# CCSS Alignments

## Making Squares, 6-8

Exemplars math material is an effective way to incorporate both the *Common Core* *Standards for Mathematical Practice* and the *Standards for Mathematical Content* into your classroom. Learn how our performance tasks and assessment rubrics support CCSSM.

#### Task Alignments to the Standards for Mathematical Practice

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

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

## 4. Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

## 6. Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

#### Task Alignments to the Standards for Mathematical Content

**Grade 6**

## Expressions and Equations: 6.EE.5, 6.EE.6, 6.EE.7

*Reason about and solve one-variable equations and inequalities.*

5. Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

7. Solve real-world and mathematical problems by writing and solving equations of the form *x + p = q and px = q* for cases in which *p*, *q* and *x* are all nonnegative rational numbers.

## Geometry: 6.G.1

*Solve real-world and mathematical problems involving area, surface area, and volume.*

1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

**Grade 7**

## Expressions and Equations: 7.EE.4.a

*Solve real-life and mathematical problems using numerical and algebraic expressions and equations.*

4. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

a. Solve word problems leading to equations of the form *px + q = r *and *p(x +
q) = r*, where *p*, *q*, and *r* are specific rational numbers. Solve
equations of these forms fluently. Compare an algebraic solution to an
arithmetic solution, identifying the sequence of the operations used in
each approach. *For example, the perimeter of a rectangle is 54 cm. Its
length is 6 cm. What is its width?*

**Grade 8**

## Expressions and Equations: 8.EE.7.a, 8.EE.7.b

*Analyze and solve linear equations and pairs of simultaneous linear equations.*

7. Solve linear equations in one variable.

a. Give examples of linear equations in one variable with one solution,
infinitely many solutions, or no solutions. Show which of these
possibilities is the 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).

b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.