# Common Core State

##### 5.NF.B7b

Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4.

October 1, 2018##### 8.EE.A1

Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 x 3-5 = 3-3 = 1/33 = 1/27.

October 1, 2018##### HSA.REI.C9

(+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 x 3 or greater).

October 1, 2018##### HSN.VM.C12

(+) Work with 2 x 2 matrices as a transformations of the plane, and interpret the absolute value of the determinant in terms of area.

October 1, 2018##### 2.L.2d

Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil).

October 1, 2018##### 3.MD.C7c

Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a x b and a x c. Use area models to represent the distributive property in mathematical reasoning.

October 1, 2018##### 3.NBT.A3

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations.

October 1, 2018##### 3.OA.A2

Interpret whole-number quotients of whole numbers, e.g., interpret 56 (square root) 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a … Read More “3.OA.A2”

October 1, 2018##### 3.OA.A4

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 _ ? = 48, 5 = _ (square root) 3, 6 _ 6 = ?

October 1, 2018##### 3.OA.B6

Understand division as an unknown-factor problem. For example, find 32 (square root) 8 by finding the number that makes 32 when multiplied by 8.

October 1, 2018##### 3.OA.C7

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 _ 5 = 40, one knows 40 (square root) 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

October 1, 2018##### 4.NF.A1

Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

October 1, 2018