter and area of • Approximate volumes
rectangular prisms with of figures decomposed triangles and of irregular objects
fractional edge lengths into triangles, quadrilaterals • Approximate density of
quadrilaterals & circles irregular objects
• Volume of cubes, right
prisms & cylinders
PROBABILITY REASONING
Probability • Represent probability • Categorical data &
• Approximate two-way frequency
probability
tables
• Develop probability
models (uniform & not • Interpret probabilities
uniform) in context
• Find probabilities of
simple events

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 6th Grade
The nine standards listed below are the key content competencies students will be expected to master in sixth grade.
Additional clarity and details are provided through the classroom-level learning objectives and evidence of student learning
details for each grade-level standard found on subsequent pages of this document. As teachers are planning instruction and
assessing mastery of the content at the grade level, the focus should remain on the key competencies listed in the table
below.

SIXTH GRADE STANDARDS

6.MP: Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to
succeed in mathematics, including critical thinking, reasoning, and effective collaboration and expression. Seek
help and apply feedback. Set and monitor goals.
6.NR.1: Solve relevant, mathematical problems involving operations with whole numbers, fractions, and decimal
numbers.
6.NR.2: Apply operations with whole numbers, fractions and decimals within relevant applications.

6.NR.3: Solve a variety of problems involving whole numbers and their opposites; model rational numbers on a
number line to describe problems presented in relevant, mathematical situations.
6.NR.4: Solve a variety of contextual problems involving ratios, unit rates, equivalent ratios, percentages, and
conversions within measurement systems using proportional reasoning.
6.GSR.5: Solve relevant problems involving area, surface area, and volume.
6.PAR.6: Identify, write, evaluate, and interpret numerical and algebraic expressions as mathematical models to
explain relevant situations.
6.PAR.7: Write and solve one-step equations and inequalities as mathematical models to explain authentic,
realistic situations.
6.PAR.8: Graph rational numbers as points on the coordinate plane to represent and solve contextual,
mathematical problems; draw polygons using the coordinates for their vertices and find the length of a side of
a polygon.

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 Georgia’s K-12 Mathematics Standards – 2021

6TH GRADE
NUMERICAL REASONING – multiplication and division of whole numbers and fractions, and all four operations with decimal numbers
6.NR.1: Solve relevant, mathematical problems involving operations with whole numbers, fractions, and decimal numbers.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
6.NR.1.1 Fluently add and subtract Terminology Strategies and Methods Age/Developmentally Appropriate
any combination of fractions ● Fluently/Fluency – ● Students should be able to use numerical reasoning to ● Students should be allowed
to solve problems. Students choose interpret applicable, mathematical situations involving to choose an appropriate
flexibly among fractions. strategy to demonstrate
methods and ● Students should be given the opportunity to apply fluency.
strategies to solve reasoning strategies while solving problems.
mathematical ● Students may solve problems in different ways and have
problems accurately the flexibility to choose a mathematical strategy that
and efficiently. allows them to make sense of and strategically solve
problems using efficient methods that are most
comfortable for and makes sense to them.
6.NR.1.2 Multiply and divide any Strategies and Methods Fundamentals Example
3
combination of whole ● Students should be able to utilize fractions with denominators ● Students should use their ● How many -cup
4
numbers, fractions, and including 2, 3, 4, 5, 6, 8, 10, and 12. understanding of 2
servings are in of a
● Students should be able to use numerical reasoning to interpret equivalency to flexibly 3
mixed numbers using a cup of yogurt?
applicable, mathematical situations involving fractions. reason with equivalent
student-selected strategy.
● Students can use a variety of strategies, including but not fractions based on the
Interpret products and limited to concrete models, visual fraction models, student- context of the problem.
quotients of fractions and generated strategies, a standard algorithm, or other strategies Simplifying fractions is not
solve word problems. based on numerical reasoning to represent and solve problems. an expectation of this
● Students should be given the opportunity to apply reasoning grade level.
strategies and use written methods that make sense to them. ● Students should be able to
● Students should use flexible, accurate, and efficient written use the meanings of
methods to express computational thinking based on numerical fractions, multiplication,
reasoning and sense-making developed from learning division and the inverse
experiences that focus on the numbers as quantities. relationship between
● Students may solve problems in different ways and have the multiplication and division
flexibility to choose a mathematical strategy that allows them to to make sense of
make sense of and strategically solve problems using efficient multiplying and dividing
methods that are most comfortable for and makes sense to fractions.
them.

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6.NR.1.3 Perform operations with Fundamentals Strategies and Methods Terminology
multi-digit decimal numbers ● Fluently/Fluency – ● Students should be able to use a variety of part-whole ● Decimal number – a number
fluently using models and Students choose strategies to compute efficiently (area model, partial whose whole number part
flexibly among product, partial quotient). and fractional part are
student-selected strategies.
methods and ● The part-whole strategies used should be flexible and extend separated by a decimal point.
strategies to solve from previous computation strategies and future work with
mathematical computation.
problems ● Students should use models and student-selected strategies
accurately and as an efficient written method of demonstrating place value
efficiently. understanding for each operation (addition, subtraction,
multiplication, and division).
● Students may solve problems in different ways and have the
flexibility to choose a mathematical strategy that allows
them to make sense of and strategically solve problems using
efficient methods that are most comfortable for and makes
sense to them.

6.NR.2: Apply operations with whole numbers, fractions and decimals within relevant applications.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
6.NR.2.1 Describe and interpret the Age/Developmentally Appropriate Strategies and Methods Example
center of the distribution by ● The concept of mean should be explored ● Students should be ● “If we combined all of the 5th grade
the equal share value visually and conceptually before introducing given the opportunity students’ candies and shared them
the formula. to use manipulatives equally with each student so
(mean).
● This is the beginning of the progression of such as: snap cubes, everyone has the same number of
the concept of measures of center and will tiles, etc...to model candies.” (This is the mean or equal
continue to be developed in 6th grade. equal share value. share value.)

6.NR.2.2 Summarize categorical and Fundamentals Strategies and Age/Developmentally Examples

quantitative (numerical) data ● Students have Methods Appropriate • Categorical Example:
sets in relation to the experience with ● As a result of an ● Sixth grade students should
displaying investigation, be able to create dot plots
context: display the
categorical data students should and box plots to analyze the
distributions of quantitative
using bar graphs summarize results of an investigation.
(numerical) data in plots on a from elementary categorical and ● Sixth grade students should
number line, including dot grades. In sixth quantitative focus on describing and
plots, histograms, and box grade, students are (numerical) data interpreting data displayed.
plots and display the extending their sets in relation to ● Students should be able to
distribution of categorical understanding of the context. identify that each quartile
data using bar graphs. analyzing ● Students should be presented in a box plot
categorical data able to describe the

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 displayed on nature of the represents 25% of the data What could be the weight of the smallest
histograms. attribute under set. dog? The largest?
investigation,
including how it ● Quantitative (Numerical) Example:
was measured and
its units of Here are the birth weights, in ounces, of all
measurement. the puppies born at a kennel in the past
month.

What do you notice and wonder about the

distribution of the puppy weights?

6.NR.2.3 Interpret numerical data to Fundamentals Terminology Strategies and Methods Example
answer a statistical ● In sixth grade, students ● Students should be able ● Students should explore ● Arthur and Aaron are on the
investigative question should explore the to apply their conceptually the same 6th grade basketball team.
conceptual idea of MAD understanding of measures of center Both players have scored an
created. Describe the
– not the formula. absolute value (rather (mean, median) and average of ten points over the
distribution of a quantitative
● Students should be able than use operations on variability (interquartile past ten games. Here are the
(numerical) variable negative integers) in the range and range) for a students’ number of points
collected, including its to determine the number
context of MAD. set of numerical data scored during each of the last
center, variability, and of observations from a
gathered from relevant, ten games.
context or diagram.
overall shape. mathematical situations
● Students should be able and use these measures Arthur: 9, 10, 10, 11, 11, 9, 10,
to describe the to describe the shape of 10, 10, 10
distribution of a the data presented in Aaron: 16, 18, 4, 3, 5, 13, 18, 3,
quantitative (numerical) various forms. 13, 7
variable collected,
including its center Which student is more
(median, mean), consistent?
variability (interquartile
range (IQR), mean Possible Student
absolute deviation Response/Solution: Arthur is
more consistent because his
(MAD), and range), and
MAD is smaller than Aaron’s
overall shape

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 (symmetrical vs non- MAD; Arthur has less variability
symmetrical). than Aaron.
● Data sets can be limited
to no more than 10 data
points when exploring
the mean absolute
deviation.
● Students should be able
to describe the nature of
the attribute under
investigation, including
how it was measured
and its units of
measurement.
6.NR.2.4 Design simple experiments Fundamentals Strategies and Methods
and collect data. Use data ● Students should be able to use quantitative measures of ● Students should apply understanding of the measures of
gathered from realistic center and variability to draw conclusions about data sets center (mean, median) and variability (interquartile range and
and make predictions based on comparisons. range) to determine quantitative measures of center and
scenarios and simulations to
● Students should be able to identify that each quartile variability, draw conclusions about the data, compare
determine quantitative
represents 25% of the data set. different numerical data sets and make predictions using data
measures of center (median gathered from realistic scenarios and simulations.
and/or mean) and variability
(interquartile range and
range). Use these quantities
to draw conclusions about
the data, compare different
numerical data sets, and
make predictions.
6.NR.2.5 Relate the choice of Fundamentals Strategies and Methods
measures of center and ● Students should understand the concept of outliers. ● Students should be able to analyze the shape of a data
variability to the shape of the distribution and determine which measure of center and
variability best describes the data based on the shape of the
data distribution and the
data and the context in which the data was gathered.
context in which the data
were gathered.
6.NR.2.6 Describe the impact that Strategies and Methods
inserting or deleting a data ● Students should be able to analyze the shape of a data distribution and determine the impact single data points have on the data
point has on the mean and set represented visually.
the median of a data set.
Create data displays using a

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 dot plot or box plot to
examine this impact.

6.NR.3: Solve a variety of problems involving whole numbers and their opposites; model rational numbers on a number line to describe problems
presented in relevant, mathematical situations.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
6.NR.3.1 Identify and compare Relevance and Application Example
integers and explain the ● Students should be able to use numerical reasoning to explain ● Write –5°C > –9°C to express the fact that –5°C is warmer
meaning of zero based on that positive and negative numbers are used together to describe than –9°C.
quantities having opposite directions or values (e.g., temperature
multiple authentic
above/below zero, elevation above/below sea level,
situations.
debits/credits, positive/negative electric charge).
● Students should be able to use positive and negative numbers to
represent quantities in authentic situations and explain the
meaning of zero based on each situation.
● Students should be able to interpret relevant, mathematical
problems related to positive and negative numbers.
6.NR.3.2 Order and plot integers Strategies and Methods Example
on a number line and use ● Students should have opportunities to explore this concept using ● Students should be able to recognize that -a is the same
distance from zero to visual models to develop a deeper understanding. distance from zero as a, and therefore, are opposites of
● Number lines should be indicated both vertically and horizontally. each other.
discover the connection
between integers and
their opposites.

6.NR.3.3 Recognize and explain Fundamentals

that opposite signs of ● Students should be able to explain that zero is its own opposite.
integers indicate locations ● Students should be able to explain that the sign of an integer represents its position relative to zero on a number line.
● Students should be able to show and explain why – (–a) = a. Which is read as, “The opposite of the opposite of a is the same as a.”
on opposite sides of zero
on the number line;
recognize and explain
that the opposite of the
opposite of a number is
the number itself.
6.NR.3.4 Write, interpret, and Strategies and Methods Terminology Examples
explain statements of ● Students should be able to use ● Rational numbers are numbers that can ● Write –3 degrees Celsius > –7 degrees
order for rational numerical reasoning to be written as a fraction where the Celsius to express the fact that ─3 degree
interpret and explain the Celsius is warmer than –7 degrees Celsius.
numbers in authentic,

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 mathematical situations. meaning of numerical numerator and denominator are ● Interpret –8.3 > –12.3 as a statement that
Compare rational statements of inequality as the integers. –8.3 is located to the right of –12.3 on a
numbers, including relative position of two number line oriented from left to right.
integers positioned on a
integers, using equality
number line.
and inequality symbols.
● Students are introduced to
rational numbers. Students
should connect their
understanding of fractions and
integers to comprehend
rational numbers as numbers
that can be written as a
fraction where the numerator
and denominator are integers.
6.NR.3.5 Explain the absolute value Terminology Fundamentals Example
of a rational number as its ● Absolute value is a ● Students should be introduced to the • For an account balance of –51.25 dollars,
distance from zero on the number’s distance from absolute value symbol with this learning write |–51.25| = 51.25 to describe the
zero (0) on a number line. 3 size of the debt in dollars.
number line; interpret objective, i.e., |− |.
4
absolute value as distance ● Students should conclude through
for a positive or negative exploration that absolute value and distance
quantity in a relevant are always expressed as a positive value.
situation.
6.NR.3.6 Distinguish comparisons Example
of absolute value from ● Recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.
statements about order.

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6.NR.4: Solve a variety of contextual problems involving ratios, unit rates, equivalent ratios, percentages, and conversions within measurement
systems using proportional reasoning.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
6.NR.4.1 Explain the concept of a ratio, represent Strategies and Methods Fundamentals Example
ratios, and use ratio language to describe a ● Students should be able to ● Students should be able to ● The ratio of wings to beaks in the bird
relationship between two quantities. solve problems involving explain the concept of a ratio, house at the zoo was 2:1, because for
ratios found in everyday such as using part-to-part or every 2 wings there was 1 beak.
situations. part-to-whole. ● For every vote candidate A received,
● Students should be given the ● Students should be able to candidate C received nearly three
opportunity to represent and fluently use ratio language to votes.
explain the concept of a ratio describe a ratio relationship
and the relationship between between two quantities.
two quantities using concrete ● Students should be able to
materials, drawings, tape identify standard fractional
diagrams (bar models), notation to compare.
double number line diagrams,
equations, and standard
fractional notation.
6.NR.4.2 Make tables of equivalent ratios relating Strategies and Methods
quantities with whole-number ● Students should be able to solve problems involving ratios found in realistic situations.
measurements, find missing values in the
tables, and plot the pairs of values on the
coordinate plane. Use tables to compare
ratios.
6.NR.4.3 Solve problems involving proportions using a Strategies and Methods
variety of student-selected strategies. ● Students should be given opportunities to utilize student-selected strategies to solve applicable, mathematical
problems involving proportions.
● Students should be given the opportunity to use concrete materials, drawings, tables of equivalent ratios, tape
diagrams (bar models), double number line diagrams, and equations when solving problems.
● Students can choose a strategy from a variety of strategies developed to solve a specific problem depending on the
situation presented in the problem.
6.NR.4.4 Describe the concept of rates and unit rate Strategies and Methods Fundamentals Terminology Examples
in the context of a ratio relationship. ● Students should create a ● When asked ● Students should ● We paid $75 for 15
table of values displaying practical, understand a hamburgers, which is a
the ratio relationships to mathematical unit rate as a rate of $5 per one
graph ordered pairs of questions, students hamburger?
relationship of
distances and times. should ● In a problem involving
● Students should write demonstrate an a:b where b = 1 motion at a constant
𝑎
equations to represent understanding of ( associated speed, list and graph
𝑏

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 the relationship between simple with a ratio a: b ordered pairs of distances
distance and time where multiplicative with b ≠ 0 (b not and times, and write an
the unit rate is the relationships equal to zero), equation such as d = 65t
simple multiplicative involving unit rates. to represent the
and use rate
relationship. relationship between
● Students should be able language). distance and time. In this
to determine the example, 65 is the unit
independent and rate or simple
dependent relationship multiplicative
of rate relationships relationship.
within authentic,
mathematical situations.
6.NR.4.5 Solve unit rate problems including those Example
involving unit pricing and constant speed. ● If it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate
were lawns being mowed?
6.NR.4.6 Calculate a percent of a quantity as a rate Strategies and Methods Fundamentals
per 100 and solve everyday problems given ● Students should be able to calculate the percentage of a ● Students should have opportunities to explore
a percent. number using proportional reasoning developed through the concept of percentage and recognize the
working with ratios and rates. connection between fractions, decimal
● Students should be able to solve contextual problems numbers, and percentages, such as, 25% of a
involving finding the whole given a part and the part given the 25
quantity means or .25 times the quantity.
100
whole. ● Students should be able to convert fractions
● Students should determine what percent one number is of with denominators of 2, 4, 5 and 10 to the
another number to solve authentic, mathematical problems. decimal notation.
6.NR.4.7 Use ratios to convert within measurement Strategies and Methods Example
systems (customary and metric) to solve ● Students should be able to use flexible, strategic thinking to ● Given 1 in. = 2.54 cm, how many
authentic problems that exist in everyday manipulate and transform units appropriately when centimeters are in 6 inches?
multiplying or dividing quantities to solve practical,
life.
mathematical problems.
● Students should be able to convert measurement units when
given a conversion factor within one system of measurement
and between two systems of measurement (customary and
metric) using proportional reasoning developed through
working with ratios and rates.

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GEOMETRIC & SPATIAL REASONING – area of polygons, volume of right rectangular prisms, surface area of 3-D figures
6.GSR.5: Solve relevant problems involving area, surface area, and volume.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
6.GSR.5.1 Explore area as a measurable attribute of Age and Developmentally Strategies and Methods Terminology
triangles, quadrilaterals, and other polygons Appropriate ● Students should be able to use ● A polygon is a closed figure
conceptually by composing or decomposing ● Students should build knowledge of area of a rectangle with at least three straight
on prior knowledge of to determine the area of a triangle. sides and angles; a polygon
into rectangles, triangles, and other shapes.
area to investigate the is regular only when all
Find the area of these geometric figures to ● Students should have
area of other polygons sides are equal and all
solve problems. through geometric and opportunities to find the area of a angles are equal; and a
spatial reasoning tasks. triangle by decomposing the polygon is irregular when
rectangle into two triangles. all sides are not equal or all
● Students should conclude the area angles are not equal.
of the triangle is half the area of
the rectangle and the area of the
rectangle is twice the area of the
triangle. Therefore, the formula for
1
the area of a triangle is 2 x base x
𝑏𝑎𝑠𝑒 𝑥 ℎ𝑒𝑖𝑔ℎ𝑡
height or 2
.
● Students should be able to use
geometric and spatial reasoning to
calculate the area of a triangle,
quadrilateral, and regular polygon
by composing or decomposing into
shapes, such as, but not limited to
triangles, rectangles, trapezoids,
rhombi, etc.
● Students should be presented with
mathematical problems found in
the real world.
● Students should be able to
decompose regular and irregular
polygons into triangles and
quadrilaterals in a way that makes
sense from their perspective.

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6.GSR.5.2 Given the net of three-dimensional figures with Strategies and Methods Age and Developmentally Appropriate
rectangular and triangular faces, determine the ● Students should use various tools and ● Students should be provided the net of three-
surface area of these figures. strategies including a picture or physical dimensional figures to ensure developmental
model of a net to measure the surface appropriateness.
area of three-dimensional figures that are
composed of rectangular and triangular
faces when solving practical,
mathematical problems.
6.GSR.5.3 Calculate the volume of right rectangular Age and Developmentally Fundamentals Strategies and Methods
prisms with fractional edge lengths by applying Appropriate ● Students should make ● Students should be able to calculate the
the formula, V = (area of base) x (height). ● Fractional edge lengths the connection volume of a right rectangular prism
should be limited to between (length) x with fractional edge lengths and show
fractions with a (width) and the area of that the volume is the same as would
denominator of 2, 3, and 5. the base to connect this be found by multiplying the edge
● At this grade level, formula to other three- lengths of the prism.
problems should not dimensional volume ● Students should apply the formula for
include volume formulas. the volume of a right rectangular prism
displacement. in the context of solving authentic,
mathematical problems to meet this
learning objective.

PATTERNING & ALGEBRAIC REASONING – numerical and algebraic expressions, factors, multiples, algebraic expressions, plotting points in all four
quadrants, rational numbers on a number line, polygons in the coordinate plane
6.PAR.6: Identify, write, evaluate, and interpret numerical and algebraic expressions as mathematical models to explain authentic situations.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
6.PAR.6.1 Write and evaluate numerical expressions Strategies and Methods
involving rational bases and whole-number ● Students should interpret relevant, mathematical situations to write and evaluate numerical expressions.
exponents.
6.PAR.6.2 Determine greatest common factors and Strategies and Methods Age/Developmentally Appropriate Example
least common multiples using a variety of ● Investigate the distributive ● Students should also be able to ● Hotdogs come in a package of
strategies to make sense of applicable property using sums and its apply the least common 8 and buns in a package of 12.
use in adding numbers 1- multiple of two whole numbers How many packages of hot
problems.
100 with a common factor. less than or equal to 12 to solve dogs and packages of buns
● Students should apply applicable, mathematical would you need to purchase to
these strategies to solve problems. have an equal number of hot
applicable, mathematical ● Students should be able to dogs and buns?
problems. determine the greatest common
factor of 2 whole numbers (from

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 1-100) and use the distributive
property to express a sum of
two whole numbers with a
common factor as a multiple of
a sum of two whole numbers
with no common factors (GCF).
6.PAR.6.3 Write and read expressions that represent Strategies and Methods Examples
operations with numbers and variables in ● Students should identify parts of an expression ● Express the calculation “Subtract x from 9” as 9 – x.
realistic situations. using mathematical terms (sum, difference, ● Describe the expression 2(8+7) as a product of two
term, product, factor, quotient, coefficient, factors; view (8+7) as both a single entity and a sum of
variable, constant); view one or more parts of two terms.
an expression as a single entity. ● Some of the students at Georgia Middle School like to
● Students should translate from a word form walk to and from school. They always walk unless it rains.
into variable expression. Let d be the distance in miles from a student's home to
● Students should understand letters called the school. Write two different expressions that
variables represent unknown numbers and the represent how far a student travels by walking in a two-
same rules apply in operations with numbers week period if there is one rainy day each week.
also apply in operations with variables. ● Possible Solution: The distance to school, and therefore
home, is d. Thus, the student rides (d + d) miles in one
day. Equivalently, she rides (2d) miles in one day.
Repeatedly adding the distance traveled in one day for
each school day of the week, we find that in one week
the student travels (2d + 2d + 2d + 2d + 2d) miles.
Equivalently, she travels 5(2d) or (10d) miles in a normal,
rain free week.
6.PAR.6.4 Evaluate expressions when given values for Fundamentals
the variables, including expressions that arise ● Students should evaluate algebraic expressions for a given value of a variable, using the order of operations.
in everyday situations. ● Students should perform arithmetic operations, including those involving whole-number exponents, in the
conventional order when there are no parentheses to specify a particular order (Order of Operations).
6.PAR.6.5 Apply the properties of operations to identify Example Age/Developmentally Appropriate
and generate equivalent expressions. ● Apply the distributive property to the ● This standard includes distributive property and
expression 3(2 + x) to produce the equivalent combining like terms.
expression 6 + 3x; apply the distributive
property to the expression 24x + 18y to
produce the equivalent expression 6(4x + 3y);
apply properties of operations to y + y + y to
produce the equivalent expression 3y.

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6.PAR.7: Write and solve one-step equations and inequalities as mathematical models to explain authentic, realistic situations.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
6.PAR.7.1 Solve one-step equations and inequalities Strategies and Methods
involving variables when values for the ● Students should be able to use algebraic reasoning to solve an equation as a process of answering an authentic
variables are given. Determine whether an question and explain their reasoning.
● When solving an equation or inequality as a process of answering a question, students should be able to explain
equation and inequality involving a variable is
why specific values from a specified set, if any, make the equation or inequality true.
true or false for a given value of the variable.
● Students should use substitution to determine whether a given number in a specified set makes an equation or
inequality true.
6.PAR.7.2 Write one-step equations and inequalities to Age/Developmentally Appropriate Strategies and Methods
represent and solve problems; explain that a ● Students should be able to represent ● Students should have an opportunity to solve problem
variable can represent an unknown number equations involving positive variables and situations with variables in all positions.
rational numbers. ● Students should be able to explain that a variable can
or any number in a specified set.
● Students should have opportunities to solve represent an unknown number, or depending on the
relevant, mathematical problems. purpose at hand, any number in a specified set.
6.PAR.7.3 Solve problems by writing and solving Strategies and Methods
𝑥 ● Students should have opportunities to use concrete models or drawings and strategies based on place value,
equations of the form x + p = q, px = q and =
𝑝 properties of operations, and/or the relationship between addition and subtraction and multiplication and
q for cases in which p, q and x are all division when solving one-step equations.
nonnegative rational numbers. ● Students should be able to solve equations presented in applicable, mathematical problems involving positive
rational numbers using number sense, properties of arithmetic and the idea of maintaining equality on both sides
of the equation.
● Students should be able to interpret a solution in the original context and assess the reasonableness of results.
6.PAR.7.4 Recognize and generate inequalities of the Strategies and Methods
form x > c, x > c, x < c, or x < c to explain ● Students should represent authentic, mathematical situations using inequalities involving variables.
situations that have infinitely many solutions; ● Students should be able to create practical, mathematical situations corresponding to specific inequalities.
● This objective includes the use of the symbols: <, >, =, ≤, ≥.
represent solutions of such inequalities on a
number line.

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6.PAR.8: Graph rational numbers as points on the coordinate plane to represent and solve contextual, mathematical problems; draw polygons using
the coordinates for their vertices and find the length of a side of a polygon.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
6.PAR.8.1 Locate and position rational numbers on a Fundamentals Strategies and Methods
horizontal or vertical number line; find and ● Students should use numerical and ● Students should extend understanding of number
position pairs of integers and other rational graphical reasoning to plot points in all four lines and coordinate axes from previous grades to
quadrants on the coordinate plane. represent points on the line and in the plane with
numbers on a coordinate plane.
negative number coordinates.
6.PAR.8.2 Show and explain that signs of numbers in Fundamentals Strategies and Methods Example
ordered pairs indicate locations in quadrants ● Students should use ● Students should use ● A student is able to compare and
of the coordinate plane and determine how numerical and graphical numerical and graphical explain that (1, 2) is in the first
reasoning to interpret reasoning to show and quadrant whereas (1, -2) is in the
two ordered pairs may differ based only on
points in all four explain the relationship fourth quadrant because the y-
the signs.
quadrants on the between ordered pairs coordinate is negative and the two
coordinate plane based and location in points are the same distance from
on the signs. quadrants of the the horizontal axes in different
coordinate plane. directions.

6.PAR.8.3 Solve problems by graphing points in all four Relevance and Application Strategies and Methods
quadrants of the coordinate plane. Include ● Students should be able to solve relevant, ● Students should be expected to solve relevant
use of coordinates and absolute value to find mathematical problems when graphing problems within the context of a graph only.
points.
distances between points with the same x-
coordinate or the same y-coordinate.
6.PAR.8.4 Draw polygons in the coordinate plane given Relevance and Application Strategies and Methods
coordinates for the vertices; use coordinates ● Students should apply the techniques of ● Students should be able to solve problems with
to find the length of a side joining points with graphing in the coordinate plane to solve polygons when given coordinate pairs with or without
relevant problems involving the application a coordinate grid.
the same x-coordinate or the same y-
of algebra through geometry.
coordinate.

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 7th Grade
The seven standards listed below are the key content competencies students will be expected to master in seventh grade.
Additional clarity and details are provided through the classroom-level learning objectives and evidence of student learning
details for each grade-level standard found on subsequent pages of this document. As teachers are planning instruction and
assessing mastery of the content at the grade level, the focus should remain on the key competencies listed in the table
below.

SEVENTH GRADE STANDARDS

7.MP: Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to
succeed in mathematics, including critical thinking, reasoning, and effective collaboration and expression. Seek
help and apply feedback. Set and monitor goals.
7.NR.1: Solve relevant, mathematical problems, including multi-step problems, involving the four operations with
rational numbers and quantities in any form (integers, percentages, fractions, and decimal numbers).
7.PAR.2: Use properties of operations, generate equivalent expressions and interpret the expressions to explain
relevant situations.

7.PAR.3: Represent authentic situations using equations and inequalities with variables; solve equations and
inequalities symbolically, using the properties of equality.
7.PAR.4: Recognize proportional relationships in relevant, mathematical problems; represent, solve, and explain
these relationships with tables, graphs, and equations.
7.GSR.5: Solve practical problems involving angle measurement, circles, area of circles, surface area of prisms
and cylinders, and volume of cylinders and prisms composed of cubes and right prisms.
7.PR.6: Using mathematical reasoning, investigate chance processes and develop, evaluate, and use probability
models to find probabilities of simple events presented in authentic situations.

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 Georgia’s K-12 Mathematics Standards – 2021
7TH Grade
NUMERICAL REASONING – integers, percentages, fractions, decimal numbers
7.NR.1: Solve relevant, mathematical problems, including multi-step problems, involving the four operations with rational numbers and quantities in
any form (integers, percentages, fractions, and decimal numbers).
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
7.NR.1.1 Show that a number and its opposite have a Terminology Example
sum of 0 (are additive inverses). Describe ● In the equation 3 + −3 = 0, 3 and −3 are ● Your bank account balance is − $25.00. You deposit
situations in which opposite quantities additive inverses of each other. $25.00 into your account. The net balance is $0.00.
combine to make 0.
7.NR.1.2 Show and explain p + q as the number Strategies and Methods Example
located a distance |q| from p, in the ● Students should be able to add and subtract ● 6 + (– 4) is 4 units to the left of 6 on a horizontal
positive or negative direction, depending on integers and other rational numbers number line or 4 units down from 6 on a vertical
presented within relevant, mathematical number line.
whether q is positive or negative. Interpret
problems, using strategic thinking and a
sums of rational numbers by describing
variety of tools.
applicable situations.
7.NR.1.3 Represent addition and subtraction with Strategies and Methods
rational numbers on a horizontal or a ● Students should represent a variety of types of rational numbers on a number line diagram presented both
vertical number line diagram to solve horizontally and vertically.
authentic problems.
7.NR.1.4 Show and explain subtraction of rational Examples
3
numbers as adding the additive inverse, p – ● Find the distance between a submarine submerged at a depth of 27
4
feet below sea level and an airplane flying at an
q = p + (–q). Show that the distance altitude of 1262
1
feet above sea level.
2
between two rational numbers on the 1 1 1
● − – (–2) is the same expression as − + – (–2), which is 2 units to the right of − on a horizontal number line or 2
number line is the absolute value of their 2
1
2 2

difference and apply this principle in units up from − on a vertical number line.
2
contextual situations.
7.NR.1.5 Apply properties of operations, including Fundamentals Strategies and Methods Terminology Example
part-whole reasoning, as strategies to add ● Students should be ● Students should be able ● Part-whole ● (─8) + 5 + (─2) may
and subtract rational numbers. allowed to explore to use the Commutative reasoning refers to be solved as (─8) +(
the signs of and Associative how numbers can ─2) + 5 to first make
integers and what properties to combine be split into parts ─10 by using the
they really mean more than two rational to add and subtract Commutative
to discover integer numbers flexibly. numbers more Property.
rules. efficiently.

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7.NR.1.6 Make sense of multiplication of rational Strategies and Methods Examples
numbers using realistic applications. ● Student should have opportunities to use concepts of ● 4 * (─5) is 4 groups of (─5) and (─4) * (─3) is the
repeated addition and the meaning of a negative sign opposite of 4 * (─3).
as the “opposite of,” with both models and ● If yellow counters represent positive amounts and red
representations, leading to deriving the rules for counters represent negative amounts, you can model 3
multiplying signed numbers. * (–2) as three groups of two red counters.
● Models may include, but are not limited to, number ● David has a $0.00 balance in his bank account. He
lines and counters. makes three withdrawals of $1.46 each. What is his
bank account balance after the three withdrawals?
7.NR.1.7 Show and explain that integers can be Fundamentals Example
𝑝 20 (−20) 20
divided, assuming the divisor is not zero, ● If p and q are integers (q ≠ 0), then –( )= ● –( ) = –4 is the same as = –4 and (−5) =
𝑞 5 5
and every quotient of integers is a rational (−𝑝) 𝑝 –4
number. = (−𝑞)
.
𝑞

7.NR.1.8 Represent the multiplication and division of Fundamentals Strategies and Methods Example
integers using a variety of strategies and ● Students should be ● Students can ● Create a model and realistic situations for each of
interpret products and quotients of rational allowed to explore the represent the products. Write and model the family of
signs of integers and multiplication and equations related to 2 × 3 = 6.
numbers by describing them based on the
what they really mean division using
relevant situation.
to discover integer number lines,
rules. counters, etc.

7.NR.1.9 Apply properties of operations as strategies Fundamentals Strategies and Methods Example
to solve multiplication and division ● Students should be allowed to explore the signs of ● Students should be ● (– 8) * 2 * (–5) may be
problems involving rational numbers integers and what they really mean to discover integer able to use the solved as (– 8) * (2*(–
rules. Commutative and 5)) to multiply by
represented in an applicable scenario.
● Students should be able to reason about direction on a Associative properties negative ten, using the
number line when representing multiplication and to combine more than Associative Property.
division using the tool. two rational numbers
flexibly.
7.NR.1.10 Convert rational numbers between forms to Fundamentals Age/Developmentally Appropriate
include fractions, decimal numbers and ● This is an extension of previous understanding ● Students should know that every rational number
percentages, using understanding of the from 6th grade of writing common fractions as can be written as the ratio of two integers,
decimal numbers and percentages. terminating decimal numbers, or repeating
part divided by the whole. Know that the
decimal numbers.
decimal form of a rational number
terminates in 0s or eventually repeats.

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7.NR.1.11 Solve multi-step, contextual problems Example
1
involving rational numbers, converting ● If Sara makes $25 an hour gets a 10% raise, she will make an additional of her salary an hour, or $2.50, for a
10
between forms as appropriate, and new salary of $27.50.
assessing the reasonableness of answers
using mental computation and estimation
strategies.

PATTERNING & ALGEBRAIC REASONING – linear expressions with rational coefficients, complex unit rates, proportional relationships
7.PAR.2: Use properties of operations, generate equivalent expressions and interpret the expressions to explain relevant situations.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
7.PAR.2.1 Apply properties of operations as Fundamentals Examples
strategies to add, subtract, factor, ● Building on work in Grade 6, where students used ● A rectangle is twice as long as it is wide. One way to
and expand linear expressions with conventions about the order of operations to rewrite simple write an expression to find the perimeter would be w
expressions such as 2(3 + 8x) as 6 + 16x and 10p - 2 as 2(5p- + w + 2w + 2w. Write the expression in two other
rational coefficients.
1), students now encounter linear expressions with more ways.
operations that require an understanding of integers, such as ● Write an equivalent expression for 9 – 7(2x + 4).
7 - 2(3 - 8x).
7.PAR.2.2 Rewrite an expression in different Example
forms from a contextual problem to ● If Madison and Brenda both get paid a wage of $11 per hour, but Madison was paid an additional $55 for overtime, the
clarify the problem and show how expression 11(M+B) + 55 may be more clearly interpreted as 11M+55+11B for purposes of understanding Brenda’s pay
separated from Madison’s pay.
the quantities in it are related.

7.PAR.3: Represent authentic situations using equations and inequalities with variables; solve equations and inequalities symbolically, using the
properties of equality.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
7.PAR.3.1 Construct algebraic equations to Strategies and Methods Fundamentals Terminology Age/Developmentally Examples
solve practical problems leading to ● Students should be able ● Students ● Fluently/Fluency Appropriate • Vicky and Bob went to a
equations of the form px + q = r and to represent relationships should be – Students ● Continue to build store to buy school supplies.
in various practical, able to choose flexibly on 6th grade Vicky spent a total of $22 on
p(x + q) = r, where p, q, and r are
mathematical situations fluently among methods objectives of school supplies. She spent
specific rational numbers. Interpret
with equations involving solve and strategies writing and $13 on a book and spent
the solution based on the situation. equations of to solve solving one-step the rest of the money on
variables and positive
the specified mathematical equations from a notebooks. The store sells
and negative rational
forms problems problem notebooks for $1.50 each.
numbers and explain the
presented in accurately and situation to Without using a variable,
efficiently. multi-step

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 meaning of the solution the learning problem determine the number of
based on the situation. objective. situations. This is notebooks Vicky bought.
● Compare an algebraic ● Students another
solution to an arithmetic should use opportunity for • Write an equation that can
solution, identifying the the students to be used to find the number
sequence of the properties of practice using of notebooks Vicky bought.
equality to rational numbers Use the variable v for the
operations used in each
solve for the including: number of notebooks. Solve
approach.
value of a integers, and the equation. Explain the
variable. positive and similarities and differences
negative between finding the
fractions and number of notebooks Vicky
decimal bought with and without a
numbers. variable, paying attention to
the sequence of your
operations.
7.PAR.3.2 Construct algebraic inequalities to Strategies and Methods Example
solve problems, leading to ● Students should be able to represent relationships in various authentic, mathematical ● As a salesperson, you are paid
inequalities of the form px + q > r, situations with inequalities involving variables and positive and negative rational $50 per week plus $3 per
numbers. sale. This week you want your
px + q < r, px + q ≤ r, or px + q ≥ r,
● Students should be able to fluently solve inequalities of the specified forms. To pay to be at least $100. Write
where p, q, and r are specific
achieve fluency, students should be able to choose flexibly among methods and an inequality for the number
rational numbers. Graph and of sales you need to make
strategies to solve mathematical problems accurately and efficiently.
interpret the solution based on the ● Students should use the properties of inequality to solve for the value of a variable. and describe the solutions.
realistic situation that the ● When identifying a specific value for p, q, and r, any rational number can be used.
inequalities represent. ● Students should be able to graph and interpret the solution of an inequality used as a
model to explain real phenomena.

7.PAR.4: Recognize proportional relationships in relevant, mathematical problems; represent, solve, and explain these relationships with tables, graphs,
and equations.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
7.PAR.4.1 Compute unit rates associated with Strategies and Methods Example
● Students should be able to solve problems 1 1
ratios of fractions, including ratios ● If a person walks mile in each hour, compute the unit rate
2 4
of lengths, areas and other involving unit rate presented in practical, 1 1
as the complex fraction ( )/( ) miles per hour, equivalently 2
quantities measured in like or everyday situations. 2 4
miles per hour.
different units presented in realistic
problems.

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7.PAR.4.2 Determine the unit rate (constant Age/Developmentally Appropriate Examples
of proportionality) in tables, ● In seventh grade, students are expected to ● Jennifer rides on a train for 6 hours and travels 360 miles. How
graphs (1, r), equations, diagrams, understand that unit rate and constant of many miles per hour does she travel?
proportionality are the same. ● Mary deposits $115 into her bank account every month,
and verbal descriptions of
represented by the equation d = 115m. Identify the unit rate
proportional relationships to
from this situation.
solve realistic problems.
7.PAR.4.3 Determine whether two quantities Strategies and Methods Examples
presented in authentic problems ● Students should be able to analyze and make ● If Tina uses 2 eggs to make 6 pancakes and Allison uses 4 eggs to
are in a proportional relationship. decisions about relationships using proportional make 12 pancakes, is this proportional?
reasoning strategies, which may include but not ● Jane runs 12 miles in 2.5 hours. Sarah runs 14 miles 3.5 hours.
limited to graphing on a coordinate plane and/or Are Jane and Sarah running at the same rate? Justify your
observing whether a graph is a straight line answer.
passing through the origin.
7.PAR.4.4 Identify, represent, and use Strategies and Methods Example
proportional relationships. ● Student should be able to identify, represent, and use ● If the total cost, t, is proportional to the number, n, of items
proportional relationships between quantities using purchased at a constant price, p, the relationship between the
verbal descriptions, tables of values, equations, and total cost and the number of items can be expressed as t = np.
graphs to model applicable, mathematical problems:
translate from one representation to another.
● Students should be able to model authentic,
mathematical relationships involving constant rates
where the initial condition starts at 0 using tables of
values and graphs.
● Students should be able to represent proportional
relationships using equations.

7.PAR.4.5 Use context to explain what a point Example

(x, y) on the graph of a proportional ● Erik feeds stray cats near his house. A graph shows different amounts of cat food he puts out based on the number of cats
relationship means in terms of the near his house. Erik graphs point P to represent the unit rate. What does point P mean in terms of the situation? Cups of
cat food per cat.
situation, with special attention to
the points (0, 0) and (1, r) where r
is the unit rate.
7.PAR.4.6 Solve everyday problems involving Strategies and Methods Fundamentals
scale drawings of geometric ● Students should have opportunities to use proportional reasoning to compute ● Students should be given
figures, including computing actual unknown lengths by setting up proportions in tables or equations, or they can opportunities to explore the
reason about how the lengths compare multiplicatively. concept of similarity informally
lengths and areas from a scale
● Students should be able to determine the dimensions of figures when given a when learning about scale drawings
drawing and reproducing a scale
scale and identify the impact of a scale on actual length (one-dimension) and of geometric figures. They should
drawing at a different scale. area (two–dimensions). Students should be able to identify the scale factor be able to make informal
given two figures. connections between scale
drawings and similarity.

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 ● Using a given scale drawing, students should be able to reproduce the drawing
at a different scale. Students should understand that the lengths will change by
a factor equal to the product of the magnitude of the two size transformations.
● Students should be given opportunities to explore the concept of similarity by
exploring the congruence of corresponding angles and the proportions of
corresponding side lengths of geometric figures using hands-on, concrete tools
to understand similarity (i.e., patty paper, geometric software).
7.PAR.4.7 Use similar triangles to explain why Strategies and Method
the slope, m, is the same between ● Students should be able to use proportional reasoning to explain why the slope, m, is the same between any two distinct
any two distinct points on a non- points.
vertical line in the coordinate
plane.
7.PAR.4.8 Graph proportional relationships, Fundamentals Examples
interpreting the unit rate as the ● Students should demonstrate a ● Compare a distance-time graph to a distance-time equation to determine which of two
slope of the graph. Compare two conceptual understanding of moving objects has greater speed.
slope. ● Mark was looking to fertilize his lawn, which is 432 sq. ft. He read the packages of 2
different proportional relationships
● Students should be able to use different fertilizer bags to see how much should be used. Bag A stated 2 ounces per 4
represented in different ways.
graphical reasoning to square feet and Bag B can be represented using the table below:
represent proportional
Ounces 2 4 12
relationships. The proportional
Square 3 6 18
relationships explored by
Feet
students should represent
practical, realistic situations.
What is the unit rate for each bag? Which bag should Mark purchase for his lawn? Why?
7.PAR.4.9 Use proportional relationships to Strategies and Methods Terminology
solve multi-step ratio and percent ● Students may use flexible ● Simple interest – a quick and easy method of calculating the interest charge on a
problems presented in applicable strategies such as a + loan. Simple interest is determined by multiplying the daily interest rate by the principal
0.05a = 1.05a with the by the number of days that elapse between payments. Simple Interest = (principal) *
situations.
understanding that adding (rate) * (# of periods)
a 5% tax to a total is the ● Tax – money that people must pay to the government
same as multiplying the ● Markups and markdowns - increase and decrease in the amount of a quantity
total by 1.05. ● Gratuities - a tip given to a waiter, taxicab driver, etc.
● Commissions - a fee paid to an agent as compensation for completing a transaction
7.PAR.4.10 Predict characteristics of a Strategies and Methods
population by examining the ● Students can generate questions about things they notice and wonder from a relevant situation. Questions posed should be
characteristics of a representative ones that requires data that will vary.
● Students should have opportunities to create and answer statistical investigative questions about a population by collecting data
sample. Recognize the potential
from a representative sample, using random sampling techniques to collect the data.
limitations and scope of the sample
● Students should be able to create a statistical investigative question that can be answered by gathering data from practical
to the population. situations and determine strategies for gathering data to answer the statistical investigative question.
● Potential limitations may include how the sample was selected and/or how the questions were asked.

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7.PAR.4.11 Analyze sampling methods and Strategies and Methods
conclude that random sampling ● Students should have opportunities to critique examples of sampling techniques.
produces and supports valid ● Students should conclude when conditions of sampling methods may be biased, random, and not representative of the
population.
inferences.
7.PAR.4.12 Use data from repeated random Fundamentals Examples
samples to evaluate how much a ● Students should use sample data collected to ● Estimate the mean word length in a book by randomly sampling
sample mean is expected to vary draw inferences. words from the book. Gauge how far off the estimate is from the
actual mean.
from a population mean. Simulate
● Predict the winner of a school election based on randomly sampled
multiple samples of the same size.
survey data. Gauge how far off the prediction might be.

GEOMETRIC & SPATIAL REASONING – vertical, adjacent, complementary, and supplementary angles, circumference and area of circles, area and surface
area, volume of cubes, right prisms, and cylinders
7.GSR.5: Solve practical problems involving angle measurement, circles, area of circles, surface area of prisms and cylinders, and volume of cylinders and
prisms composed of cubes and right prisms.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
7.GSR.5.1 Measure angles in whole non- Fundamentals Example
standard units. ● Students should be able to recognize angles as geometric shapes formed ● Fold a circle of patty paper or
when two rays share a common endpoint. In previous grades, students waxed paper in half four times to
learned to draw and measure right, acute, and obtuse angles. create an angle measuring tool with
● To understand measurement, students should measure in non-standard units, 16 wedges. This protractor can be
such as unit angles or wedges, before being introduced to tools with abstract used to determine the number of
units such as degrees. units (wedges) in an angle.
● Students should also be able to explore this learning objective by investigating
angles within circles.
7.GSR.5.2 Measure angles in whole number Age/Developmentally Fundamentals Strategies and Methods Examples
degrees using a protractor. Appropriate ● In previous grades, ● Students should be ● Students may be given angles to
● Students should be students measured able to use hand-held find precise measurements of
able to use a 180° angles in reference and virtual protractors. angles. Here is an example of how
protractor to draw to a circle with the ● Student should be able students may use a protractor and
or measure an center at the to use angle measurement reasoning to
angle to the common endpoint measurement tools determine precise angle
nearest whole of two rays. They that help them connect measurements.
degree. should be able to non-standard units
use this knowledge (wedges, unit angles,
to determine an etc.) to standard units
angle’s measure in of angle measurement
relation to the 360 (degrees).

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 degrees in a circle
through division or
as a missing factor
problem.

Sample student response:

The angle measures 130 degrees.
7.GSR.5.3 Use facts about supplementary, Age and Developmentally Fundamentals Terminology
complementary, vertical, and Appropriate ● In previous grades, students have studied ● Supplementary angles – two angles add
adjacent angles in a multi-step ● Students should be able to angles by type according to size: acute, up to 180 degrees
use a 180° protractor to obtuse, and right, and their role as an ● Complementary angles – two angles add
problem to write and solve
draw or measure an angle attribute in polygons. Now angles are up to 90 degrees
equations for an unknown angle in
to the nearest whole considered based upon the special ● Vertical angles – angles opposite each
a figure. degree to write and solve relationships that exist among them: other when two lines intersect.
equations. supplementary, complementary, vertical, ● Adjacent angles – Two angles that have a
● Reflex angles are not an and adjacent angles. common side and a common vertex
expectation at this grade ● Students should be able to use relationships (corner point), and do not overlap.
level. to write and solve equations for multi-step
problems.
7.GSR.5.4 Explore and describe the Strategies and Methods Age/Developmentally Terminology
relationship between pi, radius, ● Students should use Appropriate ● Special Note: The terms pi, radius, diameter, and
diameter, circumference, and area proportional reasoning to ● Square roots are an circumference are new academic vocabulary for
explain the relationship 8th grade expectation. students.
of a circle to derive the formulas
between the diameter and ● Pi - The ratio of a circle’s circumference to its
for the circumference and area of a
circumference of a circle and diameter.
circle. that the unit rate (constant ● Radius - The distance from the center to the
of proportionality) is π in circumference of a circle.
order to derive the formulas ● Diameter - The distance from one point on a circle
for the circumference and through the center to another point on the circle.
area of a circle. ● Circumference - The distance around the edge of a
circle.
7.GSR.5.5 Given the formula for the area and Age/Developmentally Appropriate Example
circumference of a circle, solve ● Students should be given the ● The seventh-grade class is building a mini golf game for the school carnival. The
problems that exist in everyday formula for area and end of the putting green will be a circle. If the circle is 10 feet in diameter, how
circumference of a circle many square feet of grass carpet will they need to buy to cover the circle? How
life.
when solving problems. might you communicate this information to the salesperson to make sure you
receive a piece of carpet that is the correct size: 𝐴 = 𝜋𝑟 2 OR 𝐶 = 2𝜋𝑟 ?

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7.GSR.5.6 Solve realistic problems involving Age/Developmentally Strategies and Methods Terminology Example
surface area of right prisms and Appropriate ● Students should have an ● Cylinder – any three-dimensional
cylinders. ● Students should opportunity to solve single figure with two congruent, opposite ● Cole is
solve problems to multi-step authentic, faces called bases connected by planning to
involving surface mathematical problems. adjacent curved or flat faces (bases cover a
areas of prisms ● Students should have can include circles, triangles, cylindrical
with triangles, opportunities to apply rectangles, or other shapes). The drum in
rectangles, and knowledge of the area of bases can be connected by two leather. The
other polygons as triangles, rectangles, and lines that are parallel to each other. diameter of
bases. other polygons to solve ● Right prism – any three- the drum is 10
● Students are not problems involving surface dimensional figure with two inches, and its
expected to area of prisms. polygons for bases that are height is 16
memorize ● Students should have opposite, congruent, and inches. What
formulas to solve opportunities to discover the perpendicular to the adjacent faces is the
problems involving surface area of a cylinder by ● The inclusive definition of a cylinder minimum
surface area. decomposing the figure into classifies prisms as special types of amount of
circles and rectangles. cylinders used to derive formulas leather Cole
● Students should use that apply to all types of cylinders will need?
geometric and spatial and prisms alike (Van de Walle,
reasoning to solve problems Karp, & Bay-Williams, 2010).
involving surface area. ● All prisms are cylinders, but not all
cylinders are prisms (Van de Walle,
Karp, Lovett & Bay-Williams, 2010).

7.GSR.5.7 Describe the two-dimensional Age/Developmentally Strategies and Methods Fundamentals Terminology
figures (cross sections) that result Appropriate ● Students should have ● Students should conclude ● Prism – a solid
from slicing three-dimensional ● Cross-sections should opportunities to explore models the resulting two- figure that
be limited to horizontal of right rectangular prisms, right dimensional shape created has the same
figures, as in the plane sections of
and vertical slices. rectangular pyramids, cones, after the slice is not the cross section
right rectangular prisms, right
cylinders, and spheres that can entire three-dimensional all along its
rectangular pyramids, cones, be sliced. shape that remains. length
cylinders, and spheres. ● Students should determine the ● In seventh grade, cross
different planes that can be sections should be limited to
created with the slices. horizontal and vertical slices.
7.GSR.5.8 Explore volume as a measurable Strategies and Methods Terminology Age/Developmentally Examples
attribute of cylinders and right ● Students should apply ● Cylinder – any three- Appropriate ● Identical toy building cubes were
prisms. Find the volume of these knowledge of cross dimensional figure with ● Cylinders used to make the stacks shown
sections as a strategy for two congruent, explored in below.
geometric figures using concrete
revealing a base of opposite faces called Grade 7 should
problems.
cylinders including right bases connected by be limited to
prisms. adjacent curved or flat right circular

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● Students should apply faces (bases can include cylinders. Right Which stack takes up the least space?
reasoning about the circles, triangles, circular Which stack takes up the most
volume of rectangular rectangles, or other cylinders are space? Order the stacks from the
prisms to explore the shapes). The bases can three- one that takes up the least space to
volume of cylinders and be connected by two dimensional the one that takes up the most space.
other three-dimensional lines that are parallel to solid figures ● A farmer is storing ground corn in a
objects composed of each other. with two silo during the winter months. What
cubes and right prisms. ● Right prism – any three- congruent, is the maximum capacity of the
● Students should apply dimensional figure with parallel, circular cylindrical part of each silo that has a
their knowledge of area two polygons for bases bases that are 20-foot diameter and a 55-foot
of a circle when finding that are opposite, connected by a height for which the farmer can store
the volume of a cylinder. congruent, and curved face that the ground corn?
● Students should use the perpendicular to the is perpendicular
formula Volume = area of adjacent faces. to each base.
the base times height or ● The inclusive definition ● Students should
V = B x h to find the of a cylinder classifies explore
volume of a cylinder. prisms as special types experimentally
of cylinders used to and
derive formulas that conceptually
apply to all types of the hierarchy of
cylinders and prisms cylinders and
alike. (Van de Walle, prisms.
et.al., 2010)
● All prisms are cylinders,
but not all cylinders are
prisms. (Van de Walle,
Karp, Lovett & Bay-
Williams, 2010)
● The formula for volume
used in Grade 7 is V = B
(area of the base) x h
(height), where B=area
of the base, h = height.

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PROBABILITY REASONING – likelihood, theoretical and experimental probability
7.PR.6: Using mathematical reasoning, investigate chance processes and develop, evaluate, and use probability models to find probabilities of simple
events presented in authentic situations.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
7.PR.6.1 Represent the probability of a chance event as Strategies and Methods Terminology
a number between 0 and 1 that expresses the ● Students should be able to represent the ● Descriptions may include impossible, unlikely, equally
likelihood of the event occurring. Describe that probability as a fraction, decimal numbers, likely, likely, and certain.
or percentage.
a probability near 0 indicates an unlikely event,
1
a probability around indicates an event that
2
is neither unlikely nor likely, and a probability
near 1 indicates a likely event.
7.PR.6.2 Approximate the probability of a chance event Strategies and Methods Example
by collecting data on an event and observing ● Students should be able to predict the ● When rolling a number cube 600 times, predict that a 3
its long-run relative frequency will approach approximate, relative frequency given the or 6 would be rolled roughly 200 times, but probably not
theoretical probability. exactly 200 times.
the theoretical probability.
7.PR.6.3 Develop a probability model and use it to find Strategies and Methods Example
probabilities of simple events. Compare ● Probability models may include various ● Kim calculates the probability of landing on heads when
experimental and theoretical probabilities of random generation devices including, but not tossing a coin to be 50%. She uses this to predict that when
limited to, bag pulls, spinners, number cubes, Tiffany tosses a coin 20 times, the coin will land on heads
events. If the probabilities are not close,
coin toss, and colored chips. 10 times. When Tiffany performed the experiment, the
explain possible sources of the discrepancy.
● Students should have multiple opportunities to coin landed on heads 7 times. Explain possible reasons why
collect data using physical objects, graphing Kim’s prediction and Tiffany’s results do not match.
calculators, or web-based simulations.
7.PR.6.4 Develop a uniform probability model by Example
assigning equal probability to all outcomes and ● If a student is selected at random from a class, find the probability a student with long hair will be selected.
use the model to determine probabilities of
events.
7.PR.6.5 Develop a probability model (which may not Terminology Examples
be uniform) by observing frequencies in data ● Uniform probability ● Find the approximate probability of each outcome in a spinner with unequal
generated from a chance process. models are those where sections.
the likelihood of each ● Find the approximate probability that a spinning penny will land heads up or that
outcome is equal. a tossed paper cup will land open-end down. Do the outcomes for the spinning
penny appear to be equally likely based on the observed frequencies?
7.PR.6.6 Use appropriate graphical displays and Strategies and Methods Age/Developmentally Example
numerical summaries from data distributions ● Students should use side by Appropriate ● Compare the heights of the basketball and
with categorical or quantitative (numerical) side bar graphs or segmented ● Limit category counts to be the tennis teams.
bar graphs to compare less than or equal to ten.
variables as probability models to draw
categorical data distributions

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informal inferences about two samples or of samples from two ● Limit quantitative variables Basketball team’s heights (in inches): 72, 75,
populations. populations. to less than or equal to 20. 76, 76, 79, 79, 80, 80, 81, 81, 81
● Students should compare data
of two samples or populations Tennis team’s height (in inches):
displayed in box plots and dot 67, 67, 68, 70, 70, 71, 72, 75, 76, 76, 77
plots to make inferences using
probabilistic reasoning. 1) How much taller is the basketball
● Students should be able to team than the tennis team?
draw inferences using
measures of central tendency 2) Two students are trying out for the
(mean, median, mode) and/or basketball team. What is the
variability (range, mean probability their height will be greater
absolute deviation and than 79 inches?
interquartile range) from
random samples.
● Conclusions should be made
related to a population, using
a random sample, by
describing a distribution using
measures of central tendency
(mean, median, mode) and/or
variability (range, mean
absolute deviation, and
interquartile range).
● Students should be given
multiple opportunities to
compare quantitative data
distributions of samples from
two populations.

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 8th Grade
The eight standards listed below are the key content competencies students will be expected to master in eighth grade.
Additional clarity and details are provided through the classroom-level learning objectives and evidence of student learning
details for each grade-level standard found on subsequent pages of this document. As teachers are planning instruction and
assessing mastery of the content at the grade level, the focus should remain on the key competencies listed in the table
below.

EIGHTH GRADE STANDARDS

8.MP: Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to
succeed in mathematics, including critical thinking, reasoning, and effective collaboration and expression. Seek
help and apply feedback. Set and monitor goals.
8.NR.1: Solve problems involving irrational numbers and rational approximations of irrational numbers to explain
realistic applications.
8.NR.2: Solve problems involving radicals and integer exponents including relevant application situations; apply
place value understanding with scientific notation and use scientific notation to explain real phenomena.

8.PAR.3: Create and interpret expressions within relevant situations. Create, interpret, and solve linear equations
and linear inequalities in one variable to model and explain real phenomena.
8.PAR.4: Show and explain the connections between proportional and non-proportional relationships, lines, and
linear equations; create and interpret graphical mathematical models and use the graphical, mathematical model
to explain real phenomena represented in the graph.
8.FGR.5: Describe the properties of functions to define, evaluate, and compare relationships, and use functions
and graphs of functions to model and explain real phenomena.
8.FGR.6: Solve practical, linear problems involving situations using bivariate quantitative data.

8.FGR.7: Justify and use various strategies to solve systems of linear equations to model and explain realistic
phenomena.
8.GSR.8: Solve contextual, geometric problems involving the Pythagorean Theorem and the volume of geometric
figures to explain real phenomena.

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 Georgia’s K-12 Mathematics Standards - 2021
8TH Grade
NUMERICAL REASONING – rational and irrational numbers, decimal expansion, integer exponents, square and cube roots, scientific notation
8.NR.1: Solve problems involving irrational numbers and rational approximations of irrational numbers to explain realistic applications.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
8.NR.1.1 Distinguish between rational and Strategies and Methods Age/Developmentally Terminology Example
irrational numbers using decimal ● Students should be provided Appropriate ● Rational ● Change 0. 4 to a fraction
expansion. Convert a decimal with experiences to use ● This specific numbers are 1. Let 𝑥 = 0.4444444 …
numerical reasoning when example is limited those with 2. Multiply both sides so that the
expansion which repeats eventually
describing decimal expansions. to the tenths decimal repeating digits will be in front
into a rational number.
● Students should be able to place; however, expansions that of the decimal. In this
classify real numbers as rational the concept for terminate in example, one digit repeats so
or irrational. this grade level
zeros or both sides are multiplied by
● Students should know that extends to the
eventually 10, giving
when a square root of a positive hundredths place.
integer is not an integer, then it repeat. 10𝑥 = 4.4444444 …
is irrational. ● Irrational
● Students should use prior numbers are 3. Subtract the original equation
knowledge about converting non- from the new equation.
fractions to decimals learned in terminating,
6th and 7th grade to connect non-repeating 10𝑥 = 4.4444444 …
changing decimal expansion of decimals. 𝑥 = 0.44444 …
a repeating decimal into a 9𝑥 = 4
fraction and a fraction into a 4. Solve the equation to
repeating decimal. determine the equivalent
● Emphasis is placed on how all fraction.
rational numbers can be written 9𝑥 = 4
as an equivalent decimal. The 𝑥 = 4/9
end behavior of the decimal
determines the classification of
the number.
8.NR.1.2 Approximate irrational numbers to Strategies and Methods Example
compare the size of irrational ● Students should use visual ● By estimating the decimal expansion of √17 , show that √17 is between
numbers, locate them approximately models and numerical 4 and 5 and closer to 4 on a number line.
reasoning to approximate
on a number line, and estimate the
irrational numbers.
value of expressions.

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8.NR.2: Solve problems involving radicals and integer exponents including relevant application situations; apply place value understanding with
scientific notation and use scientific notation to explain real phenomena.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
8.NR.2.1 Apply the properties of integer Strategies and Methods Example
exponents to generate equivalent ● Students should use numerical reasoning to identify patterns associated with
1 1
numerical expressions. properties of integer exponents. 32 × 3(–5) = 3(–3) = (33 ) =
27
● The following properties should be addressed: product rule, quotient rule, power rule,
power of product rule, power of a quotient rule, zero exponent rule, and negative
exponent rule.
8.NR.2.2 Use square root and cube root Strategies and Methods Fundamentals Example
symbols to represent solutions to ● Students should be able to find ● Equations should 3
● √64= √82 = 8 and √(53 )= 5. Since √𝑝
equations. Recognize that x2 = p patterns within the list of square include rational is defined to mean the positive
1
numbers and then with cube numbers. numbers such as x2 = 4. solution to the equation x2 = p (when
(where p is a positive rational number
● Students should be able to recognize it exists). It is not mathematically
and |x| ≤ 25) has two solutions and x3
that squaring a number and taking the correct to say √64 = ±8 (as is a
= p (where p is a negative or positive square root of a number are inverse
rational number and |x| ≤ 10) has one common misconception). In describing
operations; likewise, cubing a number the solutions to x2 = 64, students
solution. Evaluate square roots of and taking the cube root are inverse
should write x = ± √64 = ±8.
perfect squares ≤ 625 and cube roots operations.
of perfect cubes ≥ -1000 and ≤ 1000.
8.NR.2.3 Use numbers expressed in scientific Strategies and Methods Example
notation to estimate very large or very ● Students should use the magnitude of quantities to compare numbers ● Estimate the population of the
small quantities, and to express how written in scientific notation to determine how many times larger (or United States as 3 × 108 and the
smaller) one number written in scientific notation is than another. population of the world as 7 × 109
many times as much one is than the
● Students should have opportunities to compare numbers written in and determine that the world
other.
scientific notation in contextual, mathematical problems, including population is more than 20 times
scientific situations. larger.
8.NR.2.4 Add, subtract, multiply and divide Fundamentals Strategies and Methods
numbers expressed in scientific ● Students should use place value reasoning ● Students combine knowledge of integer exponent rules
notation, including problems where which supports the understanding of digits and scientific notation to perform operations with
shifting to the left or right when multiplied by a numbers expressed in scientific notation.
both decimal and scientific notation
power of 10. ● Students should solve realistic problems involving
are used. Interpret scientific notation
scientific notation.
that has been generated by technology
(e.g., calculators or online technology
tools).

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PATTERNING & ALGEBRAIC REASONING – expressions, linear equations, and inequalities
8.PAR.3: Create and interpret expressions within relevant situations. Create, interpret, and solve linear equations and linear inequalities in one
variable to model and explain real phenomena.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
8.PAR.3.1 Interpret expressions and parts of an Fundamentals Terminology
expression, in context, by utilizing formulas ● Students should build on their prior knowledge of ● Parts of an expression include terms,
or expressions with multiple terms and/or understanding the parts of an expression to extend factors, coefficients, and operations.
their understanding to more complex expressions with
factors.
multiple terms and/or factors.
8.PAR.3.2 Describe and solve linear equations in one Strategies and Methods
variable with one solution (x = a), infinitely ● Students should use algebraic reasoning in their descriptions of the solutions to linear equations.
many solutions (a = a), or no solutions (a = ● Building upon skills from Grade 7, students combine like terms on the same side of the equal sign and use the
distributive property to simplify the equation when solving. Emphasis in this standard is also on using rational
b). Show which of these possibilities is the
coefficients. Solutions of certain equations may elicit infinitely many or no solutions.
case by successively transforming the given
equation into simpler forms, until an
equivalent equation of the form x = a, a = a,
or a = b results (where a and b are different
numbers).
8.PAR.3.3 Create and solve linear equations and Strategies and Methods
inequalities in one variable within a relevant ● Students should use algebraic reasoning in their descriptions of the solutions to linear equations.
application. ● Include linear equations and inequalities with rational number coefficients and whose solutions require
expanding expressions using the distributive property and collecting like terms.
8.PAR.3.4 Using algebraic properties and the Strategies and Methods
properties of real numbers, justify the steps ● Students should justify their own steps, or if given two or more steps of an equation, explain the
of a one-solution equation or inequality. progression from one step to the next using properties.

8.PAR.3.5 Solve linear equations and inequalities in Strategies and Methods Example
one variable with coefficients represented ● Students should use algebraic reasoning to solve linear ● Given ax + 3 = 7, solve for x.
by letters and explain the solution based on equations and inequalities in one variable.
the contextual, mathematical situation.
8.PAR.3.6 Use algebraic reasoning to fluently Strategies and Methods Example
manipulate linear and literal equations ● To achieve fluency, students should be able to choose flexibly ● Find the radius given the
expressed in various forms to solve relevant, among methods and strategies to solve mathematical problems formula V = πr2h by
accurately and efficiently. rearranging the equation to
mathematical problems.
● Students should rearrange formulas to highlight a quantity of solve for the radius, r.
interest using the same reasoning as in solving equations. Interpret
and explain the results.

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8.PAR.4: Show and explain the connections between proportional and non-proportional relationships, lines, and linear equations; create and
interpret graphical mathematical models and use the graphical, mathematical model to explain real phenomena represented in the graph.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
8.PAR.4.1 Use the equation y = mx (proportional) for a Fundamentals Strategies and Example
line through the origin to derive the ● Students should be given opportunities to explore Methods ● The business model for a
equation y = mx + b (non-proportional) for a how an equation in the form y = mx + b is a ● Students should company selling a service
translation of the equation y = mx. be given the with no flat cost charges $3
line intersecting the vertical axis at b.
● In Grade 7, students had multiple opportunities opportunity to per hour. What would the
to build a conceptual understanding of slope as explore and equation be as a
they made connections to unit rate and analyzed discover the proportional equation? If
the constant of proportionality for proportional effects on a graph the company later decides
relationships. as the value of to charge a flat rate of $10
● Students should be given opportunities to explore the slope and y- for each transaction with
and generalize that two lines with the same slope intercept changes the same per hour cost,
but different intercepts, are also translations of using technology. what would be the new
each other. equation? How do these
● Students should be encouraged to attend to two equations compare
precision when discussing and defining b (i.e., b is when analyzed graphically?
What is the same? What is
not the intercept; rather, b is the y-coordinate of
different? Why?
the y-intercept). Students must understand that
the x-coordinate of the y-intercept is always 0.

8.PAR.4.2 Show and explain that the graph of an Strategies and Methods
equation representing an applicable ● Students should use algebraic reasoning to show and explain that the graph of an equation represents the set
situation in two variables is the set of all its of all its solutions.
● Students continue to build upon their understanding of proportional relationships, using the idea that one
solutions plotted in the coordinate plane.
variable is conditioned on another.
● Students should relate graphical representations to contextual, mathematical situations.
● Students should use tables to relate solution sets to graphical representations on the coordinate plane.

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FUNCTIONAL & GRAPHICAL REASONING –relate domain to linear functions, rate of change, linear vs. nonlinear relationships, graphing linear functions,
systems of linear equations, parallel and perpendicular lines
8.FGR.5: Describe the properties of functions to define, evaluate, and compare relationships, and use functions and graphs of functions to model and
explain real phenomena.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
8.FGR.5.1 Show and explain that a function is a rule Strategies and Methods
that assigns to each input exactly one ● Students should be able to use algebraic reasoning when formulating an explanation or justification regarding
output. whether or not a relationship is a function or not a function.
● Describe the graph of a function as the set of ordered pairs consisting of an input and the corresponding output.
8.FGR.5.2 Within realistic situations, identify and Strategies and Methods Examples
describe examples of functions that are ● Students should be able to model practical situations using ● The function A = s2 giving the area of a
linear or nonlinear. Sketch a graph that graphs and interpret graphs based on the situations. square as a function of its side length is not
● Students should model functions that are nonlinear and linear because its graph contains the points
exhibits the qualitative features of a
explain, using precise mathematical language, how to tell the (1,1), (2,4) and (3,9), which are not on a
function that has been described verbally.
difference between linear (functions that graph into a straight straight line.
line) and nonlinear functions (functions that do not graph into ● Examples such as this can be used to help
a straight line). students learn that graphs can tell stories.
● Students should analyze a graph by determining whether the
function is increasing or decreasing, linear or non-linear.
● Students should have the opportunity to explore a variety of
graphs including time/distance graphs and time/velocity
graphs.

8.FGR.5.3 Relate the domain of a linear function to its Example

graph and where applicable to the ● If the function h(n) gives the number of hours it takes a person to assemble n engines in a factory, then the
quantitative relationship it describes. set of positive integers would be an appropriate domain for the function.
8.FGR.5.4 Compare properties (rate of change and Example
initial value) of two functions used to model ● Given a linear function represented by a table of values and a linear function represented by an algebraic
an authentic situation each represented in a expression, determine which function has the greater rate of change.
different way (algebraically, graphically,
numerically in tables, or by verbal
descriptions).
8.FGR.5.5 Write and explain the equations y = mx + b Strategies and Methods Terminology
(slope-intercept form), Ax + By = C (standard ● Students should be able to rewrite ● Forms of linear equations: standard, slope-intercept,
form), and (y - y1) = m(x-x1) (point-slope linear equations written in different and point-slope forms.
forms depending on the given
form) as defining a linear function whose
situation.
graph is a straight line to reveal and explain
different properties of the function.

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8.FGR.5.6 Write a linear function defined by an Strategies and Methods
expression in different but equivalent forms ● Problems should be practical and applicable to represent real situations, providing a purpose for analyzing
to reveal and explain different properties of equivalent forms of an expression.
● Rewrite a function expressed in standard form to slope-intercept form to make sense of a meaningful
the function.
situation.
8.FGR.5.7 Construct a function to model a linear Strategies and Methods
relationship between two quantities. ● This learning objective also includes verbal descriptions and scenarios of equations, tables, and graphs.
Determine the rate of change and initial
value of the function from a description of a
relationship or from two (x,y) values,
including reading these from a table or from
a graph.
8.FGR.5.8 Explain the meaning of the rate of change Strategies and Methods
and initial value of a linear function in terms ● This learning objective also includes verbal descriptions and scenarios of equations, tables, and graphs.
of the situation it models, and in terms of its
graph or a table of values.
8.FGR.5.9 Graph and analyze linear functions Strategies and Methods Terminology
expressed in various algebraic forms and ● Use verbal descriptions, ● Various forms of linear functions include standard, slope-
show key characteristics of the graph to tables and graphs created by intercept, and point-slope forms.
hand and/or using ● Key features include rate of change (slope), intercepts, strictly
describe applicable situations.
technology. increasing or strictly decreasing, positive, negative, and end
behavior.

8.FGR.6: Solve practical, linear problems involving situations using bivariate quantitative data.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
8.FGR.6.1 Show that straight lines are widely Strategies and Methods Terminology Example
used to model relationships ● Students should ● The line of best fit shows the ● Given a set of data points, a student
between two quantitative discover the line of linear relationship between creates a scatter plot (see below),
best fit as the one two variables in a data set. approximates a line of best fit, and writes
variables. For scatter plots that
that comes closest the equation for the approximated line.
suggest a linear association,
to most of the data
visually fit a straight line, and points.
informally assess the model fit by
judging the closeness of the data
points to the line of best fit.

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8.FGR.6.2 Use the equation of a linear Strategies and Methods Terminology
model to solve problems in the ● Students should solve practical, linear problems ● A linear model shows the relationship between two
context of bivariate measurement involving situations using bivariate quantitative variables in a data set, such as lines of best fit.
data.
data, interpreting the slope and
intercepts.
8.FGR.6.3 Explain the meaning of the Terminology Example
predicted slope (rate of change) ● It is important to indicate ‘predicted’ to indicate ● In a linear model for a biology experiment, interpret a
and the predicted intercept this is a probabilistic interpretation in context, and slope of 1.5 cm/hr as meaning that an additional hour of
not deterministic. sunlight each day is associated with an additional 1.5 cm
(constant term) of a linear model
in mature plant height.
in the context of the data.
8.FGR.6.4 Use appropriate graphical displays Fundamentals
from data distributions involving ● Students should be given opportunities to analyze the data distribution displayed graphically to answer the statistical
lines of best fit to draw informal investigative question generated from a realistic situation.
inferences and answer the
statistical investigative question
posed in an unbiased statistical
study.

8.FGR.7: Justify and use various strategies to solve systems of linear equations to model and explain realistic phenomena.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
8.FGR.7.1 Interpret and solve relevant Strategies and Methods Examples
mathematical problems leading to ● Students should have a variety of ● A trampoline park that you frequently go to is $9 per visit. You have the
two linear equations in two opportunities to explore problems option to purchase a monthly membership for $30 and then pay $4 for each
using technology and tools in order visit. Explain whether you will buy the membership, and why.
variables.
to strengthen their conceptual
understanding of systems of linear Option A: y = $9x
equations as they visually analyze Option B: y = $30 + $4x
what happens when the variables ● Anya is traveling from out of town. This is the only time she will visit this
are manipulated in the problem. trampoline park. Which option should she choose?
● Jin plans on going to the trampoline park seven times this month. Which
option should he choose? What does the point of intersection of the graphs
represent?
8.FGR.7.2 Show and explain that solutions to Strategies and Methods
a system of two linear equations ● Students should be provided with opportunities to explore systems of equations represented on interactive graphs to
in two variables correspond to analyze and interpret the solutions to the systems.
● Students should be able to analyze and explain solutions to systems of equations presented numerically, algebraically, and
points of intersection of their
graphically.
graphs, because the points of

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 intersection satisfy both equations
simultaneously.
8.FGR.7.3 Approximate solutions of two Strategies and Methods Example
linear equations in two variables ● Students should be provided with opportunities to explore systems ● A student can graph two linear equations
by graphing the equations and of equations represented on interactive graphs to analyze and that represent a culturally relevant problem
interpret the solutions to the systems. using digital graphing tools (i.e., Desmos)
solving simple cases by inspection.
● Students should have opportunities to analyze and explore and visually make sense of the graphed lines
problems using technology and tools to strengthen their conceptual based on a given context. A student can
understanding of systems of linear equations. provide a verbal or written explanation of
their reasoning.
8.FGR.7.4 Analyze and solve systems of two Strategies and Methods Example
linear equations in two variables ● Students should be able to analyze and solve pairs of simultaneous ● Given coordinates for two pairs of points, a
algebraically to find exact linear equations (systems of linear equations) within realistic student can determine whether the line
situations and an expressed phenomenon. through the first pair of points intersects the
solutions.
● Students should validate their graphical approximations using line through the second pair.
algebraic strategies.
● Students should use substitution and elimination to solve systems
of linear equations.

8.FGR.7.5 Create and compare the Strategies and Methods Example

equations of two lines that are ● Students should have the opportunity to explore visual graphs of ● A student can recognize that there is no
either parallel to each other, equations that are parallel, perpendicular or neither parallel nor solution to the system of equations formed
perpendicular to develop a deep, conceptual understanding. by 3x + 2y = 5 and 3x + 2y = 6 because the
perpendicular to each other, or
● As students are comparing parallelism and perpendicularity of lines, lines are parallel and 3x + 2y cannot
neither parallel nor perpendicular.
they should see the connection as a system of equations. simultaneously be 5 and 6.
● Students should be able to explain if systems are consistent or
inconsistent.

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GEOMETRIC & SPATIAL REASONING – Pythagorean theorem and volume of triangles, rectangles, cones, cylinders, and spheres
8.GSR.8: Solve geometric problems involving the Pythagorean Theorem and the volume of geometric figures to explain real phenomena.
Expectations Evidence of Student Learning
(not all inclusive; see Grade Level Overview for more details)
8.GSR.8.1 Explain a proof of the Pythagorean Age/Developmentally Appropriate Strategies and Methods Example
Theorem and its converse using visual ● Students are not limited to a ● Geometric and spatial reasoning
models. particular proof for the should be used when explaining
Pythagorean Theorem or its the Pythagorean Theorem.
converse.

8.GSR.8.2 Apply the Pythagorean Theorem to Age/Developmentally Strategies and Methods Example
determine unknown side lengths in Appropriate ● Geometric and spatial reasoning
right triangles within authentic, ● Triangle should be used to solve problems How tall is the
dimensions may involving the Pythagorean Great Pyramid of
mathematical problems in two and
be rational or theorem. Giza?
three dimensions.
irrational ● Models and drawings may be
numbers. useful as students solve contextual
problems in two- and three-
dimensions.

8.GSR.8.3 Apply the Pythagorean Theorem to Age/Developmentally Strategies and Methods Example
find the distance between two points Appropriate ● Students should be ● There are two paths that Sarah can take when walking to
in a coordinate system in practical, ● Students should provided opportunities school. One path is to take is to take A Street from home to
apply their to solve problems the traffic light and then walk on B street from the traffic
mathematical problems.
understanding of using a variety of light to the school, and the other way is for her to take C
the Pythagorean strategies. street directly to the school. How much shorter is the direct
Theorem to find path along C Street?
the distance. Use
of the distance
formula is not an
expectation for
this grade level.

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 Sarah’s
Home

A
Street
School

B Street

To answer this question, students may use what they learned in 6th
grade to find the distance between (-12, 9) and (-12, -2) representing
A street and the distance between (-12, -2) and (16, -2) representing B
street. Then, students could use those two distances to find the sum
of the distances for the first path. Then, students can apply the
Pythagorean theorem to determine the distance between the final
two points, (-12, 9) and (16, -2) to determine the answer to the
question.
8.GSR.8.4 Apply the formulas for the volume of Age/Developmentally Appropriate Strategies and Methods Relevance and Application
cones, cylinders, and spheres and use ● This learning objective is ● Given the volume, solve for an unknown ● Students should be given
them to solve in relevant problems. limited to right circular dimension of the figure. Students will need opportunities to find missing
cones, right cylinders, and to be able to express the answer in terms of dimensions of a right circular
spheres. pi and as a decimal approximation. cone (e.g., slant height, radius,
● Students should be able to use their etc.).
knowledge of cube roots to solve for ● Students should be able to make
unknown dimensions of geometric figures. connections between the
Pythagorean Theorem and
solving relevant problems
related to volume of cones.

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 ESSENTIAL
INSTRUCTIONAL
GUIDANCE

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 MATHEMATICAL PRACTICES
The Mathematical Practices describe the reasoning behaviors students should develop as they
build an understanding of mathematics – the “habits of mind” that help students become
mathematical thinkers. There are eight standards, which apply to all grade levels and conceptual
categories.
These mathematical practices describe how students should engage with the mathematics
content for their grade level. Developing these habits of mind builds students’ capacity to become
mathematical thinkers. These practices can be applied individually or together in mathematics
lessons, and no particular order is required. In well-designed lessons, there are often two or more
Mathematical Practices present.

MATHEMATICAL PRACTICES
MP: Display perseverance and patience in problem-solving. Demonstrate skills and strategies
needed to succeed in mathematics, including critical thinking, reasoning, and effective collaboration
and expression. Seek help and apply feedback. Set and monitor goals.
Code Expectation

MP.1 Make sense of problems and persevere in solving them.

MP.2 Reason abstractly and quantitatively.

MP.3 Construct viable arguments and critique the reasoning of others.

MP.4 Model with mathematics.

MP.5 Use appropriate tools strategically.

MP.6 Attend to precision.

MP.7 Look for and make use of structure.

MP.8 Look for and express regularity in repeated reasoning.

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 MATHEMATICAL MODELING

Teaching students to model with mathematics is engaging, builds confidence and

competence, and gives students the opportunity to collaborate and make sense of the world
around them, the main reason for doing mathematics. For these reasons, mathematical
modeling should be incorporated at every level of a student’s education. This is important
not only to develop a deep understanding of mathematics itself, but more importantly to give
students the tools they need to make sense of the world around them. Students who engage
in mathematical modeling will not only be prepared for their chosen career but will also learn
to make informed daily life decisions based on data and the models they create.
The diagram below is a mathematical modeling framework depicting a cycle of how students
can engage in mathematical modeling when solving a realistic problem or task.

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 FRAMEWORK FOR STATISTICAL REASONING
Statistical reasoning is important for learners to engage as citizens and professionals in a world
that continues to change and evolve. Humans are naturally curious beings and statistics is a
language that can be used to better answer questions about personal choices and/or make sense
of naturally occurring phenomena. Statistics is a way to ask questions, explore, and make sense
of the world around us.
The Framework for Statistical Reasoning should be used in all grade levels and courses to guide
learners through the sense-making process, ultimately leading to the goal of statistical literacy in
all grade levels and courses. Reasoning with statistics provides a context that necessitates the
learning and application of a variety of mathematical concepts.

FIGURE 1: GEORGIA FRAMEWORK FOR STATISTICAL REASONING

The following four-step statistical problem-solving process can be used throughout each grade
level and course to help learners develop a solid foundation in statistical reasoning and literacy:

I. Formulate Statistical Investigative Questions

Ask questions that anticipate variability.

II. Collect & Consider the Data

Ensure that data collection designs acknowledge variability.

III. Analyze the Data

Make sense of data and communicate what the data mean using pictures (graphs)
and words. Give an accounting of variability, as appropriate.

IV. Interpret the Results

Answer statistical investigative questions based on the collected data.

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Kindergarten: Create statistical investigative questions that can be answered by collecting,
analyzing, and interpreting data with up to 10 data points.
Ask Collect Analyze Interpret
Generate and ask Collect data to answer a Represent the findings Explain the findings based
questions to statistical investigative from generated questions on the data collected and
investigate situations question. using objects and represented on graphs.
within the classroom. pictures.
Instructional Supports
● Expectations in this grade level should be taught throughout the year and applied contextually to the current expectation and everyday events.
● Relevant problems can include word problems that are meaningful to a student’s real environment. It is important for the problems presented
to be relevant and interesting for the learners to pique their natural, intellectual curiosity.
● Limit category counts to be less than or equal to ten.
● At this grade level, more support is needed with formulating statistical questions. Students should be given guidance when developing
statistical investigative questions. Students should be provided with support strategies for collecting and organizing their data.
● Students will display their data using objects and pictures. In later grades, students will represent data in pictographs and bar graphs.
● In Kindergarten, students should be able to use friendly language to explain their data and answer the overall question.
● The terminology below is used to clarify expectations for the teaching professional. Students are not required to use this terminology when
engaging with the learning objective.
● A statistical investigative question is one that requires data that will vary. Examples: “How did you get to school today?”; “What is your favorite
____?”
st
1 Grade: Create a statistical investigative question that can be answered using data involving
numerical values within 20. Collect, analyze, and interpret categorical data presented as
picture graphs and bar graphs (with single-unit scales) with up to three categories from actual
situations to answer the question posed.
Ask Collect Analyze Interpret
Create a statistical Determine Create a picture graph and a Interpret categorical data to
investigative strategies for bar graph (with single-unit answer the statistical
question that can be collecting and scale) to represent a data investigative question created,
answered by organizing data set with up to three including total number of data
gathering, within 20 to answer categories. Analyze the points, how many in each
representing, and a statistical information by asking and category, and how many more
interpreting data. investigative answering questions about or less are in one category than
question. the data. another.
Instructional Supports
● Expectations in this grade level should be taught throughout the year and applied contextually to the current expectation and actual events.
● Students should formulate a statistical investigative question to explore a realistic situation in their classroom. Ex. “How many pets do you
have?” is a statistical investigative question because it anticipates variability in students’ responses.
● Students should be able to organize the data collected, represent the data on a table, and ask questions about the data
generated. This expectation is limited to data with up to three categories presented in tables and charts. Students should be using tally marks
and numerical values to organize and represent data.
● Students should use tally marks and numerical values within 20 to organize and represent the data. Students should be able to summarize
the number of tally marks in each category.
● Students should be able to analyze and interpret categorical data on a provided pictograph or bar graph to answer the formulated statistical
investigative question. On a picture graph, one symbol stands for a value of 1 at this grade level.
● Developing strategies for collecting data include students collaborating to determine ways to collect data. Data can be gathered from a variety
of sources to answer the statistical investigative question posed.

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2nd Grade: Create statistical investigative questions that can be answered using data. Collect,
analyze, and interpret categorical data presented as picture graphs and bar graphs (with single-
unit scales) with up to four categories from real situations to answer questions.
Ask Collect Analyze Interpret
Create a statistical Determine strategies Create a picture graph and a Interpret categorical data
investigative question for collecting and bar graph (with single-unit to answer the statistical
that can be answered organizing data to scale) to represent a data set investigative question
by gathering, answer a statistical with up to four categories. created.
representing, and investigative question. Analyze the information by
interpreting data. asking and answering
questions about the data.
Instructional Supports
● Expectations in this grade level should be taught throughout the year and applied contextually to the current expectation and real events.
● Students should formulate a statistical investigative question to explore an authentic situation in their classroom.
● The data collection can occur through the use of surveys and scientific observations. Tables and tally marks can be used to organize data.
● Pictographs and bar graphs used at this grade level should represent a data set with no more than four categories.
● Students should solve simple join, separate, and compare problems using information presented.
● Students should use addition and subtraction to create and obtain information from tables, pictographs, bar graphs, and tally charts.
3rd Grade: Create statistical investigative questions that can be answered using data. Collect,
analyze, and interpret numerical and categorical data involving whole number values obtained
from real situations to answer questions.
Ask Collect Analyze Interpret
Create a statistical Determine strategies for Create pictographs, bar Interpret categorical and
investigative question collecting and organizing graphs, and dot plots with numerical data to
that can be answered numerical data and a variety of scales, using answer the statistical
using data from categorical data involving appropriate titles, labels, investigative question
authentic situations. whole number values to and units within the created.
answer a statistical graphical display.
investigative question.
Instructional Supports
● Expectations in this grade level should be taught throughout the year and applied contextually to the current expectation and actual life
events.
● In previous grade levels, students analyzed categorical data. In third grade, this is extended to include numerical data analysis.
● Students should formulate a statistical investigative question to explore a real situation in their classroom.
● Students should be provided with learning experiences to collect and analyze both numerical data and categorical data.
● Some problems should include reading bar graphs, pictographs, and dot plots, as well as customary measurements. Dot plots and line plots
can be used interchangeably. Dot plots should be used for numerical data representation on a number line.
● Developing strategies for collecting data include students collaborating to determine ways to collect data. Data can be gathered from a variety
of sources to answer the statistical investigative question posed. Data sets for categorical data may include several categories.
● The scales of the pictographs, bar graphs, and dot plots should depend on the data collected. On a pictograph, one symbol may stand for a
value greater than 1 to allow students to apply their understanding of single digit multiplication and division facts.
● Students should use a ruler that is marked at halves and fourths only to create an evenly spaced number line for the dot plot.
● Numerical data - data that can be expressed in numbers rather than natural language. An example of numerical data that could be collected
is the number of people who attended the movie theater over the course of a month.
● Categorical data - a type of data used to group information with similar characteristics. Examples of categorical data that could be collected
might be marital status, favorite sport, or favorite type of movie.

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4th Grade: Create statistical investigative questions that can be answered using data. Collect,
analyze, and interpret data from real situations to answer questions using dot plots displaying
numerical data to the nearest 1/8 of a unit.
Ask Collect Analyze Interpret
Create a Determine strategies for Determine the appropriate Create dot plots to display a
statistical gathering data. Collect representation of the data distribution of numerical
investigative numerical (quantitative) based on the nature of the (quantitative) measurement
question that can data by measuring data (bar graphs, data.
be answered repeatedly to the nearest pictographs, and dot plots).
using data from 𝟏 Interpret numerical data to
of a unit.
𝟖
real situations. Determine the difference answer the statistical
between categorical and investigative question
numerical data. created.
Instructional Supports
● Expectations in this grade level should be taught throughout the year and applied contextually to the current expectation and actual events.
● Students should be given opportunities to generate a statistical investigative question based on things they notice and wonder about an
everyday situation.
● Based on the statistical investigative question, they should create a plan that determines the appropriate population to survey and how to
collect that data.
● Students should have opportunities to determine the difference between representations for categorical data and numerical data presented.
Representations for data should include bar graphs, pictographs, and dot plots (line plots).
● Students should be able to measure objects found in everyday life to collect data and use rulers to measure to the nearest 1/8.
● Students should record observations they notice about the shape of the distribution using informal language such as spread out and/or
grouped.
● Numerical data: A data type expressed in numbers rather than natural language descriptions. This is sometimes called quantitative data.
5th Grade: Create statistical investigative questions that can be answered by using quantitative
(numerical) and categorical data. Determine strategies for gathering data to answer questions.
Collect, analyze, and interpret data presented on dot plots and bar graphs from real situations to
answer questions about the data distribution, spread, and center.
Ask Collect Analyze Interpret
Create a statistical Develop up to five Graphically represent and Describe and interpret the
investigative survey questions that describe the distribution of center of the distribution
question that can be would yield the data the numerical data through by the equal share value
answered by needed to answer the dot plots and line plots or (mean).
gathering data from statistical investigative categorical data through bar
real situations. question. graphs.
Instructional Supports
● Expectations in this grade level should be taught throughout the year and applied contextually to the current expectation and actual events.
● Students can generate questions about things they notice and wonder from an authentic situation. Based on the posed question, create a plan
that determines the appropriate population to survey and how to collect that data. Students should be provided with learning experiences to
collect and analyze both numerical data and categorical data from a variety of sources.
● Students should be given ample experience with organizing, representing, and analyzing data from everyday contexts. Data should not be
limited to numerical data collected from linear measurements. Students should be given the opportunity to use manipulatives such as: snap
cubes, tiles, etc...to model equal share value.
● Students should continue to create dot plots (line plots) with measurements in fractions of a unit (1/2, 1/4, 1/8).
● This is the beginning of the progression of the concept of measures of center and will continue to be developed in 6th grade. The mean
formula is not an expectation in 5th grade. This concept should be explored visually and conceptually.
● Distribution refers to how the data is spread across the graph.
● Dot plots and line plots can be used interchangeably. Dot plots should be used for numerical data representation on a number line.
● Numerical data is data that expressed in numbers rather than natural language. An example of numerical data that could be collected is the
number of people who attended the movie theater over the course of a month. Categorical data is a type of data that is used to group
information with similar characteristics. Examples of categorical data that could be collected might be marital status, favorite sport, or favorite
type of movie.

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6th Grade: Formulate an investigative question, and collect, model, and analyze data
distributions for variability to answer statistical questions and solve problems in context.
Ask Collect Analyze Interpret
Create a statistical Summarize categorical and Relate the choice of Interpret numerical
investigative question quantitative (numerical) measures of center data to answer the
that can be answered by data sets in relation to the and variability to the statistical investigative
gathering data from real context: display the shape of the data question created.
situations and determine distributions of quantitative distribution and the
strategies for gathering (numerical) data in plots on context in which the Describe the
data to answer the a number line, including dot data were gathered. distribution of a
statistical investigative plots, histograms, and box quantitative
question. plots and display the Describe the impact (numerical) variable
distribution of categorical that inserting or collected, including its
Distinguish between data using bar graphs. deleting a data point center, variability, and
statistical and non- has on the mean and overall shape, to
statistical questions. Design simple experiments the median of a data answer a statistical
and collect data. Use data set. Create data investigative question.
Write a statistical gathered from realistic displays using a dot
investigative question as scenarios and simulations plot or box plot to
one that anticipates to determine quantitative examine this impact.
variability in the data. measures of center (median
and/or mean) and variability
(interquartile range and
range). Use these
quantities to draw
conclusions about the data,
compare different numerical
data sets, and make
predictions.
Instructional Supports
● Students should be able to use the statistical process to formulate questions. The statistical process involves asking a statistical investigative
question, collecting the data, analyzing the data, and interpreting the results. As a result of an investigation, students should summarize
categorical and quantitative (numerical) data sets in relation to the context.
● Students have experience with displaying categorical data using bar graphs from elementary grades. In sixth grade, students are extending
their understanding of analyzing categorical data displayed on histograms. Students should be able to determine the number of observations
from a context or diagram. Students should be able to analyze the shape of a data distribution and determine the impact single data points
have on the data set represented visually.
● To develop solid statistical reasoning, students should be able to use quantitative measures of center and variability to draw conclusions
about data sets and make predictions based on comparisons.
● Students should explore conceptually the measures of center (mean, median) and variability (interquartile range and range) for a set of
numerical data gathered from contextual, mathematical situations and use these measures to describe the shape of the data presented in
various forms.
● In sixth grade, students should explore the conceptual idea of MAD – not the formula. Data sets can be limited to no more than 10 data points
when exploring the mean absolute deviation. Students should be able to apply their understanding of absolute value (rather than use
operations on negative integers) in the context of MAD.
● Students should be able to describe the distribution of a quantitative (numerical) variable collected to answer a statistical investigative
question, including its center (median, mean), variability (interquartile range (IQR), mean absolute deviation (MAD), and range), and overall
shape (symmetrical vs non-symmetrical). Students should be able to identify that each quartile represents 25% of the data set. Students
should understand the concept of outliers.
● Students should be able to describe the nature of the statistical attribute under investigation, including how it was measured and its units of
measurement.
● Students should apply understanding of the measures of center (mean, median) and variability (interquartile range and range) to determine
quantitative measures of center and variability, draw conclusions about the data, compare different numerical data sets and make predictions
using data gathered from realistic scenarios and simulations.

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7th Grade: Create statistical investigative questions that can be answered using quantitative data,
collect data through random sampling to make inferences about population distributions
using data distributions, and interpret data to answer statistical investigative questions.
Ask Collect Analyze Interpret
Create a statistical Use statistical reasoning and Use data from Use appropriate
investigative methods to predict characteristics repeated random graphical displays and
question that can be of a population by examining the samples to evaluate numerical summaries
answered by characteristics of a representative how much a sample from data distributions
gathering data from sample. Recognize the potential mean is expected to with categorical or
real situations and limitations and scope of the sample vary from a quantitative
determine strategies to the population. population mean. (numerical) variables
for gathering data to Simulate multiple to draw informal
answer the statistical Analyze sampling methods and samples of the same inferences about two
investigative conclude that random sampling size. samples or
question. produces and supports valid populations.
inferences.
Instructional Supports
● Students should have opportunities to create and answer statistical investigative questions about a population by collecting data from a
representative sample, using random sampling techniques to collect the data.
● Students should have opportunities to critique examples of sampling techniques. Students should conclude when conditions of sampling
methods may be biased, random, and not representative of the population. Students should use sample data collected to draw inferences.
● Students should use side by side bar graphs or segmented bar graphs to compare categorical data distributions of samples from two
populations. Students should compare data of two samples or populations displayed in box plots and dot plots to make inferences.
● Students should be able to draw inferences using measures of central tendency (mean, median, mode) and/or variability (range, mean
absolute deviation and interquartile range) from random samples. Conclusions should be made related to a population, using a random
sample, by describing a distribution using measures of central tendency (mean, median, mode) and/or variability (range, mean absolute
deviation, and interquartile range).
8th Grade: Create statistical investigative questions that can be answered using quantitative
data. Collect, analyze, and interpret patterns of bivariate data and interpret linear models to
answer statistical questions and solve real problems.
Ask Collect Analyze Interpret
Create a Use the equation Construct and Show that straight lines are widely used to
statistical of a linear model interpret scatter model relationships between two
investigative to solve problems plots for bivariate quantitative variables. For scatter plots that
question that can in the context of quantitative data to suggest a linear association, visually fit a
be answered by bivariate investigate patterns straight line, and informally assess the
gathering data measurement of association model fit by judging the closeness of the
from real data, interpreting between two data points to the line of best fit.
situations and the slope and quantities.
determine intercepts. Use the equation of a linear model to solve
strategies for Explain the meaning problems in the context of bivariate
gathering data to of the predicted measurement data, interpreting the slope
answer the slope (rate of and intercepts.
statistical change) and the
investigative predicted intercept Use appropriate graphical displays from
question. (constant term) of a data distributions involving lines of best fit
linear model in the to draw informal inferences and answer the
context of the data. statistical investigative question posed in an
unbiased statistical study.
Instructional Supports
● Students should be able to use statistical reasoning to describe patterns of association, such as clustering, outliers, positive or negative
association, linear association, and nonlinear association through the analysis of data presented in multiple ways.
● Students should be given opportunities to analyze the data distribution displayed graphically to answer the statistical investigative question
generated from a real situation.
● Students should solve practical, linear problems involving situations using bivariate quantitative data. A linear model shows the relationship
between two variables in a data set, such as lines of best fit. Students should discover the line of best fit as the one that comes closest to
most of the data points and shows the linear relationship between two variables in a data set.
● It is important to indicate ‘predicted’ slope to indicate this is a probabilistic interpretation in context, and not deterministic.

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 COMPUTATIONAL STRATEGIES
FOR WHOLE NUMBERS
Mathematics Place-Value Strategies and US Traditional Algorithms
Specific mathematics strategies for teaching and learning are not mandated by the Georgia Department
of Education or assessed on state or federally mandated tests. Students may solve problems in different
ways and have the flexibility to choose a mathematical strategy that allows them to make sense of and
strategically solve problems using efficient methods that are most comfortable for and makes sense to
them. It is critical that teachers and parents remain partners to help each child grow to become a
mathematically literate citizen. These standards preserve and affirm local control and flexibility.
In mathematics, the emphasis is on the reasoning and thinking about the quantities within mathematical
contexts. Algorithms, tape diagrams (bar models), and number line representations are a few examples
of ways that students communicate their strategic thinking in a written form.

Addition Example: 1573 + 796

US Traditional Algorithm: Description: Place Value Algorithm:

As students make sense of and use
addition strategies and algorithms, it
is important for them to be given the
flexibility to use a part-whole strategy
such as place value partitioning,
adding on in parts, estimation and
compensation, and friendly numbers
to communicate their thinking using a
written recording of that strategy that
is most comfortable for and makes
sense to them. Students should be
able to demonstrate a deep
understanding of the relationship
between the quantities presented in
the mathematics number sentence
and to attend to precision in their
explanations. Flexibility in thinking is
key!
Number Line Representation:

It is important to note that the examples of strategies provided in the tables are not all
inclusive. Students may solve problems in different ways and have the flexibility to choose a
mathematical strategy that allows them to make sense of and strategically solve problems using
efficient methods that are most comfortable for and makes sense to them.

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 Subtraction Example: 2145 - 178
US Traditional Algorithm: Description: Place Value Algorithm:
As students make sense of and use
subtraction strategies and
algorithms, it is important for them to
be given the flexibility to use a part-
whole strategy such as place value
partitioning, adding up, counting back
in chunks, and same difference and
communicate their thinking using a
written recording of that strategy that
is most comfortable for and makes
sense to them. Students should be
able to demonstrate a deep
understanding of the relationship
between the quantities presented in
the mathematics number sentence
and to attend to precision in their
explanations. Flexibility in thinking is
key!

Number Line Representation:

It is important to note that the examples of strategies provided in the tables are not all
inclusive. Students may solve problems in different ways and have the flexibility to
choose a mathematical strategy that allows them to make sense of and strategically
solve problems using efficient methods that are most comfortable for and makes sense
to them.

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 Multiplication Example: 25 x 24

US Traditional Algorithm: Description: Place Value Algorithm:

As students make sense of and use
multiplication strategies and
algorithms, it is important for them to
demonstrate a deep understanding of
the relationship between the quantities
presented in the mathematics number
sentence and to attend to precision in
their explanations. Students are
encouraged to use strategies such as
partial products, friendly numbers, and
a combination of known facts to
determine solutions to new problems. It
is also important for students to
maintain the ability to choose which
part-whole strategy is best to
communicate their mathematical
thinking. Flexibility in thinking is key!
Area Representation (Partial Products):

It is important to note that the examples of strategies provided in the tables are not all
inclusive. Students may solve problems in different ways and have the flexibility to choose a
mathematical strategy that allows them to make sense of and strategically solve problems using
efficient methods that are most comfortable for and makes sense to them.

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 Division Example: 1917 ÷ 9

US Traditional Algorithm: Description: Place Value Algorithm:

As students make sense of and
use division strategies and
algorithms, it is important for them
to demonstrate a deep
understanding of the relationship
between the quantities. Students
are encouraged to use strategies
such as partial quotients, friendly
numbers, and repeated
subtraction to determine solutions
to new problems. It is also
important for students to maintain
the ability to choose which
strategy is best to communicate
their mathematical thinking.
Flexibility in thinking is key!

Number Line Representation:

200 + 10 + 3 = 213

It is important to note that the examples of strategies provided in the tables are not all
inclusive. Students may solve problems in different ways and have the flexibility to choose a
mathematical strategy that allows them to make sense of and strategically solve problems using
efficient methods that are most comfortable for and makes sense to them.

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