When progress monitoring CBMmath CAP, the progress monitoring report will display a graph and table of student performance. The initials at the top (red box) are the abbreviations of the domains in the Common Core State Standards (CCSS). The numbers below (blue box) are the specific standard associated with that domain. You can click on the number to view the item the student received.

**New progress monitoring graph coming soon**

RED: Student responded incorrectly

GREEN: Student responded correctly

BLACK: Student skipped item

*Counting & Cardinality (CC)*

The CC domain is confined to kindergarten and addresses students’ basic knowledge of numbers. For example, students are expected to know number names, count to tell the number of objects, and compare numbers. The CC domain serves as a fundamental building block for the development of more complex math skills. For example, students may first be able to count a series of objects, later recognize the count of small groups without explicit counting, and still later, group large numbers of objects into meaningful groups (e.g. by tens) to arrive at a total.

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*Operations & Algebraic Thinking (OA)*

The OA domain extends from kindergarten through fifth grade and deals largely with the representation and solution of basic math facts. In kindergarten, students are expected to begin parsing out the differences in meaning between “addition” and “subtraction.” As students progress, they are expected to solve increasingly complex problems that may require addition, subtraction, multiplication, or division. Upon reaching grades four and five, students are expected to be familiar with the concepts of multiples and factors. In addition, students may be asked to interpret numerical expressions or analyze relationships using knowledge of the four operations developed in grades K-3.

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*Number & Operations in Base Ten (NBT)*

The NBT domain extends from kindergarten through fifth grade and includes knowledge of place value and its applications. In kindergarten through second grade, students are expected to gain knowledge of place value and apply it to counting and basic operations involving addition and subtraction of whole numbers. At higher grade levels, students extend this knowledge to interpret the relationships between the digits of a single number. Students are eventually expected to do multi-digit operations involving whole numbers and decimal numbers. For example, students may be asked to find the sum, difference, or product of 2.34 and 10 using their knowledge of place value.

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*Number & Operations – Fractions (NF)*

The NF domain is a part of the standards for students in third through fifth grade. In third grade, fractions are introduced to students as a new set of numbers in addition to whole numbers. Students are expected to understand fractions as partitions and compare fractions by reasoning about their size. Students at this level use math models involving equal parts or partitions to develop their understanding of fractions. For students in fourth grade, the ability to compare fractions is required. Students may also need to convert between decimal numbers and fractions. In fourth and fifth grade, students continue to extend their knowledge on operations of fractions with whole numbers and of fractions with fractions. By the end of fifth grade, students are expected to solve real-world problems with operations including multiplication, division, addition and subtraction.

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*Measurement & Data (MD)*

The MD domain extends from kindergarten through fifth grade and addresses conversion of units as well as the interpretation of data. At kindergarten, students are tested on classifying and comparing objects with measurable attributes. In first and second grades, students develop their ability to work with variables such as time, length, and volume. By fourth grade, students are required to convert various units in a given measurement system. Through all grade levels, students are expected to develop an understanding of data on diagrams. By the end of fifth grade, students may be asked to complete tasks such as creating a line plot of data or using different operations to calculate measurements.

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*Geometry (G)*

The G domain extends from kindergarten through fifth grade and covers knowledge ranging from comparison of shapes to the interpretation of coordinate planes. Through all grade levels, students are expected to build on their ability to classify and create shapes and solids by understanding the attributes of each category. As students reach higher grade levels, they are asked to work with more specific categories and more abstract figures. For example, students may be tested on the differences between an obtuse angle and an acute angle.

As noted, the representation of the CCSS domains differs by grade. That is, one domain may be over-represented in one grade and underrepresented in another. In some cases, such as the CC domain, standards from a particular domain are only present in one grade.