This document provides an overview of the Common Core Georgia Performance Standards (CCGPS) mathematics curriculum maps for grades K-1. It outlines the units covered in each grade level as well as the key standards addressed. The Kindergarten map covers 7 units on topics like shapes, counting, comparing numbers, addition/subtraction. The 1st grade map covers 7 units as well, focusing on developing base ten number sense, understanding shapes/fractions, sorting/comparing, and operations/algebraic thinking. Both maps are designed to build upon prior concepts and include the mathematical practices.

1. Common Core
Georgia Performance
Standards
CCGPS
Mathematics
Curriculum Maps
Grade K ‐ 12

2. Georgia Department of Education
Common Core Georgia Performance Standards
Elementary School Mathematics
Kindergarten – At a Glance
Common Core Georgia Performance Standards: Curriculum Map
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7
Sophisticated Counting With Comparing Measuring and Investigating Further Show What We
Shapes Friends Numbers Analyzing Data Addition and Investigation of Know
Subtraction Addition and
Subtraction
MCCK.G.1 MCCK.CC.1 MCCK.NBT.1 MCCK.MD.1 MCCK.OA.1 MCCK.OA.2 ALL
MCCK.G.2 MCCK.CC.2 MCCK.CC.3 MCCK.MD.2 MCCK.OA.2 MCCK.OA.3
MCCK.G.3 MCCK.CC.3 MCCK.CC.4a MCCK.MD.3 MCCK.OA.3 MCCK.OA.4
MCCK.G.4 MCCK.CC.4 MCCK.CC.5 MCCK.OA.4 MCCK.OA.5
MCCK.G.5 MCCK.MD.3 MCCK.CC.6 MCCK.OA.5
MCCK.G.6 MCCK.CC.7
MCCK.MD.3 MCCK.MD.3
These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts and standards addressed in earlier units.
All units include the Mathematical Practices and indicate skills to maintain.
NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among mathematical topics.
Grades K-2 Key: CC = Counting and Cardinality, G= Geometry, MD=Measurement and Data, NBT= Number and Operations in Base Ten, OA = Operations and Algebraic Thinking.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
September 9, 2011
All Rights Reserved

3. Georgia Department of Education
Common Core Georgia Performance Standards
Kindergarten
Common Core Georgia Performance Standards: Curriculum Map
Standards for Mathematical Practice (the context in which mathematics is learned)
1 Make sense of problems and persevere in solving them. 5 Use appropriate tools strategically.
2 Reason abstractly and quantitatively. 6 Attend to precision.
3 Construct viable arguments and critique the reasoning of others. 7 Look for and make use of structure.
4 Model with mathematics. 8 Look for and express regularity in repeated reasoning.
Unit 1 Unit 2 Unit 3 Unit 4
Sophisticated Shapes Counting with Friends Comparing Numbers Investigating Addition and Subtraction
Identify and describe shapes (squares, circles, Know number names and the count Work with numbers 11–19 to gain Understand addition as putting together
triangles, rectangles, hexagons, cubes, cones, sequence foundations for place value. and adding to, and understand subtraction
cylinders, and spheres). MCCK.CC.1 Count to 100 by ones and MCCK.NBT.1 Compose and decompose as taking apart and taking from.
MCCK.G.1 Describe objects in the environment by tens. numbers from 11 to 19 into ten ones and some MCCK.OA.1 Represent addition and
using names of shapes, and describe the relative MCCK.CC.2 Count forward beginning further ones, e.g., by using objects or subtraction with objects, fingers, mental
positions of these objects using terms such as from a given number within the known drawings, and record each composition or images, drawings5, sounds (e.g., claps), acting
above, below, beside, in front of, behind, and next sequence (instead of having to begin at 1). decomposition by a drawing or equation (e.g., out situations, verbal explanations,
to. MCCK.CC.3 Write numbers from 0 to 18 = 10 + 8); understand that these numbers expressions, or equations.
MCCK.G.2 Correctly name shapes regardless of 20. Represent a number of objects with a are composed of ten ones and one, two, three, MCCK.OA.2 Solve addition and subtraction
their orientations or overall size. written numeral 0-20 (with 0 representing a four, five, six, seven, eight, or nine ones. word problems, and add and subtract within
MCCK.G.3 Identify shapes as two-dimensional count of no objects). Know number names and the count 10, e.g., by using objects or drawings to
(lying in a plane, “flat”) or three-dimensional Count to tell the number of objects. sequence. represent the problem.
(“solid”). MCCK.CC.4 Understand the relationship MCCK.CC.3 Write numbers from 0 to 20. MCCK.OA.3 Decompose numbers less than
Analyze, compare, create, and compose shapes. between numbers and quantities; connect Represent a number of objects with a written or equal to 10 into pairs in more than one way,
MCCK.G.4 Analyze and compare two- and counting to cardinality. numeral 0-20 (with 0 representing a count of e.g., by using objects or drawings, and record
three-dimensional shapes, in different sizes and a. When counting objects, say the no objects). each decomposition by a drawing or equation
orientations, using informal language to describe number names in the standard order, Count to tell the number of objects. (e.g., 5 = 2 + 3 and 5 = 4 + 1).
their similarities, differences, parts (e.g., number pairing each object with one and MCCK.CC.4 Understand the relationship MCCK.OA.4 For any number from 1 to 9,
of sides and vertices/“corners”) and other only one number name and each between numbers and quantities; connect find the number that makes 10 when added to
attributes (e.g., having sides of equal length). number name with one and only one counting to cardinality. the given number, e.g., by using objects or
MCCK.G.5 Model shapes in the world by object. a. When counting objects, say the number drawings, and record the answer with a
building shapes from components (e.g., sticks and b. Understand that the last number names in the standard order, pairing drawing or equation.
clay balls) and drawing shapes. name said tells the number of each object with one and only one MCCK.OA.5 Fluently add and subtract
MCCK.G.6 Compose simple shapes to form objects counted. The number of number name and each number name within 5.
larger shapes. For example, “Can you join these objects is the same regardless of with one and only one object.
two triangles with full sides touching to make a their arrangement or the order in MCCK.CC.5 Count to answer “how many?”
rectangle?” which they were counted. questions about as many as 20 things arranged
c. Understand that each successive in a line, a rectangular array, or a circle, or as
number name refers to a quantity many as 10 things in a scattered configuration;
5
Drawings need not show details, but should show the mathematics in the problem.
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Dr. John D. Barge, State School Superintendent
September 9, 2011
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4. Georgia Department of Education
Classify objects and count the number of that is one larger. given a number from 1–20, count out that
objects in each category. Classify objects and count the number of many objects.
MCCK.MD.3 Classify objects into given objects in each category. Compare numbers.
categories; count the numbers of objects in each MCCK.MD.3 Classify objects into given MCCK.CC.6 Identify whether the number of
category and sort the categories by count.1 categories; count the numbers of objects in objects in one group is greater than, less than,
each category and sort the categories by or equal to the number of objects in another
count.2 group, e.g., by using matching and counting
strategies.3
MCCK.CC.7 Compare two numbers
between 1 and 10 presented as written
numerals.
Classify objects and count the number of
objects in each category.
MCCK.MD.3 Classify objects into given
categories; count the numbers of objects in
each category and sort the categories by
count.4
1
Limit category counts to be less than or equal to 10.
2
Limit category counts to be less than or equal to 10.
3
Include groups with up to ten objects.
4
Limit category counts to be less than or equal to 10.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
September 9, 2011
All Rights Reserved

5. Georgia Department of Education
Common Core Georgia Performance Standards
Kindergarten
Common Core Georgia Performance Standards: Curriculum Map
Standards for Mathematical Practice
1 Make sense of problems and persevere in solving them. 5 Use appropriate tools strategically.
2 Reason abstractly and quantitatively. 6 Attend to precision.
3 Construct viable arguments and critique the reasoning of others. 7 Look for and make use of structure.
4 Model with mathematics. 8 Look for and express regularity in repeated reasoning.
Unit 5 Unit 6 Unit 7
Further Investigation of Addition and Measuring and Analyzing Data Show What We Know
Subtraction
Understand addition as putting together and adding to, and Describe and compare measurable attributes. ALL
understand subtraction as taking apart and taking from. MCCK.MD.1 Describe measurable attributes of objects, such
MCCK.OA.1 Represent addition and subtraction with objects, as length or weight. Describe several measurable attributes of a
fingers, mental images, drawings6, sounds (e.g., claps), acting single object.
out situations, verbal explanations, expressions, or equations. MCCK.MD.2 Directly compare two objects with a
MCCK.OA.2 Solve addition and subtraction word problems, measurable attribute in common, to see which object has “more
and add and subtract within 10, e.g., by using objects or of”/“less of” the attribute, and describe the difference. For
drawings to represent the problem. example, directly compare the heights of two children and
MCCK.OA.3 Decompose numbers less than or equal to 10 describe one child as taller/shorter.
into pairs in more than one way, e.g., by using objects or Classify objects and count the number of objects in each
drawings, and record each decomposition by a drawing or category.
equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). MCCK.MD.3 Classify objects into given categories; count
MCCK.OA.4 For any number from 1 to 9, find the number the numbers of objects in each category and sort the categories
that makes 10 when added to the given number, e.g., by using by count.7
objects or drawings, and record the answer with a drawing or
equation.
MCCK.OA.5 Fluently add and subtract within 5.
6
Drawings need not show details, but should show the mathematics in the problem.
7
Limit category counts to be less than or equal to 10.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
September 9, 2011
All Rights Reserved

6. Georgia Department of Education
Common Core Georgia Performance Standards
Elementary School Mathematics
First Grade – At a Glance
Common Core Georgia Performance Standards: Curriculum Map
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7
Creating Developing Base Understanding Sorting, Understanding Operations and Show What We Know
Routines Using Ten Number Shapes and Comparing Place Value Algebraic Thinking
Data Sense Fractions and Ordering
MCC1.NBT.1 MCC1.NBT.1 MCC1.G.1 MCC1.MD.1 MCC1.NBT.2 MCC1.OA.1 ALL
MCC1.MD.4 MCC1.MD.4 MCC1.G.2 MCC1.MD.2 MCC1.NBT.3 MCC1.OA.2
MCC1.G.3 MCC1.MD.3 MCC1.NBT.4 MCC1.OA.3
MCC1.MD.4 MCC1.MD.4 MCC1.NBT.5 MCC1.OA.4
MCC1.NBT.6 MCC1.OA.5
MCC1.MD.4 MCC1.OA.6
MCC1.OA.7
MCC1.OA.8
MCC1.MD.4
These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units.
All units will include the Mathematical Practices and indicate skills to maintain.
NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among mathematical topics.
Grades K-2 Key: CC = Counting and Cardinality, G= Geometry, MD=Measurement and Data, NBT= Number and Operations in Base Ten, OA = Operations and Algebraic Thinking.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
September 9, 2011
All Rights Reserved

7. Georgia Department of Education
Common Core Georgia Performance Standards
First Grade
Common Core Georgia Performance Standards: Curriculum Map
Standards for Mathematical Practice
1 Make sense of problems and persevere in solving them. 5 Use appropriate tools strategically.
2 Reason abstractly and quantitatively. 6 Attend to precision.
3 Construct viable arguments and critique the reasoning of others. 7 Look for and make use of structure.
4 Model with mathematics. 8 Look for and express regularity in repeated reasoning.
Unit 1 Unit 2 Unit 3 Unit 4
Creating Routines Using Data Developing Base Ten Number Understanding Shapes and Sorting, Comparing and Ordering
Sense Fractions
Extend the counting sequence Extend the counting sequence Reason with shapes and their attributes. Measure lengths indirectly and by iterating
MCC1.NBT.1 Count to 120, starting at any MCC1.NBT.1 Count to 120, starting at any MCC1.G.1 Distinguish between defining length units
number less than 120. In this range, read and number less than 120. In this range, read and attributes (e.g., triangles are closed and three- MCC1.MD.1 Order three objects by length;
write numerals and represent a number of write numerals and represent a number of sided) versus non-defining attributes (e.g., compare the lengths of two objects indirectly
objects with a written numeral. objects with a written numeral. color, orientation, overall size); build and by using a third object.
Represent and interpret data. Represent and interpret data. draw shapes to possess defining attributes. MCC1.MD.2 Express the length of an object
MCC1.MD.4 Organize, represent, and MCC1.MD.4 Organize, represent, and MCC1.G.2 Compose two-dimensional as a whole number of length units, by laying
interpret data with up to three categories; ask interpret data with up to three categories; ask shapes (rectangles, squares, trapezoids, multiple copies of a shorter object (the length
and answer questions about the total number and answer questions about the total number triangles, half-circles, and quarter-circles) or unit) end to end; understand that the length
of data points, how many in each category, of data points, how many in each category, three-dimensional shapes (cubes, right measurement of an object is the number of
and how many more or less are in one and how many more or less are in one rectangular prisms, right circular cones, and same-size length units that span it with no
category than in another. category than in another. right circular cylinders) to create a composite gaps or overlaps. Limit to contexts where the
shape, and compose new shapes from the object being measured is spanned by a whole
composite shape.1 number of length units with no gaps or
MCC1.G.3 Partition circles and rectangles overlaps.
into two and four equal shares, describe the Tell and write time.
shares using the words halves, fourths, and MCC1.MD.3 Tell and write time in hours
quarters, and use the phrases half of, fourth of, and half-hours using analog and digital clocks.
and quarter of. Describe the whole as two of, Represent and interpret data.
or four of the shares. Understand for these MCC1.MD.4 Organize, represent, and
examples that decomposing into more equal interpret data with up to three categories; ask
shares creates smaller shares. and answer questions about the total number
of data points, how many in each category,
and how many more or less are in one
category than in another.
1
Students do not need to learn formal names such as “right rectangular prism.”
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
September 9, 2011
All Rights Reserved

8. Georgia Department of Education
Common Core Georgia Performance Standards
First Grade
Common Core Georgia Performance Standards: Curriculum Map
Standards for Mathematical Practice
1 Make sense of problems and persevere in solving them. 5 Use appropriate tools strategically.
2 Reason abstractly and quantitatively. 6 Attend to precision.
3 Construct viable arguments and critique the reasoning of others. 7 Look for and make use of structure.
4 Model with mathematics. 8 Look for and express regularity in repeated reasoning.
Unit 5 Unit 6 Unit 7
Understanding Place Value Operations and Algebraic Thinking Show What We Know
Understand place value Represent and solve problems involving addition and ALL
MCC1.NBT.2 Understand that the two digits of a two-digit subtraction.
number represent amounts of tens and ones. Understand the MCC1.OA.1 Use addition and subtraction within 20 to solve
following as special cases: word problems involving situations of adding to, taking from,
a. 10 can be thought of as a bundle of ten ones — putting together, taking apart, and comparing, with unknowns
called a “ten.” in all positions, e.g., by using objects, drawings, and equations
b. The numbers from 11 to 19 are composed of a ten with a symbol for the unknown number to represent the
and one, two, three, four, five, six, seven, eight, or problem.2
nine ones. MCC1.OA.2 Solve word problems that call for addition of
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer three whole numbers whose sum is less than or equal to 20,
to one, two, three, four, five, six, seven, eight, or e.g., by using objects, drawings, and equations with a symbol
nine tens (and 0 ones). for the unknown number to represent the problem.
MCC1.NBT.3 Compare two two-digit numbers based on Understand and apply properties of operations and the
meanings of the tens and ones digits, recording the results of relationship between addition and subtraction.
comparisons with the symbols >, =, and <. MCC1.OA.3 Apply properties of operations as strategies to
Use place value understanding and properties of operations add and subtract.3
to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also
MCC1.NBT.4 Add within 100, including adding a two-digit known. (Commutative property of addition.) To add 2 + 6 + 4,
number and a one-digit number, and adding a two-digit the second two numbers can be added to make a ten, so 2 + 6 +
number and a multiple of 10, using concrete models or 4 = 2 + 10 = 12. (Associative property of addition.)
drawings and strategies based on place value, properties of MCC1.OA.4 Understand subtraction as an unknown-addend
operations, and/or the relationship between addition and problem. For example, subtract 10 – 8 by finding the number
subtraction; relate the strategy to a written method and explain that makes 10 when added to 8.
the reasoning used. Understand that in adding two-digit Add and subtract within 20
numbers, one adds tens and tens, ones and ones; and MCC1.OA.5 Relate counting to addition and subtraction
sometimes it is necessary to compose a ten. (e.g., by counting on 2 to add 2).
MCC1.NBT.5 Given a two-digit number, mentally find 10 MCC1.OA.6 Add and subtract within 20, demonstrating
2
See Glossary, Table 1
3
Students need not use formal terms for these properties. Problems should be within 20.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
September 9, 2011
All Rights Reserved

9. Georgia Department of Education
more or 10 less than the number, without having to count; fluency for addition and subtraction within 10. Use strategies
explain the reasoning used. such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 +
MCC1.NBT.6 Subtract multiples of 10 in the range 10-90 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 =
from multiples of 10 in the range 10-90 (positive or zero 13 – 3 – 1 = 10 – 1 = 9); using the relationship between
differences), using concrete models or drawings and strategies addition and subtraction (e.g., knowing that 8 + 4 = 12, one
based on place value, properties of operations, and/or the knows 12 – 8 = 4); and creating equivalent but easier or known
relationship between addition and subtraction; relate the sums (e.g., adding 6 + 7 by creating the known equivalent 6 +
strategy to a written method and explain the reasoning used. 6 + 1 = 12 + 1 = 13).
Represent and interpret data. Work with addition and subtraction equations
MCC1.MD.4 Organize, represent, and interpret data with up MCC1.OA.7 Understand the meaning of the equal sign, and
to three categories; ask and answer questions about the total determine if equations involving addition and subtraction are
number of data points, how many in each category, and how true or false. For example, which of the following equations
many more or less are in one category than in another. are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4
+ 1 = 5 + 2.
MCC1.OA.8 Determine the unknown whole number in an
addition or subtraction equation relating to three whole
numbers. For example, determine the unknown number that
makes the equation true in each of the equations 8 + ? = 11, 5
= □ – 3, 6 + 6 = ∆.
Represent and interpret data.
MCC1.MD.4 Organize, represent, and interpret data with up
to three categories; ask and answer questions about the total
number of data points, how many in each category, and how
many more or less are in one category than in another.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
September 9, 2011
All Rights Reserved

10. Georgia Department of Education
Common Core Georgia Performance Standards
Elementary School Mathematics
Second Grade – At a Glance
Common Core Georgia Performance Standards: Curriculum Map
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7
Extending Becoming Fluent Understanding Applying Base Understanding Plane Developing Show What We Know
Base Ten with Addition Measurement, Ten and Solid Figures Multiplication
Understanding and Subtraction Length, and Time Understanding
MCC2.NBT.1 MCC2.OA.1 MCC2.MD.1 MCC2.NBT.6 MCC2.G.1 MCC2.OA.3 ALL
MCC2.NBT.2 MCC2.OA.2 MCC2.MD.2 MCC2.NBT.7 MCC2.G.2 MCC2.OA.4
MCC2.NBT.3 MCC2.NBT.5 MCC2.MD.3 MCC2.NBT.8 MCC2.G.3 MCC2.MD.10
MCC2.NBT.4 MCC2.MD.10 MCC2.MD.4 MCC2.NBT.9 MCC2.MD.10
MCC2.MD.4 MCC2.MD.5 MCC2.MD.8
MCC2.MD.10 MCC2.MD.6 MCC2.MD.10
MCC2.MD.7
MCC2.MD.9
MCC2.MD.10
These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units.
All units will include the Mathematical Practices and indicate skills to maintain.
NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among mathematical topics.
Grades K-2 Key: CC = Counting and Cardinality, G= Geometry, MD=Measurement and Data, NBT= Number and Operations in Base Ten, OA = Operations and Algebraic Thinking.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
September 9, 2011
All Rights Reserved

11. Georgia Department of Education
Common Core Georgia Performance Standards
Second Grade
Common Core Georgia Performance Standards: Curriculum Map
Standards for Mathematical Practice
1 Make sense of problems and persevere in solving them. 5 Use appropriate tools strategically.
2 Reason abstractly and quantitatively. 6 Attend to precision.
3 Construct viable arguments and critique the reasoning of others. 7 Look for and make use of structure.
4 Model with mathematics. 8 Look for and express regularity in repeated reasoning.
Unit 1 Unit 2 Unit 3 Unit 4
Extending Base Ten Understanding Becoming Fluent with Addition and Understanding Measurement, Applying Base Ten Understanding
Subtraction Length, and Time
Understand place value. Represent and solve problems involving Measure and estimate lengths in standard Use place value understanding and
MCC2.NBT.1 Understand that the three addition and subtraction. units. properties of operations to add and
digits of a three-digit number represent MCC2.OA.1 Use addition and subtraction MCC2.MD.1 Measure the length of an object subtract.
amounts of hundreds, tens, and ones; e.g., 706 within 100 to solve one- and two-step word by selecting and using appropriate tools such MCC2.NBT.6 Add up to four two-digit
equals 7 hundreds, 0 tens, and 6 ones. problems involving situations of adding to, as rulers, yardsticks, meter sticks, and numbers using strategies based on place value
Understand the following as special cases: taking from, putting together, taking apart, and measuring tapes. and properties of operations.
a. 100 can be thought of as a bundle of comparing, with unknowns in all positions, MCC2.MD.2 Measure the length of an object MCC2.NBT.7 Add and subtract within 1000,
ten tens — called a “hundred.” e.g., by using drawings and equations with a twice, using length units of different lengths using concrete models or drawings and
b. The numbers 100, 200, 300, 400, symbol for the unknown number to represent for the two measurements; strategies based on place value, properties of
500, 600, 700, 800, 900 refer to one, the problem.2 MCC2.MD.3 Estimate lengths using units of operations, and/or the relationship between
two, three, four, five, six, seven, Add and subtract within 20. inches, feet, centimeters, and meters. addition and subtraction; relate the strategy to
eight, or nine hundreds (and 0 tens MCC2.OA.2 Fluently add and subtract MCC2.MD.4 Measure to determine how a written method. Understand that in adding or
and 0 ones). within 20 using mental strategies.3 By end of much longer one object is than another, subtracting three-digit numbers, one adds or
MCC2.NBT.2 Count within 1000; skip-count Grade 2, know from memory all sums of two expressing the length difference in terms of a subtracts hundreds and hundreds, tens and
by 5s, 10s, and 100s. one-digit numbers. standard length unit. tens, ones and ones; and sometimes it is
MCC2.NBT.3 Read and write numbers to Use place value understanding and properties Relate addition and subtraction to length. necessary to compose or decompose tens or
1000 using base-ten numerals, number names, of operations to add and subtract. MCC2.MD.5 Use addition and subtraction hundreds.
and expanded form. MCC2.NBT.5 Fluently add and subtract within 100 to solve word problems involving MCC2.NBT.8 Mentally add 10 or 100 to a
MCC2.NBT.4 Compare two three-digit within 100 using strategies based on place lengths that are given in the same units, e.g., given number 100–900, and mentally subtract
numbers based on meanings of the hundreds, value, properties of operations, and/or the by using drawings (such as drawings of rulers) 10 or 100 from a given number 100–900.
tens, and ones digits, using >, =, and < relationship between addition and subtraction. and equations with a symbol for the unknown MCC2.NBT.9 Explain why addition and
symbols to record the results of comparisons. Represent and interpret data number to represent the problem. subtraction strategies work, using place value
Represent and interpret data MCC2.MD.10 Draw a picture graph and a MCC2.MD.6 Represent whole numbers as and the properties of operations.6
MCC2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent lengths from 0 on a number line diagram with Represent and interpret data
bar graph (with single-unit scale) to represent a data set with up to four categories. Solve equally spaced points corresponding to the MCC2.MD.8 Solve word problems involving
a data set with up to four categories. Solve simple put-together, take-apart, and compare numbers 0, 1, 2, ..., and represent whole- dollar bills, quarters, dimes, nickels, and
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September 9, 2011
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12. Georgia Department of Education
simple put-together, take-apart, and compare problems4 using information presented in a bar number sums and differences within 100 on a pennies, using $ and ¢ symbols appropriately.
problems1 using information presented in a bar graph. number line diagram. Example: If you have 2 dimes and 3 pennies,
graph. MCC2.MD.7 Tell and write time from analog how many cents do you have?
and digital clocks to the nearest five minutes, MCC2.MD.10 Draw a picture graph and a
using a.m. and p.m. bar graph (with single-unit scale) to represent
MCC2.MD.8 Solve word problems involving a data set with up to four categories. Solve
dollar bills, quarters, dimes, nickels, and simple put-together, take-apart, and compare
pennies, using $ and ¢ symbols appropriately. problems7 using information presented in a bar
Example: If you have 2 dimes and 3 pennies, graph.
how many cents do you have?
Represent and interpret data
MCC2.MD.9 Generate measurement data by
measuring lengths of several objects to the
nearest whole unit, or by making repeated
measurements of the same object. Show the
measurements by making a line plot, where
the horizontal scale is marked off in whole-
number units.
Represent and interpret data
MCC2.MD.10 Draw a picture graph and a
bar graph (with single-unit scale) to represent
a data set with up to four categories. Solve
simple put-together, take-apart, and compare
problems5 using information presented in a bar
graph.
2
See Glossary, Table 1.
3
See standard 1.OA.6 for a list of mental strategies.
6
Explanations may be supported by drawings or objects.
1
See Glossary, Table 1.
4
See Glossary, Table 1.
5
See Glossary, Table 1.
7
See Glossary, Table 1.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
September 9, 2011
All Rights Reserved

13. Georgia Department of Education
Common Core Georgia Performance Standards
Second Grade
Common Core Georgia Performance Standards: Curriculum Map
Standards for Mathematical Practice
1 Make sense of problems and persevere in solving them. 5 Use appropriate tools strategically.
2 Reason abstractly and quantitatively. 6 Attend to precision.
3 Construct viable arguments and critique the reasoning of others. 7 Look for and make use of structure.
4 Model with mathematics. 8 Look for and express regularity in repeated reasoning.
Unit 5 Unit 6 Unit 7
Understanding Plane and Solid Figures Developing Multiplication Show What We Know
Reason with shapes and their attributes. Work with equal groups of objects to gain foundations for ALL
MCC2.G.1 Recognize and draw shapes having specified multiplication.
attributes, such as a given number of angles or a given number of MCC2.OA.3 Determine whether a group of objects (up to 20)
equal faces.8 Identify triangles, quadrilaterals, pentagons, has an odd or even number of members, e.g., by pairing objects or
hexagons, and cubes. counting them by 2s; write an equation to express an even number
MCC2.G.2 Partition a rectangle into rows and columns of same- as a sum of two equal addends.
size squares and count to find the total number of them. MCC2.OA.4 Use addition to find the total number of objects
MCC2.G.3 Partition circles and rectangles into two, three, or arranged in rectangular arrays with up to 5 rows and up to 5
four equal shares, describe the shares using the words halves, columns; write an equation to express the total as a sum of equal
thirds, half of, a third of, etc., and describe the whole as two addends.
halves, three thirds, four fourths. Recognize that equal shares of Represent and interpret data
identical wholes need not have the same shape MCC2.MD.10 Draw a picture graph and a bar graph (with
Represent and interpret data single-unit scale) to represent a data set with up to four categories.
MCC2.MD.10 Draw a picture graph and a bar graph (with Solve simple put-together, take-apart, and compare problems10
single-unit scale) to represent a data set with up to four categories. using information presented in a bar graph.
Solve simple put-together, take-apart, and compare problems9
using information presented in a bar graph.
8
Sizes are compared directly or visually, not compared by measuring.
9
See Glossary, Table 1.
10
See Glossary, Table 1.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
September 9, 2011
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14. Georgia Department of Education
Common Core Georgia Performance Standards
Elementary School Mathematics
Third Grade – At a Glance
Common Core Georgia Performance Standards: Curriculum Map
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
Numbers and Operations and Operations and Operations Geometry Representing Measurement Show What
Operations in Algebraic Algebraic and Algebraic and We Know
Base Ten Thinking: the Thinking: the Thinking: Comparing
Relationship Properties of Patterns in Fractions
Between Multiplication and Addition and
Multiplication and Division Multiplication
Division
MCC3.NBT.1 MCC3.OA.1 MCC3.OA.5 MCC3.OA.8 MCC3.G.1 MCC3.NF.1 MCC3.MD.1 ALL
MCC3.NBT.2 MCC3.OA.2 MCC3.OA.6 MCC3.OA.9 MCC3.G.2 MCC3.NF.2 MCC3.MD.2
MCC3.NBT.3 MCC3.OA.3 MCC3.OA.7 MCC3.MD.3 MCC3.MD.3 MCC3.NF.3 MCC3.MD.3
MCC3.MD.3 MCC3.OA.4 MCC3.MD.3 MCC3.MD.4 MCC3.MD.4 MCC3.MD.3 MCC3.MD.4
MCC3.MD.4 MCC3.MD.3 MCC3.MD.4 MCC3.MD.5 MCC3.MD.4 MCC3.MD.7
MCC3.MD.4 MCC3.MD.6 MCC3.MD.8
MCC3.MD.7
These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units.
All units will include the Mathematical Practices and indicate skills to maintain.
NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among mathematical topics.
Grades 3-5 Key: G= Geometry, MD=Measurement and Data, NBT= Number and Operations in Base Ten, NF = Number and Operations, Fractions, OA = Operations and Algebraic Thinking.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
September 9, 2011
All Rights Reserved

15. Georgia Department of Education
Common Core Georgia Performance Standards
Third Grade
Common Core Georgia Performance Standards: Curriculum Map
Standards for Mathematical Practice
1 Make sense of problems and persevere in solving them. 5 Use appropriate tools strategically.
2 Reason abstractly and quantitatively. 6 Attend to precision.
3 Construct viable arguments and critique the reasoning of others. 7 Look for and make use of structure.
4 Model with mathematics. 8 Look for and express regularity in repeated reasoning.
Unit 1 Unit 2 Unit 3 Unit 4
Numbers and Operations in Base Operations and Algebraic Operations and Algebraic Operations and Algebraic
Ten Thinking: the Relationship Between Thinking: the Properties of Thinking: Patterns in Addition and
Multiplication and Division Multiplication and Division Multiplication
Use place value understanding and Represent and solve problems involving Understand properties of multiplication Solve problems involving the four
properties of operations to perform multi- multiplication and division. and the relationship between multiplication operations, and identify and explain
digit arithmetic. MCC3.OA.1 Interpret products of whole and division. patterns in arithmetic.
MCC3.NBT.1 Use place value understanding numbers, e.g., interpret 5 × 7 as the total MCC3.OA.5 Apply properties of operations MCC3.OA.8 Solve two-step word problems
to round whole numbers to the nearest 10 or number of objects in 5 groups of 7 objects as strategies to multiply and divide.2 using the four operations. Represent these
100. each. For example, describe a context in which Examples: If 6 × 4 = 24 is known, then 4 × 6 = problems using equations with a letter
MCC3.1.NBT.2 Fluently add and subtract a total number of objects can be expressed as 5 24 is also known. (Commutative property of standing for the unknown quantity. Assess the
within 1000 using strategies and algorithms × 7. multiplication.) 3 × 5 × 2 can be found by 3 × reasonableness of answers using mental
based on place value, properties of operations, MCC3.OA.2 Interpret whole-number 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, computation and estimation strategies
and/or the relationship between addition and quotients of whole numbers, e.g., interpret 56 then 3 × 10 = 30. (Associative property of including rounding.3
subtraction. ÷ 8 as the number of objects in each share multiplication.) Knowing that 8 × 5 = 40 and 8 MCC3.OA.9 Identify arithmetic patterns
MCC3.NBT.3 Multiply one-digit whole when 56 objects are partitioned equally into 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 (including patterns in the addition table or
numbers by multiples of 10 in the range 10–90 shares, or as a number of shares when 56 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive multiplication table), and explain them using
(e.g., 9 × 80, 5 × 60) using strategies based on objects are partitioned into equal shares of 8 property.) properties of operations. For example, observe
place value and properties of operations. objects each. For example, describe a context MCC3.OA.6 Understand division as an that 4 times a number is always even, and
Represent and interpret data. in which a number of shares or a number of unknown-factor problem. For example, find explain why 4 times a number can be
MCC3.MD.3 Draw a scaled picture graph groups can be expressed as 56 ÷ 8. 32 ÷ 8 by finding the number that makes 32 decomposed into two equal addends.
and a scaled bar graph to represent a data set MCC3.OA.3 Use multiplication and division when multiplied by 8. Represent and interpret data.
with several categories. Solve one- and two- within 100 to solve word problems in Multiply and divide within 100 MCC3.MD.3 Draw a scaled picture graph
step “how many more” and “how many less” situations involving equal groups, arrays, and MCC3.OA.7 Fluently multiply and divide and a scaled bar graph to represent a data set
problems using information presented in measurement quantities, e.g., by using within 100, using strategies such as the with several categories. Solve one- and two-
scaled bar graphs. For example, draw a bar drawings and equations with a symbol for the relationship between multiplication and step “how many more” and “how many less”
graph in which each square in the bar graph unknown number to represent the problem.1 division (e.g., knowing that 8 × 5 = 40, one problems using information presented in
1
See Glossary, Table 2.
2
Students need not use formal terms for these properties.
3
This standard is limited to problems posed with whole numbers and having whole‐number answers; students should know how to perform operations in the conventional order where there are no
parentheses to specify a particular order (Order of Operations).
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September 9, 2011
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16. Georgia Department of Education
might represent 5 pets. MCC3.OA.4 Determine the unknown whole knows 40 ÷ 5 = 8) or properties of operations. scaled bar graphs. For example, draw a bar
MCC3.MD.4 Generate measurement data by number in a multiplication or division By the end of Grade 3, know from memory all graph in which each square in the bar graph
measuring lengths using rulers marked with equation relating three whole numbers. For products of two one-digit numbers. might represent 5 pets.
halves and fourths of an inch. Show the data example, determine the unknown number that Represent and interpret data. MCC3.MD.4 Generate measurement data by
by making a line plot, where the horizontal makes the equation true in each of the MCC3.MD.3 Draw a scaled picture graph measuring lengths using rulers marked with
scale is marked off in appropriate units— equations 8 × ? = 48, 5 = □ ÷ 3, 6 × 6 = ?. × ? and a scaled bar graph to represent a data set halves and fourths of an inch. Show the data
whole numbers, halves, or quarters. = 48, 5 = □ ÷ 3, 6 × 6 = ?. with several categories. Solve one- and two- by making a line plot, where the horizontal
Represent and interpret data. step “how many more” and “how many less” scale is marked off in appropriate units—
MCC3.MD.3 Draw a scaled picture graph problems using information presented in whole numbers, halves, or quarters.
and a scaled bar graph to represent a data set scaled bar graphs. For example, draw a bar Geometric Measurement: understand concepts
with several categories. Solve one- and two- graph in which each square in the bar graph of area and relate area to multiplication and to
step “how many more” and “how many less” might represent 5 pets. addition.
problems using information presented in MCC3.MD.4 Generate measurement data by MCC3.MD.5 Recognize area as an attribute
scaled bar graphs. For example, draw a bar measuring lengths using rulers marked with of plane figures and understand concepts of
graph in which each square in the bar graph halves and fourths of an inch. Show the data area measurement.
might represent 5 pets. by making a line plot, where the horizontal a. A square with side length 1 unit,
MCC3.MD.4 Generate measurement data by scale is marked off in appropriate units— called “a unit square,” is said to
measuring lengths using rulers marked with whole numbers, halves, or quarters. have “one square unit” of area, and
halves and fourths of an inch. Show the data can be used to measure area.
by making a line plot, where the horizontal b. A plane figure which can be covered
scale is marked off in appropriate units— without gaps or overlaps by n unit
whole numbers, halves, or quarters. squares is said to have an area of n
square units.
MCC3.MD.6 Measure areas by counting unit
squares (square cm, square m, square in,
square ft, and improvised units).
MCC3.MD.7 Relate area to the operations of
multiplication and addition.
a. Find the area of a rectangle with
whole-number side lengths by tiling
it, and show that the area is the same
as would be found by multiplying
the side lengths.
b. Multiply side lengths to find areas of
rectangles with whole number side
lengths in the context of solving real
world and mathematical problems,
and represent whole-number
products as rectangular areas in
mathematical reasoning.
c. 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 × b and a × c. Use
area models to represent the
distributive property in
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September 9, 2011
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17. Georgia Department of Education
mathematical reasoning.
d. Recognize area as additive. Find
areas of rectilinear figures by
decomposing them into non-
overlapping rectangles and adding
the areas of the non-overlapping
parts, applying this technique to
solve real world problems.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
September 9, 2011
All Rights Reserved

18. Georgia Department of Education
Common Core Georgia Performance Standards
Third Grade
Common Core Georgia Performance Standards: Curriculum Map
Standards for Mathematical Practice
1 Make sense of problems and persevere in solving them. 5 Use appropriate tools strategically.
2 Reason abstractly and quantitatively. 6 Attend to precision.
3 Construct viable arguments and critique the reasoning of others. 7 Look for and make use of structure.
4 Model with mathematics. 8 Look for and express regularity in repeated reasoning.
Unit 5 Unit 6 Unit 7 Unit 8
Geometry Representing and Comparing Measurement Show What We Know
Fractions
Reason with shapes and their attributes. Develop understanding of fractions as Solve problems involving measurement and ALL
MCC3.G.1 Understand that shapes in numbers. estimation of intervals of time, liquid
different categories (e.g., rhombuses, MCC3.NF.1 Understand a fraction 1/b as the volumes, and masses of objects.
rectangles, and others) may share attributes quantity formed by 1 part when a whole is MCC3.MD.1 Tell and write time to the
(e.g., having four sides), and that the shared partitioned into b equal parts; understand a nearest minute and measure time intervals in
attributes can define a larger category (e.g., fraction a/b as the quantity formed by a parts minutes. Solve word problems involving
quadrilaterals). Recognize rhombuses, of size 1/b. addition and subtraction of time intervals in
rectangles, and squares as examples of MCC3.NF.2 Understand a fraction as a minutes, e.g., by representing the problem on
quadrilaterals, and draw examples of number on the number line; represent fractions a number line diagram.
quadrilaterals that do not belong to any of on a number line diagram. MCC3.MD.2 Measure and estimate liquid
these subcategories. a. Represent a fraction 1/b on a volumes and masses of objects using standard
MCC3.G.2 Partition shapes into parts with number line diagram by defining the units of grams (g), kilograms (kg), and liters
equal areas. Express the area of each part as a interval from 0 to 1 as the whole and (l).4 Add, subtract, multiply, or divide to solve
unit fraction of the whole. For example, partitioning it into b equal parts. one-step word problems involving masses or
partition a shape into 4 parts with equal area, Recognize that each part has size 1/b volumes that are given in the same units, e.g.,
and describe the area of each part as 1/4 of and that the endpoint of the part by using drawings (such as a beaker with a
the area of the shape. based at 0 locates the number 1/b on measurement scale) to represent the problem.5
Represent and interpret data. the number line. Represent and interpret data.
MCC3.MD.3 Draw a scaled picture graph b. Represent a fraction a/b on a MCC3.MD.3 Draw a scaled picture graph
and a scaled bar graph to represent a data set number line diagram by marking off and a scaled bar graph to represent a data set
with several categories. Solve one- and two- a lengths 1/b from 0. Recognize that with several categories. Solve one- and two-
step “how many more” and “how many less” the resulting interval has size a/b step “how many more” and “how many less”
problems using information presented in and that its endpoint locates the problems using information presented in
scaled bar graphs. For example, draw a bar number a/b on the number line. scaled bar graphs. For example, draw a bar
graph in which each square in the bar graph MCC3.NF.3 Explain equivalence of fractions graph in which each square in the bar graph
might represent 5 pets. in special cases, and compare fractions by might represent 5 pets.
MCC3.MD.4 Generate measurement data by reasoning about their size. MCC3.MD.4 Generate measurement data by
4
Excludes compound units such as cm3 and finding the geometric volume of a container.
5
Excludes multiplicative comparison problems (problems involving notions of “times as much”; see Glossary, Table 2).
Georgia Department of Education
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September 9, 2011
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19. Georgia Department of Education
measuring lengths using rulers marked with a. Understand two fractions as measuring lengths using rulers marked with
halves and fourths of an inch. Show the data equivalent (equal) if they are the halves and fourths of an inch. Show the data
by making a line plot, where the horizontal same size, or the same point on a by making a line plot, where the horizontal
scale is marked off in appropriate units— number line. scale is marked off in appropriate units—
whole numbers, halves, or quarters. b. Recognize and generate simple whole numbers, halves, or quarters.
equivalent fractions, e.g., 1/2 = 2/4, MCC3.MD.7 Relate area to the operations of
4/6 = 2/3). Explain why the fractions multiplication and addition.
are equivalent, e.g., by using a a. Find the area of a rectangle with
visual fraction model. whole-number side lengths by tiling
c. Express whole numbers as fractions, it, and show that the area is the same
and recognize fractions that are as would be found by multiplying
equivalent to whole numbers. the side lengths.
Examples: Express 3 in the form 3 = b. Multiply side lengths to find areas of
3/1; recognize that 6/1 = 6; locate rectangles with whole number side
4/4 and 1 at the same point of a lengths in the context of solving real
number line diagram. world and mathematical problems,
d. Compare two fractions with the and represent whole-number
same numerator or the same products as rectangular areas in
denominator by reasoning about mathematical reasoning.
their size. Recognize that c. Use tiling to show in a concrete case
comparisons are valid only when the that the area of a rectangle with
two fractions refer to the same whole-number side lengths a and b
whole. Record the results of + c is the sum of a × b and a × c.
comparisons with the symbols >, =, Use area models to represent the
or <, and justify the conclusions, distributive property in
e.g., by using a visual fraction mathematical reasoning.
model. d. Recognize area as additive. Find
Represent and interpret data. areas of rectilinear figures by
MCC3.MD.3 Draw a scaled picture graph decomposing them into non-
and a scaled bar graph to represent a data set overlapping rectangles and adding
with several categories. Solve one- and two- the areas of the non-overlapping
step “how many more” and “how many less” parts, applying this technique to
problems using information presented in solve real world problems.
scaled bar graphs. For example, draw a bar Geometric measurement: recognize
graph in which each square in the bar graph perimeter as an attribute of plane figures
might represent 5 pets. and distinguish between linear and area
MCC3.MD.4 Generate measurement data by measures.
measuring lengths using rulers marked with MCC3.MD.8 Solve real world and
halves and fourths of an inch. Show the data mathematical problems involving perimeters
by making a line plot, where the horizontal of polygons, including finding the perimeter
scale is marked off in appropriate units— given the side lengths, finding an unknown
whole numbers, halves, or quarters. side length, and exhibiting rectangles with the
same perimeter and different areas or with the
same area and different perimeters.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
September 9, 2011
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20. Georgia Department of Education
Common Core Georgia Performance Standards
Elementary School Mathematics
Fourth Grade – At a Glance
Common Core Georgia Performance Standards: Curriculum Map
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
Whole Fraction Adding and Multiplying Fractions and Geometry Measurement Show What We
Numbers, Place Equivalents Subtracting and Dividing Decimals Know
Value and Fractions Fractions
Rounding in
Computation
MCC4.NBT.1 MCC4.NF.1 MCC4.NF.3 MCC4.NF.4 MCC4.NF.5 MCC4.G.1 MCC4.MD.1 ALL
MCC4.NBT.2 MCC4.NF.2 MCC4.NF.6 MCC4.G.2 MCC4.MD.2
MCC4.NBT.3 MCC4.OA.1 MCC4.NF.7 MCC4.G.3 MCC4.MD.3
MCC4.NBT.4 MCC4.OA.4 MCC4.MD.4
MCC4.NBT.5 MCC4.MD.5
MCC4.NBT.6 MCC4.MD.6
MCC4.OA.1 MCC4.MD.7
MCC4.OA.2
MCC4.OA.3
MCC4.OA.4
MCC4.OA.5
These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units.
All units will include the Mathematical Practices and indicate skills to maintain.
NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among mathematical topics.
Grades 3-5 Key: G= Geometry, MD=Measurement and Data, NBT= Number and Operations in Base Ten, NF = Number and Operations, Fractions, OA = Operations and Algebraic Thinking.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
September 9, 2011
All Rights Reserved