OASMATH

Oklahoma Academic Standards
MATHEMATICS
Education
Oklahoma Academic Standards for Mathematics
Table of Contents
February 2022 2
Introduction
The 2022 Oklahoma Academic Standards for Mathematics (OAS-M) are the result of the contributions of hundreds of mathematics
educators and mathematicians from across the state of Oklahoma. This document reflects a balanced synthesis of the work of all
members of the Oklahoma Academic Standards for Mathematics Writing Committee and feedback from educators,
mathematicians, external reviews, and numerous education stakeholders.
The 2022 Oklahoma Academic Standards for Mathematics specify what students should know and be able to do as learners of
mathematics at the end of each grade level or course. Students are held responsible for learning standards listed at earlier grade
levels as well as at their current grade level. Throughout this document, the standards are written to allow time for study of
additional material at every grade level. The order of the standards at any grade level is not meant to imply a sequence of topics
and should be considered flexible for the organization of any course. The document provides standards for full-year PK-7, Pre-
Algebra, Algebra I, Geometry, Algebra II, Precalculus, and Statistics & Probability, with Algebra I as the prerequisite for both
Geometry and Algebra II and Algebra II serving as the prerequisite for Precalculus and Statistics & Probability.
Development of the Oklahoma Academic Standards for Mathematics

The Oklahoma Academic Standards for Mathematics Review and Revision committees were informed by the 2016 Oklahoma
Academic Standards for Mathematics, other states’ standards documents and curriculum framework guides, and some of the
latest research in mathematics education. The Oklahoma Academic Standards for Mathematics are neither curriculum nor
instructional practices; standards serve as a foundation for curriculum.
• Standards: The concepts, content, and skills in which students should gain proficiency.
• Curriculum: The materials and resources used for teaching the standards.
• Instruction: The practices teachers use to deliver academic content to students. Teachers should utilize a variety of
instructional techniques and strategies to ensure students master academic standards.
Oklahoma Math Curriculum Framework

Oklahoma educators have developed resources supporting a deeper understanding of the Oklahoma Academic Standards for
Mathematics (OAS-M). Resources will be updated to reflect any revision to the OAS-M. To see resources and support for
understanding and implementing the Oklahoma Academic Standards for Mathematics, explore the Oklahoma Math Curriculum
Frameworks (bit.ly/OAS-M).
February 2022 3
Vision and Guiding Principles for the Understanding and Implementation of the OAS-M
The Oklahoma Academic Standards for Mathematics envision all students in Oklahoma will become mathematically proficient and
literate through a strong mathematics program that emphasizes and engages them in problem solving, communicating, reasoning
and proof, making connections, and using representations. Mathematically proficient and literate students can confidently and
effectively use mathematics concepts, computation skills, and numbers to problem-solve, reason, and analyze information.
Developing mathematical proficiency and literacy for Oklahoma students depends in large part on a clear, comprehensive, coherent,
and developmentally appropriate set of standards to guide curricular decisions. The understanding and implementation of these
standards throughout the PK-12 mathematics experience for students is based on the following guiding principles:
Guiding Principle 1: Excellence in mathematics education requires equity— Guiding Principle 3: An effective mathematics program focuses on problem
high expectations and strong support for all students. solving. Mathematical problem solving is the hallmark of an effective
All students must have opportunities to study—and support to learn — mathematics program. Skill in mathematical problem solving requires
mathematics. Equity does not mean that every student should receive practice with a variety of mathematical problems as well as a firm grasp of
identical instruction; instead, it demands that reasonable and appropriate mathematical techniques and their underlying principles. Students who
accommodations be made as needed to promote access and attainment for possess a deeper knowledge of mathematics can then use mathematics in a
all students. flexible way to tackle various problems and devise different ways of solving
any problem. Mathematical problem solving calls for reflective thinking,
Guiding Principle 2: Mathematical ideas should be explored in ways that
persistence, and learning from the ideas of others. Success in solving
stimulate curiosity, create enjoyment of mathematics, and develop depth
mathematical problems helps to create an abiding interest in mathematics.
of understanding. Students need to understand mathematics deeply and use
it effectively. To achieve mathematical understanding, students should be
Guiding Principle 4: Technology is essential in teaching and learning
actively engaged in doing meaningful mathematics, discussing mathematical
mathematics. Technology enhances the mathematics curriculum in many
ideas, and applying mathematics in interesting, thought-provoking situations.
ways. Technology enables students to communicate ideas within the
Student understanding is further developed through ongoing reflection
classroom or to search for needed information. It can be especially helpful in
about cognitively demanding tasks relevant to their lives. Tasks should
assisting students with special needs in regular and special education
challenge and engage students in mathematics in multiple ways. Short- and
classrooms, at home, and in the community. Tools such as measuring
long-term investigations that connect procedures and skills with conceptual
instruments, manipulatives (e.g., base ten blocks and fraction pieces), online
understanding are integral components of an effective mathematics program.
or hand-held scientific and graphing calculators, and computers with
Activities should build upon curiosity and prior knowledge, and enable
appropriate software, if properly used, contribute to a rich learning
students to solve progressively deeper, broader, and more sophisticated
environment for developing and applying mathematical concepts.
problems. Tasks reflecting significant mathematics should generate active
Appropriate use of calculators is essential; calculators should be used to
classroom talk, promote the development of conjectures and lead to an
enhance students’ understanding and skills rather than replace them.
understanding of the necessity for mathematical reasoning.
February 2022 4
Reading the Oklahoma Academic Standards for Mathematics
Standards Overview
The Oklahoma Academic Standards for Mathematics are developed around four main content strands: Numbers and Operations,
Algebraic Reasoning and Algebra, Geometry and Measurement, and Data and Probability. These four strands organize the content
standards throughout PK-7 and Pre-Algebra. The standards for Algebra I, Algebra II, Geometry, Precalculus, and Statistics &
Probability are also fundamentally organized around these strands. The Oklahoma Mathematical Actions and Processes (MAPs) are
the skills and abilities students should develop and be engaged in throughout their PK-12 mathematics education. Among these are
the ability to problem solve, communicate, and reason about mathematics, which will help students be ready for the mathematics
expectations of college and the skills desired by many employers. While the MAPs and content standards work together to create
clear, concise, and rigorous mathematics standards and expectations for Oklahoma students with the aim of helping them be college
and career ready, it is not intended that each Mathematical Action and Process will be utilized or developed with each content
standard. For example, content standards that involve explaining a particular concept may be best accomplished by also engaging
students in communicating mathematically, whereas standards that focus in the early grades on fluency with operations may align
well with the Mathematical Action and Process focused on procedural fluency.
The Four Content Strands of the Oklahoma Academic Standards for Mathematics
Numbers and Operations Strand: A focus on numbers and operations is the cornerstone of a strong mathematics program.
Developing students’ fluency with numbers and operations throughout their PK-12 mathematics experience requires a balance
and connection between conceptual understanding and computational proficiency and efficiency. This strand focuses on the
importance of students’ understanding of numbers, ways of representing numbers, relationships among numbers, relationships
among number systems, and meanings of operations and how they relate to one another. An emphasis is placed on the
development of estimation, so students can determine the reasonableness of solutions and answers. Further, it requires that students
should be able to compute with proficiency and efficiency.
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The Four Content Strands of the Oklahoma Academic Standards for Mathematics: continued
Algebraic Reasoning and Algebra Strand: All students should be able to reason algebraically and learn algebra. This strand
provides focus for the PK-7 and Pre-Algebra standards around the notion that algebra is more than moving symbols around. It is
about understanding patterns, relations, and functions, representing and analyzing mathematical situations and structures using
algebraic symbols, using mathematical models to represent and understand quantitative relationships, and analyzing change in
various contexts. These understandings are critical for success in college-level mathematics and fundamental for many real-
world problems and situations students will face in their future careers. High school algebra, precalculus, and trigonometry
standards use, apply, and extend these concepts.
Geometry and Measurement Strand: A focus on geometry should enable students to analyze characteristics of two- and three-
dimensional objects, develop arguments based on geometric relationships, describe spatial relationships using coordinate
geometry and other representational systems, apply transformations and symmetry to analyze mathematical situations, and
utilize visualization, spatial reasoning, and geometric modeling to solve problems. A focus on measurement should enable
students to understand measurable attributes of objects and the units, systems, and processes of measurement, and apply
appropriate techniques, tools, and formulas to determine measurements. This strand provides focus around the notion that
geometry and measurement help students understand and represent ideas and solve problems they will encounter in their daily
lives. The high school geometry standards use, apply, and extend these concepts.
Data and Probability Strand: An increased emphasis on understanding data should span all grade levels. Making sense of data
and probability has become a part of our daily lives, supporting the importance of this strand throughout a student’s PK-12
mathematics experience. A focus on data and probability should enable all students to formulate questions that can be
addressed with data, and to collect, organize, and display relevant data to answer them. Students should select and use
appropriate statistical methods to analyze data, develop and evaluate inferences and predictions that are based on data, and
understand and apply basic concepts of probability. High school statistics and probability standards use, apply, and extend
these concepts.
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Standards vs. Objectives

The Oklahoma Academic Standards for Mathematics (OAS-M) consist of a set of standards and objectives (see page 9). The
objectives serve as “stepping stones” for students to gain proficiency in the corresponding overarching standard. Each objective
is the equivalent of at least one mathematical competency that students should know and be able to do if they can demonstrate
proficiency in the standard. Objectives can and should be bundled to provide multiple opportunities and methods for students
to learn and connect the standards and Mathematical Actions and Processes.
Mathematical Actions and Processes

The Mathematical Actions and Processes
(MAPs) simultaneously reflect the holistic
nature of mathematics as a discipline in which
patterns and relationships among quantities,
numbers, and space are studied and as a
form of literacy such that all students are
supported in accessing and understanding
mathematics for life, for the workplace, for the
scientific and technical community, and as a
part of cultural heritage. The seven MAPS
leverage both the NCTM Process Standards
and the Five Mathematical Proficiencies to
capture the mathematical experience of
Oklahoma students as they pursue
mathematical literacy. The gradient blocks at
the top of each set of standards reminds
educators to engage students in the
Mathematical Actions and Processes together
with content standards.
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Mathematical Actions and Processes

Throughout their PK-12 education experience, mathematically literate students will:
Develop a Deep and Flexible Conceptual Understanding Develop Mathematical Reasoning
Demonstrate a deep and flexible conceptual understanding of Explore and communicate a variety of reasoning strategies to
mathematical concepts, operations, and relations while making think through problems. Students will apply their logic to critique
mathematical and real-world connections. Students will develop an the thinking and strategies of others to develop and evaluate
understanding of how and when to apply and use the mathematics they mathematical arguments, including making arguments and
know to solve problems. counterarguments and making connections to other contexts.
Develop Accurate and Appropriate Procedural Fluency Develop a Productive Mathematical Disposition
Focus on the efficiency, flexibility, and accuracy in which students Hold the belief that mathematics is sensible, useful, and
approach and solve problems. Students will learn and develop efficient worthwhile. Students will develop the habit of looking for and
procedures and algorithms for computations and repeated processes making use of patterns and mathematical structures. They will
which includes developing fluency in operations with numbers persevere and become resilient, effective problem solvers.
and expressions. Students will have opportunities to justify both
Develop the Ability to Make Conjectures, Model, and Generalize
informal and commonly used strategies to support their choices of
Make predictions and conjectures and draw conclusions
appropriate procedures. As they progress, students will strengthen their
throughout the problem-solving process based on patterns and
understanding and skill through application and practice.
the repeated structures in mathematics. Students will create,
Develop Strategies for Problem Solving identify, and extend patterns as a strategy for solving and making
Analyze the parts of complex mathematical tasks and identify entry sense of problems.
points to begin the search for a solution. Students will select from a
Develop the Ability to Communicate Mathematically
variety of problem-solving strategies and use corresponding multiple
Students will discuss, write, read, interpret, and translate ideas and
representations (verbal, physical, symbolic, pictorial, graphical, tabular)
concepts mathematically. As they progress, students’ ability to
when appropriate. They will pursue solutions to various tasks from real-
world situations and applications that are often interdisciplinary in communicate mathematically will include their increased use of
nature. They will find methods to verify their answers in context and will mathematical language and terms and analysis of mathematical
always question the reasonableness of solutions. definitions.
February 2022
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Reading the Oklahoma Academic Standards for Mathematics
February 2022
9
Oklahoma Academic Standards for Mathematics Pre-Kindergarten (PK)
Develop a Deep and Develop Accurate and Develop Develop a Productive Develop the Ability to
Develop Strategies Develop the Ability to
Flexible Conceptual Appropriate Procedural Mathematical Mathematical Make Conjectures,
for Problem Solving Communicate
Understanding Fluency Reasoning Disposition Model, and Generalize
Numbers & Operations (N)
PK.N.1 Know number names and PK.N.1.1 Count aloud forward in sequence by 1s to 20.
count in sequence.
PK.N.1.2 Recognize and name written numerals 0-10.
PK.N.1.3 Recognize that 0 (zero) represents the count of no objects.
PK.N.2 Count to tell the number of PK.N.2.1 Identify the number of objects, up to 10, in a row or column.
objects.
PK.N.2.2 Use one-to-one correspondence in counting objects and matching groups of objects up to 10.
PK.N.2.3 Understand the last numeral spoken when counting aloud tells how many total objects are in a set up to 10.
PK.N.2.4 Count up to 5 items in a scattered configuration, not in a row or column.
PK.N.3 Compare sets using numbers. PK.N.3.1 Compare two sets of 0-5 objects using comparative language such as “same,” “more,” or “fewer.”
Algebraic Reasoning & Algebra (A)
PK.A.1 Recognize, duplicate, and PK.A.1.1 Sort and group up to 5 objects into a set based upon characteristics such as color, size, and shape. Explain verbally what the objects have in
extend patterns. common.
PK.A.1.2 Recognize, duplicate, and extend repeating patterns involving manipulatives, sound, movement, and other contexts.
Geometry & Measurement (GM)
PK.GM.1 Identify common shapes. PK.GM.1.1 Identify circles, squares, rectangles, and triangles by pointing to the shape when given the name.
PK.GM.2 Describe and compare PK.GM.2.1 Identify measurable attributes of objects. Describe them using age-appropriate vocabulary (i.e., little, big, long, short, tall, heavy, light).
measurable attributes.
PK.GM.2.2 Directly compare two objects with a common measurable attribute using age-appropriate vocabulary (e.g., longer/shorter, heavier/lighter,
taller/shorter).
PK.GM.2.3 Sort objects into sets by one or more attributes.
Data & Probability (D)
PK.D.1 Collect and organize PK.D.1.1 Collect and organize information about objects and events in the environment.
categorical data.
PK.D.1.2 Use categorical data to create real-object graphs, with guidance and support.
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Oklahoma Academic Standards for Mathematics Kindergarten (K)
K.N.1 Understand the relationship K.N.1.1 Count aloud forward in sequence to 100 by 1s and 10s.
between quantities and whole numbers.
K.N.1.2 Recognize that a number can be used to represent how many objects are in a set up to 10.
K.N.1.3 Use ordinal numbers to represent the position of an object in a sequence up to 10.
K.N.1.4 Recognize without counting (subitize) the quantity of a small group of objects in organized and random arrangements up to 10.
K.N.1.5 Count forward, with and without objects, from any given number up to 20.
K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 20. Representations may include numerals, pictures, real-object and
pictographs, spoken words, and manipulatives.
K.N.1.7 Find a number that is 1 more or 1 less than a given number up to 10.
K.N.1.8 Compare and order whole numbers from 0 to 10 with and without objects, using the vocabulary "more than,” “less than,” or “equal to.”
K.N.2 Develop conceptual K.N.2.1 Compose and decompose numbers up to 10 using objects and pictures.
understanding with addition and
subtraction (up to 10) using objects
and pictures.
K.N.3 Understand the relationship K.N.3.1 Distribute a set of objects into at least two smaller equal sets.
between whole numbers and
fractions through fair share.
K.N.4 Identify coins by name. K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.
K.A.1 Duplicate patterns in a variety K.A.1.1 Sort and group up to 10 objects into a set based upon characteristics such as color, size, and shape. Explain verbally what the objects have in
of contexts. common.
K.A.1.2 Recognize, duplicate, complete, and extend repeating, increasing, and decreasing patterns in a variety of contexts (i.e., shape, color, size,
objects, sounds, movement).
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Oklahoma Academic Standards for Mathematics Kindergarten (K)
K.GM.1 Recognize and sort basic K.GM.1.1 Recognize squares, circles, triangles, and rectangles.
two-dimensional shapes; use two-
dimensional and three-dimensional K.GM.1.2 Sort two-dimensional objects using characteristics such as shape and size.
shapes to represent real-world
objects. K.GM.1.3 Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably, such as the number of
corners/vertices and the number of sides/edges.
K.GM.1.4 Use smaller two-dimensional shapes to fill in the outline of a larger two-dimensional shape.
K.GM.1.5 Compose larger, undefined shapes and structures using three-dimensional objects.
K.GM.1.6 Use basic shapes and spatial reasoning to represent objects in the real world.
K.GM.2 Compare and order objects K.GM.2.1 Use words to compare objects according to length, size, weight, position, and location.
according to location and
measurable attributes. K.GM.2.2 Order up to 6 objects using measurable attributes, such as length and weight.
K.GM.2.3 Identify more than one shared attribute between objects, and sort objects into sets.
K.GM.2.4 Compare the number of objects needed to fill two different containers.
K.GM.3 Tell time as it relates to daily life. K.GM.3.1 Develop an awareness of simple time concepts within daily life, using age-appropriate vocabulary (e.g., yesterday, today, tomorrow, morning,
afternoon, night).
K.D.1 Collect, organize, and K.D.1.1 Collect and organize information about objects and events in the environment.
interpret categorical data.
K.D.1.2 Use categorical data to create real-object graphs and pictographs.
K.D.1.3 Draw conclusions from real-object graphs and pictographs.
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Oklahoma Academic Standards for Mathematics First Grade (1)
Develop a Deep and Develop Accurate and Develop a Productive Develop the Ability to
Develop Strategies for Develop Mathematical Develop the Ability to
Flexible Conceptual Appropriate Procedural Mathematical Make Conjectures,
Problem Solving Reasoning Communicate
Understanding Fluency Disposition Model, and Generalize
1.N.1 Count, compare, and 1.N.1.1 Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements.
represent whole numbers up to 100,
with an emphasis on grouping in 1.N.1.2 Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. Know that 10 is equivalent to 10 ones
terms of tens and ones. and 100 is equivalent to 10 tens.
1.N.1.3 Read, write, discuss, and represent whole numbers up to 100. Representations may include numerals, words, addition and subtraction, pictures,
tally marks, number lines, and manipulatives.
1.N.1.4 Count forward, with objects, from any given number up to 100 by 1s, 2s, 5s and 10s.
1.N.1.5 Count forward, without objects, by multiples of 1s, 2s, 5s, and 10s, up to 100.
1.N.1.6 Find a number that is 10 more or 10 less than a given number up to 100.
1.N.1.7 Compare and order whole numbers from 0 to 100.
1.N.1.8 Use knowledge of number relationships to locate the position of a given whole number, up to 20, on an open number line.
1.N.1.9 Use words such as “more than,” “less than,” and “equal to” to describe the relative value of numbers.
1.N.2 Solve addition and 1.N.2.1 Represent and solve problems using addition and subtraction with sums and minuends of up to 10.
subtraction problems with sums
and minuends of up to 10 in 1.N.2.2 Determine if equations involving addition and subtraction are true.
real-world and mathematical
contexts. 1.N.2.3 Demonstrate fluency with basic facts of addition and subtraction with sums and minuends of up to 10.
1.N.3 Develop foundational ideas 1.N.3.1 Partition a regular polygon using physical models and recognize when those parts are equal.
for fractions.
1.N.3.2 Partition (fair share) sets of objects into two and three equal groups.
1.N.4 Identify coins and their values. 1.N.4.1 Identify pennies, nickels, dimes, and quarters by name and value.
1.N.4.2 Write a number with the cent symbol to describe the value of a coin.
1.N.4.3 Determine the value of a collection of pennies, nickels, or dimes up to one dollar, counting by 1s, 5s, and 10s.
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Oklahoma Academic Standards for Mathematics First Grade (1)
1.A.1 Identify patterns found in 1.A.1.1 Identify, create, complete, and extend repeating, increasing, and decreasing patterns in a variety of contexts (e.g., quantity, numbers, or
real-world and mathematical shapes).
problems.
1.GM.1 Recognize and compose 1.GM.1.1 Identify regular and irregular trapezoids and hexagons by pointing to the shape when given the name.
two- and three-dimensional
shapes. 1.GM.1.2 Compose larger, defined shapes using smaller two-dimensional shapes.
1.GM.1.3 Compose structures with three-dimensional shapes.
1.GM.1.4 Recognize three-dimensional shapes such as cubes, cones, cylinders, pyramids, and spheres.
1.GM.2 Select and use nonstandard 1.GM.2.1 Use nonstandard and standard measuring tools to measure the length of objects.
and standard units to describe length
and volume/capacity. 1.GM.2.2 Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from
one end of the object to the other.
1.GM.2.3 Measure the same object/distance with units of two different lengths, and describe how and why the measurements differ.
1.GM.2.4 Describe a length to the nearest whole unit using a number with standard and nonstandard units.
1.GM.2.5 Use standard and nonstandard tools to identify volume/capacity. Compare and sort containers that hold more, less, or the same amount.
1.GM.3 Describe and measure concepts 1.GM.3.1 Tell time to the hour and half-hour (analog and digital).
of time.
1.GM.3.2 Describe and measure calendar time by days, weeks, months, and years.
1.D.1 Collect, organize, and 1.D.1.1 Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams).
interpret categorical and numerical
data. 1.D.1.2 Use data to create pictographs and bar graphs that demonstrate one-to-one correspondence.
1.D.1.3 Draw conclusions from pictographs and bar graphs.
February 2022 14
Oklahoma Academic Standards for Mathematics Second Grade (2)
2.N.1 Compare and represent whole 2.N.1.1 Read, write, discuss, and represent whole numbers up to 1,000. Representations should include, but are not limited to, numerals, words, pictures,
numbers up to 1,000 with an emphasis tally marks, number lines, and manipulatives.
on place value and equality.
2.N.1.2 Use knowledge of number relationships to locate the position of a given whole number, up to 100, on an open number line.
2.N.1.3 Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens, and ones, including written, standard, and
expanded forms. Know that 10 is equivalent to 10 ones and 100 is equivalent to 10 tens.
2.N.1.4 Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number.
2.N.1.5 Use objects to determine whether a number is even or odd.
2.N.1.6 Use place value understanding to round numbers to the nearest ten and nearest hundred (up to 1,000). Recognize when to round in real-world
situations.
2.N.1.7 Use place value to compare and order whole numbers up to 1,000 using comparative language, numbers, and symbols (e.g., 425 > 276,
73 < 107, page 351 comes after page 350, 753 is between 700 and 800).
2.N.2 Add and subtract one- and two- 2.N.2.1 Use the relationship between addition and subtraction to generate basic facts with sums and minuends of up to 20.
digit numbers in real-world and
mathematical problems. 2.N.2.2 Demonstrate fluency with basic facts of addition and subtraction with sums and minuends of up to 20.
2.N.2.3 Estimate sums and differences up to 100.
2.N.2.4 Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers.
2.N.2.5 Solve addition and subtraction problems involving whole numbers up to two digits.
2.N.2.6 Use concrete models and structured arrangements, such as repeated addition, arrays, and ten frames to develop an understanding of
multiplication.
2.N.3 Explore the foundational ideas of 2.N.3.1 Identify the parts of a set and area that represent fractions for halves, thirds, and fourths.
fractions.
2.N.3.2 Construct equal-sized portions through fair sharing (length, set, and area models for halves, thirds, and fourths).
2.N.4 Determine the value of a set of 2.N.4.1 Determine the value of a collection of coins up to one dollar using the cent symbol.
coins.
2.N.4.2 Use a combination of coins to represent a given amount of money up to one dollar.
February 2022 15
Oklahoma Academic Standards for Mathematics Second Grade (2)
2.A.1 Describe the relationship found in 2.A.1.1 Represent, create, describe, complete, and extend increasing and decreasing patterns with quantity and numbers in a variety of contexts.
patterns to solve real-world and
mathematical problems. 2.A.1.2 Represent and describe repeating patterns involving shapes in a variety of contexts.
2.A.2 Use number sentences involving 2.A.2.1 Use objects and number lines to represent number sentences.
unknowns to represent and solve real-
world and mathematical problems. 2.A.2.2 Generate models and situations to represent number sentences and vice versa.
2.A.2.3 Apply the commutative property, identity property, and number sense to find values for unknowns that make addition and subtraction number
sentences true or false.
2.GM.1 Analyze attributes of two- and 2.GM.1.1 Recognize regular and irregular trapezoids and hexagons.
three-dimensional figures and
2.GM.1.2 Describe, compare, and classify two-dimensional figures according to their geometric attributes.
develop generalizations about their
properties.
2.GM.1.3 Compose and decompose two-dimensional shapes using triangles, squares, hexagons, trapezoids, and rhombi.
2.GM.1.4 Sort three-dimensional shapes based on attributes such as number of faces, vertices, and edges.
2.GM.1.5 Recognize right angles and classify angles as smaller or larger than a right angle.
2.GM.2 Understand length as a 2.GM.2.1 Explain the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object.
measurable attribute and explore 2.GM.2.2 Explain the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest whole unit.
capacity.
2.GM.2.3 Explore how varying shapes and styles of containers can have the same capacity.
2.GM.3 Tell time to the quarter hour. 2.GM.3.1 Distinguish between a.m. and p.m.
2.GM.3.2 Read and write time to the quarter hour on an analog and digital clock.
2.D.1 Collect, organize, and interpret 2.D.1.1 Explain that the length of a bar in a bar graph and the number of objects in a pictograph represents the number of data points for a given
data. category.
2.D.1.2 Organize a collection of data with up to four categories using pictographs and bar graphs in intervals of 1s, 2s, 5s or 10s.
2.D.1.3 Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with
intervals of one.
2.D.1.4 Draw conclusions and make predictions from information in a pictograph and bar graph.
February 2022 16
Oklahoma Academic Standards for Mathematics Third Grade (3)
3.N.1 Compare and represent whole 3.N.1.1 Read, write, discuss, and represent whole numbers up to 100,000. Representations should include but are not limited to numerals, words,
numbers up to 100,000 with an emphasis pictures, number lines, and manipulatives (e.g., 350 = 3 hundreds, 5 tens = 35 tens = 3 hundreds, 4 tens, 10 ones).
on place value and equality.
3.N.1.2 Use place value to describe whole numbers between 1,000 and 100,000 in terms of ten thousands, thousands, hundreds, tens and ones,
including written, standard, and expanded forms.
3.N.1.3 Applying knowledge of place values, use mental strategies (no written computations) to find 100 more or 100 less than a given number, 1,000
more or 1,000 less than a given number, and 10,000 more or 10,000 less than a given number, up to a five-digit number.
3.N.1.4 Use place value to compare and order whole numbers, up to 100,000, using comparative language, numbers, and symbols.
3.N.1.5 Use place value understanding to round numbers to the nearest thousand, ten-thousand and hundred thousand.
3.N.2 Solve real-world and mathematical 3.N.2.1 Represent multiplication facts by modeling a variety of approaches (e.g., manipulatives, repeated addition, equal-sized groups, arrays, area
problems using addition, subtraction, models, equal jumps on a number line, skip counting).
multiplication, and division.
3.N.2.2 Demonstrate fluency with multiplication facts using factors up to 10.
3.N.2.3 Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract up to five-digit numbers (answer not
to exceed 100,000).
3.N.2.4 Recognize when to round numbers and apply understanding to estimate sums and differences to the nearest ten thousand, thousand, hundred,
and ten.
3.N.2.5 Use addition and subtraction to solve problems involving whole numbers. Use various strategies, including the relationship between addition
and subtraction and the context of the problem to assess the reasonableness of results.
3.N.2.6 Represent division facts and divisibility by modeling a variety of approaches (e.g., repeated subtraction, equal sharing, forming equal groups)
to show the relationship between multiplication and division.
3.N.2.7 Apply the relationship between multiplication and division to represent and solve problems.
3.N.2.8 Use various strategies (e.g., base ten blocks, area models, arrays, repeated addition, algorithms) based on knowledge of place value, equality,
and properties of addition and multiplication to multiply a two-digit factor by a one-digit factor.
February 2022 17
3.N.3 Use and justify fractional 3.N.3.1 Read and write fractions with words and symbols using appropriate terminology (i.e., numerator and denominator).
representations in real-world and
mathematical problems. 3.N.3.2 Model fractions using length, set, and area for halves, thirds, fourths, sixths, and eighths.
3.N.3.3 Apply understanding of unit fractions and use this understanding to compose and decompose fractions related to the same whole.
3.N.3.4 Use models and number lines to order and compare fractions that are related to the same whole.
3.N.4 Determine the value of a set of 3.N.4.1 Use addition and subtraction to determine the value of a collection of coins up to one dollar using the cent symbol and in monetary transactions.
coins and determine the value of a
set of bills in monetary transactions. 3.N.4.2 Add and subtract a collection of bills up to twenty dollars using whole dollars in monetary transactions.
3.A.1 Describe and create 3.A.1.1 Create, describe, and extend patterns involving addition, subtraction, or multiplication to solve problems in a variety of contexts.
representations of numerical and
3.A.1.2 Describe the rule (limited to a single operation) for a pattern from an input/output table or function machine involving addition, subtraction, or
geometric patterns.
multiplication.
3.A.1.3 Explore and develop visual representations of increasing and decreasing geometric patterns and construct the next steps.
3.A.2 Use number sentences involving 3.A.2.1 Use number sense with the properties of addition, subtraction, and multiplication, to find unknowns (represented by symbols) in one-step
multiplication and unknowns to equations. Generate real-world situations to represent number sentences.
represent and solve real-world and
mathematical problems. 3.A.2.2 Identify, represent, and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using
models and manipulatives to solve problems.
3.GM.1 Analyze and use geometric

3.GM 1.1 Sort three-dimensional shapes based on attributes.
attributes to describe and create
polygons and three-dimensional figures 3.GM.1.2 Build a three-dimensional figure using unit cubes when shown a picture of a three-dimensional shape.
in various contexts.
3.GM.1.3 Classify angles within a polygon as acute, right, obtuse, and straight.
3.GM.2 Understand measurable 3.GM.2.1 Find the perimeter of a polygon, given whole number lengths of the sides, using a variety of models.
attributes of real-world and mathematical
objects using various tools. 3.GM.2.2 Analyze why length and width are multiplied to find the area of a rectangle by decomposing the rectangle into one unit by one unit
squares and viewing these as rows and columns to determine the area.
3.GM.2.3 Count cubes systematically to identify the number of cubes needed to pack the whole or half of a three-dimensional structure.
3.GM.2.4 Find the area of two-dimensional figures by counting the total number of same-size unit squares that fill the shape without gaps or overlaps.
February 2022 18
3.GM.2 continued Understand 3.GM.2.5 Choose an appropriate measurement instrument and measure the length of objects to the nearest whole centimeter or whole meter.
measurable attributes of real-world and
mathematical objects using various 3.GM.2.6 Choose an appropriate measurement instrument and measure the length of objects to the nearest whole yard, whole foot, or half inch.
tools.
3.GM.2.7 Use an analog thermometer to determine temperature to the nearest degree in Fahrenheit and Celsius.
3.GM.3 Solve problems by telling time 3.GM.3.1 Read and write time to the nearest five-minute interval (analog and digital).
to the nearest five-minute interval.
3.GM.3.2 Determine the solutions to problems involving addition and subtraction of time in intervals of five minutes, up to one hour, using pictorial
models, number line diagrams, or other tools.
3.D.1 Collect, organize, and analyze 3.D.1.1 Collect and organize a data set with multiple categories using a frequency table, line plot, pictograph, or bar graph with scaled intervals.
data.
3.D.1.2 Solve one- and two-step problems using categorical data represented with a frequency table, pictograph, or bar graph with scaled intervals.
February 2022 19
Oklahoma Academic Standards for Mathematics Fourth Grade (4)
4.N.1 Compare and represent whole 4.N.1.1 Read, write, discuss, and represent whole numbers up to 1,000,000. Representations may include numerals, words, pictures, number lines, and
numbers up to 1,000,000 with an manipulatives.
emphasis on place value and equality.
4.N.1.2 Use place value to describe whole numbers between 1,000 and 1,000,000 in terms of millions, hundred thousands, ten thousands, thousands,
hundreds, tens, and ones with written, standard, and expanded forms.
4.N.1.3 Applying knowledge of place value, use mental strategies (no written computations) to multiply or divide a number by 10, 100 and 1,000.
4.N.1.4 Use place value to compare and order whole numbers up to 1,000,000, using comparative language, numbers, and symbols.
4.N.2 Solve real-world and 4.N.2.1 Demonstrate fluency with multiplication and division facts with factors up to 12.
mathematical problems using
4.N.2.2 Multiply 3-digit by 1-digit and 2-digit by 2-digit whole numbers, using various strategies, including but not limited to standard algorithms.
multiplication and division.
4.N.2.3 Estimate products of 3-digit by 1-digit and 2-digit by 2-digit whole number factors using a variety of strategies (e.g., rounding, front end
estimation, adjusting, compatible numbers) to assess the reasonableness of results. Explore larger numbers using technology to investigate
patterns.
4.N.2.4 Apply and analyze models to solve multi-step problems requiring the use of addition, subtraction, and multiplication of multi- digit whole
numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the
problem to assess the reasonableness of results.
4.N.2.5 Use strategies and algorithms (e.g., mental strategies, standard algorithms, partial quotients, repeated subtraction, the commutative,
associative, and distributive properties) based on knowledge of place value, equality, and properties of operations to divide a 3-digit
dividend by a 1-digit whole number divisor, with and without remainders.
4.N.3 Represent and compare fractions 4.N.3.1 Represent and rename equivalent fractions using fraction models (e.g., parts of a set, area models, fraction strips, number lines).
and decimals in real-world and
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mathematical situations; use place 4.N.3.2 Use benchmark fractions (0, , , , , , 1) to locate additional fractions with denominators up to twelfths on a number line.
" # $ # "
value to understand decimal quantities.
4.N.3.3 Use models to order and compare whole numbers and fractions less than and greater than one, using comparative language and
symbols.
4.N.3.4 Decompose a fraction into a sum of fractions with the same denominator in more than one way, using concrete and pictorial models
# ! ! ! # $ !
and recording results with num erical representations (e.g., = + + 𝑎𝑛𝑑 = + ).
" " " " " " "
February 2022 20
4.N.3 continued Represent and 4.N.3.5 Use models to add and subtract fractions with like denominators.
compare fractions and decimals in real-
world and mathematical situations; use 4.N.3.6 Represent tenths and hundredths with concrete and pictorial models, making connections between fractions and decimals.
place value to understand decimal
quantities. 4.N.3.7 Read and write decimals in standard, word, and expanded form up to at least the hundredths place in a variety of contexts, including money.
4.N.3.8 Compare and order decimals and whole numbers using place value and various models including but not limited to grids, number lines, and
base 10 blocks.
! ! ! $ #
4.N.3.9 Compare and order benchmark fractions (0, , , , , , 1) and decimals (0, 0.25, 0.50, 0.75, 1.00) in a variety of representations.
" # $ # "
4.N.4 Determine the value of bills and 4.N.4.1 Select the fewest number of coins for a given amount of money up to one dollar.
coins in order to solve monetary
transactions. 4.N.4.2 Given a total cost (dollars and coins up to twenty dollars) and amount paid (dollars and coins up to twenty dollars), find the change required in a
variety of ways.
4.A.1 Describe, create, and analyze 4.A.1.1 Create an input/output chart or table to represent or extend a numerical pattern.
multiple representations of patterns
to solve real-world and mathematical 4.A.1.2 Describe the single operation rule for a pattern from an input/output table or function machine involving any operation of a whole number.
problems.
4.A.1.3 Construct models to show growth patterns involving geometric shapes and define the single operation rule of the pattern.
4.A.2 Use multiplication and division 4.A.2.1 Use the relationships between multiplication and division with the properties of multiplication to solve problems and find values for variables that
with variables to create number make number sentences true.
sentences representing a given
mathematical situation. 4.A.2.2 Solve for a variable in an equation involving addition, subtraction, multiplication, or division with whole numbers. Analyze models to represent
number sentences and vice versa.
4.A.2.3 Determine the unknown addend or factor in equivalent and non-equivalent expressions (e.g., 5 + 6 = 4 + o, 3 ∙ 8 < 3 ∙ o).
4.GM.1 Name, describe, classify, and 4.GM.1.1 Identify points, lines, line segments, rays, angles, endpoints, and parallel and perpendicular lines in various models.
construct polygons and three-
dimensional figures based on their 4.GM.1.2 Describe, classify, and construct quadrilaterals, including squares, rectangles, trapezoids, rhombuses, parallelograms, and kites. Recognize
attributes; recognize polygons and quadrilaterals in various models.
three-dimensional figures in real-life
4.GM.1.3 Given two three-dimensional shapes, identify each shape. Compare and contrast their similarities and differences based on their attributes.
and mathematical situations.
February 2022 21
4.GM.2 Recognize and measure 4.GM.2.1 Measure angles in geometric figures and real-world objects with a protractor or angle ruler.
attributes in real-world and
mathematical situations using various 4.GM.2.2 Find the area of polygons by determining if they can be decomposed into rectangles.
tools.
4.GM.2.3 Develop the concept that the volume of rectangular prisms with whole-number edge lengths can be found by counting the total number of
same-sized unit cubes that fill a shape without gaps or overlaps. Use a variety of tools and create models to determine the volume using
appropriate measurements (e.g., cm3).
4.GM.2.4 Choose an appropriate instrument to measure the length of an object to the nearest whole centimeter or quarter inch.
4.GM.2.5 Recognize and use the relationship between inches, feet, and yards to measure and compare objects.
4.GM.2.6 Recognize and use the relationship between millimeters, centimeters, and meters to measure and compare objects.
4.GM.2.7 Determine and justify the best use of customary and metric measurements in a variety of situations (liquid volumes, mass vs. weight,
temperatures above 0 (zero) degrees, and length).
4.GM.3 Determine elapsed time 4.GM.3.1 Determine elapsed time.

andconvert between units of time.
4.GM.3.2 Convert one measure of time to another including seconds to minutes, minutes to hours, hours to days, and vice versa, using various
models.
4.D.1 Summarize, construct, and 4.D.1.1 Create and organize data on a frequency table or line plot marked with whole numbers and fractions using appropriate titles, labels, and
analyze data. units.
4.D.1.2 Organize data sets to create tables, bar graphs, timelines, and Venn diagrams. The data may include benchmark fractions or decimals
! ! ! $ #
( , , , , , 0.25, 0.50, 0.75).
" # $ # "
4.D.1.3 Solve one- and two-step problems by analyzing data in whole number, decimal, or fraction form in a frequency table and line plot.
February 2022 22
Oklahoma Academic Standards for Mathematics Fifth Grade (5)
5.N.1 Read, write, represent, and 5.N.1.1 Represent decimal fractions using a variety of models (e.g., 10 by 10 grids, base-ten blocks, meter stick) and show the rational
compare fractions and decimals; number relationships among fractions, decimals and whole numbers.
recognize and write equivalent
5.N.1.2 Read, write, and represent decimals using place value to describe decimal numbers including fractional numbers as small as thousandths
fractions; convert between fractions
and whole numbers up to seven digits.
and decimals; use fractions and
decimals in real-world and
5.N.1.3 Compare and order decimals and fractions, including mixed numbers and fractions less than one, and locate on a number line.
mathematical situations.
5.N.1.4 Recognize and generate equivalent terminating decimals, fractions, mixed numbers, and fractions in various models.
5.N.2 Divide multi-digit numbers and 5.N.2.1 Estimate solutions to division problems to assess the reasonableness of results.
solve real-world and mathematical
problems using arithmetic. 5.N.2.2 Divide multi-digit numbers, by one- and two-digit divisors, based on knowledge of place value, including but not limited to standard
algorithms.
5.N.2.3 Recognize that remainders can be represented in a variety of ways, including a whole number, fraction, or decimal. Determine the most
meaningful form of a remainder based on the context of the problem.
5.N.2.4 Construct models to solve multi-digit whole number problems requiring addition, subtraction, multiplication, and division using various
representations, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the
reasonableness of results.
5.N.3 Add and subtract fractions with 5.N.3.1 Estimate sums and differences of fractions with like and unlike denominators, mixed numbers, and decimals to assess the reasonableness of the
like and unlike denominators, mixed results.
numbers, and decimals to solve real-
world and mathematical problems. 5.N.3.2 Illustrate addition and subtraction of fractions with like and unlike denominators, mixed numbers, and decimals using a variety of mathematical
models (e.g., fraction strips, area models, number lines, fraction rods).
5.N.3.3 Add and subtract fractions with like and unlike denominators, mixed numbers, and decimals, involving money, measurement, geometry, and data.
Use various models and efficient strategies, including but not limited to standard algorithms.
5.N.3.4 Apply mental math and knowledge of place value (no written computations) to find 0.1 more or 0.1 less than a number, 0.01 more or 0.01 less than
a number, and 0.001 more or 0.001 less than a number.
February 2022 23
Oklahoma Academic Standards for Mathematics Fifth Grade (5)
5.A.1 Describe and graph patterns of 5.A.1.1 Use tables and rules with up to two operations to describe patterns of change and make predictions and generalizations about various
change created through numerical mathematical situations.
patterns. 5.A.1.2 Use a rule or table to represent ordered pairs of whole numbers and graph these ordered pairs on a coordinate plane, identifying the origin and
axes in relation to the coordinates.
5.A.2 Understand and interpret 5.A.2.1 Generate equivalent numerical expressions and solve problems using number sense involving whole numbers by applying the commutative
expressions, equations, and inequalities property, associative property, distributive property, and order of operations (excluding exponents).
involving variables and whole numbers,
and use them to represent and evaluate 5.A.2.2 Determine whether an equation or inequality involving a variable is true or false for a given value of the variable.
real-world and mathematical problems.
5.A.2.3 Evaluate expressions involving variables when values for the variables are given.
5.GM.1 Describe, identify, classify, 5.GM.1.1 Describe, identify, classify, and construct triangles (equilateral, right, scalene, isosceles) by their attributes using various mathematical models.
and construct two- and three-
dimensional figures using their
5.GM.1.2 Describe, identify, and classify three-dimensional figures (cubes, rectangular prisms, and pyramids) and their attributes (number of edges,
geometric attributes.
faces, vertices, shapes of faces), given various mathematical models.
5.GM.1.3 Recognize and draw a net for a three-dimensional figure (cube, rectangular prism, pyramid).
5.GM.2 Determine volume using the 5.GM.2.1 Determine the volume of rectangular prisms by the number of unit cubes (n) used to construct the shape and by the product of the dimensions
object’s dimensions. Compare and of the prism 𝑎 ⋅ 𝑏 ⋅ 𝑐 = 𝑛. Understand rectangular prisms of different dimensions (p, q, and r) can have the same volume if 𝑎 ⋅ 𝑏 ⋅ 𝑐 = 𝑝 ⋅ 𝑞 ⋅ 𝑟 = 𝑛.
analyze rectangular prisms with
equivalent volume to recognize their 5.GM.2.2 Estimate the perimeter of polygons and create arguments for reasonable perimeter values of shapes that may include curves.
different dimensions.
5.GM.3 Understand angle, length, 5.GM.3.1 Measure and compare angles according to size using various tools.
weight, and capacity as measurable 5.GM.3.2 Measure the length of an object to the nearest whole centimeter or up to 1/16 inch using an appropriate instrument.
attributes of real-world and mathematical
objects, using various tools to measure 5.GM.3.3 Apply the relationship between inches, feet, and yards to measure, convert, and compare objects to solve problems.
them. Solve real-world problems of
5.GM.3.4 Apply the relationship between millimeters, centimeters, and meters to measure, convert, and compare objects to solve problems.
length.
5.GM.3.5 Estimate lengths and geometric measurements to the nearest whole unit, using benchmarks in customary and metric measurement systems.
5.D.1 Create and analyze data to find 5.D.1.1 Find the measures of central tendency (i.e., mean, median, mode) and range of a set of data. Understand that the mean is a “leveling out” or central
the range and measures of central balance point of the data.
tendency (mean, median, mode).
5.D.1.2 Create and analyze line and double-bar graphs with increments of whole numbers, fractions, and decimals.
February 2022 24
Oklahoma Academic Standards for Mathematics Sixth Grade (6)
6.N.1 Read, write, and represent rational 6.N.1.1 Use manipulatives and models (e.g., number lines) to determine positive and negative numbers and their contexts, identify opposites,
numbers expressed as integers, and explain the meaning of 0 (zero) in a variety of situations.
fractions, decimals, percents, and ratios;
6.N.1.2 Compare and order positive rational numbers, represented in various forms, or integers using the symbols "<", ">", and "=".
use these representations in real-world
and mathematical situations. 6.N.1.3 Explain that a percent represents parts “out of 100” and ratios “to 100.”
6.N.1.4 Determine equivalencies among fractions, mixed numbers, decimals, and percents.
6.N.2 Read, write, and model whole- 6.N.2.1 Estimate solutions for integer addition and subtraction of problems in order to assess the reasonableness of results.
number and integer operations to solve
6.N.2.2 Illustrate addition and subtraction of integers using a variety of representations.
problems.
6.N.2.3 Add and subtract integers in a variety of situations; use efficient and generalizable procedures including but not limited to standard algorithms.
6.N.2.4 Identify and represent patterns with whole-number exponents and perfect squares. Evaluate powers with whole-number bases and exponents.
6.N.2.5 Factor whole numbers and express prime and composite numbers as a product of prime factors with exponents.
6.N.2.6 Determine the greatest common factors and least common multiples. Use common factors and multiples to calculate with fractions, find
equivalent fractions, and express the sum of two-digit numbers with a common factor using the distributive property.
6.N.3 Explain and use the concept of 6.N.3.1 Identify and use ratios to compare and relate quantities in multiple ways. Recognize that multiplicative comparison and additive comparison are
ratio and its relationship to other different.
rational numbers and to the
6.N.3.2 Determine the unit rate for ratios.
multiplication and division of whole
numbers. Use ratios to solve problems. 6.N.3.3 Apply the relationship between ratios, equivalent fractions, unit rates, and percents to solve problems in various contexts.
6.N.4 Multiply and divide decimals, 6.N.4.1 Estimate solutions to problems with whole numbers, decimals, fractions, and mixed numbers, and use the estimates to assess the
fractions, and mixed numbers; solve real- reasonableness of results in the context of the problem.
world and mathematical problems with
6.N.4.2 Illustrate multiplication and division of fractions and decimals to show connections to fractions, whole number multiplication, and inverse
rational numbers.
relationships.
6.N.4.3 Multiply and divide fractions and decimals using efficient and generalizable procedures.
6.N.4.4 Use mathematical modeling to solve and interpret problems including money, measurement, geometry, and data requiring arithmetic with
decimals, fractions and mixed numbers.
February 2022 25
6.A.1 Recognize and represent 6.A.1.1 Plot integer- and rational-valued (limited to halves and fourths) ordered-pairs as coordinates in all four quadrants and recognize the reflective
relationships between varying relationships among coordinates that differ only by their signs.
quantities; translate from one 6.A.1.2 Represent relationships between two varying positive quantities involving no more than two operations with rules, graphs, and tables; translate
representation to another; use patterns, between any two of these representations.
tables, graphs, and rules to model and
6.A.1.3 Use and evaluate variables in expressions, equations, and inequalities that arise from various contexts, including determining when or if, for a
solve mathematical problems.
given value of the variable, an equation or inequality involving a variable is true or false.
6.A.2 Use properties of arithmetic to 6.A.2.1 Generate equivalent expressions and evaluate expressions involving positive rational numbers by applying the commutative, associative, and
generate equivalent numerical distributive properties and order of operations to model and solve mathematical problems.
expressions and evaluate expressions
involving positive rational numbers.
6.A.3 Use equations and inequalities to 6.A.3.1 Model mathematical situations using expressions, equations and inequalities involving variables and rational numbers.
model and solve mathematical problems
and use the idea of maintaining equality 6.A.3.2 Use number sense and properties of operations and equality to model and solve mathematical problems involving equations in the form 𝑥 + 𝑝 = 𝑞
to solve equations. Interpret solutions in and 𝑝𝑥 = 𝑞, where p and q are nonnegative rational numbers. Graph the solution on a number line, interpret the solution in the original context, and
the original context. assess the reasonableness of the solution.
6.GM.1 Use translations, reflections, and 6.GM.1.1 Predict, describe, and apply translations (slides), reflections (flips), and rotations (turns) to a two-dimensional figure.
rotations to establish congruence and
understand symmetry (not on a 6.GM.1.2 Recognize that translations, reflections, and rotations preserve congruence and use them to show that two figures are congruent.
coordinate plane).
6.GM.1.3 Identify and describe the line(s) of symmetry in two-dimensional shapes.
6.GM.2 Use mathematical modeling to 6.GM.2.1 Develop and use formulas for the area of squares and parallelograms using a variety of methods including but not limited to the standard
calculate the area of squares, algorithms and finding unknown measures.
parallelograms, and triangles to solve 6.GM.2.2 Develop and use formulas to determine the area of triangles and find unknown measures.
problems.
6.GM.2.3 Find the area of right triangles, other triangles, special quadrilaterals, and polygons that can be decomposed into triangles and other shapes.
6.GM.3 Understand and use 6.GM.3.1 Solve problems using the relationships between the angles (vertical, complementary, and supplementary) formed by intersecting lines.
relationships between angles in
6.GM .3.2 Develop and use the fact that the sum of the interior angles of a triangle is 180 ̊ to determ ine m issing angle m easures in a triangle.
geometric figures.
6.GM.4 Choose appropriate units of 6.GM.4.1 Estimate weights and capacities using benchmarks in customary and metric measurement systems with appropriate units.
measurement and use ratios to convert
within measurement systems to model 6.GM.4.2 Solve problems that require the conversion of lengths within the same measurement systems using appropriate units.
and solve real-world and mathematical
problems.
February 2022 26
6.D.1 Interpret and analyze data. 6.D.1.1 Interpret the mean, median, and mode for a set of data.
6.D.1.2 Explain and justify which measure of center (mean, median, or mode) would provide the most descriptive information for a given set of data.
6.D.2 Use probability to model and 6.D.2.1 Represent possible outcomes using a probability continuum from impossible to certain.
solve mathematical problems; represent
probabilities using fractions and 6.D.2.2 Determine the sample space for a given experiment and determine which members of the sample space are related to certain events. Sample
decimals. space may be determined by the use of tree diagrams, tables or pictorial representations.
6.D.2.3 Demonstrate simple experiments in which the probabilities are known and compare the resulting relative frequencies with the known
probabilities, recognizing that there may be differences between the two results.
February 2022 27
Oklahoma Academic Standards for Mathematics Seventh Grade (7)
7.N.1 Read, write, represent, and 7.N.1.1 Compare and order rational numbers expressed in various forms using the symbols "<", ">", and "=".
compare rational numbers, expressed as
integers, fractions, and decimals. Explain 7.N.1.2 Recognize and generate equivalent representations of rational numbers, including equivalent fractions.
and apply the concept of absolute value.
7.N.1.3 Explain the relationship between the absolute value of a rational number and the distance of that number from zero on a number line. Use the
symbol for absolute value. Apply the concept of absolute value to model and solve problems.
7.N.2 Calculate with rational numbers, 7.N.2.1 Estimate solutions to multiplication and division of integers in order to assess the reasonableness of results.
with and without positive integer
7.N.2.2 Illustrate multiplication and division of integers using a variety of representations.
exponents, to model and solve
mathematical problems. 7.N.2.3 Multiply and divide integers in a variety of situations; use efficient and generalizable procedures, including standard algorithms.
7.N.2.4 Raise rational numbers (integers, fractions, and decimals) to positive integer exponents.
7.N.2.5 Model and solve problems using rational numbers involving addition, subtraction, multiplication, division, and positive integer exponents.

%
7.A.1 Explain the concept of 7.A.1.1 Identify a relationship between two varying quantities, x and y, as proportional if it can be expressed in the form & = 𝑘 or y=kx; distinguish
proportionality in mathematical models proportional relationships from non-proportional relationships.
and situations and distinguish between
proportional and non-proportional 7.A.1.2 Recognize that the graph of a proportional relationship is a line through the origin and the coordinate (1, r), where r is the slope and the unit rate
relationships. (constant of proportionality, k).
7.A.2 Identify and justify proportional 7.A.2.1 Represent proportional relationships with tables, verbal descriptions, symbols, and graphs; translate from one representation to another.
relationships using mathematical models Determine and compare the unit rate (constant of proportionality, slope, or rate of change) given any of these representations.
and situations; solve problems involving
proportional relationships and interpret 7.A.2.2 Solve multi-step problems with proportional relationships (e.g., distance-time, percent increase or decrease, discounts, tips, unit pricing,
results in the original context. mixtures and concentrations, similar figures, other mathematical situations).
7.A.2.3 Use proportional reasoning to solve problems involving ratios.
7.A.2.4 Use proportional reasoning to assess the reasonableness of solutions.
February 2022 28
7.A.3 Represent mathematical situations 7.A.3.1 Write and solve problems leading to linear equations with one variable in the form px + q = r and p(x + q) = r, where p, q, and r are rational
using equations and inequalities involving numbers.
variables and rational numbers.
7.A.3.2 Represent, write, solve, and graph problems leading to linear inequalities with one variable in the form 𝑥 + 𝑝 > 𝑞 and 𝑥 + 𝑝 < 𝑞, where 𝑝, and 𝑞 are
nonnegative rational numbers.
7.A.4.1 Use properties of operations (associative, commutative, and distributive) to generate equivalent numerical and algebraic expressions containing
7.A.4 Use order of operations and
rational numbers, grouping symbols and whole number exponents.
properties of operations to generate and
evaluate equivalent numerical and 7.A.4.2 Evaluate numerical expressions using calculators and other technologies and justify solutions using order of operations and grouping symbols.
algebraic expressions.

7.GM.1.1 Recognize that the surface area of a rectangular prism can be found by finding the area of each component of the net of that figure. Know that
7.GM.1 Develop and understand the
rectangular prisms of different dimensions can have the same surface area.
concept of surface area and volume of
7.GM.1.2 Using a variety of tools and strategies, develop the concept that surface area of a rectangular prism can be found by wrapping the figure with
rectangular prisms with rational-valued
same-sized square units without gaps or overlap. Use appropriate measurements (e.g., cm2).
edge lengths.
7.GM.1.3 Using a variety of tools and strategies, develop the concept that the volume of rectangular prisms can be found by counting the total number
of same-sized unit cubes that fill a shape without gaps or overlaps. Use appropriate measurements (e.g., cm3).
7.GM.2 Use mathematical models 7.GM.2.1 Develop and use the formula to determine the area of a trapezoid.
and problems to calculate and justify
the area of trapezoids and the area 7.GM.2.2 Find the area and perimeter of composite figures.
and perimeter of composite figures
with rational measurements.
7.GM.3 Use mathematical models and 7.GM.3.1 Solve problems that require the conversion of weights and capacities within the same measurement systems using appropriate units.
reasoning with proportions and ratios
to determine measurements, justify 7.GM.3.2 Demonstrate an understanding of the proportional relationship between the diameter and circumference of a circle and that the unit
$$
formulas, and solve problems. rate (constant of proportionality) is pi (𝜋) and can be approximated by rational numbers such as and 3.14.
'
7.GM.3.3 Calculate the circumference and area of circles to solve problems in various contexts, in terms of pi (𝜋) and using approximations for pi (𝜋).
7.GM.4 Analyze the effect of 7.GM.4.1 Describe the properties of similarity, compare geometric figures for similarity, and determine scale factors resulting from dilations.
translations, reflections, rotations, and 7.GM.4.2 Apply proportions, ratios, and scale factors to solve problems involving scale drawings and to determine side lengths and areas of
dilations on the attributes of two- similar triangles and rectangles.
dimensional figures on and off the
coordinate plane. 7.GM.4.3 Graph and describe translations (with directional and algebraic instructions), reflections across the x- and y-axes, and rotations in 90o
increments about the origin of figures on a coordinate plane, and determine the coordinates of the vertices of a figure after a
transformation.
February 2022 29
7.D.1 Interpret and analyze data, 7.D.1.1 Design simple experiments, collect data, and calculate measures of center (mean, median, and mode) and spread (range and interquartile range).
creating the most appropriate Use these quantities to draw conclusions about the data collected and make predictions.
display, using a variety of tools.
7.D.1.2 Use reasoning with proportions to display and interpret data in circle graphs (pie charts) and histograms.
7.D.1.3 Use technology to create and analyze box plots.
7.D.2 Calculate and use proportional 7.D.2.1 Determine the theoretical probability of an event using the ratio between the size of the event and the size of the sample space; represent
reasoning with probabilities to model probabilities as percents, fractions and decimals between 0 and 1.
and solve mathematical problems.
7.D.2.2 Calculate probability as a fraction of sample space or as a fraction of area. Express probabilities as percents, decimals and fractions.
7.D.2.3 Use proportional reasoning to draw conclusions about and predict relative frequencies of outcomes based on theoretical probabilities.
February 2022 30
Oklahoma Academic Standards for Mathematics Pre-Algebra (PA)
PA.N.1 Read, write, compare, classify, PA.N.1.1 Develop and apply the properties of integer exponents, including a0= 1 (with a ≠ 0), to generate equivalent numerical and algebraic
and represent real numbers, and use expressions.
them to solve problems in various PA.N.1.2 Express and compare approximations of very large and very small numbers using scientific notation.
contexts.
PA.N.1.3 Multiply and divide numbers expressed in scientific notation and express the answer in scientific notation.
PA.N.1.4 Compare and order real numbers; locate real numbers on a number line. Identify the square roots of perfect squares to 400 or, if it is not a
perfect square root, locate it as an irrational number between two consecutive positive integers.
PA.A.1 Explain the concept of function in PA.A.1.1 Recognize that a function is a relationship between an independent variable and a dependent variable in which the value of the independent
mathematical situations and distinguish variable determines the value of the dependent variable.
between the concepts of linear and PA.A.1.2 Use linear functions to represent and model mathematical situations.
nonlinear functions.
PA.A.1.3 Identify a function as linear if it can be expressed in the form y=mx + b or if its graph is a non-vertical straight line.
PA.A.2 Identify and justify linear PA.A.2.1 Represent linear functions with tables, verbal descriptions, symbols, and graphs; translate from one representation to another.
functions using mathematical models
PA.A.2.2 Identify, describe, and analyze linear relationships between two variables.
and situations; solve problems
involving linear functions and interpret PA.A.2.3 Identify graphical properties of linear functions, including slope and intercepts. Know that the slope equals the rate of change, and that the
results in the original context. y-intercept is zero when the function represents a proportional relationship.
PA.A.2.4 Predict the effect on the graph of a linear function when the slope or y-intercept changes. Use appropriate tools to examine these effects.
PA.A.2.5 Solve problems involving linear functions and interpret results in the original context.
PA.A.3 Generate equivalent numerical PA.A.3.1 Use substitution to simplify and evaluate algebraic expressions.
and algebraic expressions and use PA.A.3.2 Justify steps in generating equivalent expressions by combining like terms and using order of operations (to include grouping symbols).
algebraic properties to evaluate Identify the properties used, including the properties of operations (associative, commutative, and distributive).
expressions.
PA.A.4 Represent and solve problems PA.A.4.1 Solve mathematical problems using linear equations with one variable where there could be one, infinitely many, or no solutions.
using mathematical models and Represent situations using linear equations and interpret solutions in the original context.
situations with equations and PA.A.4.2 Represent, write, solve, and graph problems leading to linear inequalities with one variable in the form 𝑝𝑥 + 𝑞 > 𝑟 and 𝑝𝑥 + 𝑞 < 𝑟, where
inequalities involving linear expressions. p, q, and r are rational numbers.
PA.A.4.3 Represent real-world situations using equations and inequalities involving one variable.
February 2022 31
Oklahoma Academic Standards for Mathematics Pre-Algebra (PA)
PA.GM.1 Apply the Pythagorean PA.GM.1.1 Justify the Pythagorean theorem using measurements, diagrams, or dynamic software to solve problems in two dimensions involving right
theorem to solve problems involving triangles.
triangles.
PA.GM.1.2 Use the Pythagorean theorem to find the distance between any two points in a coordinate plane.
PA.GM.2 Justify and use formulas to PA.GM.2.1 Calculate the surface area of a rectangular prism using decomposition or nets. Use appropriate units (e.g., cm2).
calculate surface area and volume of
three-dimensional figures. PA.GM.2.2 Calculate the surface area of a cylinder, in terms of pi (Π) and using approximations for pi (Π), using decomposition or nets. Use appropriate
units (e.g., cm2).
PA.GM.2.3 Justify why base area (B) and height (h) in the formula V=Bh are multiplied to find the volume of a rectangular prism. Use appropriate units
(e.g., cm3).
PA.GM.2.4 Develop and use the formulas 𝑉 = (𝜋𝑟)$ℎ and 𝑉 = 𝐵ℎ to determine the volume of right cylinders, in terms of π and using approximations
for pi (Τ ). Justify why base area (B) and height (h) are multiplied to find the volume of a right cylinder. Use appropriate units (e.g., cm3).

PA.D.1 Display and interpret data in a
PA.D.1.1 Describe the impact that inserting or deleting a data point has on the mean and the median of a data set. Create data displays using technology
variety of ways, including using scatter
to examine this impact.
plots and approximate lines of best fit. Use
the line of best fit and average rate of PA.D.1.2 Explain how outliers affect measures of center and spread.
change to make predictions and draw
conclusions about data. PA.D.1.3 Collect, display, and interpret data using scatter plots. Use the shape of the scatter plot to find the informal line of best fit, make statements
about the average rate of change, and make predictions about values not in the original data set. Use appropriate titles, labels, and units.
PA.D.2 Calculate experimental PA.D.2.1 Calculate experimental probabilities and represent them as percents, fractions, and decimals between 0 and 1. Use experimental probabilities
probabilities and reason about to predict relative frequencies when actual probabilities are unknown.
probabilities to model and solve PA.D.2.2 Determine how samples are chosen (randomness) to draw and support conclusions about generalizing a sample to a population, including
problems. identifying limitations and biases.
PA.D.2.3 Define, compare, and contrast the probabilities of dependent and independent events.
February 2022 32
Oklahoma Academic Standards for Mathematics Algebra 1 (A1)
A1.N.1 Extend the understanding of A1.N.1.1 Write square roots and cube roots of constants and monomial algebraic expressions in simplest radical form.
exponents to include square roots
and cube roots. A1.N.1.2 Add, subtract, multiply, divide, and simplify square roots of constants, rationalizing the denominator when necessary.
A1.A.1 Represent and solve A1.A.1.1 Use knowledge of solving equations with rational values to represent, use and apply mathematical models (e.g., angle measures, geometric
mathematical and real-world problems formulas, dimensional analysis, Pythagorean theorem, science, statistics) and interpret the solutions in the original context.
using linear equations, absolute value A1.A.1.2 Solve absolute value equations and interpret the solutions in the original context.
equations, and systems of equations;
interpret solutions in the original context. A1.A.1.3 Analyze, use and apply mathematical models to solve problems involving systems of linear equations with a maximum of two variables by
graphing, substitution, and elimination. Graphing calculators or other appropriate technology may be utilized. Interpret the solutions in the
original context.
A1.A.2 Represent and solve real-world A1.A.2.1 Represent relationships using mathematical models with linear inequalities; solve the resulting inequalities, graph on a coordinate plane, and
and mathematical problems using linear interpret the solutions.
inequalities and compound inequalities;
A1.A.2.2 Represent relationships using mathematical models with compound and absolute value inequalities and solve the resulting inequalities by
interpret solutions in the original
graphing and interpreting the solutions on a number line.
context.
A1.A.3 Create and evaluate equivalent A1.A.3.1 Solve equations involving several variables for one variable in terms of the others.
algebraic expressions and equations
A1.A.3.2 Simplify polynomial expressions by adding, subtracting, or multiplying.
using algebraic properties.
A1.A.3.3 Factor common monomial factors from polynomial expressions and factor quadratic expressions with a leading coefficient of 1.
A1.A.3.4 Evaluate linear, absolute value, rational, and radical expressions. Include applying a nonstandard operation such as x ⨀ y=2x+y
A1.A.4.1 Analyze, use and apply mathematical models and other data sets (e.g., graphs, equations, two points, a set of data points) to calculate and
A1.A.4 Analyze real-world and
interpret slope and the x- and y-intercepts of a line.
mathematical problems involving linear
equations. A1.A.4.2 Analyze and interpret mathematical models involving lines that are parallel, perpendicular, horizontal, and vertical.
A1.A.4.3 Write the equation of the line given its slope and y-intercept, slope and one point, two points, x- and y-intercepts, or a set of data points.
A1.A.4.4 Express linear equations in slope-intercept, point-slope, and standard forms. Convert between these forms.
A1.A.4.5 Analyze and interpret associations between graphical representations and written scenarios.
February 2022 33
Functions (F)
A1.F.1 Understand functions as A1.F.1.1 Distinguish between relations and functions.

descriptions of covariation (how related
A1.F.1.2 Identify the dependent variable, independent variable, domain and range given a function, equation, or graph. Identify restrictions on the
quantities vary together) in real-world
domain and range in mathematical models.
and mathematical problems.
A1.F.1.3 Write linear functions, using function notation, to represent mathematical models.
A1.F.1.4 Read and interpret the linear piecewise function, given a graph modeling a situation.
A1.F.1.5 Interpret graphs as being discrete or continuous.
A1.F.2 Recognize and understand that A1.F.2.1 Distinguish between linear and nonlinear (including exponential) functions. Understand that linear functions grow by equal intervals
families of functions are defined by their (arithmetic) and that exponential functions grow by equal factors over equal intervals (geometric).
characteristics.
A1.F.2.2 Recognize the parent functions 𝑓(𝑥) = 𝑥 and 𝑓(𝑥) = |𝑥|. Predict the effects of vertical and horizontal transformations 𝑓(𝑥 + 𝑐) and
𝑓(𝑥) + 𝑐, algebraically and graphically.
A1.F.3 Represent functions in multiple A1.F.3.1 Identify and generate equivalent representations of linear functions, graphs, tables, and real-world situations.
ways and use the representation to
A1.F.3.2 Use function notation; evaluate a function, including nonlinear, at a given point in its domain algebraically and graphically. Interpret the results in
interpret real-world and mathematical
terms of the original context.
problems.
A1.F.3.3 Add, subtract, and multiply functions using function notation.

A1.D.1 Display, describe, and compare A1.D.1.1 Display, describe, and compare data sets using summary statistics (central tendency and spread (range)). Utilize technology (e.g., spreadsheets,
data. For linear relationships, make calculators) to display data and calculate summary statistics.
predictions, and assess the reliability of
those predictions. A1.D.1.2 Collect data and analyze scatter plots for patterns, linearity, and outliers.
A1.D.1.3 Make predictions based upon the linear regression, and use the correlation coefficient to assess the reliability of those predictions using
graphing technology.
A1.D.2 Calculate probabilities, and apply A1.D.2.1 Apply simple counting procedures (factorials, permutations, combinations, and tree diagrams) to determine sample size, sample space, and
probability concepts. calculate probabilities.
A1.D.2.2 Given a Venn diagram, determine the probability of the union of events, the intersection of events, and the complement of an event.
Understand the relationships between these concepts and the words “AND,” “OR,” and “NOT.”
A1.D.2.3 Use simulations and experiments to calculate experimental probabilities.
A1.D.2.4 Apply probability concepts to real-world situations to make informed decisions.
February 2022 34
Oklahoma Academic Standards for Mathematics Geometry (G)
Geometry: Reasoning & Logic (G.RL)
G.RL.1 Use appropriate tools and G.RL.1.1 Use undefined terms, definitions, postulates, and theorems in logical arguments/proofs.
logic, including algebraic methods, to
evaluate mathematical arguments. G.RL.1.2 Analyze and draw conclusions based on a set of conditions using inductive and deductive reasoning. Recognize the logical relationships
between a conditional statement and its inverse, converse, and contrapositive.
G.RL.1.3 Assess the validity of a logical argument and give counterexamples to disprove a statement.
Geometry: Two-Dimensional Shapes (G.2D)
G.2D.1 Discover, evaluate, and analyze G.2D.1.1 Use properties of parallel lines cut by a transversal to determine angle relationships and solve problems.
the relationships between lines, angles,
and polygons to solve real-world and G.2D.1.2 Use the angle relationships formed by lines cut by a transversal to determine if the lines are parallel and verify, using algebraic and deductive
mathematical problems; express proofs proofs.
in a form that clearly justifies the
G.2D.1.3 Apply the properties of angles (corresponding, exterior, interior, vertical, complementary, supplementary) to solve problems using
reasoning (e.g., two-column proofs,
mathematical models, algebraic reasoning, and proofs.
paragraph proofs, flowcharts).
G.2D.1.4 Apply theorems involving the interior and exterior angle sums of polygons to solve problems using mathematical models, algebraic reasoning,
and proofs.
G.2D.1.5 Apply the properties of special quadrilaterals (square, rectangle, trapezoid, isosceles trapezoid, rhombus, kite, parallelogram) to solve
problems involving angle measures and segment lengths using mathematical models, algebraic reasoning, and proofs.
G.2D.1.6 Use coordinate geometry and algebraic reasoning to represent and analyze line segments and polygons, including determining lengths,
midpoints, and slopes of line segments.
G.2D.1.7 Apply the properties of polygons, and use them to represent and apply mathematical models involving perimeter and area (e.g., triangles,
special quadrilaterals, regular polygons up to 12 sides, composite figures).
G.2D.1.8 Apply the properties of congruent or similar polygons to solve problems using mathematical models and algebraic and logical reasoning.
G.2D.1.9 Construct logical arguments to prove triangle congruence (SSS, SAS, ASA, AAS and HL).
G.2D.1.10 Construct logical arguments to prove triangle similarity (AA, SSS, SAS).
G.2D.1.11 Use numeric, graphic, and algebraic representations of transformations in two dimensions (e.g., reflections, translations, dilations, rotations
about the origin by multiples of 90 ̊) to solve problems involving figures on a coordinate plane and identify types of symmetry.
February 2022 35
Oklahoma Academic Standards for Mathematics Geometry (G)
Geometry: Three-Dimensional Shapes (G.3D)
G.3D.1 Solve real-world and G.3D.1.1 Represent, use, and apply mathematical models and other tools (e.g., nets, measuring devices, formulas) to solve problems involving surface
mathematical problems involving three- area and volume of three-dimensional figures (prisms, cylinders, pyramids, cones, spheres, composites of these figures).
dimensional figures.
G.3D.1.2 Use ratios derived from similar three-dimensional figures to make conjectures, generalize, and to solve for unknown values such as angles, side
lengths, perimeter, and circumference of a face, area of a face, and volume.
Geometry: Circles (G.C)
G.C.1 Solve real-world and mathematical G.C.1.1 Apply the properties of circles to solve problems involving circumference and area, using approximate values and in terms of pi, using algebraic
problems using the properties of circles. and logical reasoning.
G.C.1.2 Use the distance and midpoint formula, where appropriate, to recognize and write the radius r, center (h,k), and standard form of the equation of
a circle (x − ℎ)2 + (y − k)2 = r2 with and without graphs.
G.C.1.3 Apply the properties of circles and relationships among angles; arcs; and distances in a circle among radii, chords, secants, and tangents to
solve problems using algebraic and logical reasoning.
Geometry: Right Triangle Trigonometry (G.RT)
G.RT.1 Apply mathematical G.RT.1.1 Apply the distance formula, the Pythagorean theorem, and the Pythagorean theorem converse (approximate and exact values, including
relationships of right triangles and Pythagorean triples) to solve problems, using algebraic and logical reasoning and mathematical models.
trigonometric ratios to solve real-world
G.RT.1.2 Verify and apply properties of right triangles, including properties of 45-45-90 and 30-60-90 triangles, to solve problems using algebraic and
and mathematical problems.
logical reasoning.
G.RT.1.3 Use the definition of the trigonometric functions to determine the sine, cosine, and tangent ratio of an acute angle in a right triangle. Apply the
inverse trigonometric functions to find the measure of an acute angle in right triangles.
G.RT.1.4 Apply the trigonometric functions as ratios (sine, cosine, tangent) to find side lengths in right triangles in mathematical models,
including the coordinate plane.
February 2022 36
Develop a Deep and Develop Accurate Develop Develop a Productive Develop the Ability to
Flexible Conceptual and Appropriate Mathematical Mathematical Make Conjectures,
Understanding Procedural Fluency Reasoning Disposition Model, and Generalize
A2.N.1 Extend the understanding of A2.N.1.1 Find the value of 𝑖n for any whole number 𝑛.
numbers and operations to include
complex numbers, radical expressions, A2.N.1.2 Simplify, add, subtract, multiply, and divide complex numbers.
and expressions written with rational
exponents. A2.N.1.3 Understand and apply the relationship between rational exponents to integer exponents and radicals to solve problems.
A2.N.2 Extend the understanding of A2.N.2.1 Use matrices to organize and represent data. Identify the order (dimension) of a matrix.
numbers and operations to matrices.
A2.N.2.2 Use addition, subtraction, and scalar multiplication of matrices to solve problems.
A2.A.1 Represent and solve A2.A.1.1 Use mathematical models to represent quadratic relationships and solve using factoring, completing the square, the quadratic formula, and
mathematical and real-world problems various methods (including graphing calculator or other appropriate technology). Find non-real roots when they exist.
using nonlinear equations, systems of
A2.A.1.2 Use mathematical models to represent exponential relationships, such as compound interest, depreciation, and population growth. Solve these
linear equations, and systems of linear
equations algebraically or graphically (including graphing calculator or other appropriate technology).
inequalities; interpret the solutions in the
original context. A2.A.1.3 Solve one-variable rational equations and check for extraneous solutions.
A2.A.1.4 Solve polynomial equations with real roots using various methods (e.g., polynomial division, synthetic division, using graphing calculators or
other appropriate technology).
A2.A.1.5 Solve square and cube root equations with one variable, and check for extraneous solutions.
A2.A.1.6 Solve common and natural logarithmic equations using the properties of logarithms.
A2.A.1.7 Represent and evaluate mathematical models using systems of linear equations with a maximum of three variables. Graphing calculators or
other appropriate technology may be used.
A2.A.1.8 Use tools to solve systems of equations containing one linear equation and one quadratic equation. Graphing calculators or other appropriate
technology may be used.
A2.A.1.9 Solve systems of linear inequalities in two variables, with a maximum of three inequalities; graph and interpret the solutions on a coordinate
plane. Graphing calculators or other appropriate technology may be used.
February 2022 37
A2.A.2 Generate and evaluate A2.A.2.1 Factor polynomial expressions including, but not limited to, trinomials, differences of squares, sum and difference of cubes, and factoring by
equivalent algebraic expressions and grouping, using a variety of tools and strategies.
equations using various strategies. A2.A.2.2 Add, subtract, multiply, divide, and simplify polynomial expressions.
A2.A.2.3 Add, subtract, multiply, divide, and simplify rational expressions.
A2.A.2.4 Recognize that a quadratic function has different equivalent representations [𝑓(𝑥) = 𝑎𝑥2 + 𝑏𝑥 + 𝑐, 𝑓(𝑥) = 𝑎(𝑥 − ℎ)2 + 𝑘,
𝑎𝑛𝑑 𝑓(𝑥) = 𝑎(𝑥 − 𝑝)(𝑥 − 𝑞)]. Identify and use the mathematical model that is most appropriate to solve problems.
A2.A.2.5 Rewrite algebraic expressions involving radicals and rational exponents using the properties of exponents.
A2.A.3 Represent and solve A2.A.3.1 Recognize that arithmetic sequences are linear using equations, tables, graphs, and verbal descriptions. Using the pattern, find the next term.
mathematical and real-world A2.A.3.2 Recognize that geometric sequences are exponential using equations, tables, graphs, and verbal descriptions. Given the formula
problems involving arithmetic and 𝑓(𝑥) = 𝑎(𝑟)x, find the next term and define the meaning of 𝑎 and 𝑟 within the context of the problem.
geometric sequences and series.
A2.A.3.3 Solve problems that can be modeled using arithmetic sequences or series given the 𝑛th terms and sum formulas. Graphing calculators or other
appropriate technology may be used.
A2.A.3.4 Solve problems that can be modeled using finite geometric sequences and series given the 𝑛th terms and sum formulas. Graphing
calculators or other appropriate technology may be used.
Functions (F)
A2.F.1 Understand functions as A2.F.1.1 Use algebraic, interval, and set notations to specify the domain and range of various types of functions, and evaluate a function at a given point
descriptions of covariation (how related in its domain.
quantities vary together).
A2.F.1.2 Identify the parent forms of exponential, radical (square root and cube root only), quadratic, and logarithmic functions. Predict the effects of
transformations [𝑓(𝑥 + 𝑐), 𝑓(𝑥) + 𝑐, 𝑓(𝑐𝑥), 𝑎𝑛𝑑 𝑐𝑓(𝑥)] algebraically and graphically.
A2.F.1.3 Graph a quadratic function. Identify the domain, range, x- and y-intercepts, maximum or minimum value, axis of symmetry, and vertex using
various methods and tools that may include a graphing calculator or appropriate technology.
A2.F.1.4 Graph exponential and logarithmic functions. Identify the domain, range, asymptotes, and x- and y-intercepts using various methods and
tools that may include calculators or other appropriate technology. Recognize exponential decay and growth graphically and algebraically.
A2.F.1.5 Analyze the graph of a polynomial function by identifying the domain, range, intercepts, zeros, relative maxima, relative minima, and intervals of
increase and decrease.
A2.F.1.6 Graph a rational function and identify the domain (including holes), range, x- and y-intercepts, vertical and horizontal asymptotes, using
various methods and tools that may include a graphing calculator or other appropriate technology (excluding slant or oblique asymptotes).
A2.F.1.7 Graph a radical function (square root and cube root only). Identify the domain, range, and x- and y-intercepts using various methods and tools
that may include a graphing calculator or other appropriate technology.
February 2022 38
A2.F.1 continued Understand functions A2.F.1.8 Graph piecewise functions with no more than three branches (linear, quadratic, or exponential). Analyze the function by identifying the
as descriptions of covariation (how domain, range, intercepts, and intervals for which it is increasing, decreasing, and constant using various methods and tools (e.g., graphing
related quantities vary together). calculator, other appropriate technology).
A2.F.1.9 Recognize whether a discrete or continuous graphical representation is appropriate to create a graph based upon a mathematical model.
A2.F.2 Analyze functions through A2.F.2.1 Add, subtract, multiply, and divide functions using function notation and recognize domain restrictions.
algebraic combinations, compositions,
and inverses if they exist. A2.F.2.2 Com bine functions by com position and recognize that 𝑔(𝑥) = 𝑓(!(𝑥), the inverse function of 𝑓(𝑥), if and only if 𝑓(𝑔(𝑥)) = 𝑔(𝑓(𝑥)) = 𝑥.
A2.F.2.3 Find and graph the inverse of a function, if it exists, in mathematical models. Know that the domain of a function f is the range of the inverse
function 𝑓(! and the range of the function 𝑓 is the dom ain of the inverse function 𝑓(!
A2.F.2.4 Apply the inverse relationship between exponential and logarithmic functions to convert from one form to another.
A2.D.1 Display, describe, and compare A2.D.1.1 Use the mean and standard deviation of a data set to create a normal distribution (bell-shaped curve).
data. For linear and nonlinear
relationships, make predictions and A2.D.1.2 Collect data and use scatter plots to analyze patterns and describe linear, exponential, or quadratic relationships between two variables.
assess the reliability of those predictions.
A2.D.1.3 Make predictions based upon the regression equation (linear, exponential, or quadratic), and use the correlation coefficient to assess the
reliability of those predictions using graphing technology.
A2.D.2 Analyze statistical thinking to A2.D.2.1 Evaluate reports by making inferences, justifying conclusions, and determining appropriateness of data collection methods. Show how
draw inferences, make predictions, and graphs and data can be distorted to support different points of view.
justify conclusions.
A2.D.2.2 Identify and explain misleading conclusions and graphical representations of data sets.
A2.D.2.3 Differentiate between correlation and causation when describing the relationship between two variables.
February 2022 39
Oklahoma Academic Standards for Mathematics Precalculus (PC)
Develop a Deep and Develop Accurate Develop Develop a Productive Develop the Ability to
Flexible Conceptual and Appropriate Mathematical Mathematical Make Conjectures,
Understanding Procedural Fluency Reasoning Disposition Model, and Generalize
Functions (F)
PC.F.1 Analyze functions and relations. PC.F.1.1 Interpret characteristics of a function defined by an expression in the context of the situation.
PC.F.1.2 Sketch the graph of a function that models a relationship between two quantities, identifying key features.
PC.F.1.3 Interpret characteristics of graphs and tables for a function that models a relationship between two quantities in terms of the quantities.
PC.F.1.4 Describe end behavior, asymptotic behavior, and points of discontinuity.
PC.F.1.5 Determine if a function has an inverse. Algebraically and graphically find the inverse or define any restrictions on the domain that meet the
requirement for invertibility, and find the inverse on the restricted domain.
PC.F.2 Build functions to model and PC.F.2.1 Model relationships through composition, and attend to the restrictions of the domain.
validate relationships among functions.
PC.F.2.2 Rewrite a function as a composition of functions.
PC.F.2.3 Interpret the meanings of quantities involving functions and their inverses.
PC.F.2.4 Verify by analytical methods that one function is the inverse of another.
PC.F.3 Predict and verify solutions PC.F.3.1 Predict solutions involving functions that are quadratic, polynomial of higher order, rational, exponential, and logarithmic.
involving functions.
PC.F.3.2 Graphically verify solutions involving functions that are quadratic, polynomial of higher order, rational, exponential, and logarithmic.
PC.F.3.3 Algebraically verify solutions involving functions that are quadratic, polynomial of higher order, rational, exponential, and logarithmic.
Conic Sections (CS)
PC.CS.1 Investigate conic sections. PC.CS.1.1 Model real-world situations which involve conic sections.
PC.CS.1.2 Identify key features of conic sections (foci, directrix, radii, axes, asymptotes, center) graphically and algebraically.
PC.CS.1.3 Sketch a graph of a conic section using its key features.
PC.CS.1.4 Write the equation of a conic section given its key features.
PC.CS.1.5 Given the equation 𝑎𝑥2 + 𝑏𝑦2 + 𝑐𝑥 + 𝑑𝑦 + 𝑒 = 0, determine if the equation represents a circle, ellipse, parabola, or hyperbola.
February 2022 40
Oklahoma Academic Standards for Mathematics Precalculus (PC)
Trigonometry (T)
PC.T.1 Make sense of the unit circle and PC.T.1.1 Draw and recognize angles in standard position using radian measure, and determine the quadrant of the terminal side.
its relationship to the graphs of
PC.T.1.2 Convert radian measure to degree measure and vice-versa.
trigonometric functions.
PC.T.1.3 Find the length of an arc and the area of a sector on a circle.
) ) )
PC.T.1.4 Use special triangles to determine geometrically the values of sine, cosine, tangent for , , and , and use the unit circle to express the values of
# " *
sine, cosine, and tangent for 𝜋 − 𝑥, 𝜋 + 𝑥, and 2𝜋 − 𝑥 in terms of their values for x, where x is any real number.
PC.T.1.5 Use reference angles to determine the terminal point P(x, y) on the unit circle for a given angle.
PC.T.1.6 Estimate trigonometric values of any angle.
PC.T.1.7 Apply the properties of a unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.
PC.T.1.8 Graph of all six trigonometric functions, identifying key features.
PC.T.1.9 Describe and analyze the relationships of the properties of a unit circle.
PC.T.2 Apply trigonometric concepts PC.T.2.1 Create models for situations involving trigonometry.
beyond the right triangle.
PC.T.2.2 Apply the Law of Sines and Law of Cosines to solve problems.
PC.T.2.3 Use trigonometry to find the area of triangles.
PC.T.2.4 Use inverse functions to solve trigonometric equations; evaluate the solution and interpret them in terms of context.
PC.T.3 Verify trigonometric identities and PC.T.3.1 Algebraically manipulate the structure of a trigonometric expression to identify ways to rewrite it.
solve equations.
PC.T.3.2 Choose and produce an equivalent form of an expression to explain the properties of the quantity represented by the expression.
PC.T.3.3 Graphically and algebraically verify solutions to trigonometric equations.
PC.T.4 Explore complex numbers. PC.T.4.1 Use the relation 𝑖2 = −1 and the mathematical properties to add, subtract, and multiply complex numbers.
PC.T.4.2 Find the conjugate of a complex number in rectangular forms and quotients of complex numbers.
PC.T.4.3 Solve quadratic equations in one variable that have complex solutions.
February 2022 41
Oklahoma Academic Standards for Mathematics Statistics & Probability (S)
Develop a Deep and Develop Accurate and Develop the Ability to

Develop Strategies for Develop Mathematical Develop a Productive Develop the Ability to
Flexible Conceptual Appropriate Procedural Make Conjectures, Model,
Problem Solving Reasoning Mathematical Disposition Communicate
Understanding Fluency and Generalize
Statistical Questions (Q)
S.Q.1 Understand the distinction between S.Q.1.1 Distinguish among different sources of variability, including measurement, natural, induced, and sampling variability.
mathematical models and statistical
S.Q.1.2 Formulate meaningful statistical questions to clarify the problem at hand.
models.
S.Q.2 Distinguish between the S.Q.2.1 Distinguish between sample statistics and population parameters.
distribution of a population, a
S.Q.2.2 Recognize a population distribution has fixed values of its parameters and that these parameter values are typically unknown.
distribution of sample data, and a
sampling distribution. S.Q.2.3 Recognize that a sample data distribution is taken from a population distribution, and the data distribution is what is seen in practice.
S.Q.2.4 Recognize a sampling distribution is the distribution of a sample statistic (e.g., sample mean, sample proportion) obtained from repeated
samples.
S.Q.3 Identify differences between S.Q.3.1 Determine whether categorical or quantitative data is appropriate to answer a statistical question.
categorical and quantitative data.
S.Q.3.2 Compare and contrast different potential graphical or visual representations given the same data set.
Data Collection (DC)
S.DC.1 Distinguish among different types S.DC.1.1 Distinguish among sample surveys, experiments, and observational studies.
of study designs for collecting data, and
S.DC.1.2 Compare and contrast the benefits of different sampling techniques.
know the scope of inference for each
design type.
S.DC.1.3 Determine the appropriate scope of inference for generalizing results.
S.DC.1.4 Explain how sample size impacts the precision with which generalizations can be made.
S.DC.1.5 Determine when a cause-and-effect inference can be drawn from an association, based on how the data were collected.
S.DC.2 Identify common sources of bias S.DC.2.1 Explain how randomization and sources of bias impact the results of a study.
and the role of randomization in study
design. S.DC.2.2 Understand the different roles of random selection and random assignment in study design.
February 2022 42
Data Analysis (DA)
S.DA.1 Use distributions of quantitative S.DA.1.1 Summarize and represent the distribution for univariate quantitative data by describing and analyzing the shape of the distribution, the
and categorical data to identify the key measures of center for the distribution, the patterns in variability for the distribution, and any outliers, gaps, or other unusual features in the
features of the data collected in context. distribution.
S.DA.1.2 Select and create an appropriate display (e.g., dot plots, histograms, box plots) for univariate data.
S.DA.1.3 Use statistics appropriate to the shape of the data distribution to compare center and variability of two or more different data sets.
S.DA.1.4 Describe and analyze the distribution of univariate categorical data.
S.DA.2 Use the mean and standard S.DA.2.1 Use calculators, computers, or tables to estimate areas under the normal curve. Recognize that there are data sets for which such a procedure
deviation of a data set to fit it to a normal is not appropriate.
distribution and to estimate population
percentages.
S.DA.3 Compare two or more groups by S.DA.3.1 Construct appropriate parallel graphical displays of distributions.
analyzing distributions.
S.DA.3.2 Use numerical attributes of distributions to make comparisons between distributions.
S.DA.4 Analyze associations between two S.DA.4.1 Create two-way tables for bivariate categorical data and analyze for possible associations between the two categories using marginal, joint,
variables. and conditional frequencies.
S.DA.4.2 Make predictions and draw conclusions from regression models (linear, exponential, quadratic) from two-variable quantitative data.
S.DA.4.3 Analyze scatter plots for patterns, linearity, outliers, and influential points.
S.DA.4.4 Using technology, compute and interpret the correlation coefficient.
S.DA.4.5 Understand the implications of extrapolating data to make predictions.
S.DA.5 Make statistical inferences and S.DA.5.1 Construct and interpret confidence intervals for the mean of a normally distributed population and for a population proportion.
evaluate claims from studies.
S.DA.5.2 Explain how a sample statistic and a confidence level are used in the construction of a confidence interval.
S.DA.5.3 Explain how changes in the sample size, confidence level, and standard error affect the margin of error of a confidence interval.
S.DA.5.4 Construct a confidence interval for the mean of a normally distributed population (with a known standard deviation) and for a population
proportion. Use confidence intervals to evaluate claims.
S.DA.5.5 Use confidence intervals to evaluate claims for a single population parameter.
February 2022 43
Interpretation of Results (IR)
S.IR.1 Interpret and communicate the S.IR.1.1 Recognize when the difference between two sample proportions or two sample means is due to random variation or if the difference is
results of a statistical analysis in context. statistically significant.
S.IR.1.2 Understand the concept of a confidence interval, including the interpretation of confidence level, margin of error, and statistical significance.
S.IR.1.3 Develop inferences or predictions to construct resulting decisions or recommendations.
S.IR.1.4 Create and evaluate recommendations for areas of future research.
S.IR.2 Evaluate practical implications of S.IR.2.1 Develop and critique arguments for practical implications based on statistical significance.
statistical significance or lack thereof.
S.IR.2.2 Identify potential lurking variables which may explain an association between two variables.
S.IR.3 Evaluate real-world claims and S.IR.3.1 Evaluate strengths and weaknesses in the studies or methods used to generate data.
conclusions.
S.IR.3.2 Evaluate the statistical validity of claims made.
Probability (P)
S.P.1 Connect basic probability S.P.1.1 Describe events as subsets of a sample space.
concepts to statistical analysis.
S.P.1.2 Describe the relationship between theoretical and empirical probabilities using the Law of Large Numbers.
S.P.1.3 Use counting techniques (e.g., permutations and combinations) to solve mathematical and real-world problems, including determining
probabilities of compound events.
S.P.2 Determine probabilities, including S.P.2.1 Understand that two events, A and B, are independent if the probability of A and B occurring together is the product of their probabilities, and use
joint probabilities, conditional this characterization to determine if two events are independent.
probabilities, probabilities of
independent events, and probabilities S.P.2.2 Understand and calculate the conditional probability of A given B as P(A and B)/P(B).
of dependent events. Interpret the S.P.2.3 Interpret independence of A and B as saying that the conditional probability of A, given B, is the same as the probability of A.
results.
S.P.3 Use probability to make decisions. S.P.3.1 Analyze decisions and strategies using probability concepts and expected values.
S.P.3.2 Analyze decisions about statistical significance based on reported p-values.
February 2022 44

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Oklahoma Academic Standards

Development of the Oklahoma Academic Standards for Mathematics

Oklahoma Math Curriculum Framework

Reading the Oklahoma Academic Standards for Mathematics

Standards vs. Objectives

Mathematical Actions and Processes

Mathematical Actions and Processes

Reading the Oklahoma Academic Standards for Mathematics

Numbers & Operations (N)

PK.N.1.3 Recognize that 0 (zero) represents the count of no objects.

PK.N.2.4 Count up to 5 items in a scattered configuration, not in a row or column.

Algebraic Reasoning & Algebra (A)

Geometry & Measurement (GM)

Data & Probability (D)

Numbers & Operations (N)

Algebraic Reasoning & Algebra (A)

Geometry & Measurement (GM)

Data & Probability (D)

K.D.1.3 Draw conclusions from real-object graphs and pictographs.

Numbers & Operations (N)

1.N.1.7 Compare and order whole numbers from 0 to 100.

Algebraic Reasoning & Algebra (A)

Geometry & Measurement (GM)

1.GM.1.3 Compose structures with three-dimensional shapes.

Data & Probability (D)

1.D.1.3 Draw conclusions from pictographs and bar graphs.

Numbers & Operations (N)

2.N.1.5 Use objects to determine whether a number is even or odd.

2.N.2.3 Estimate sums and differences up to 100.

Algebraic Reasoning & Algebra (A)

Geometry & Measurement (GM)

Data & Probability (D)

Numbers & Operations (N)

Algebraic Reasoning & Algebra (A)

Geometry & Measurement (GM)

3.GM.1 Analyze and use geometric

Data & Probability (D)

Numbers & Operations (N)

Algebraic Reasoning & Algebra (A)

Geometry & Measurement (GM)

4.GM.3 Determine elapsed time 4.GM.3.1 Determine elapsed time.

Data & Probability (D)

Numbers & Operations (N)

Algebraic Reasoning & Algebra (A)

Geometry & Measurement (GM)

Data & Probability (D)

Numbers & Operations (N)

Algebraic Reasoning & Algebra (A)

Geometry & Measurement (GM)

Data & Probability (D)

Numbers & Operations (N)

Algebraic Reasoning & Algebra (A)

7.A.2.3 Use proportional reasoning to solve problems involving ratios.

7.A.2.4 Use proportional reasoning to assess the reasonableness of solutions.

Geometry & Measurement (GM)

Data & Probability (D)

7.D.1.3 Use technology to create and analyze box plots.

Numbers & Operations (N)

Algebraic Reasoning & Algebra (A)

Geometry & Measurement (GM)