allStandards.csv

"code","statement","set","dim","grade","subject","dimension","subcategory","PEcode","performanceExpectation","clarifyingStatement","assessmentBoundary","orig_dimension","link"
"D1.1.3-5","Explain why compelling questions are important to others (e.g., peers, adults).","C3","DQPI","3,4,5","Social Studies","Developing Questions & Planning Inquiries",NA,NA,NA,NA,NA,"Developing Questions & Planning Inquiries",NA
"D1.1.6-8","Explain how a question represents key ideas in the field.","C3","DQPI","6,7,8","Social Studies","Developing Questions & Planning Inquiries",NA,NA,NA,NA,NA,"Developing Questions & Planning Inquiries",NA
"D1.1.9-12","Explain how a question reflects an enduring issue in the field.","C3","DQPI","9,10,11,12","Social Studies","Developing Questions & Planning Inquiries",NA,NA,NA,NA,NA,"Developing Questions & Planning Inquiries",NA
"D1.1.K-2","Explain why the compelling question is important to the student.","C3","DQPI","K,1,2","Social Studies","Developing Questions & Planning Inquiries",NA,NA,NA,NA,NA,"Developing Questions & Planning Inquiries",NA
"D1.2.3-5","Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.","C3","DQPI","3,4,5","Social Studies","Developing Questions & Planning Inquiries",NA,NA,NA,NA,NA,"Developing Questions & Planning Inquiries",NA
"D1.2.6-8","Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.","C3","DQPI","6,7,8","Social Studies","Developing Questions & Planning Inquiries",NA,NA,NA,NA,NA,"Developing Questions & Planning Inquiries",NA
"D1.2.9-12","Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.","C3","DQPI","9,10,11,12","Social Studies","Developing Questions & Planning Inquiries",NA,NA,NA,NA,NA,"Developing Questions & Planning Inquiries",NA
"D1.2.K-2","Identify disciplinary ideas associated with a compelling question.","C3","DQPI","K,1,2","Social Studies","Developing Questions & Planning Inquiries",NA,NA,NA,NA,NA,"Developing Questions & Planning Inquiries",NA
"D1.3.3-5","Identify the disciplinary concepts and ideas associated with a supporting question that are open to interpretation.","C3","DQPI","3,4,5","Social Studies","Developing Questions & Planning Inquiries",NA,NA,NA,NA,NA,"Developing Questions & Planning Inquiries",NA
"D1.3.6-8","Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.","C3","DQPI","6,7,8","Social Studies","Developing Questions & Planning Inquiries",NA,NA,NA,NA,NA,"Developing Questions & Planning Inquiries",NA
"D1.3.9-12","Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.","C3","DQPI","9,10,11,12","Social Studies","Developing Questions & Planning Inquiries",NA,NA,NA,NA,NA,"Developing Questions & Planning Inquiries",NA
"D1.3.K-2","Identify facts and concepts associated with a supporting question.","C3","DQPI","K,1,2","Social Studies","Developing Questions & Planning Inquiries",NA,NA,NA,NA,NA,"Developing Questions & Planning Inquiries",NA
"D1.4.3-5","Explain how supporting questions help answer compelling questions in an inquiry.","C3","DQPI","3,4,5","Social Studies","Developing Questions & Planning Inquiries",NA,NA,NA,NA,NA,"Developing Questions & Planning Inquiries",NA
"D1.4.6-8","Explain how the relationship between supporting questions and compelling questions is mutually reinforcing.","C3","DQPI","6,7,8","Social Studies","Developing Questions & Planning Inquiries",NA,NA,NA,NA,NA,"Developing Questions & Planning Inquiries",NA
"D1.4.9-12","Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.","C3","DQPI","9,10,11,12","Social Studies","Developing Questions & Planning Inquiries",NA,NA,NA,NA,NA,"Developing Questions & Planning Inquiries",NA
"D1.4.K-2","Make connections between supporting questions and compelling questions.","C3","DQPI","K,1,2","Social Studies","Developing Questions & Planning Inquiries",NA,NA,NA,NA,NA,"Developing Questions & Planning Inquiries",NA
"D2.Civ.1.3-5","Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.1.6-8","Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.1.9-12","Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.1.K-2","Describe roles and responsibilities of people in authority.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.10.3-5","Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.10.6-8","Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.10.9-12","Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.10.K-2","Compare their own point of view with others’ perspectives.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.11.3-5","Compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.11.6-8","Differentiate among procedures for making decisions in the classroom, school, civil society, and local, state, and national government in terms of how civic purposes are intended.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.11.9-12","Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.11.K-2","Explain how people can work together to make decisions in the classroom.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.12.3-5","Explain how rules and laws change society and how people change rules and laws.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.12.6-8","Assess specific rules and laws (both actual and proposed) as means of addressing public problems.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.12.9-12","Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.12.K-2","Identify and explain how rules function in public (classroom and school) settings.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.13.3-5","Explain how policies are developed to address public problems.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.13.6-8","Analyze the purposes, implementation, and consequences of public policies in multiple settings.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.13.9-12","Evaluate public policies in terms of intended and unintended outcomes, and related consequences.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.14.3-5","Illustrate historical and contemporary means of changing society.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.14.6-8","Compare historical and contemporary means of changing societies, and promoting the common good.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.14.9-12","Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.14.K-2","Describe how people have tried to improve their communities over time.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.2.3-5","Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.2.6-8","Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders).","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.2.9-12","Analyze the role of citizens in the U.S","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.2.K-2","Explain how all people, not just official leaders, play important roles in a community.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.3.3-5","Examine the origins and purposes of rules, laws, and key U.S","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.3.6-8","Examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.3.9-12","Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.3.K-2","Explain the need for and purposes of rules in various settings inside and outside of school.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.4.3-5","Explain how groups of people make rules to create responsibilities and protect freedoms.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.4.6-8","Explain the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in the United States and in other countries.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.4.9-12","Explain how the U.S","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.4.K-2","Begins in grades 3–5","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.5.3-5","Explain the origins, functions, and structure of different systems of government, including those created by the U.S","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.5.6-8","Explain the origins, functions, and structure of government with reference to the U.S","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.5.9-12","Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.5.K-2","Explain what governments are and some of their functions.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.6.3-5","Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.6.6-8","Describe the roles of political, civil, and economic organizations in shaping people’s lives.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.6.9-12","Critique relationships among governments, civil societies, and economic markets.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.6.K-2","Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.7.3-5","Apply civic virtues and democratic principles in school settings.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.7.6-8","Apply civic virtues and democratic principles in school and community settings.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.7.9-12","Apply civic virtues and democratic principles when working with others.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.7.K-2","Apply civic virtues when participating in school settings.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.8.3-5","Identify core civic virtues and democratic principles that guide government, society, and communities.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.8.6-8","Analyze ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.8.9-12","Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.8.K-2","Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.9.3-5","Use deliberative processes when making decisions or reaching judgments as a group.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.9.6-8","Compare deliberative processes used by a wide variety of groups in various settings.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.9.9-12","Use appropriate deliberative processes in multiple settings.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Civ.9.K-2","Follow agreed-upon rules for discussions while responding attentively to others when addressing ideas and making decisions as a group.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.1.3-5","Compare the benefits and costs of individual choices.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.1.6-8","Explain how economic decisions affect the well-being of individuals, businesses, and society.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.1.9-12","Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.1.K-2","Explain how scarcity necessitates decision making.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.10.3-5","Explain what interest rates are.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.10.6-8","Explain the influence of changes in interest rates on borrowing and investing.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.10.9-12","Use current data to explain the influence of changes in spending, production, and the money supply on various economic conditions.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.10.K-2","Explain why people save.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.11.3-5","Explain the meaning of inflation, deflation, and unemployment.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.11.6-8","Use appropriate data to evaluate the state of employment, unemployment, inflation, total production, income, and economic growth in the economy.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.11.9-12","Use economic indicators to analyze the current and future state of the economy.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.12.3-5","Explain the ways in which the government pays for the goods and services it provides.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.12.6-8","Explain how inflation, deflation, and unemployment affect different groups.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.12.9-12","Evaluate the selection of monetary and fiscal policies in a variety of economic conditions.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.12.K-2","Describe examples of the goods and services that governments provide.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.13.3-5","Describe ways people can increase productivity by using improved capital goods and improving their human capital.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.13.6-8","Explain why standards of living increase as productivity improves.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.13.9-12","Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.13.K-2","Describe examples of capital goods and human capital.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.14.3-5","Explain how trade leads to increasing economic interdependence among nations.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.14.6-8","Explain barriers to trade and how those barriers influence trade among nations.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.14.9-12","Analyze the role of comparative advantage in international trade of goods and services.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.14.K-2","Describe why people in one country trade goods and services with people in other countries.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.15.3-5","Explain the effects of increasing economic interdependence on different groups within participating nations.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.15.6-8","Explain the benefits and the costs of trade policies to individuals, businesses, and society.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.15.9-12","Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.15.K-2","Describe products that are produced abroad and sold domestically and products that are produced domestically and sold abroad.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.2.3-5","Identify positive and negative incentives that influence the decisions people make.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.2.6-8","Evaluate alternative approaches or solutions to current economic issues in terms of benefits and costs for different groups and society as a whole.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.2.9-12","Use marginal benefits and marginal costs to construct an argument for or against an approach or solution to an economic issue.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.2.K-2","Identify the benefits and costs of making various personal decisions.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.3.3-5","Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.3.6-8","Explain the roles of buyers and sellers in product, labor, and financial markets.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.3.9-12","Analyze the ways in which incentives influence what is produced and distributed in a market system.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.3.K-2","Describe the skills and knowledge required to produce certain goods and services.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.4.3-5","Explain why individuals and businesses specialize and trade.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.4.6-8","Describe the role of competition in the determination of prices and wages in a market economy.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.4.9-12","Evaluate the extent to which competition among sellers and among buyers exists in specific markets.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.4.K-2","Describe the goods and services that people in the local community produce and those that are produced in other communities.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.5.3-5","Explain the role of money in making exchange easier.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.5.6-8","Explain ways in which money facilitates exchange by reducing transactional costs.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.5.9-12","Describe the consequences of competition in specific markets.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.5.K-2","Identify prices of products in a local market.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.6.3-5","Explain the relationship between investment in human capital, productivity, and future incomes.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.6.6-8","Explain how changes in supply and demand cause changes in prices and quantities of goods and services, labor, credit, and foreign currencies.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.6.9-12","Generate possible explanations for a government role in markets when market inefficiencies exist.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.6.K-2","Explain how people earn income.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.7.3-5","Explain how profits influence sellers in markets.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.7.6-8","Analyze the role of innovation and entrepreneurship in a market economy.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.7.9-12","Use benefits and costs to evaluate the effectiveness of government policies to improve market outcomes.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.7.K-2","Describe examples of costs of production.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.8.3-5","Identify examples of external benefits and costs.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.8.6-8","Explain how external benefits and costs influence market outcomes.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.8.9-12","Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.9.3-5","Describe the role of other financial institutions in an economy.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.9.6-8","Describe the roles of institutions such as corporations, non-profits, and labor unions in a market economy.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.9.9-12","Describe the roles of institutions such as clearly defined property rights and the rule of law in a market economy.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Eco.9.K-2","Describe the role of banks in an economy.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.1.3-5","Construct maps and other graphic representations of both familiar and unfamiliar places.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.1.6-8","Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.1.9-12","Use geospatial and related technologies to create maps to display and explain the spatial patterns of cultural and environmental characteristics.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.1.K-2","Construct maps, graphs, and other representations of familiar places.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.10.3-5","Explain why environmental characteristics vary among different world regions.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.10.6-8","Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.10.9-12","Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.10.K-2","Describe changes in the physical and cultural characteristics of various world regions.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.11.3-5","Describe how the spatial patterns of economic activities in a place change over time because of interactions with nearby and distant places.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.11.6-8","Explain how the relationship between the environmental characteristics of places and production of goods influences the spatial patterns of world trade.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.11.9-12","Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.11.K-2","Explain how the consumption of products connects people to distant places.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.12.3-5","Explain how natural and human-made catastrophic events in one place affect people living in other places.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.12.6-8","Explain how global changes in population distribution patterns affect changes in land use in particular places.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.12.9-12","Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.12.K-2","Identify ways that a catastrophic disaster may affect people living in a place.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.2.3-5","Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.2.6-8","Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.2.9-12","Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.2.K-2","Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.3.3-5","Use maps of different scales to describe the locations of cultural and environmental characteristics.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.3.6-8","Use paper based and electronic mapping and graphing techniques to represent and analyze spatial patterns of different environmental and cultural characteristics.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.3.9-12","Use geographic data to analyze variations in the spatial patterns of cultural and environmental characteristics at multiple scales.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.3.K-2","Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.4.3-5","Explain how culture influences the way people modify and adapt to their environments.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.4.6-8","Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.4.9-12","Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.4.K-2","Explain how weather, climate, and other environmental characteristics affect people’s lives in a place or region.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.5.3-5","Explain how the cultural and environmental characteristics of places change over time.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.5.6-8","Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.5.9-12","Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.5.K-2","Describe how human activities affect the cultural and environmental characteristics of places or regions.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.6.3-5","Describe how environmental and cultural characteristics influence population distribution in specific places or regions.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.6.6-8","Explain how the physical and human characteristics of places and regions are connected to human identities and cultures.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.6.9-12","Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.6.K-2","Identify some cultural and environmental characteristics of specific places.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.7.3-5","Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.7.6-8","Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.7.9-12","Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.7.K-2","Explain why and how people, goods, and ideas move from place to place.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.8.3-5","Explain how human settlements and movements relate to the locations and use of various natural resources.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.8.6-8","Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.8.9-12","Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.8.K-2","Compare how people in different types of communities use local and distant environments to meet their daily needs.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.9.3-5","Analyze the effects of catastrophic environmental and technological events on human settlements and migration.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.9.6-8","Evaluate the influences of long-term human-induced environmental change on spatial patterns of conflict and cooperation.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.9.9-12","Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.Geo.9.K-2","Describe the connections between the physical environment of a place and the economic activities found there.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.1.3-5","Create and use a chronological sequence of related events to compare developments that happened at the same time.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.1.6-8","Analyze connections among events and developments in broader historical contexts.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.1.9-12","Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.1.K-2","Create a chronological sequence of multiple events.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.10.3-5","Compare information provided by different historical sources about the past.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.10.6-8","Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.10.9-12","Detect possible limitations in various kinds of historical evidence and differing secondary interpretations.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.10.K-2","Explain how historical sources can be used to study the past.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.11.3-5","Infer the intended audience and purpose of a historical source from information within the source itself.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.11.6-8","Use other historical sources to infer a plausible maker, date, place of origin, and intended audience for historical sources where this information is not easily identified.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.11.9-12","Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.11.K-2","Identify the maker, date, and place of origin for a historical source from information within the source itself.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.12.3-5","Generate questions about multiple historical sources and their relationships to particular historical events and developments.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.12.6-8","Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.12.9-12","Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.12.K-2","Generate questions about a particular historical source as it relates to a particular historical event or development.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.13.3-5","Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.13.6-8","Evaluate the relevancy and utility of a historical source based on information such as maker,date, place of origin, intended audience, and purpose.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.13.9-12","Critique the appropriateness of the historical sources used in a secondary interpretation.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.14.3-5","Explain probable causes and effects of events and developments.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.14.6-8","Explain multiple causes and effects of events and developments in the past.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.14.9-12","Analyze multiple and complex causes and effects of events in the past.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.14.K-2","Generate possible reasons for an event or development in the past.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.15.6-8","Evaluate the relative influence of various causes of events and developments in the past.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.15.9-12","Distinguish between long-term causs and triggering events in developing a historical argument.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.16.3-5","Use evidence to develop a claim about the past.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.16.6-8","Organize applicable evidence into a coherent argument about the past.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.16.9-12","Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.16.K-2","Select which reasons might be more likely than others to explain a historical event or development.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.17.3-5","Summarize the central claim in a secondary work of history.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.17.6-8","Compare the central arguments in secondary works of history on related topics in multiple media.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.17.9-12","Critique the central arguments in secondary works of history on related topics in multiple media in terms of their historical accuracy.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.2.3-5","Compare life in specific historical time periods to life today.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.2.6-8","Classify series of historical events and developments as examples of change and/or continuity.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.2.9-12","Analyze change and continuity in historical eras.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.2.K-2","Compare life in the past to life today.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.3.3-5","Generate questions about individuals and groups who have shaped significant historical changes and continuities.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.3.6-8","Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.3.9-12","Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.3.K-2","Generate questions about individuals and groups who have shaped a significant historical change.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.4.3-5","Explain why individuals and groups during the same historical period differed in their perspectives.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.4.6-8","Analyze multiple factors that influenced the perspectives of people during different historical eras.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.4.9-12","Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.4.K-2","Compare perspectives of people in the past to those of people in the present.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.5.3-5","Explain connections among historical contexts and people’s perspectives at the time.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.5.6-8","Explain how and why perspectives of people have changed over time.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.5.9-12","Analyze how historical contexts shaped and continue to shape people’s perspectives.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.6.3-5","Describe how people’s perspectives shaped the historical sources they created.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.6.6-8","Analyze how people’s perspectives influenced what information is available in the historical sources they created.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.6.9-12","Analyze the ways in which the perspectives of those writing history shaped the history that they produced.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.6.K-2","Compare different accounts of the same historical event.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.7.9-12","Explain how the perspectives of people in the present shape interpretations of the past.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.8.9-12","Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.9.3-5","Summarize how different kinds of historical sources are used to explain events in the past.","C3","CEGH","3,4,5","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.9.6-8","Classify the kinds of historical sources used in a secondary interpretation.","C3","CEGH","6,7,8","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.9.9-12","Analyze the relationship between historical sources and the secondary interpretations made from them.","C3","CEGH","9,10,11,12","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D2.His.9.K-2","Identify different kinds of historical sources.","C3","CEGH","K,1,2","Social Studies","Civics, Economics, Geography & History",NA,NA,NA,NA,NA,"Applying Disciplinary Concepts & Tools",NA
"D3.1.3-5","Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection.","C3","ESCCTA","3,4,5","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Evaluating Sources & Using Evidence",NA
"D3.1.6-8","Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.","C3","ESCCTA","6,7,8","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Evaluating Sources & Using Evidence",NA
"D3.1.9-12","Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.","C3","ESCCTA","9,10,11,12","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Evaluating Sources & Using Evidence",NA
"D3.1.K-2","Gather relevant information from one or two sources while using the origin and structure to guide the selection.","C3","ESCCTA","K,1,2","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Evaluating Sources & Using Evidence",NA
"D3.2.3-5","Use distinctions among fact and opinion to determine the credibility of multiple sources.","C3","ESCCTA","3,4,5","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Evaluating Sources & Using Evidence",NA
"D3.2.6-8","Evaluate the credibility of a source by determining its relevance and intended use.","C3","ESCCTA","6,7,8","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Evaluating Sources & Using Evidence",NA
"D3.2.9-12","Evaluate the credibility of a source by examining how experts value the source.","C3","ESCCTA","9,10,11,12","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Evaluating Sources & Using Evidence",NA
"D3.2.K-2","Evaluate a source by distinguishing between fact and opinion.","C3","ESCCTA","K,1,2","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Evaluating Sources & Using Evidence",NA
"D3.3.3-5","Identify evidence that draws information from multiple sources in response to compelling questions.","C3","ESCCTA","3,4,5","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Evaluating Sources & Using Evidence",NA
"D3.3.6-8","Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.","C3","ESCCTA","6,7,8","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Evaluating Sources & Using Evidence",NA
"D3.3.9-12","Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.","C3","ESCCTA","9,10,11,12","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Evaluating Sources & Using Evidence",NA
"D3.4.3-5","Use evidence to develop claims in response to compelling questions.","C3","ESCCTA","3,4,5","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Evaluating Sources & Using Evidence",NA
"D3.4.6-8","Develop claims and counterclaims while pointing out the strengths and limitations of both.","C3","ESCCTA","6,7,8","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Evaluating Sources & Using Evidence",NA
"D3.4.9-12","Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.","C3","ESCCTA","9,10,11,12","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Evaluating Sources & Using Evidence",NA
"D4.1.3-5","Construct arguments using claims and evidence from multiple sources.","C3","ESCCTA","3,4,5","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.1.6-8","Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.","C3","ESCCTA","6,7,8","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.1.9-12","Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.","C3","ESCCTA","9,10,11,12","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.1.K-2","Construct an argument with reasons.","C3","ESCCTA","K,1,2","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.2.3-5","Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.","C3","ESCCTA","3,4,5","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.2.6-8","Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.","C3","ESCCTA","6,7,8","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.2.9-12","Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).","C3","ESCCTA","9,10,11,12","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.2.K-2","Construct explanations using correct sequence and relevant information.","C3","ESCCTA","K,1,2","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.3.3-5","Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).","C3","ESCCTA","3,4,5","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.3.6-8","Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).","C3","ESCCTA","6,7,8","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.3.9-12","Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).","C3","ESCCTA","9,10,11,12","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.3.K-2","Present a summary of an argument using print, oral, and digital technologies.","C3","ESCCTA","K,1,2","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.4.3-5","Critique arguments.","C3","ESCCTA","3,4,5","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.4.6-8","Critique arguments for credibility.","C3","ESCCTA","6,7,8","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.4.9-12","Critique the use of claims and evidence in arguments for credibility.","C3","ESCCTA","9,10,11,12","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.4.K-2","Ask and answer questions about arguments.","C3","ESCCTA","K,1,2","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.5.3-5","Critique explanations.","C3","ESCCTA","3,4,5","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.5.6-8","Critique the structure of explanations.","C3","ESCCTA","6,7,8","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.5.9-12","Critique the use of the reasoning, sequencing, and supporting details of explanations.","C3","ESCCTA","9,10,11,12","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.5.K-2","Ask and answer questions about explanations.","C3","ESCCTA","K,1,2","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.6.3-5","Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.","C3","ESCCTA","3,4,5","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.6.6-8","Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.","C3","ESCCTA","6,7,8","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.6.9-12","Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.","C3","ESCCTA","9,10,11,12","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.6.K-2","Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems.","C3","ESCCTA","K,1,2","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.7.3-5","Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.","C3","ESCCTA","3,4,5","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.7.6-8","Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.","C3","ESCCTA","6,7,8","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.7.9-12","Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.","C3","ESCCTA","9,10,11,12","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.7.K-2","Identify ways to take action to help address local, regional, and global problems.","C3","ESCCTA","K,1,2","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.8.3-5","Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms and schools.","C3","ESCCTA","3,4,5","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.8.6-8","Apply a range of deliberative and democratic procedures to make decisions and take action in their classrooms and schools, and in out-of-school civic contexts.","C3","ESCCTA","6,7,8","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.8.9-12","Apply a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school civic contexts.","C3","ESCCTA","9,10,11,12","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"D4.8.K-2","Use listening, consensus-building, and voting procedures to decide on and take action in their classrooms.","C3","ESCCTA","K,1,2","Social Studies","Evaluating Sources, Communicating Conclusions & Taking Action",NA,NA,NA,NA,NA,"Communicating Conclusions & Taking Informed Action",NA
"CCRA.L.1","Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.","Common Core ELA","LS&L","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/CCRA/L/1/"
"CCRA.L.2","Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.","Common Core ELA","LS&L","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/CCRA/L/2/"
"CCRA.L.3","Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.","Common Core ELA","LS&L","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/CCRA/L/3/"
"CCRA.L.4","Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.","Common Core ELA","LS&L","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/CCRA/L/4/"
"CCRA.L.5","Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.","Common Core ELA","LS&L","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/CCRA/L/5/"
"CCRA.L.6","Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.","Common Core ELA","LS&L","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/CCRA/L/6/"
"CCRA.R.1","Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.","Common Core ELA","R","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading","http://corestandards.org/ELA-Literacy/CCRA/R/1/"
"CCRA.R.2","Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.","Common Core ELA","R","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading","http://corestandards.org/ELA-Literacy/CCRA/R/2/"
"CCRA.R.3","Analyze how and why individuals, events, or ideas develop and interact over the course of a text.","Common Core ELA","R","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading","http://corestandards.org/ELA-Literacy/CCRA/R/3/"
"CCRA.R.4","Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.","Common Core ELA","R","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading","http://corestandards.org/ELA-Literacy/CCRA/R/4/"
"CCRA.R.5","Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.","Common Core ELA","R","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading","http://corestandards.org/ELA-Literacy/CCRA/R/5/"
"CCRA.R.6","Assess how point of view or purpose shapes the content and style of a text.","Common Core ELA","R","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading","http://corestandards.org/ELA-Literacy/CCRA/R/6/"
"CCRA.R.7","Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.","Common Core ELA","R","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading","http://corestandards.org/ELA-Literacy/CCRA/R/7/"
"CCRA.R.8","Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.","Common Core ELA","R","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading","http://corestandards.org/ELA-Literacy/CCRA/R/8/"
"CCRA.R.9","Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.","Common Core ELA","R","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading","http://corestandards.org/ELA-Literacy/CCRA/R/9/"
"CCRA.R.10","Read and comprehend complex literary and informational texts independently and proficiently.","Common Core ELA","R","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading","http://corestandards.org/ELA-Literacy/CCRA/R/10/"
"CCRA.SL.1","Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.","Common Core ELA","LS&L","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/CCRA/SL/1/"
"CCRA.SL.2","Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.","Common Core ELA","LS&L","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/CCRA/SL/2/"
"CCRA.SL.3","Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.","Common Core ELA","LS&L","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/CCRA/SL/3/"
"CCRA.SL.4","Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.","Common Core ELA","LS&L","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/CCRA/SL/4/"
"CCRA.SL.5","Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.","Common Core ELA","LS&L","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/CCRA/SL/5/"
"CCRA.SL.6","Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.","Common Core ELA","LS&L","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/CCRA/SL/6/"
"CCRA.W.1","Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.","Common Core ELA","W","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/CCRA/W/1/"
"CCRA.W.2","Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.","Common Core ELA","W","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/CCRA/W/2/"
"CCRA.W.3","Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.","Common Core ELA","W","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/CCRA/W/3/"
"CCRA.W.4","Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.","Common Core ELA","W","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/CCRA/W/4/"
"CCRA.W.5","Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.","Common Core ELA","W","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/CCRA/W/5/"
"CCRA.W.6","Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.","Common Core ELA","W","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/CCRA/W/6/"
"CCRA.W.7","Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.","Common Core ELA","W","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/CCRA/W/7/"
"CCRA.W.8","Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.","Common Core ELA","W","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/CCRA/W/8/"
"CCRA.W.9","Draw evidence from literary or informational texts to support analysis, reflection, and research.","Common Core ELA","W","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/CCRA/W/9/"
"CCRA.W.10","Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.","Common Core ELA","W","K,1,2,3,4,5,6,7,8,9,10,11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/CCRA/W/10/"
"L.K.1","Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/1/"
"L.K.1a","Print many upper- and lowercase letters.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/1/a/"
"L.K.1b","Use frequently occurring nouns and verbs.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/1/b/"
"L.K.1c","Form regular plural nouns orally by adding /s/ or /es/ (e.g., *dog, dogs; wish, wishes*).","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/1/c/"
"L.K.1d","Understand and use question words (interrogatives) (e.g., *who, what, where, when, why, how*).","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/1/d/"
"L.K.1e","Use the most frequently occurring prepositions (e.g., *to, from, in, out, on, off, for, of, by, with*).","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/1/e/"
"L.K.1f","Produce and expand complete sentences in shared language activities.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/1/f/"
"L.K.2","Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/2/"
"L.K.2a","Capitalize the first word in a sentence and the pronoun *I*","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/2/a/"
"L.K.2b","Recognize and name end punctuation.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/2/b/"
"L.K.2c","Write a letter or letters for most consonant and short-vowel sounds (phonemes).","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/2/c/"
"L.K.2d","Spell simple words phonetically, drawing on knowledge of sound-letter relationships.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/2/d/"
"L.K.4","Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/4/"
"L.K.4a","Identify new meanings for familiar words and apply them accurately (e.g., knowing *duck* is a bird and learning the verb to *duck*).","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/4/a/"
"L.K.4b","Use the most frequently occurring inflections and affixes (e.g., *-ed, -s, re-, un-, pre-, -ful, -less*) as a clue to the meaning of an unknown word.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/4/b/"
"L.K.5","With guidance and support from adults, explore word relationships and nuances in word meanings.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/5/"
"L.K.5a","Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/5/a/"
"L.K.5b","Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/5/b/"
"L.K.5c","Identify real-life connections between words and their use (e.g., note places at school that are colorful).","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/5/c/"
"L.K.5d","Distinguish shades of meaning among verbs describing the same general action (e.g., *walk, march, strut, prance*) by acting out the meanings.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/5/d/"
"L.K.6","Use words and phrases acquired through conversations, reading and being read to, and responding to texts.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/K/6/"
"L.1.1","Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/1/"
"L.1.1a","Print all upper- and lowercase letters.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/1/a/"
"L.1.1b","Use common, proper, and possessive nouns.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/1/b/"
"L.1.1c","Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/1/c/"
"L.1.1d","Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/1/d/"
"L.1.1e","Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/1/e/"
"L.1.1f","Use frequently occurring adjectives.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/1/f/"
"L.1.1g","Use frequently occurring conjunctions (e.g., *and, but, or, so, because*).","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/1/g/"
"L.1.1h","Use determiners (e.g., articles, demonstratives).","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/1/h/"
"L.1.1i","Use frequently occurring prepositions (e.g., *during, beyond, toward*).","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/1/i/"
"L.1.1j","Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/1/j/"
"L.1.2","Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/2/"
"L.1.2a","Capitalize dates and names of people.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/2/a/"
"L.1.2b","Use end punctuation for sentences.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/2/b/"
"L.1.2c","Use commas in dates and to separate single words in a series.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/2/c/"
"L.1.2d","Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/2/d/"
"L.1.2e","Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/2/e/"
"L.1.4","Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on *grade 1 reading and content*, choosing flexibly from an array of strategies.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/4/"
"L.1.4a","Use sentence-level context as a clue to the meaning of a word or phrase.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/4/a/"
"L.1.4b","Use frequently occurring affixes as a clue to the meaning of a word.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/4/b/"
"L.1.4c","Identify frequently occurring root words (e.g., *look*) and their inflectional forms (e.g., *looks, looked, looking*).","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/4/c/"
"L.1.5","With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/5/"
"L.1.5a","Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/5/a/"
"L.1.5b","Define words by category and by one or more key attributes (e.g., a *duck* is a bird that swims; a *tiger* is a large cat with stripes).","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/5/b/"
"L.1.5c","Identify real-life connections between words and their use (e.g., note places at home that are *cozy*).","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/5/c/"
"L.1.5d","Distinguish shades of meaning among verbs differing in manner (e.g., *look, peek, glance, stare, glare, scowl*) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/5/d/"
"L.1.6","Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., *because*).","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/1/6/"
"L.2.1","Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/1/"
"L.2.1a","Use collective nouns (e.g., *group*).","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/1/a/"
"L.2.1b","Form and use frequently occurring irregular plural nouns (e.g., *feet, children, teeth, mice, fish*).","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/1/b/"
"L.2.1c","Use reflexive pronouns (e.g., *myself, ourselves*).","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/1/c/"
"L.2.1d","Form and use the past tense of frequently occurring irregular verbs (e.g., *sat, hid, told*).","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/1/d/"
"L.2.1e","Use adjectives and adverbs, and choose between them depending on what is to be modified.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/1/e/"
"L.2.1f","Produce, expand, and rearrange complete simple and compound sentences (e.g., *The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy*).","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/1/f/"
"L.2.2","Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/2/"
"L.2.2a","Capitalize holidays, product names, and geographic names.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/2/a/"
"L.2.2b","Use commas in greetings and closings of letters.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/2/b/"
"L.2.2c","Use an apostrophe to form contractions and frequently occurring possessives.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/2/c/"
"L.2.2d","Generalize learned spelling patterns when writing words (e.g., *cage → badge; boy → boil*).","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/2/d/"
"L.2.2e","Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/2/e/"
"L.2.3","Use knowledge of language and its conventions when writing, speaking, reading, or listening.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/3/"
"L.2.3a","Compare formal and informal uses of English","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/3/a/"
"L.2.4","Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/4/"
"L.2.4a","Use sentence-level context as a clue to the meaning of a word or phrase.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/4/a/"
"L.2.4b","Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., *happy/unhappy, tell/retell*).","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/4/b/"
"L.2.4c","Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., *addition, additional*).","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/4/c/"
"L.2.4d","Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., *birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark*).","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/4/d/"
"L.2.4e","Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/4/e/"
"L.2.5","Demonstrate understanding of word relationships and nuances in word meanings.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/5/"
"L.2.5a","Identify real-life connections between words and their use (e.g., *describe foods that are spicy or juicy*).","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/5/a/"
"L.2.5b","Distinguish shades of meaning among closely related verbs (e.g., *toss, throw, hurl*) and closely related adjectives (e.g., *thin, slender, skinny, scrawny*).","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/5/b/"
"L.2.6","Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., *When other kids are happy that makes me happy*).","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/2/6/"
"L.3.1","Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/1/"
"L.3.1a","Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/1/a/"
"L.3.1b","Form and use regular and irregular plural nouns.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/1/b/"
"L.3.1c","Use abstract nouns (e.g., *childhood*).","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/1/c/"
"L.3.1d","Form and use regular and irregular verbs.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/1/d/"
"L.3.1e","Form and use the simple (e.g., *I walked; I walk; I will walk*) verb tenses.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/1/e/"
"L.3.1f","Ensure subject-verb and pronoun-antecedent agreement.*","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/1/f/"
"L.3.1g","Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/1/g/"
"L.3.1h","Use coordinating and subordinating conjunctions.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/1/h/"
"L.3.1i","Produce simple, compound, and complex sentences.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/1/i/"
"L.3.2","Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/2/"
"L.3.2a","Capitalize appropriate words in titles.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/2/a/"
"L.3.2b","Use commas in addresses.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/2/b/"
"L.3.2c","Use commas and quotation marks in dialogue.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/2/c/"
"L.3.2d","Form and use possessives.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/2/d/"
"L.3.2e","Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., *sitting, smiled, cries, happiness*).","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/2/e/"
"L.3.2f","Use spelling patterns and generalizations (e.g., *word families, position-based spellings, syllable patterns, ending rules, meaningful word parts*) in writing words.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/2/f/"
"L.3.2g","Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/2/g/"
"L.3.3","Use knowledge of language and its conventions when writing, speaking, reading, or listening.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/3/"
"L.3.3a","Choose words and phrases for effect.*","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/3/a/"
"L.3.3b","Recognize and observe differences between the conventions of spoken and written standard English.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/3/b/"
"L.3.4","Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/4/"
"L.3.4a","Use sentence-level context as a clue to the meaning of a word or phrase.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/4/a/"
"L.3.4b","Determine the meaning of the new word formed when a known affix is added to a known word (e.g., *agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat*).","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/4/b/"
"L.3.4c","Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., *company, companion*).","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/4/c/"
"L.3.4d","Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/4/d/"
"L.3.5","Demonstrate understanding of figurative language, word relationships and nuances in word meanings.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/5/"
"L.3.5a","Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., *take steps*).","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/5/a/"
"L.3.5b","Identify real-life connections between words and their use (e.g., describe people who are *friendly* or *helpful*).","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/5/b/"
"L.3.5c","Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., *knew, believed, suspected, heard, wondered*).","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/5/c/"
"L.3.6","Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., *After dinner that night we went looking for them*).","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/3/6/"
"L.4.1","Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/1/"
"L.4.1a","Use relative pronouns (*who, whose, whom, which, that*) and relative adverbs (*where, when, why*).","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/1/a/"
"L.4.1b","Form and use the progressive (e.g., *I was walking; I am walking; I will be walking*) verb tenses.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/1/b/"
"L.4.1c","Use modal auxiliaries (e.g., *can, may, must*) to convey various conditions.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/1/c/"
"L.4.1d","Order adjectives within sentences according to conventional patterns (e.g., *a small red bag* rather than *a red small bag*).","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/1/d/"
"L.4.1e","Form and use prepositional phrases.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/1/e/"
"L.4.1f","Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/1/f/"
"L.4.1g","Correctly use frequently confused words (e.g., *to, too, two; there, their*).*","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/1/g/"
"L.4.2","Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/2/"
"L.4.2a","Use correct capitalization.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/2/a/"
"L.4.2b","Use commas and quotation marks to mark direct speech and quotations from a text.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/2/b/"
"L.4.2c","Use a comma before a coordinating conjunction in a compound sentence.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/2/c/"
"L.4.2d","Spell grade-appropriate words correctly, consulting references as needed.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/2/d/"
"L.4.3","Use knowledge of language and its conventions when writing, speaking, reading, or listening.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/3/"
"L.4.3a","Choose words and phrases to convey ideas precisely.*","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/3/a/"
"L.4.3b","Choose punctuation for effect.*","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/3/b/"
"L.4.3c","Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/3/c/"
"L.4.4","Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/4/"
"L.4.4a","Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/4/a/"
"L.4.4b","Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., *telegraph, photograph, autograph*).","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/4/b/"
"L.4.4c","Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/4/c/"
"L.4.5","Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/5/"
"L.4.5a","Explain the meaning of simple similes and metaphors (e.g., *as pretty as a picture*) in context.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/5/a/"
"L.4.5b","Recognize and explain the meaning of common idioms, adages, and proverbs.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/5/b/"
"L.4.5c","Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/5/c/"
"L.4.6","Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., *wildlife, conservation,* and *endangered* when discussing animal preservation).","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/4/6/"
"L.5.1","Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/1/"
"L.5.1a","Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/1/a/"
"L.5.1b","Form and use the perfect (e.g., *I had walked; I have walked; I will have walked*) verb tenses.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/1/b/"
"L.5.1c","Use verb tense to convey various times, sequences, states, and conditions.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/1/c/"
"L.5.1d","Recognize and correct inappropriate shifts in verb tense.*","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/1/d/"
"L.5.1e","Use correlative conjunctions (e.g., *either/or, neither/nor*).","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/1/e/"
"L.5.2","Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/2/"
"L.5.2a","Use punctuation to separate items in a series.*","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/2/a/"
"L.5.2b","Use a comma to separate an introductory element from the rest of the sentence.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/2/b/"
"L.5.2c","Use a comma to set off the words *yes* and *no* (e.g., *Yes, thank you*), to set off a tag question from the rest of the sentence (e.g., *It's true, isn't it?*), and to indicate direct address (e.g., *Is that you, Steve?*).","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/2/c/"
"L.5.2d","Use underlining, quotation marks, or italics to indicate titles of works.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/2/d/"
"L.5.2e","Spell grade-appropriate words correctly, consulting references as needed.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/2/e/"
"L.5.3","Use knowledge of language and its conventions when writing, speaking, reading, or listening.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/3/"
"L.5.3a","Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/3/a/"
"L.5.3b","Compare and contrast the varieties of English (e.g., *dialects, registers*) used in stories, dramas, or poems.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/3/b/"
"L.5.4","Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/4/"
"L.5.4a","Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/4/a/"
"L.5.4b","Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., *photograph, photosynthesis*).","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/4/b/"
"L.5.4c","Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/4/c/"
"L.5.5","Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/5/"
"L.5.5a","Interpret figurative language, including similes and metaphors, in context.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/5/a/"
"L.5.5b","Recognize and explain the meaning of common idioms, adages, and proverbs.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/5/b/"
"L.5.5c","Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/5/c/"
"L.5.6","Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., *however, although, nevertheless, similarly, moreover, in addition*).","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/5/6/"
"L.6.1","Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/1/"
"L.6.1a","Ensure that pronouns are in the proper case (subjective, objective, possessive).","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/1/a/"
"L.6.1b","Use intensive pronouns (e.g., *myself, ourselves*).","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/1/b/"
"L.6.1c","Recognize and correct inappropriate shifts in pronoun number and person.*","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/1/c/"
"L.6.1d","Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/1/d/"
"L.6.1e","Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/1/e/"
"L.6.2","Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/2/"
"L.6.2a","Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/2/a/"
"L.6.2b","Spell correctly.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/2/b/"
"L.6.3","Use knowledge of language and its conventions when writing, speaking, reading, or listening.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/3/"
"L.6.3a","Vary sentence patterns for meaning, reader/listener interest, and style.*","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/3/a/"
"L.6.3b","Maintain consistency in style and tone.*","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/3/b/"
"L.6.4","Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/4/"
"L.6.4a","Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/4/a/"
"L.6.4b","Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., *audience, auditory, audible*).","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/4/b/"
"L.6.4c","Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/4/c/"
"L.6.4d","Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/4/d/"
"L.6.5","Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/5/"
"L.6.5a","Interpret figures of speech (e.g., personification) in context.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/5/a/"
"L.6.5b","Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/5/b/"
"L.6.5c","Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., *stingy, scrimping, economical, unwasteful, thrifty*).","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/5/c/"
"L.6.6","Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/6/6/"
"L.7.1","Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/1/"
"L.7.1a","Explain the function of phrases and clauses in general and their function in specific sentences.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/1/a/"
"L.7.1b","Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/1/b/"
"L.7.1c","Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/1/c/"
"L.7.2","Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/2/"
"L.7.2a","Use a comma to separate coordinate adjectives (e.g., *It was a fascinating, enjoyable movie* but not *He wore an old[,] green shirt*).","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/2/a/"
"L.7.2b","Spell correctly.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/2/b/"
"L.7.3","Use knowledge of language and its conventions when writing, speaking, reading, or listening.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/3/"
"L.7.3a","Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/3/a/"
"L.7.4","Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on *grade 7 reading and content*, choosing flexibly from a range of strategies.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/4/"
"L.7.4a","Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/4/a/"
"L.7.4b","Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., *belligerent, bellicose, rebel*).","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/4/b/"
"L.7.4c","Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/4/c/"
"L.7.4d","Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/4/d/"
"L.7.5","Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/5/"
"L.7.5a","Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/5/a/"
"L.7.5b","Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/5/b/"
"L.7.5c","Distinguish among the connotations (associations) of   words with similar denotations (definitions) (e.g., *refined, respectful, polite, diplomatic, condescending*).","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/5/c/"
"L.7.6","Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/7/6/"
"L.8.1","Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/1/"
"L.8.1a","Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/1/a/"
"L.8.1b","Form and use verbs in the active and passive voice.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/1/b/"
"L.8.1c","Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/1/c/"
"L.8.1d","Recognize and correct inappropriate shifts in verb voice and mood.*","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/1/d/"
"L.8.2","Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/2/"
"L.8.2a","Use punctuation (comma, ellipsis, dash) to indicate a pause or break.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/2/a/"
"L.8.2b","Use an ellipsis to indicate an omission.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/2/b/"
"L.8.2c","Spell correctly.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/2/c/"
"L.8.3","Use knowledge of language and its conventions when writing, speaking, reading, or listening.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/3/"
"L.8.3a","Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/3/a/"
"L.8.4","Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on *grade 8 reading and content*, choosing flexibly from a range of strategies.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/4/"
"L.8.4a","Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/4/a/"
"L.8.4b","Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., *precede, recede, secede*).","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/4/b/"
"L.8.4c","Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/4/c/"
"L.8.4d","Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/4/d/"
"L.8.5","Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/5/"
"L.8.5a","Interpret figures of speech (e.g. verbal irony, puns) in context.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/5/a/"
"L.8.5b","Use the relationship between particular words to better understand each of the words.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/5/b/"
"L.8.5c","Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., *bullheaded, willful, firm, persistent, resolute*).","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/5/c/"
"L.8.6","Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/8/6/"
"L.9-10.1","Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/1/"
"L.9-10.1a","Use parallel structure.*","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/1/a/"
"L.9-10.1b","Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/1/b/"
"L.9-10.2","Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/2/"
"L.9-10.2a","Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/2/a/"
"L.9-10.2b","Use a colon to introduce a list or quotation.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/2/b/"
"L.9-10.2c","Spell correctly.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/2/c/"
"L.9-10.3","Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/3/"
"L.9-10.3a","Write and edit work so that it conforms to the guidelines in a style manual (e.g., *MLA Handbook*, Turabian's *Manual for Writers*) appropriate for the discipline and writing type.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/3/a/"
"L.9-10.4","Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on *grades 9-10 reading and content*, choosing flexibly from a range of strategies.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/4/"
"L.9-10.4a","Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/4/a/"
"L.9-10.4b","Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., *analyze, analysis, analytical; advocate, advocacy*).","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/4/b/"
"L.9-10.4c","Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/4/c/"
"L.9-10.4d","Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/4/d/"
"L.9-10.5","Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/5/"
"L.9-10.5a","Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/5/a/"
"L.9-10.5b","Analyze nuances in the meaning of words with similar denotations.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/5/b/"
"L.9-10.6","Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/9-10/6/"
"L.11-12.1","Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/1/"
"L.11-12.1a","Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/1/a/"
"L.11-12.1b","Resolve issues of complex or contested usage, consulting references (e.g., *Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage*) as needed.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/1/b/"
"L.11-12.2","Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/2/"
"L.11-12.2a","Observe hyphenation conventions.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/2/a/"
"L.11-12.2b","Spell correctly.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/2/b/"
"L.11-12.3","Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/3/"
"L.11-12.3a","Vary syntax for effect, consulting references (e.g., Tufte's *Artful Sentences*) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/3/a/"
"L.11-12.4","Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on *grades 11-12 reading and content*, choosing flexibly from a range of strategies.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/4/"
"L.11-12.4a","Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/4/a/"
"L.11-12.4b","Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., *conceive, conception, conceivable*).","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/4/b/"
"L.11-12.4c","Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/4/c/"
"L.11-12.4d","Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/4/d/"
"L.11-12.5","Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/5/"
"L.11-12.5a","Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/5/a/"
"L.11-12.5b","Analyze nuances in the meaning of words with similar denotations.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/5/b/"
"L.11-12.6","Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Language","http://corestandards.org/ELA-Literacy/L/11-12/6/"
"RF.K.1","Demonstrate understanding of the organization and basic features of print.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/1/"
"RF.K.1a","Follow words from left to right, top to bottom, and page by page.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/1/a/"
"RF.K.1b","Recognize that spoken words are represented in written language by specific sequences of letters.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/1/b/"
"RF.K.1c","Understand that words are separated by spaces in print.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/1/c/"
"RF.K.1d","Recognize and name all upper- and lowercase letters of the alphabet.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/1/d/"
"RF.K.2","Demonstrate understanding of spoken words, syllables, and sounds (phonemes).","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/2/"
"RF.K.2a","Recognize and produce rhyming words.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/2/a/"
"RF.K.2b","Count, pronounce, blend, and segment syllables in spoken words.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/2/b/"
"RF.K.2c","Blend and segment onsets and rimes of single-syllable spoken words.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/2/c/"
"RF.K.2d","Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/2/d/"
"RF.K.2e","Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/2/e/"
"RF.K.3","Know and apply grade-level phonics and word analysis skills in decoding words.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/3/"
"RF.K.3a","Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/3/a/"
"RF.K.3b","Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/3/b/"
"RF.K.3c","Read common high-frequency words by sight (e.g., *the*, *of*, *to*, *you*, *she*, *my*, *is*, *are*, *do*, *does*).","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/3/c/"
"RF.K.3d","Distinguish between similarly spelled words by identifying the sounds of the letters that differ.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/3/d/"
"RF.K.4","Read emergent-reader texts with purpose and understanding.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/K/4/"
"RF.1.1","Demonstrate understanding of the organization and basic features of print.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/1/"
"RF.1.1a","Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/1/a/"
"RF.1.2","Demonstrate understanding of spoken words, syllables, and sounds (phonemes).","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/2/"
"RF.1.2a","Distinguish long from short vowel sounds in spoken single-syllable words.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/2/a/"
"RF.1.2b","Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/2/b/"
"RF.1.2c","Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/2/c/"
"RF.1.2d","Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/2/d/"
"RF.1.3","Know and apply grade-level phonics and word analysis skills in decoding words.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/3/"
"RF.1.3a","Know the spelling-sound correspondences for common consonant digraphs.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/3/a/"
"RF.1.3b","Decode regularly spelled one-syllable words.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/3/b/"
"RF.1.3c","Know final -e and common vowel team conventions for representing long vowel sounds.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/3/c/"
"RF.1.3d","Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/3/d/"
"RF.1.3e","Decode two-syllable words following basic patterns by breaking the words into syllables.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/3/e/"
"RF.1.3f","Read words with inflectional endings.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/3/f/"
"RF.1.3g","Recognize and read grade-appropriate irregularly spelled words.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/3/g/"
"RF.1.4","Read with sufficient accuracy and fluency to support comprehension.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/4/"
"RF.1.4a","Read grade-level text with purpose and understanding.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/4/a/"
"RF.1.4b","Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/4/b/"
"RF.1.4c","Use context to confirm or self-correct word recognition and understanding, rereading as necessary.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/1/4/c/"
"RF.2.3","Know and apply grade-level phonics and word analysis skills in decoding words.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/2/3/"
"RF.2.3a","Distinguish long and short vowels when reading regularly spelled one-syllable words.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/2/3/a/"
"RF.2.3b","Know spelling-sound correspondences for additional common vowel teams.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/2/3/b/"
"RF.2.3c","Decode regularly spelled two-syllable words with long vowels.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/2/3/c/"
"RF.2.3d","Decode words with common prefixes and suffixes.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/2/3/d/"
"RF.2.3e","Identify words with inconsistent but common spelling-sound correspondences.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/2/3/e/"
"RF.2.3f","Recognize and read grade-appropriate irregularly spelled words.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/2/3/f/"
"RF.2.4","Read with sufficient accuracy and fluency to support comprehension.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/2/4/"
"RF.2.4a","Read grade-level text with purpose and understanding.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/2/4/a/"
"RF.2.4b","Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/2/4/b/"
"RF.2.4c","Use context to confirm or self-correct word recognition and understanding, rereading as necessary.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/2/4/c/"
"RF.3.3","Know and apply grade-level phonics and word analysis skills in decoding words.","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/3/3/"
"RF.3.3a","Identify and know the meaning of the most common prefixes and derivational suffixes.","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/3/3/a/"
"RF.3.3b","Decode words with common Latin suffixes.","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/3/3/b/"
"RF.3.3c","Decode multisyllable words.","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/3/3/c/"
"RF.3.3d","Read grade-appropriate irregularly spelled words.","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/3/3/d/"
"RF.3.4","Read with sufficient accuracy and fluency to support comprehension.","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/3/4/"
"RF.3.4a","Read grade-level text with purpose and understanding.","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/3/4/a/"
"RF.3.4b","Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/3/4/b/"
"RF.3.4c","Use context to confirm or self-correct word recognition and understanding, rereading as necessary.","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/3/4/c/"
"RF.4.3","Know and apply grade-level phonics and word analysis skills in decoding words.","Common Core ELA","R","04","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/4/3/"
"RF.4.3a","Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.","Common Core ELA","R","04","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/4/3/a/"
"RF.4.4","Read with sufficient accuracy and fluency to support comprehension.","Common Core ELA","R","04","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/4/4/"
"RF.4.4a","Read grade-level text with purpose and understanding.","Common Core ELA","R","04","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/4/4/a/"
"RF.4.4b","Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.","Common Core ELA","R","04","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/4/4/b/"
"RF.4.4c","Use context to confirm or self-correct word recognition and understanding, rereading as necessary.","Common Core ELA","R","04","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/4/4/c/"
"RF.5.3","Know and apply grade-level phonics and word analysis skills in decoding words.","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/5/3/"
"RF.5.3a","Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/5/3/a/"
"RF.5.4","Read with sufficient accuracy and fluency to support comprehension.","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/5/4/"
"RF.5.4a","Read grade-level text with purpose and understanding.","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/5/4/a/"
"RF.5.4b","Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/5/4/b/"
"RF.5.4c","Use context to confirm or self-correct word recognition and understanding, rereading as necessary.","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Foundational Skills","http://corestandards.org/ELA-Literacy/RF/5/4/c/"
"RH.6-8.1","Cite specific textual evidence to support analysis of primary and secondary sources.","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/6-8/1/"
"RH.6-8.2","Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/6-8/2/"
"RH.6-8.3","Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/6-8/3/"
"RH.6-8.4","Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/6-8/4/"
"RH.6-8.5","Describe how a text presents information (e.g., sequentially, comparatively, causally).","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/6-8/5/"
"RH.6-8.6","Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/6-8/6/"
"RH.6-8.7","Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/6-8/7/"
"RH.6-8.8","Distinguish among fact, opinion, and reasoned judgment in a text.","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/6-8/8/"
"RH.6-8.9","Analyze the relationship between a primary and secondary source on the same topic.","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/6-8/9/"
"RH.6-8.10","By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/6-8/10/"
"RH.9-10.1","Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/9-10/1/"
"RH.9-10.2","Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/9-10/2/"
"RH.9-10.3","Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/9-10/3/"
"RH.9-10.4","Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/9-10/4/"
"RH.9-10.5","Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/9-10/5/"
"RH.9-10.6","Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/9-10/6/"
"RH.9-10.7","Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/9-10/7/"
"RH.9-10.8","Assess the extent to which the reasoning and evidence in a text support the author's claims.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/9-10/8/"
"RH.9-10.9","Compare and contrast treatments of the same topic in several primary and secondary sources.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/9-10/9/"
"RH.9-10.10","By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/9-10/10/"
"RH.11-12.1","Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/11-12/1/"
"RH.11-12.2","Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/11-12/2/"
"RH.11-12.3","Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/11-12/3/"
"RH.11-12.4","Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines *faction* in *Federalist* No. 10).","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/11-12/4/"
"RH.11-12.5","Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/11-12/5/"
"RH.11-12.6","Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/11-12/6/"
"RH.11-12.7","Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/11-12/7/"
"RH.11-12.8","Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/11-12/8/"
"RH.11-12.9","Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/11-12/9/"
"RH.11-12.10","By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: History/Social Studies","http://corestandards.org/ELA-Literacy/RH/11-12/10/"
"RI.K.1","With prompting and support, ask and answer questions about key details in a text.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/K/1/"
"RI.K.2","With prompting and support, identify the main topic and retell key details of a text.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/K/2/"
"RI.K.3","With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/K/3/"
"RI.K.4","With prompting and support, ask and answer questions about unknown words in a text.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/K/4/"
"RI.K.5","Identify the front cover, back cover, and title page of a book.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/K/5/"
"RI.K.6","Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/K/6/"
"RI.K.7","With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/K/7/"
"RI.K.8","With prompting and support, identify the reasons an author gives to support points in a text.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/K/8/"
"RI.K.9","With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/K/9/"
"RI.K.10","Actively engage in group reading activities with purpose and understanding.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/K/10/"
"RI.1.1","Ask and answer questions about key details in a text.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/1/1/"
"RI.1.2","Identify the main topic and retell key details of a text.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/1/2/"
"RI.1.3","Describe the connection between two individuals, events, ideas, or pieces of information in a text.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/1/3/"
"RI.1.4","Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/1/4/"
"RI.1.5","Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/1/5/"
"RI.1.6","Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/1/6/"
"RI.1.7","Use the illustrations and details in a text to describe its key ideas.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/1/7/"
"RI.1.8","Identify the reasons an author gives to support points in a text.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/1/8/"
"RI.1.9","Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/1/9/"
"RI.1.10","With prompting and support, read informational texts appropriately complex for grade 1.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/1/10/"
"RI.2.1","Ask and answer such questions as *who, what, where, when, why*, and *how* to demonstrate understanding of key details in a text.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/2/1/"
"RI.2.2","Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/2/2/"
"RI.2.3","Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/2/3/"
"RI.2.4","Determine the meaning of words and phrases in a text relevant to a *grade 2 topic or subject area.*","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/2/4/"
"RI.2.5","Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/2/5/"
"RI.2.6","Identify the main purpose of a text, including what the author wants to answer, explain, or describe.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/2/6/"
"RI.3.1","Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/3/1/"
"RI.4.4","Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a *grade 4 topic or subject area*.","Common Core ELA","R","04","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/4/4/"
"RI.5.1","Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/5/1/"
"RI.5.3","Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/5/3/"
"RI.6.1","Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/6/1/"
"RI.6.2","Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/6/2/"
"RI.6.3","Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/6/3/"
"RI.6.4","Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/6/4/"
"RI.6.5","Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/6/5/"
"RI.6.6","Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/6/6/"
"RI.6.7","Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/6/7/"
"RI.6.8","Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/6/8/"
"RI.6.9","Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/6/9/"
"RI.6.10","By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/6/10/"
"RI.7.1","Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/7/1/"
"RI.7.2","Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/7/2/"
"RI.7.3","Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/7/3/"
"RI.7.4","Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/7/4/"
"RI.7.5","Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/7/5/"
"RI.7.6","Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/7/6/"
"RI.7.7","Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/7/7/"
"RI.7.8","Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/7/8/"
"RI.7.9","Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/7/9/"
"RI.7.10","By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/7/10/"
"RI.8.1","Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/8/1/"
"RI.8.2","Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/8/2/"
"RI.8.3","Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/8/3/"
"RI.8.4","Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/8/4/"
"RI.8.5","Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/8/5/"
"RI.8.6","Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/8/6/"
"RI.8.7","Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/8/7/"
"RI.8.8","Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/8/8/"
"RI.8.9","Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/8/9/"
"RI.8.10","By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/8/10/"
"RI.9-10.1","Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/9-10/1/"
"RI.9-10.2","Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/9-10/2/"
"RI.9-10.3","Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/9-10/3/"
"RI.9-10.4","Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/9-10/4/"
"RI.9-10.5","Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/9-10/5/"
"RI.9-10.6","Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/9-10/6/"
"RI.9-10.7","Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/9-10/7/"
"RI.9-10.8","Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/9-10/8/"
"RI.9-10.9","Analyze seminal U.S. documents of historical and literary significance  (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's ""Letter from Birmingham Jail""), including how they address related themes and concepts.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/9-10/9/"
"RI.9-10.10","By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/9-10/10/"
"RI.11-12.1","Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/11-12/1/"
"RI.11-12.2","Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/11-12/2/"
"RI.11-12.3","Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/11-12/3/"
"RI.11-12.4","Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/11-12/4/"
"RI.11-12.5","Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/11-12/5/"
"RI.11-12.6","Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/11-12/6/"
"RI.11-12.7","Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/11-12/7/"
"RI.11-12.8","Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., *The Federalist*, presidential addresses).","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/11-12/8/"
"RI.11-12.9","Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/11-12/9/"
"RI.11-12.10","By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Informational Text","http://corestandards.org/ELA-Literacy/RI/11-12/10/"
"RL.K.1","With prompting and support, ask and answer questions about key details in a text.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/K/1/"
"RL.K.2","With prompting and support, retell familiar stories, including key details.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/K/2/"
"RL.K.3","With prompting and support, identify characters, settings, and major events in a story.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/K/3/"
"RL.K.4","Ask and answer questions about unknown words in a text.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/K/4/"
"RL.K.5","Recognize common types of texts (e.g., storybooks, poems).","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/K/5/"
"RL.K.6","With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/K/6/"
"RL.K.7","With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/K/7/"
"RL.K.9","With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/K/9/"
"RL.K.10","Actively engage in group reading activities with purpose and understanding.","Common Core ELA","R","K","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/K/10/"
"RL.1.1","Ask and answer questions about key details in a text.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/1/1/"
"RL.1.2","Retell stories, including key details, and demonstrate understanding of their central message or lesson.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/1/2/"
"RL.1.3","Describe characters, settings, and major events in a story, using key details.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/1/3/"
"RL.1.4","Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/1/4/"
"RL.1.5","Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/1/5/"
"RL.1.6","Identify who is telling the story at various points in a text.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/1/6/"
"RL.1.7","Use illustrations and details in a story to describe its characters, setting, or events.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/1/7/"
"RL.1.9","Compare and contrast the adventures and experiences of characters in stories.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/1/9/"
"RL.1.10","With prompting and support, read prose and poetry of appropriate complexity for grade 1.","Common Core ELA","R","01","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/1/10/"
"RL.2.1","Ask and answer such questions as *who, what, where, when, why*, and *how* to demonstrate understanding of key details in a text.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/2/1/"
"RL.2.2","Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/2/2/"
"RL.2.3","Describe how characters in a story respond to major events and challenges.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/2/3/"
"RL.2.4","Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/2/4/"
"RL.2.5","Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/2/5/"
"RL.2.6","Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/2/6/"
"RL.2.7","Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/2/7/"
"RL.2.9","Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/2/9/"
"RL.2.10","By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.","Common Core ELA","R","02","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/2/10/"
"RL.3.1","Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/3/1/"
"RL.3.2","Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/3/2/"
"RL.3.3","Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/3/3/"
"RL.3.4","Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/3/4/"
"RL.3.5","Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/3/5/"
"RL.3.6","Distinguish their own point of view from that of the narrator or those of the characters.","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/3/6/"
"RL.3.7","Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/3/7/"
"RL.3.9","Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/3/9/"
"RL.3.10","By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.","Common Core ELA","R","03","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/3/10/"
"RL.4.1","Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.","Common Core ELA","R","04","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/4/1/"
"RL.4.2","Determine a theme of a story, drama, or poem from details in the text; summarize the text.","Common Core ELA","R","04","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/4/2/"
"RL.4.3","Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).","Common Core ELA","R","04","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/4/3/"
"RL.4.4","Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).","Common Core ELA","R","04","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/4/4/"
"RL.4.5","Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.","Common Core ELA","R","04","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/4/5/"
"RL.4.6","Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.","Common Core ELA","R","04","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/4/6/"
"RL.4.7","Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.","Common Core ELA","R","04","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/4/7/"
"RL.4.9","Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.","Common Core ELA","R","04","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/4/9/"
"RL.4.10","By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.","Common Core ELA","R","04","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/4/10/"
"RL.5.1","Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/5/1/"
"RL.5.2","Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/5/2/"
"RL.5.3","Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/5/3/"
"RL.5.4","Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/5/4/"
"RL.5.5","Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/5/5/"
"RL.5.6","Describe how a narrator's or speaker's point of view influences how events are described.","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/5/6/"
"RL.5.7","Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/5/7/"
"RL.5.9","Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/5/9/"
"RL.5.10","By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.","Common Core ELA","R","05","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/5/10/"
"RL.6.1","Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/6/1/"
"RL.6.2","Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/6/2/"
"RL.6.3","Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/6/3/"
"RL.6.4","Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/6/4/"
"RL.6.5","Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/6/5/"
"RL.6.6","Explain how an author develops the point of view of the narrator or speaker in a text.","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/6/6/"
"RL.6.7","Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they ""see"" and ""hear"" when reading the text to what they perceive when they listen or watch.","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/6/7/"
"RL.6.9","Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/6/9/"
"RL.6.10","By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.","Common Core ELA","R","06","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/6/10/"
"RL.7.1","Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/7/1/"
"RL.7.2","Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/7/2/"
"RL.7.3","Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/7/3/"
"RL.7.4","Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/7/4/"
"RL.7.5","Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/7/5/"
"RL.7.6","Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/7/6/"
"RL.7.7","Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/7/7/"
"RL.7.9","Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/7/9/"
"RL.7.10","By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.","Common Core ELA","R","07","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/7/10/"
"RL.8.1","Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/8/1/"
"RL.8.2","Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/8/2/"
"RL.8.3","Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/8/3/"
"RL.8.4","Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/8/4/"
"RL.8.5","Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/8/5/"
"RL.8.6","Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/8/6/"
"RL.8.7","Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/8/7/"
"RL.8.9","Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/8/9/"
"RL.8.10","By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.","Common Core ELA","R","08","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/8/10/"
"RL.9-10.1","Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/9-10/1/"
"RL.9-10.2","Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/9-10/2/"
"RL.9-10.3","Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/9-10/3/"
"RL.9-10.4","Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/9-10/4/"
"RL.9-10.5","Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/9-10/5/"
"RL.9-10.6","Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/9-10/6/"
"RL.9-10.7","Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's ""Musée des Beaux Arts"" and Breughel's Landscape with the Fall of Icarus).","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/9-10/7/"
"RL.9-10.9","Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/9-10/9/"
"RL.9-10.10","By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/9-10/10/"
"RL.11-12.1","Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/11-12/1/"
"RL.11-12.2","Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/11-12/2/"
"RL.11-12.3","Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/11-12/3/"
"RL.11-12.4","Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/11-12/4/"
"RL.11-12.5","Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/11-12/5/"
"RL.11-12.6","Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/11-12/6/"
"RL.11-12.7","Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/11-12/7/"
"RL.11-12.9","Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/11-12/9/"
"RL.11-12.10","By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Literature","http://corestandards.org/ELA-Literacy/RL/11-12/10/"
"RST.6-8.1","Cite specific textual evidence to support analysis of science and technical texts.","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/6-8/1/"
"RST.6-8.2","Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/6-8/2/"
"RST.6-8.3","Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/6-8/3/"
"RST.6-8.4","Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to *grades 6-8 texts and topics*.","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/6-8/4/"
"RST.6-8.5","Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/6-8/5/"
"RST.6-8.6","Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/6-8/6/"
"RST.6-8.7","Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/6-8/7/"
"RST.6-8.8","Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/6-8/8/"
"RST.6-8.9","Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/6-8/9/"
"RST.6-8.10","By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.","Common Core ELA","R","6,7,8","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/6-8/10/"
"RST.9-10.1","Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/9-10/1/"
"RST.9-10.2","Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/9-10/2/"
"RST.9-10.3","Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/9-10/3/"
"RST.9-10.4","Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to *grades 9-10 texts and topics*.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/9-10/4/"
"RST.9-10.5","Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., *force, friction, reaction force, energy*).","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/9-10/5/"
"RST.9-10.6","Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/9-10/6/"
"RST.9-10.7","Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/9-10/7/"
"RST.9-10.8","Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/9-10/8/"
"RST.9-10.9","Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/9-10/9/"
"RST.9-10.10","By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.","Common Core ELA","R","9,10","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/9-10/10/"
"RST.11-12.1","Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/11-12/1/"
"RST.11-12.2","Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/11-12/2/"
"RST.11-12.3","Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/11-12/3/"
"RST.11-12.4","Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to *grades 11-12 texts and topics*.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/11-12/4/"
"RST.11-12.5","Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/11-12/5/"
"RST.11-12.6","Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/11-12/6/"
"RST.11-12.7","Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/11-12/7/"
"RST.11-12.8","Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/11-12/8/"
"RST.11-12.9","Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/11-12/9/"
"RST.11-12.10","By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.","Common Core ELA","R","11,12","ELA","Reading",NA,NA,NA,NA,NA,"Reading: Science & Technical Subjects","http://corestandards.org/ELA-Literacy/RST/11-12/10/"
"SL.K.1","Participate in collaborative conversations with diverse partners about *kindergarten topics and texts* with peers and adults in small and larger groups.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/K/1/"
"SL.K.1a","Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/K/1/a/"
"SL.K.1b","Continue a conversation through multiple exchanges.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/K/1/b/"
"SL.K.2","Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/K/2/"
"SL.K.3","Ask and answer questions in order to seek help, get information, or clarify something that is not understood.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/K/3/"
"SL.K.4","Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/K/4/"
"SL.K.5","Add drawings or other visual displays to descriptions as desired to provide additional detail.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/K/5/"
"SL.K.6","Speak audibly and express thoughts, feelings, and ideas clearly.","Common Core ELA","LS&L","K","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/K/6/"
"SL.1.1","Participate in collaborative conversations with diverse partners about *grade 1 topics and texts* with peers and adults in small and larger groups.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/1/1/"
"SL.1.1a","Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/1/1/a/"
"SL.1.1b","Build on others' talk in conversations by responding to the comments of others through multiple exchanges.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/1/1/b/"
"SL.1.1c","Ask questions to clear up any confusion about the topics and texts under discussion.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/1/1/c/"
"SL.1.2","Ask and answer questions about key details in a text read aloud or information presented orally or through other media.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/1/2/"
"SL.1.3","Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/1/3/"
"SL.1.4","Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/1/4/"
"SL.1.5","Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/1/5/"
"SL.1.6","Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 [link to=""CCSS.ELA-Literacy.L.1""]here[/link] for specific expectations.)","Common Core ELA","LS&L","01","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/1/6/"
"SL.2.1","Participate in collaborative conversations with diverse partners about *grade 2 topics and texts* with peers and adults in small and larger groups.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/2/1/"
"SL.2.1a","Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/2/1/a/"
"SL.2.1b","Build on others' talk in conversations by linking their comments to the remarks of others.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/2/1/b/"
"SL.2.1c","Ask for clarification and further explanation as needed about the topics and texts under discussion.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/2/1/c/"
"SL.2.2","Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/2/2/"
"SL.2.3","Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/2/3/"
"SL.2.4","Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/2/4/"
"SL.2.5","Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/2/5/"
"SL.2.6","Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 [link to=""CCSS.ELA-Literacy.L.2""]here[/link] for specific expectations.)","Common Core ELA","LS&L","02","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/2/6/"
"SL.3.1","Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on *grade 3 topics and texts*, building on others' ideas and expressing their own clearly.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/3/1/"
"SL.3.1a","Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/3/1/a/"
"SL.3.1b","Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/3/1/b/"
"SL.3.1c","Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/3/1/c/"
"SL.3.1d","Explain their own ideas and understanding in light of the discussion.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/3/1/d/"
"SL.3.2","Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/3/2/"
"SL.3.3","Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/3/3/"
"SL.3.4","Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/3/4/"
"SL.3.5","Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/3/5/"
"SL.3.6","Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 [link to=""CCSS.ELA-Literacy.L.3""]here[/link] for specific expectations.)","Common Core ELA","LS&L","03","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/3/6/"
"SL.4.1","Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on *grade 4 topics and texts*, building on others' ideas and expressing their own clearly.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/4/1/"
"SL.4.1a","Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/4/1/a/"
"SL.4.1b","Follow agreed-upon rules for discussions and carry out assigned roles.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/4/1/b/"
"SL.4.1c","Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/4/1/c/"
"SL.4.1d","Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/4/1/d/"
"SL.4.2","Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/4/2/"
"SL.4.3","Identify the reasons and evidence a speaker provides to support particular points.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/4/3/"
"SL.4.4","Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/4/4/"
"SL.4.5","Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/4/5/"
"SL.4.6","Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 [link to=""CCSS.ELA-Literacy.L.4""]here[/link] for specific expectations.)","Common Core ELA","LS&L","04","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/4/6/"
"SL.5.1","Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on *grade 5 topics and texts*, building on others' ideas and expressing their own clearly.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/5/1/"
"SL.5.1a","Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/5/1/a/"
"SL.5.1b","Follow agreed-upon rules for discussions and carry out assigned roles.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/5/1/b/"
"SL.5.1c","Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/5/1/c/"
"SL.5.1d","Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/5/1/d/"
"SL.5.2","Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/5/2/"
"SL.5.3","Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/5/3/"
"SL.5.4","Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/5/4/"
"SL.5.5","Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/5/5/"
"SL.5.6","Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and
3 [link to=""CCSS.ELA-Literacy.L.5""]here[/link] for specific expectations.)","Common Core ELA","LS&L","05","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/5/6/"
"SL.6.1","Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/6/1/"
"SL.6.1a","Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/6/1/a/"
"SL.6.1b","Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/6/1/b/"
"SL.6.1c","Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/6/1/c/"
"SL.6.1d","Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/6/1/d/"
"SL.6.2","Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/6/2/"
"SL.6.3","Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/6/3/"
"SL.6.4","Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/6/4/"
"SL.6.5","Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/6/5/"
"SL.6.6","Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 [link to=""CCSS.ELA-Literacy.L.6"">here[/link] for specific expectations.)","Common Core ELA","LS&L","06","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/6/6/"
"SL.7.1","Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/7/1/"
"SL.7.1a","Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/7/1/a/"
"SL.7.1b","Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/7/1/b/"
"SL.7.1c","Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/7/1/c/"
"SL.7.1d","Acknowledge new information expressed by others and, when warranted, modify their own views.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/7/1/d/"
"SL.7.2","Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/7/2/"
"SL.7.3","Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/7/3/"
"SL.7.4","Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/7/4/"
"SL.7.5","Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/7/5/"
"SL.7.6","Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 [link to=""CCSS.ELA-Literacy.L.7""]here[/link] for specific expectations.)","Common Core ELA","LS&L","07","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/7/6/"
"SL.8.1","Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/8/1/"
"SL.8.1a","Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/8/1/a/"
"SL.8.1b","Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/8/1/b/"
"SL.8.1c","Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/8/1/c/"
"SL.8.1d","Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/8/1/d/"
"SL.8.2","Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/8/2/"
"SL.8.3","Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/8/3/"
"SL.8.4","Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/8/4/"
"SL.8.5","Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/8/5/"
"SL.8.6","Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 [link to=""CCSS.ELA-Literacy.L.8""]here[/link] for specific expectations.)","Common Core ELA","LS&L","08","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/8/6/"
"SL.9-10.1","Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/9-10/1/"
"SL.9-10.1a","Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/9-10/1/a/"
"SL.9-10.1b","Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/9-10/1/b/"
"SL.9-10.1c","Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/9-10/1/c/"
"SL.9-10.1d","Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/9-10/1/d/"
"SL.9-10.2","Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/9-10/2/"
"SL.9-10.3","Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/9-10/3/"
"SL.9-10.4","Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/9-10/4/"
"SL.9-10.5","Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/9-10/5/"
"SL.9-10.6","Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 [link to=""CCSS.ELA-Literacy.L.9-10""]here[/link] for specific expectations.)","Common Core ELA","LS&L","9,10","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/9-10/6/"
"SL.11-12.1","Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/11-12/1/"
"SL.11-12.1a","Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/11-12/1/a/"
"SL.11-12.1b","Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/11-12/1/b/"
"SL.11-12.1c","Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/11-12/1/c/"
"SL.11-12.1d","Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/11-12/1/d/"
"SL.11-12.2","Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/11-12/2/"
"SL.11-12.3","Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/11-12/3/"
"SL.11-12.4","Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/11-12/4/"
"SL.11-12.5","Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/11-12/5/"
"SL.11-12.6","Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 [link to=""CCSS.ELA-Literacy.L.11-12""]here[/link] for specific expectations.)","Common Core ELA","LS&L","11,12","ELA","Language, Speaking & Listening",NA,NA,NA,NA,NA,"Speaking & Listening","http://corestandards.org/ELA-Literacy/SL/11-12/6/"
"W.K.1","Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., *My favorite book is...*).","Common Core ELA","W","K","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/K/1/"
"W.K.2","Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.","Common Core ELA","W","K","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/K/2/"
"W.K.3","Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.","Common Core ELA","W","K","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/K/3/"
"W.K.5","With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.","Common Core ELA","W","K","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/K/5/"
"W.K.6","With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.","Common Core ELA","W","K","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/K/6/"
"W.K.7","Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).","Common Core ELA","W","K","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/K/7/"
"W.K.8","With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.","Common Core ELA","W","K","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/K/8/"
"W.1.1","Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.","Common Core ELA","W","01","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/1/1/"
"W.1.2","Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.","Common Core ELA","W","01","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/1/2/"
"W.1.3","Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.","Common Core ELA","W","01","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/1/3/"
"W.1.5","With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.","Common Core ELA","W","01","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/1/5/"
"W.1.6","With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.","Common Core ELA","W","01","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/1/6/"
"W.1.7","Participate in shared research and writing projects (e.g., explore a number of ""how-to"" books on a given topic and use them to write a sequence of instructions).","Common Core ELA","W","01","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/1/7/"
"W.1.8","With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.","Common Core ELA","W","01","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/1/8/"
"W.2.1","Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., *because*,* and*,* also*) to connect opinion and reasons, and provide a concluding statement or section.","Common Core ELA","W","02","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/2/1/"
"W.2.2","Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.","Common Core ELA","W","02","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/2/2/"
"W.2.3","Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.","Common Core ELA","W","02","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/2/3/"
"W.2.5","With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.","Common Core ELA","W","02","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/2/5/"
"W.2.6","With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.","Common Core ELA","W","02","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/2/6/"
"W.2.7","Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).","Common Core ELA","W","02","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/2/7/"
"W.2.8","Recall information from experiences or gather information from provided sources to answer a question.","Common Core ELA","W","02","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/2/8/"
"W.3.1","Write opinion pieces on topics or texts, supporting a point of view with reasons.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/1/"
"W.3.1a","Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/1/a/"
"W.3.1b","Provide reasons that support the opinion.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/1/b/"
"W.3.1c","Use linking words and phrases (e.g., *because*, *therefore*, *since*, *for* *example*) to connect opinion and reasons.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/1/c/"
"W.3.1d","Provide a concluding statement or section.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/1/d/"
"W.3.2","Write informative/explanatory texts to examine a topic and convey ideas and information clearly.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/2/"
"W.3.2a","Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/2/a/"
"W.3.2b","Develop the topic with facts, definitions, and details.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/2/b/"
"W.3.2c","Use linking words and phrases (e.g., *also*, *another*, *and*, *more*, *but*) to connect ideas within categories of information.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/2/c/"
"W.3.2d","Provide a concluding statement or section.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/2/d/"
"W.3.3","Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/3/"
"W.3.3a","Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/3/a/"
"W.3.3b","Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/3/b/"
"W.3.3c","Use temporal words and phrases to signal event order.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/3/c/"
"W.3.3d","Provide a sense of closure.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/3/d/"
"W.3.4","With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/4/"
"W.3.5","With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 [link to=""CCSS.ELA-Literacy.L.3""]here[/link].)","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/5/"
"W.3.6","With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/6/"
"W.3.7","Conduct short research projects that build knowledge about a topic.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/7/"
"W.3.8","Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/8/"
"W.3.10","Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.","Common Core ELA","W","03","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/3/10/"
"W.4.1","Write opinion pieces on topics or texts, supporting a point of view with reasons and information.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/1/"
"W.4.1a","Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/1/a/"
"W.4.1b","Provide reasons that are supported by facts and details.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/1/b/"
"W.4.1c","Link opinion and reasons using words and phrases (e.g., *for instance*, *in order to*, *in addition*).","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/1/c/"
"W.4.1d","Provide a concluding statement or section related to the opinion presented.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/1/d/"
"W.4.2","Write informative/explanatory texts to examine a topic and convey ideas and information clearly.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/2/"
"W.4.2a","Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/2/a/"
"W.4.2b","Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/2/b/"
"W.4.2c","Link ideas within categories of information using words and phrases (e.g., *another*, *for example*, *also*, *because*).","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/2/c/"
"W.4.2d","Use precise language and domain-specific vocabulary to inform about or explain the topic.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/2/d/"
"W.4.2e","Provide a concluding statement or section related to the information or explanation presented.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/2/e/"
"W.4.3","Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/3/"
"W.4.3a","Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/3/a/"
"W.4.3b","Use dialogue and description to develop experiences and events or show the responses of characters to situations.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/3/b/"
"W.4.3c","Use a variety of transitional words and phrases to manage the sequence of events.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/3/c/"
"W.4.3d","Use concrete words and phrases and sensory details to convey experiences and events precisely.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/3/d/"
"W.4.3e","Provide a conclusion that follows from the narrated experiences or events.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/3/e/"
"W.4.4","Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/4/"
"W.4.5","With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 [link to=""CCSS.ELA-Literacy.L.4""]here[/link].)","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/5/"
"W.4.6","With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/6/"
"W.4.7","Conduct short research projects that build knowledge through investigation of different aspects of a topic.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/7/"
"W.4.8","Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/8/"
"W.4.9","Draw evidence from literary or informational texts to support analysis, reflection, and research.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/9/"
"W.4.9a","Apply *grade 4 Reading standards* to literature (e.g., ""Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]."").","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/9/a/"
"W.4.9b","Apply *grade 4 Reading standards* to informational texts (e.g., ""Explain how an author uses reasons and evidence to support particular points in a text"").","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/9/b/"
"W.4.10","Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.","Common Core ELA","W","04","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/4/10/"
"W.5.1","Write opinion pieces on topics or texts, supporting a point of view with reasons and information.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/1/"
"W.5.1a","Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/1/a/"
"W.5.1b","Provide logically ordered reasons that are supported by facts and details.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/1/b/"
"W.5.1c","Link opinion and reasons using words, phrases, and clauses (e.g., *consequently*, *specifically*).","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/1/c/"
"W.5.1d","Provide a concluding statement or section related to the opinion presented.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/1/d/"
"W.5.2","Write informative/explanatory texts to examine a topic and convey ideas and information clearly.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/2/"
"W.5.2a","Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/2/a/"
"W.5.2b","Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/2/b/"
"W.5.2c","Link ideas within and across categories of information using words, phrases, and clauses (e.g., *in* *contrast*, *especially*).","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/2/c/"
"W.5.2d","Use precise language and domain-specific vocabulary to inform about or explain the topic.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/2/d/"
"W.5.2e","Provide a concluding statement or section related to the information or explanation presented.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/2/e/"
"W.5.3","Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/3/"
"W.5.3a","Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/3/a/"
"W.5.3b","Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/3/b/"
"W.5.3c","Use a variety of transitional words, phrases, and clauses to manage the sequence of events.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/3/c/"
"W.5.3d","Use concrete words and phrases and sensory details to convey experiences and events precisely.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/3/d/"
"W.5.3e","Provide a conclusion that follows from the narrated experiences or events.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/3/e/"
"W.5.4","Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/4/"
"W.5.5","With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 [link to=""CCSS.ELA-Literacy.L.5""]here[/link].)","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/5/"
"W.5.6","With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/6/"
"W.5.7","Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/7/"
"W.5.8","Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/8/"
"W.5.9","Draw evidence from literary or informational texts to support analysis, reflection, and research.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/9/"
"W.5.9a","Apply *grade 5 Reading standards* to literature (e.g., ""Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"").","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/9/a/"
"W.5.9b","Apply *grade 5 Reading standards* to informational texts (e.g., ""Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"""").","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/9/b/"
"W.5.10","Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.","Common Core ELA","W","05","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/5/10/"
"W.6.1","Write arguments to support claims with clear reasons and relevant evidence.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/1/"
"W.6.1a","Introduce claim(s) and organize the reasons and evidence clearly.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/1/a/"
"W.6.1b","Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/1/b/"
"W.6.1c","Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/1/c/"
"W.6.1d","Establish and maintain a formal style.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/1/d/"
"W.6.1e","Provide a concluding statement or section that follows from the argument presented.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/1/e/"
"W.6.2","Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/2/"
"W.6.2a","Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/2/a/"
"W.6.2b","Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/2/b/"
"W.6.2c","Use appropriate transitions to clarify the relationships among ideas and concepts.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/2/c/"
"W.6.2d","Use precise language and domain-specific vocabulary to inform about or explain the topic.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/2/d/"
"W.6.2e","Establish and maintain a formal style.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/2/e/"
"W.6.2f","Provide a concluding statement or section that follows from the information or explanation presented.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/2/f/"
"W.6.3","Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/3/"
"W.6.3a","Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/3/a/"
"W.6.3b","Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/3/b/"
"W.6.3c","Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/3/c/"
"W.6.3d","Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/3/d/"
"W.6.3e","Provide a conclusion that follows from the narrated experiences or events.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/3/e/"
"W.6.4","Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/4/"
"W.6.5","With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 [link to=""CCSS.ELA-Literacy.L.6""]here[/link].)","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/5/"
"W.6.6","Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/6/"
"W.6.7","Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/7/"
"W.6.8","Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/8/"
"W.6.9","Draw evidence from literary or informational texts to support analysis, reflection, and research.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/9/"
"W.6.9a","Apply *grade 6 Reading standards* to literature (e.g., ""Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics"").","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/9/a/"
"W.6.9b","Apply *grade 6 Reading standards* to literary nonfiction (e.g., ""Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not"").","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/9/b/"
"W.6.10","Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.","Common Core ELA","W","06","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/6/10/"
"W.7.1","Write arguments to support claims with clear reasons and relevant evidence.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/1/"
"W.7.1a","Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/1/a/"
"W.7.1b","Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/1/b/"
"W.7.1c","Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/1/c/"
"W.7.1d","Establish and maintain a formal style.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/1/d/"
"W.7.1e","Provide a concluding statement or section that follows from and supports the argument presented.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/1/e/"
"W.7.2","Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/2/"
"W.7.2a","Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/2/a/"
"W.7.2b","Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/2/b/"
"W.7.2c","Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/2/c/"
"W.7.2d","Use precise language and domain-specific vocabulary to inform about or explain the topic.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/2/d/"
"W.7.2e","Establish and maintain a formal style.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/2/e/"
"W.7.2f","Provide a concluding statement or section that follows from and supports the information or explanation presented.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/2/f/"
"W.7.3","Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/3/"
"W.7.3a","Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/3/a/"
"W.7.3b","Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/3/b/"
"W.7.3c","Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/3/c/"
"W.7.3d","Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/3/d/"
"W.7.3e","Provide a conclusion that follows from and reflects on the narrated experiences or events.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/3/e/"
"W.7.4","Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/4/"
"W.7.5","With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 [link to=""CCSS.ELA-Literacy.L.7""]here[/link].)","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/5/"
"W.7.6","Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/6/"
"W.7.7","Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/7/"
"W.7.8","Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/8/"
"W.7.9","Draw evidence from literary or informational texts to support analysis, reflection, and research.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/9/"
"W.7.9a","Apply *grade 7 Reading standards* to literature (e.g., ""Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history"").","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/9/a/"
"W.7.9b","Apply *grade 7 Reading standards* to literary nonfiction (e.g. ""Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims"").","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/9/b/"
"W.7.10","Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.","Common Core ELA","W","07","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/7/10/"
"W.8.1","Write arguments to support claims with clear reasons and relevant evidence","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/1/"
"W.8.1a","Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/1/a/"
"W.8.1b","Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/1/b/"
"W.8.1c","Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/1/c/"
"W.8.1d","Establish and maintain a formal style.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/1/d/"
"W.8.1e","Provide a concluding statement or section that follows from and supports the argument presented.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/1/e/"
"W.8.2","Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/2/"
"W.8.2a","Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/2/a/"
"W.8.2b","Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/2/b/"
"W.8.2c","Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/2/c/"
"W.8.2d","Use precise language and domain-specific vocabulary to inform about or explain the topic.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/2/d/"
"W.8.2e","Establish and maintain a formal style.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/2/e/"
"W.8.2f","Provide a concluding statement or section that follows from and supports the information or explanation presented.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/2/f/"
"W.8.3","Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/3/"
"W.8.3a","Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/3/a/"
"W.8.3b","Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/3/b/"
"W.8.3c","Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/3/c/"
"W.8.3d","Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/3/d/"
"W.8.3e","Provide a conclusion that follows from and reflects on the narrated experiences or events.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/3/e/"
"W.8.4","Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/4/"
"W.8.5","With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 [link to=""CCSS.ELA-Literacy.L.8""]here[/link].)","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/5/"
"W.8.6","Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/6/"
"W.8.7","Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/7/"
"W.8.8","Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/8/"
"W.8.9","Draw evidence from literary or informational texts to support analysis, reflection, and research.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/9/"
"W.8.9a","Apply *grade 8 Reading standards* to literature (e.g., ""Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"").","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/9/a/"
"W.8.9b","Apply *grade 8 Reading standards* to literary nonfiction (e.g., ""Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced"").","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/9/b/"
"W.8.10","Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.","Common Core ELA","W","08","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/8/10/"
"W.9-10.1","Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/1/"
"W.9-10.1a","Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/1/a/"
"W.9-10.1b","Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/1/b/"
"W.9-10.1c","Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/1/c/"
"W.9-10.1d","Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/1/d/"
"W.9-10.1e","Provide a concluding statement or section that follows from and supports the argument presented.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/1/e/"
"W.9-10.2","Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/2/"
"W.9-10.2a","Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/2/a/"
"W.9-10.2b","Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/2/b/"
"W.9-10.2c","Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/2/c/"
"W.9-10.2d","Use precise language and domain-specific vocabulary to manage the complexity of the topic.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/2/d/"
"W.9-10.2e","Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/2/e/"
"W.9-10.2f","Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/2/f/"
"W.9-10.3","Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/3/"
"W.9-10.3a","Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/3/a/"
"W.9-10.3b","Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/3/b/"
"W.9-10.3c","Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/3/c/"
"W.9-10.3d","Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/3/d/"
"W.9-10.3e","Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/3/e/"
"W.9-10.4","Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/4/"
"W.9-10.5","Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 [link to=""CCSS.ELA-Literacy.L.9-10""]here[/link].)","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/5/"
"W.9-10.6","Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/6/"
"W.9-10.7","Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/7/"
"W.9-10.8","Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/8/"
"W.9-10.9","Draw evidence from literary or informational texts to support analysis, reflection, and research.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/9/"
"W.9-10.9a","Apply *grades 9-10 Reading standards* to literature (e.g., ""Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]"").","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/9/a/"
"W.9-10.9b","Apply *grades 9-10 Reading standards* to literary nonfiction (e.g., ""Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning"").","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/9/b/"
"W.9-10.10","Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/9-10/10/"
"W.11-12.1","Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/1/"
"W.11-12.1a","Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/1/a/"
"W.11-12.1b","Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/1/b/"
"W.11-12.1c","Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/1/c/"
"W.11-12.1d","Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/1/d/"
"W.11-12.1e","Provide a concluding statement or section that follows from and supports the argument presented.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/1/e/"
"W.11-12.2","Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/2/"
"W.11-12.2a","Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/2/a/"
"W.11-12.2b","Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/2/b/"
"W.11-12.2c","Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/2/c/"
"W.11-12.2d","Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/2/d/"
"W.11-12.2e","Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/2/e/"
"W.11-12.2f","Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/2/f/"
"W.11-12.3","Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/3/"
"W.11-12.3a","Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/3/a/"
"W.11-12.3b","Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/3/b/"
"W.11-12.3c","Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/3/c/"
"W.11-12.3d","Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/3/d/"
"W.11-12.3e","Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/3/e/"
"W.11-12.4","Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/4/"
"W.11-12.5","Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 [link to=""CCSS.ELA-Literacy.L.11-12""]here[/link].)","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/5/"
"W.11-12.6","Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/6/"
"W.11-12.7","Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/7/"
"W.11-12.8","Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/8/"
"W.11-12.9","Draw evidence from literary or informational texts to support analysis, reflection, and research.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/9/"
"W.11-12.9a","Apply *grades 11-12 Reading standards* to literature (e.g., ""Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics"").","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/9/a/"
"W.11-12.9b","Apply *grades 11-12 Reading standards* to literary nonfiction (e.g., ""Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., *The Federalist*, presidential addresses]"").","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/9/b/"
"W.11-12.10","Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing","http://corestandards.org/ELA-Literacy/W/11-12/10/"
"WHST.6-8.1","Write arguments focused on *discipline-specific content*.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/1/"
"WHST.6-8.1a","Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/1/a/"
"WHST.6-8.1b","Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/1/b/"
"WHST.6-8.1c","Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/1/c/"
"WHST.6-8.1d","Establish and maintain a formal style.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/1/d/"
"WHST.6-8.1e","Provide a concluding statement or section that follows from and supports the argument presented.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/1/e/"
"WHST.6-8.2","Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/2/"
"WHST.6-8.2a","Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/2/a/"
"WHST.6-8.2b","Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/2/b/"
"WHST.6-8.2c","Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/2/c/"
"WHST.6-8.2d","Use precise language and domain-specific vocabulary to inform about or explain the topic.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/2/d/"
"WHST.6-8.2e","Establish and maintain a formal style and objective tone.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/2/e/"
"WHST.6-8.2f","Provide a concluding statement or section that follows from and supports the information or explanation presented.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/2/f/"
"WHST.6-8.4","Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/4/"
"WHST.6-8.5","With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/5/"
"WHST.6-8.6","Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/6/"
"WHST.6-8.7","Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/7/"
"WHST.6-8.8","Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/8/"
"WHST.6-8.9","Draw evidence from informational texts to support analysis, reflection, and research.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/9/"
"WHST.6-8.10","Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.","Common Core ELA","W","6,7,8","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/6-8/10/"
"WHST.9-10.1","Write arguments focused on *discipline-specific content*.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/1/"
"WHST.9-10.1a","Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/1/a/"
"WHST.9-10.1b","Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/1/b/"
"WHST.9-10.1c","Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/1/c/"
"WHST.9-10.1d","Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/1/d/"
"WHST.9-10.1e","Provide a concluding statement or section that follows from or supports the argument presented.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/1/e/"
"WHST.9-10.2","Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/2/"
"WHST.9-10.2a","Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/2/a/"
"WHST.9-10.2b","Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/2/b/"
"WHST.9-10.2c","Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/2/c/"
"WHST.9-10.2d","Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/2/d/"
"WHST.9-10.2e","Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/2/e/"
"WHST.9-10.2f","Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/2/f/"
"WHST.9-10.4","Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/4/"
"WHST.9-10.5","Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/5/"
"WHST.9-10.6","Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/6/"
"WHST.9-10.7","Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/7/"
"WHST.9-10.8","Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/8/"
"WHST.9-10.9","Draw evidence from informational texts to support analysis, reflection, and research.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/9/"
"WHST.9-10.10","Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.","Common Core ELA","W","9,10","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/9-10/10/"
"WHST.11-12.1","Write arguments focused on *discipline-specific content*.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/1/"
"WHST.11-12.1a","Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/1/a/"
"WHST.11-12.1b","Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/1/b/"
"WHST.11-12.1c","Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/1/c/"
"WHST.11-12.1d","Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/1/d/"
"WHST.11-12.1e","Provide a concluding statement or section that follows from or supports the argument presented.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/1/e/"
"WHST.11-12.2","Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/2/"
"WHST.11-12.2a","Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/2/a/"
"WHST.11-12.2b","Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/2/b/"
"WHST.11-12.2c","Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/2/c/"
"WHST.11-12.2d","Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/2/d/"
"WHST.11-12.2e","Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/2/e/"
"WHST.11-12.4","Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/4/"
"WHST.11-12.5","Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/5/"
"WHST.11-12.6","Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/6/"
"WHST.11-12.7","Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/7/"
"WHST.11-12.8","Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/8/"
"WHST.11-12.9","Draw evidence from informational texts to support analysis, reflection, and research.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/9/"
"WHST.11-12.10","Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.","Common Core ELA","W","11,12","ELA","Writing",NA,NA,NA,NA,NA,"Writing in History, Science & Technical Subjects","http://corestandards.org/ELA-Literacy/WHST/11-12/10/"
"K.CC.A.1","Count to 100 by ones and by tens.","Common Core Math","NSO&AR","K","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Counting & Cardinality","http://corestandards.org/Math/Content/K/CC/A/1/"
"K.CC.A.2","Count forward beginning from a given number within the known sequence (instead of having to begin at 1).","Common Core Math","NSO&AR","K","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Counting & Cardinality","http://corestandards.org/Math/Content/K/CC/A/2/"
"K.CC.A.3","Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).","Common Core Math","NSO&AR","K","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Counting & Cardinality","http://corestandards.org/Math/Content/K/CC/A/3/"
"K.CC.B.4","Understand the relationship between numbers and quantities; connect counting to cardinality.","Common Core Math","NSO&AR","K","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Counting & Cardinality","http://corestandards.org/Math/Content/K/CC/B/4/"
"K.CC.B.4a","When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.","Common Core Math","NSO&AR","K","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Counting & Cardinality","http://corestandards.org/Math/Content/K/CC/B/4/a/"
"K.CC.B.4b","Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.","Common Core Math","NSO&AR","K","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Counting & Cardinality","http://corestandards.org/Math/Content/K/CC/B/4/b/"
"K.CC.B.4c","Understand that each successive number name refers to a quantity that is one larger.","Common Core Math","NSO&AR","K","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Counting & Cardinality","http://corestandards.org/Math/Content/K/CC/B/4/c/"
"K.CC.B.5","Count to answer ""how many?"" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.","Common Core Math","NSO&AR","K","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Counting & Cardinality","http://corestandards.org/Math/Content/K/CC/B/5/"
"K.CC.C.6","Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.","Common Core Math","NSO&AR","K","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Counting & Cardinality","http://corestandards.org/Math/Content/K/CC/C/6/"
"K.CC.C.7","Compare two numbers between 1 and 10 presented as written numerals.","Common Core Math","NSO&AR","K","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Counting & Cardinality","http://corestandards.org/Math/Content/K/CC/C/7/"
"K.G.A.1","Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as *above*, *below*, *beside*, *in front of*, *behind*, and *next to*.","Common Core Math","AGTC&HLT","K","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/K/G/A/1/"
"K.G.A.2","Correctly name shapes regardless of their orientations or overall size.","Common Core Math","AGTC&HLT","K","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/K/G/A/2/"
"K.G.A.3","Identify shapes as two-dimensional (lying in a plane, ""flat"") or three-dimensional (""solid"").","Common Core Math","AGTC&HLT","K","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/K/G/A/3/"
"K.G.B.4","Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/""corners"") and other attributes (e.g., having sides of equal length).","Common Core Math","AGTC&HLT","K","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/K/G/B/4/"
"K.G.B.5","Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.","Common Core Math","AGTC&HLT","K","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/K/G/B/5/"
"K.G.B.6","Compose simple shapes to form larger shapes. *For example, ""Can you join these two triangles with full sides touching to make a rectangle*?""","Common Core Math","AGTC&HLT","K","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/K/G/B/6/"
"K.MD.A.1","Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.","Common Core Math","MDP&S","K","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/K/MD/A/1/"
"K.MD.A.2","Directly compare two objects with a measurable attribute in common, to see which object has ""more of""/""less of"" the attribute, and describe the difference. *For example, directly compare the heights of two children and describe one child as taller/shorter*.","Common Core Math","MDP&S","K","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/K/MD/A/2/"
"K.MD.B.3","Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.","Common Core Math","MDP&S","K","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/K/MD/B/3/"
"K.NBT.A.1","Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.","Common Core Math","NSO&AR","K","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/K/NBT/A/1/"
"K.OA.A.1","Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.","Common Core Math","AGTC&HLT","K","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/K/OA/A/1/"
"K.OA.A.2","Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.","Common Core Math","AGTC&HLT","K","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/K/OA/A/2/"
"K.OA.A.3","Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).","Common Core Math","AGTC&HLT","K","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/K/OA/A/3/"
"K.OA.A.4","For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.","Common Core Math","AGTC&HLT","K","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/K/OA/A/4/"
"K.OA.A.5","Fluently add and subtract within 5.","Common Core Math","AGTC&HLT","K","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/K/OA/A/5/"
"1.G.A.1","Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.","Common Core Math","AGTC&HLT","01","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/1/G/A/1/"
"1.G.A.2","Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.","Common Core Math","AGTC&HLT","01","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/1/G/A/2/"
"1.G.A.3","Partition circles and rectangles into two and four equal shares, describe the shares using the words *halves*, *fourths*, and *quarters*, and use the phrases *half of*, *fourth of*, and *quarter of*. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.","Common Core Math","AGTC&HLT","01","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/1/G/A/3/"
"1.MD.A.1","Order three objects by length; compare the lengths of two objects indirectly by using a third object.","Common Core Math","MDP&S","01","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/1/MD/A/1/"
"1.MD.A.2","Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. *Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps*.","Common Core Math","MDP&S","01","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/1/MD/A/2/"
"1.MD.B.3","Tell and write time in hours and half-hours using analog and digital clocks.","Common Core Math","MDP&S","01","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/1/MD/B/3/"
"1.MD.C.4","Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.","Common Core Math","MDP&S","01","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/1/MD/C/4/"
"1.NBT.A.1","Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.","Common Core Math","NSO&AR","01","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/1/NBT/A/1/"
"1.NBT.B.2","Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:","Common Core Math","NSO&AR","01","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/1/NBT/B/2/"
"1.NBT.B.2a","10 can be thought of as a bundle of ten ones — called a ""ten.""","Common Core Math","NSO&AR","01","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/1/NBT/B/2/a/"
"1.NBT.B.2b","The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.","Common Core Math","NSO&AR","01","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/1/NBT/B/2/b/"
"1.NBT.B.2c","The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).","Common Core Math","NSO&AR","01","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/1/NBT/B/2/c/"
"1.NBT.B.3","Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.","Common Core Math","NSO&AR","01","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/1/NBT/B/3/"
"1.NBT.C.4","Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.","Common Core Math","NSO&AR","01","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/1/NBT/C/4/"
"1.NBT.C.5","Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.","Common Core Math","NSO&AR","01","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/1/NBT/C/5/"
"1.NBT.C.6","Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.","Common Core Math","NSO&AR","01","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/1/NBT/C/6/"
"1.OA.A.1","Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.","Common Core Math","AGTC&HLT","01","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/1/OA/A/1/"
"1.OA.A.2","Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.","Common Core Math","AGTC&HLT","01","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/1/OA/A/2/"
"1.OA.B.3","Apply properties of operations as strategies to add and subtract. *Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) *","Common Core Math","AGTC&HLT","01","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/1/OA/B/3/"
"1.OA.B.4","Understand subtraction as an unknown-addend problem. *For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.*","Common Core Math","AGTC&HLT","01","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/1/OA/B/4/"
"1.OA.C.5","Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).","Common Core Math","AGTC&HLT","01","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/1/OA/C/5/"
"1.OA.C.6","Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).","Common Core Math","AGTC&HLT","01","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/1/OA/C/6/"
"1.OA.D.7","Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.","Common Core Math","AGTC&HLT","01","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/1/OA/D/7/"
"1.OA.D.8","Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. *For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _*.","Common Core Math","AGTC&HLT","01","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/1/OA/D/8/"
"2.G.A.1","Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.","Common Core Math","AGTC&HLT","02","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/2/G/A/1/"
"2.G.A.2","Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.","Common Core Math","AGTC&HLT","02","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/2/G/A/2/"
"2.G.A.3","Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.","Common Core Math","AGTC&HLT","02","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/2/G/A/3/"
"2.MD.A.1","Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.","Common Core Math","MDP&S","02","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/2/MD/A/1/"
"2.MD.A.2","Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.","Common Core Math","MDP&S","02","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/2/MD/A/2/"
"2.MD.A.3","Estimate lengths using units of inches, feet, centimeters, and meters.","Common Core Math","MDP&S","02","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/2/MD/A/3/"
"2.MD.A.4","Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.","Common Core Math","MDP&S","02","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/2/MD/A/4/"
"2.MD.B.5","Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.","Common Core Math","MDP&S","02","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/2/MD/B/5/"
"2.MD.B.6","Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.","Common Core Math","MDP&S","02","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/2/MD/B/6/"
"2.MD.C.7","Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.","Common Core Math","MDP&S","02","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/2/MD/C/7/"
"2.MD.C.8","Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?","Common Core Math","MDP&S","02","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/2/MD/C/8/"
"2.MD.D.9","Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.","Common Core Math","MDP&S","02","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/2/MD/D/9/"
"2.MD.D.10","Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.","Common Core Math","MDP&S","02","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/2/MD/D/10/"
"2.NBT.A.1","Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:","Common Core Math","NSO&AR","02","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/2/NBT/A/1/"
"2.NBT.A.1a","100 can be thought of as a bundle of ten tens — called a ""hundred.""","Common Core Math","NSO&AR","02","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/2/NBT/A/1/a/"
"2.NBT.A.1b","The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).","Common Core Math","NSO&AR","02","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/2/NBT/A/1/b/"
"2.NBT.A.2","Count within 1000; skip-count by 5s, 10s, and 100s.","Common Core Math","NSO&AR","02","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/2/NBT/A/2/"
"2.NBT.A.3","Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.","Common Core Math","NSO&AR","02","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/2/NBT/A/3/"
"2.NBT.A.4","Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.","Common Core Math","NSO&AR","02","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/2/NBT/A/4/"
"2.NBT.B.5","Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.","Common Core Math","NSO&AR","02","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/2/NBT/B/5/"
"2.NBT.B.6","Add up to four two-digit numbers using strategies based on place value and properties of operations.","Common Core Math","NSO&AR","02","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/2/NBT/B/6/"
"2.NBT.B.7","Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.","Common Core Math","NSO&AR","02","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/2/NBT/B/7/"
"2.NBT.B.8","Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.","Common Core Math","NSO&AR","02","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/2/NBT/B/8/"
"2.NBT.B.9","Explain why addition and subtraction strategies work, using place value and the properties of operations.","Common Core Math","NSO&AR","02","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/2/NBT/B/9/"
"2.OA.A.1","Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.","Common Core Math","AGTC&HLT","02","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/2/OA/A/1/"
"2.OA.B.2","Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.","Common Core Math","AGTC&HLT","02","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/2/OA/B/2/"
"2.OA.C.3","Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.","Common Core Math","AGTC&HLT","02","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/2/OA/C/3/"
"2.OA.C.4","Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.","Common Core Math","AGTC&HLT","02","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/2/OA/C/4/"
"3.G.A.1","Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.","Common Core Math","AGTC&HLT","03","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/3/G/A/1/"
"3.G.A.2","Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. *For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape*.","Common Core Math","AGTC&HLT","03","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/3/G/A/2/"
"3.MD.A.1","Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.","Common Core Math","MDP&S","03","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/3/MD/A/1/"
"3.MD.A.2","Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.","Common Core Math","MDP&S","03","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/3/MD/A/2/"
"3.MD.B.3","Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step ""how many more"" and ""how many less"" problems using information presented in scaled bar graphs. *For example, draw a bar graph in which each square in the bar graph might represent 5 pets*.","Common Core Math","MDP&S","03","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/3/MD/B/3/"
"3.MD.B.4","Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.","Common Core Math","MDP&S","03","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/3/MD/B/4/"
"3.MD.C.5","Recognize area as an attribute of plane figures and understand concepts of area measurement.","Common Core Math","MDP&S","03","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/3/MD/C/5/"
"3.MD.C.5a","A square with side length 1 unit, called ""a unit square,"" is said to have ""one square unit"" of area, and can be used to measure area.","Common Core Math","MDP&S","03","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/3/MD/C/5/a/"
"3.MD.C.5b","A plane figure which can be covered without gaps or overlaps by *n* unit squares is said to have an area of *n* square units.","Common Core Math","MDP&S","03","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/3/MD/C/5/b/"
"3.MD.C.6","Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).","Common Core Math","MDP&S","03","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/3/MD/C/6/"
"3.MD.C.7","Relate area to the operations of multiplication and addition.","Common Core Math","MDP&S","03","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/3/MD/C/7/"
"3.MD.C.7a","Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.","Common Core Math","MDP&S","03","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/3/MD/C/7/a/"
"3.MD.C.7b","Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.","Common Core Math","MDP&S","03","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/3/MD/C/7/b/"
"3.MD.C.7c","Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths *a* and *b* + *c* is the sum of *a* × *b* and *a* × *c*. Use area models to represent the distributive property in mathematical reasoning.","Common Core Math","MDP&S","03","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/3/MD/C/7/c/"
"3.MD.C.7d","Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.","Common Core Math","MDP&S","03","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/3/MD/C/7/d/"
"3.MD.D.8","Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.","Common Core Math","MDP&S","03","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/3/MD/D/8/"
"3.NBT.A.1","Use place value understanding to round whole numbers to the nearest 10 or 100.","Common Core Math","NSO&AR","03","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/3/NBT/A/1/"
"3.NBT.A.2","Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.","Common Core Math","NSO&AR","03","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/3/NBT/A/2/"
"3.NBT.A.3","Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.","Common Core Math","NSO&AR","03","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/3/NBT/A/3/"
"3.NF.A.1","Understand a fraction 1/*b* as the quantity formed by 1 part when a whole is partitioned into *b* equal parts; understand a fraction *a*/*b* as the quantity formed by *a* parts of size 1/*b*.","Common Core Math","NSO&AR","03","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/3/NF/A/1/"
"3.NF.A.2","Understand a fraction as a number on the number line; represent fractions on a number line diagram.","Common Core Math","NSO&AR","03","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/3/NF/A/2/"
"3.NF.A.2a","Represent a fraction 1/*b* on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into *b* equal parts. Recognize that each part has size 1/*b* and that the endpoint of the part based at 0 locates the number 1/*b* on the number line.","Common Core Math","NSO&AR","03","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/3/NF/A/2/a/"
"3.NF.A.2b","Represent a fraction *a*/*b* on a number line diagram by marking off a lengths 1/*b* from 0. Recognize that the resulting interval has size *a*/*b* and that its endpoint locates the number *a*/*b* on the number line.","Common Core Math","NSO&AR","03","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/3/NF/A/2/b/"
"3.NF.A.3","Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.","Common Core Math","NSO&AR","03","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/3/NF/A/3/"
"3.NF.A.3a","Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.","Common Core Math","NSO&AR","03","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/3/NF/A/3/a/"
"3.NF.A.3b","Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.","Common Core Math","NSO&AR","03","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/3/NF/A/3/b/"
"3.NF.A.3c","Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. *Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram*.","Common Core Math","NSO&AR","03","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/3/NF/A/3/c/"
"3.NF.A.3d","Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.","Common Core Math","NSO&AR","03","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/3/NF/A/3/d/"
"3.OA.A.1","Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. *For example, describe a context in which a total number of objects can be expressed as 5 × 7*.","Common Core Math","AGTC&HLT","03","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/3/OA/A/1/"
"3.OA.A.2","Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. *For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8*.","Common Core Math","AGTC&HLT","03","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/3/OA/A/2/"
"3.OA.A.3","Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.","Common Core Math","AGTC&HLT","03","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/3/OA/A/3/"
"3.OA.A.4","Determine the unknown whole number in a multiplication or division equation relating three whole numbers. *For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?*","Common Core Math","AGTC&HLT","03","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/3/OA/A/4/"
"3.OA.B.5","Apply properties of operations as strategies to multiply and divide. *Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)*","Common Core Math","AGTC&HLT","03","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/3/OA/B/5/"
"3.OA.B.6","Understand division as an unknown-factor problem. *For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8*.","Common Core Math","AGTC&HLT","03","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/3/OA/B/6/"
"3.OA.C.7","Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.","Common Core Math","AGTC&HLT","03","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/3/OA/C/7/"
"3.OA.D.8","Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.","Common Core Math","AGTC&HLT","03","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/3/OA/D/8/"
"3.OA.D.9","Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. *For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends*.","Common Core Math","AGTC&HLT","03","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/3/OA/D/9/"
"4.G.A.1","Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.","Common Core Math","AGTC&HLT","04","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/4/G/A/1/"
"4.G.A.2","Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.","Common Core Math","AGTC&HLT","04","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/4/G/A/2/"
"4.G.A.3","Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.","Common Core Math","AGTC&HLT","04","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/4/G/A/3/"
"4.MD.A.1","Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. *For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...*","Common Core Math","MDP&S","04","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/4/MD/A/1/"
"4.MD.A.2","Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.","Common Core Math","MDP&S","04","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/4/MD/A/2/"
"4.MD.A.3","Apply the area and perimeter formulas for rectangles in real world and mathematical problems. *For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor*.","Common Core Math","MDP&S","04","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/4/MD/A/3/"
"4.MD.B.4","Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. *For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection*.","Common Core Math","MDP&S","04","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/4/MD/B/4/"
"4.MD.C.5","Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:","Common Core Math","MDP&S","04","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/4/MD/C/5/"
"4.MD.C.5a","An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a ""one-degree angle,"" and can be used to measure angles.","Common Core Math","MDP&S","04","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/4/MD/C/5/a/"
"4.MD.C.5b","An angle that turns through *n* one-degree angles is said to have an angle measure of *n* degrees.","Common Core Math","MDP&S","04","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/4/MD/C/5/b/"
"4.MD.C.6","Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.","Common Core Math","MDP&S","04","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/4/MD/C/6/"
"4.MD.C.7","Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.","Common Core Math","MDP&S","04","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/4/MD/C/7/"
"4.NBT.A.1","Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.* For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division*.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/4/NBT/A/1/"
"4.NBT.A.2","Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/4/NBT/A/2/"
"4.NBT.A.3","Use place value understanding to round multi-digit whole numbers to any place.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/4/NBT/A/3/"
"4.NBT.B.4","Fluently add and subtract multi-digit whole numbers using the standard algorithm.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/4/NBT/B/4/"
"4.NBT.B.5","Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/4/NBT/B/5/"
"4.NBT.B.6","Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/4/NBT/B/6/"
"4.NF.A.1","Explain why a fraction *a*/*b* is equivalent to a fraction (*n* × *a*)/(*n* × *b*) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/4/NF/A/1/"
"4.NF.A.2","Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/4/NF/A/2/"
"4.NF.B.3","Understand a fraction *a*/*b* with *a* > 1 as a sum of fractions 1/*b*.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/4/NF/B/3/"
"4.NF.B.3a","Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/4/NF/B/3/a/"
"4.NF.B.3b","Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. *Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8*.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/4/NF/B/3/b/"
"4.NF.B.3c","Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/4/NF/B/3/c/"
"4.NF.B.3d","Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/4/NF/B/3/d/"
"4.NF.B.4","Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/4/NF/B/4/"
"4.NF.B.4a","Understand a fraction *a*/*b* as a multiple of 1/*b*. *For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4)*.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/4/NF/B/4/a/"
"4.NF.B.4b","Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. *For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)*","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/4/NF/B/4/b/"
"4.NF.B.4c","Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. *For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?*","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/4/NF/B/4/c/"
"4.NF.C.5","Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. *For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100*.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/4/NF/C/5/"
"4.NF.C.6","Use decimal notation for fractions with denominators 10 or 100. *For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram*.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/4/NF/C/6/"
"4.NF.C.7","Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.","Common Core Math","NSO&AR","04","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/4/NF/C/7/"
"4.OA.A.1","Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.","Common Core Math","AGTC&HLT","04","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/4/OA/A/1/"
"4.OA.A.2","Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.","Common Core Math","AGTC&HLT","04","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/4/OA/A/2/"
"4.OA.A.3","Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.","Common Core Math","AGTC&HLT","04","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/4/OA/A/3/"
"4.OA.B.4","Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.","Common Core Math","AGTC&HLT","04","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/4/OA/B/4/"
"4.OA.C.5","Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. *For example, given the rule ""Add 3"" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way*.","Common Core Math","AGTC&HLT","04","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/4/OA/C/5/"
"5.G.A.1","Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., *x*-axis and *x*-coordinate, *y*-axis and* y*-coordinate).","Common Core Math","AGTC&HLT","05","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/5/G/A/1/"
"5.G.A.2","Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.","Common Core Math","AGTC&HLT","05","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/5/G/A/2/"
"5.G.B.3","Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.","Common Core Math","AGTC&HLT","05","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/5/G/B/3/"
"5.G.B.4","Classify two-dimensional figures in a hierarchy based on properties.","Common Core Math","AGTC&HLT","05","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/5/G/B/4/"
"5.MD.A.1","Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.","Common Core Math","MDP&S","05","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/5/MD/A/1/"
"5.MD.B.2","Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. *For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally*.","Common Core Math","MDP&S","05","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/5/MD/B/2/"
"5.MD.C.3","Recognize volume as an attribute of solid figures and understand concepts of volume measurement.","Common Core Math","MDP&S","05","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/5/MD/C/3/"
"5.MD.C.3a","A cube with side length 1 unit, called a ""unit cube,"" is said to have ""one cubic unit"" of volume, and can be used to measure volume.","Common Core Math","MDP&S","05","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/5/MD/C/3/a/"
"5.MD.C.3b","A solid figure which can be packed without gaps or overlaps using *n* unit cubes is said to have a volume of *n* cubic units.","Common Core Math","MDP&S","05","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/5/MD/C/3/b/"
"5.MD.C.4","Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.","Common Core Math","MDP&S","05","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/5/MD/C/4/"
"5.MD.C.5","Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.","Common Core Math","MDP&S","05","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/5/MD/C/5/"
"5.MD.C.5a","Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.","Common Core Math","MDP&S","05","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/5/MD/C/5/a/"
"5.MD.C.5b","Apply the formulas *V* = *l* × *w* × *h* and *V* = *b* × *h* for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.","Common Core Math","MDP&S","05","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/5/MD/C/5/b/"
"5.MD.C.5c","Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.","Common Core Math","MDP&S","05","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/5/MD/C/5/c/"
"5.NBT.A.1","Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/5/NBT/A/1/"
"5.NBT.A.2","Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/5/NBT/A/2/"
"5.NBT.A.3","Read, write, and compare decimals to thousandths.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/5/NBT/A/3/"
"5.NBT.A.3a","Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/5/NBT/A/3/a/"
"5.NBT.A.3b","Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/5/NBT/A/3/b/"
"5.NBT.A.4","Use place value understanding to round decimals to any place.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/5/NBT/A/4/"
"5.NBT.B.5","Fluently multiply multi-digit whole numbers using the standard algorithm.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/5/NBT/B/5/"
"5.NBT.B.6","Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/5/NBT/B/6/"
"5.NBT.B.7","Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Numbers & Operations Base 10","http://corestandards.org/Math/Content/5/NBT/B/7/"
"5.NF.A.1","Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. *For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)*","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/5/NF/A/1/"
"5.NF.A.2","Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. *For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2*.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/5/NF/A/2/"
"5.NF.B.3","Interpret a fraction as division of the numerator by the denominator (*a*/*b* = *a* ÷ *b*). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. *For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?*","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/5/NF/B/3/"
"5.NF.B.4","Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/5/NF/B/4/"
"5.NF.B.4a","Interpret the product (*a*/*b*) × *q* as *a* parts of a partition of *q* into *b* equal parts; equivalently, as the result of a sequence of operations* a* × *q* ÷ *b*. *For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)*","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/5/NF/B/4/a/"
"5.NF.B.4b","Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/5/NF/B/4/b/"
"5.NF.B.5","Interpret multiplication as scaling (resizing), by:","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/5/NF/B/5/"
"5.NF.B.5a","Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/5/NF/B/5/a/"
"5.NF.B.5b","Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence *a*/*b* = (*n* × *a*)/(*n* × *b*) to the effect of multiplying *a*/*b* by 1.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/5/NF/B/5/b/"
"5.NF.B.6","Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/5/NF/B/6/"
"5.NF.B.7","Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/5/NF/B/7/"
"5.NF.B.7a","Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. *For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3*.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/5/NF/B/7/a/"
"5.NF.B.7b","Interpret division of a whole number by a unit fraction, and compute such quotients. *For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4*.","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/5/NF/B/7/b/"
"5.NF.B.7c","Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. *For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?*","Common Core Math","NSO&AR","05","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number & Operations_Fractions","http://corestandards.org/Math/Content/5/NF/B/7/c/"
"5.OA.A.1","Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.","Common Core Math","AGTC&HLT","05","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/5/OA/A/1/"
"5.OA.A.2","Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. *For example, express the calculation ""add 8 and 7, then multiply by 2"" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product*.","Common Core Math","AGTC&HLT","05","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/5/OA/A/2/"
"5.OA.B.3","Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. *For example, given the rule ""Add 3"" and the starting number 0, and given the rule ""Add 6"" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so*.","Common Core Math","AGTC&HLT","05","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Operations & Algebraic Thinking","http://corestandards.org/Math/Content/5/OA/B/3/"
"6.EE.A.1","Write and evaluate numerical expressions involving whole-number exponents.","Common Core Math","AGTC&HLT","06","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/6/EE/A/1/"
"6.EE.A.2","Write, read, and evaluate expressions in which letters stand for numbers.","Common Core Math","AGTC&HLT","06","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/6/EE/A/2/"
"6.EE.A.2a","Write expressions that record operations with numbers and with letters standing for numbers. *For example, express the calculation ""Subtract y from 5"" as 5 - y*.","Common Core Math","AGTC&HLT","06","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/6/EE/A/2/a/"
"6.EE.A.2b","Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. *For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms*.","Common Core Math","AGTC&HLT","06","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/6/EE/A/2/b/"
"6.EE.A.2c","Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). *For example, use the formulas V = s^3 and A = 6 s^2 to find the volume and surface area of a cube with sides of length s = 1/2*.","Common Core Math","AGTC&HLT","06","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/6/EE/A/2/c/"
"6.EE.A.3","Apply the properties of operations to generate equivalent expressions. *For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y*.","Common Core Math","AGTC&HLT","06","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/6/EE/A/3/"
"6.EE.A.4","Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). *For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.*.","Common Core Math","AGTC&HLT","06","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/6/EE/A/4/"
"6.EE.B.5","Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.","Common Core Math","AGTC&HLT","06","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/6/EE/B/5/"
"6.EE.B.6","Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.","Common Core Math","AGTC&HLT","06","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/6/EE/B/6/"
"6.EE.B.7","Solve real-world and mathematical problems by writing and solving equations of the form *x* + *p* = *q* and* px* = *q* for cases in which *p*, *q* and *x* are all nonnegative rational numbers.","Common Core Math","AGTC&HLT","06","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/6/EE/B/7/"
"6.EE.B.8","Write an inequality of the form *x* > *c* or *x* < *c* to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form *x* > *c* or* x* < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.","Common Core Math","AGTC&HLT","06","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/6/EE/B/8/"
"6.EE.C.9","Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.","Common Core Math","AGTC&HLT","06","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/6/EE/C/9/"
"6.G.A.1","Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.","Common Core Math","AGTC&HLT","06","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/6/G/A/1/"
"6.G.A.2","Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas *V = l w h* and *V = b h* to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.","Common Core Math","AGTC&HLT","06","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/6/G/A/2/"
"6.G.A.3","Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.","Common Core Math","AGTC&HLT","06","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/6/G/A/3/"
"6.G.A.4","Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.","Common Core Math","AGTC&HLT","06","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/6/G/A/4/"
"6.NS.A.1","Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. *For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?*.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/6/NS/A/1/"
"6.NS.B.2","Fluently divide multi-digit numbers using the standard algorithm.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/6/NS/B/2/"
"6.NS.B.3","Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/6/NS/B/3/"
"6.NS.B.4","Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. *For example, express 36 + 8 as 4 (9 + 2).*.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/6/NS/B/4/"
"6.NS.C.5","Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/6/NS/C/5/"
"6.NS.C.6","Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/6/NS/C/6/"
"6.NS.C.6a","Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/6/NS/C/6/a/"
"6.NS.C.6b","Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/6/NS/C/6/b/"
"6.NS.C.6c","Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/6/NS/C/6/c/"
"6.NS.C.7","Understand ordering and absolute value of rational numbers.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/6/NS/C/7/"
"6.NS.C.7a","Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. *For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right*.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/6/NS/C/7/a/"
"6.NS.C.7b","Write, interpret, and explain statements of order for rational numbers in real-world contexts. *For example, write -3 ^oC > -7 ^oC to express the fact that -3 ^oC is warmer than -7 ^oC*.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/6/NS/C/7/b/"
"6.NS.C.7c","Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. *For example, for an account balance of -30 dollars, write |-30| = 30 to describe the size of the debt in dollars*.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/6/NS/C/7/c/"
"6.NS.C.7d","Distinguish comparisons of absolute value from statements about order. *For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars*.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/6/NS/C/7/d/"
"6.NS.C.8","Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/6/NS/C/8/"
"6.RP.A.1","Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. *For example, ""The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak."" ""For every vote candidate A received, candidate C received nearly three votes.""*","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Ratios & Proportions","http://corestandards.org/Math/Content/6/RP/A/1/"
"6.RP.A.2","Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. *For example, ""This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar."" ""We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.""*","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Ratios & Proportions","http://corestandards.org/Math/Content/6/RP/A/2/"
"6.RP.A.3","Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Ratios & Proportions","http://corestandards.org/Math/Content/6/RP/A/3/"
"6.RP.A.3a","Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Ratios & Proportions","http://corestandards.org/Math/Content/6/RP/A/3/a/"
"6.RP.A.3b","Solve unit rate problems including those involving unit pricing and constant speed. *For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?*","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Ratios & Proportions","http://corestandards.org/Math/Content/6/RP/A/3/b/"
"6.RP.A.3c","Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Ratios & Proportions","http://corestandards.org/Math/Content/6/RP/A/3/c/"
"6.RP.A.3d","Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.","Common Core Math","NSO&AR","06","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Ratios & Proportions","http://corestandards.org/Math/Content/6/RP/A/3/d/"
"6.SP.A.1","Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. *For example, ""How old am I?"" is not a statistical question, but ""How old are the students in my school?"" is a statistical question because one anticipates variability in students' ages*.","Common Core Math","MDP&S","06","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/6/SP/A/1/"
"6.SP.A.2","Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.","Common Core Math","MDP&S","06","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/6/SP/A/2/"
"6.SP.A.3","Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.","Common Core Math","MDP&S","06","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/6/SP/A/3/"
"6.SP.B.4","Display numerical data in plots on a number line, including dot plots, histograms, and box plots.","Common Core Math","MDP&S","06","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/6/SP/B/4/"
"6.SP.B.5","Summarize numerical data sets in relation to their context, such as by:","Common Core Math","MDP&S","06","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/6/SP/B/5/"
"6.SP.B.5a","Reporting the number of observations.","Common Core Math","MDP&S","06","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/6/SP/B/5/a/"
"6.SP.B.5b","Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.","Common Core Math","MDP&S","06","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/6/SP/B/5/b/"
"6.SP.B.5c","Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.","Common Core Math","MDP&S","06","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/6/SP/B/5/c/"
"6.SP.B.5d","Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.","Common Core Math","MDP&S","06","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/6/SP/B/5/d/"
"7.EE.A.1","Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.","Common Core Math","AGTC&HLT","07","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/7/EE/A/1/"
"7.EE.A.2","Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. *For example, a + 0.05a = 1.05a means that ""increase by 5%"" is the same as ""multiply by 1.05.""*","Common Core Math","AGTC&HLT","07","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/7/EE/A/2/"
"7.EE.B.3","Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. *For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation*.","Common Core Math","AGTC&HLT","07","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/7/EE/B/3/"
"7.EE.B.4","Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.","Common Core Math","AGTC&HLT","07","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/7/EE/B/4/"
"7.EE.B.4a","Solve word problems leading to equations of the form *px* + *q* = *r* and *p*(*x* + *q*) = *r*, where *p*, *q*, and *r* are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. *For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?*","Common Core Math","AGTC&HLT","07","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/7/EE/B/4/a/"
"7.EE.B.4b","Solve word problems leading to inequalities of the form *px* + *q* > *r* or *px* + *q* < *r*, where *p*, *q*, and *r* are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. *For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions*.","Common Core Math","AGTC&HLT","07","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/7/EE/B/4/b/"
"7.G.A.1","Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.","Common Core Math","AGTC&HLT","07","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/7/G/A/1/"
"7.G.A.2","Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.","Common Core Math","AGTC&HLT","07","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/7/G/A/2/"
"7.G.A.3","Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.","Common Core Math","AGTC&HLT","07","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/7/G/A/3/"
"7.G.B.4","Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.","Common Core Math","AGTC&HLT","07","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/7/G/B/4/"
"7.G.B.5","Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.","Common Core Math","AGTC&HLT","07","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/7/G/B/5/"
"7.G.B.6","Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.","Common Core Math","AGTC&HLT","07","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/7/G/B/6/"
"7.NS.A.1","Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/7/NS/A/1/"
"7.NS.A.1a","Describe situations in which opposite quantities combine to make 0. *For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged*.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/7/NS/A/1/a/"
"7.NS.A.1b","Understand *p* + *q* as the number located a distance |*q*| from *p*, in the positive or negative direction depending on whether *q* is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/7/NS/A/1/b/"
"7.NS.A.1c","Understand subtraction of rational numbers as adding the additive inverse, *p* - *q* = *p* + (-*q*). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/7/NS/A/1/c/"
"7.NS.A.1d","Apply properties of operations as strategies to add and subtract rational numbers.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/7/NS/A/1/d/"
"7.NS.A.2","Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/7/NS/A/2/"
"7.NS.A.2a","Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/7/NS/A/2/a/"
"7.NS.A.2b","Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If *p* and *q* are integers, then -(*p*/*q*) = (-*p*)/*q* = *p*/(-*q*). Interpret quotients of rational numbers by describing real-world contexts.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/7/NS/A/2/b/"
"7.NS.A.2c","Apply properties of operations as strategies to multiply and divide rational numbers.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/7/NS/A/2/c/"
"7.NS.A.2d","Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/7/NS/A/2/d/"
"7.NS.A.3","Solve real-world and mathematical problems involving the four operations with rational numbers.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/7/NS/A/3/"
"7.RP.A.1","Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. *For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction ^1/2/1/4 miles per hour, equivalently 2 miles per hour*.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Ratios & Proportions","http://corestandards.org/Math/Content/7/RP/A/1/"
"7.RP.A.2","Recognize and represent proportional relationships between quantities.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Ratios & Proportions","http://corestandards.org/Math/Content/7/RP/A/2/"
"7.RP.A.2a","Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Ratios & Proportions","http://corestandards.org/Math/Content/7/RP/A/2/a/"
"7.RP.A.2b","Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Ratios & Proportions","http://corestandards.org/Math/Content/7/RP/A/2/b/"
"7.RP.A.2c","Represent proportional relationships by equations. *For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn*.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Ratios & Proportions","http://corestandards.org/Math/Content/7/RP/A/2/c/"
"7.RP.A.2d","Explain what a point (*x*, *y*) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, *r*) where r is the unit rate.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Ratios & Proportions","http://corestandards.org/Math/Content/7/RP/A/2/d/"
"7.RP.A.3","Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.","Common Core Math","NSO&AR","07","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Ratios & Proportions","http://corestandards.org/Math/Content/7/RP/A/3/"
"7.SP.A.1","Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.","Common Core Math","MDP&S","07","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/7/SP/A/1/"
"7.SP.A.2","Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. *For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be*.","Common Core Math","MDP&S","07","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/7/SP/A/2/"
"7.SP.B.3","Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. *For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable*.","Common Core Math","MDP&S","07","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/7/SP/B/3/"
"7.SP.B.4","Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. *For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book*.","Common Core Math","MDP&S","07","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/7/SP/B/4/"
"7.SP.C.5","Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.","Common Core Math","MDP&S","07","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/7/SP/C/5/"
"7.SP.C.6","Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. *For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times*.","Common Core Math","MDP&S","07","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/7/SP/C/6/"
"7.SP.C.7","Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.","Common Core Math","MDP&S","07","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/7/SP/C/7/"
"7.SP.C.7a","Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. *For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected*.","Common Core Math","MDP&S","07","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/7/SP/C/7/a/"
"7.SP.C.7b","Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. *For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?*","Common Core Math","MDP&S","07","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/7/SP/C/7/b/"
"7.SP.C.8","Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.","Common Core Math","MDP&S","07","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/7/SP/C/8/"
"7.SP.C.8a","Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.","Common Core Math","MDP&S","07","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/7/SP/C/8/a/"
"7.SP.C.8b","Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., ""rolling double sixes""), identify the outcomes in the sample space which compose the event.","Common Core Math","MDP&S","07","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/7/SP/C/8/b/"
"7.SP.C.8c","Design and use a simulation to generate frequencies for compound events. *For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?*","Common Core Math","MDP&S","07","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/7/SP/C/8/c/"
"8.EE.A.1","Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/3^3 = 1/27.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/8/EE/A/1/"
"8.EE.A.2","Use square root and cube root symbols to represent solutions to equations of the form *x*^2 = *p* and *x*^3 = p, where *p* is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/8/EE/A/2/"
"8.EE.A.3","Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. *For example, estimate the population of the United States as 3 times 10^8 and the population of the world as 7 times 10^9, and determine that the world population is more than 20 times larger*.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/8/EE/A/3/"
"8.EE.A.4","Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/8/EE/A/4/"
"8.EE.B.5","Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/8/EE/B/5/"
"8.EE.B.6","Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation *y* = *mx* + *b* for a line intercepting the vertical axis at *b*.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/8/EE/B/6/"
"8.EE.C.7","Solve linear equations in one variable.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/8/EE/C/7/"
"8.EE.C.7a","Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form *x* = *a*, *a* = *a*, or *a* = *b* results (where *a* and *b* are different numbers).","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/8/EE/C/7/a/"
"8.EE.C.7b","Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/8/EE/C/7/b/"
"8.EE.C.8","Analyze and solve pairs of simultaneous linear equations.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/8/EE/C/8/"
"8.EE.C.8a","Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/8/EE/C/8/a/"
"8.EE.C.8b","Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. *For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6*.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/8/EE/C/8/b/"
"8.EE.C.8c","Solve real-world and mathematical problems leading to two linear equations in two variables. *For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair*.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Expressions & Equations","http://corestandards.org/Math/Content/8/EE/C/8/c/"
"8.F.A.1","Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Functions","http://corestandards.org/Math/Content/8/F/A/1/"
"8.F.A.2","Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). *For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change*.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Functions","http://corestandards.org/Math/Content/8/F/A/2/"
"8.F.A.3","Interpret the equation *y = mx + b* as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. *For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line*.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Functions","http://corestandards.org/Math/Content/8/F/A/3/"
"8.F.B.4","Construct a function to model a linear relationship between two quantities. Determine the rate of change  and initial value of the function from a description of a relationship or from two (*x, y*) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Functions","http://corestandards.org/Math/Content/8/F/B/4/"
"8.F.B.5","Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Functions","http://corestandards.org/Math/Content/8/F/B/5/"
"8.G.A.1","Verify experimentally the properties of rotations, reflections, and translations:","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/8/G/A/1/"
"8.G.A.1a","Lines are taken to lines, and line segments to line segments of the same length.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/8/G/A/1/a/"
"8.G.A.1b","Angles are taken to angles of the same measure.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/8/G/A/1/b/"
"8.G.A.1c","Parallel lines are taken to parallel lines.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/8/G/A/1/c/"
"8.G.A.2","Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/8/G/A/2/"
"8.G.A.3","Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/8/G/A/3/"
"8.G.A.4","Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/8/G/A/4/"
"8.G.A.5","Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. *For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so*.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/8/G/A/5/"
"8.G.B.6","Explain a proof of the Pythagorean Theorem and its converse.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/8/G/B/6/"
"8.G.B.7","Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/8/G/B/7/"
"8.G.B.8","Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/8/G/B/8/"
"8.G.C.9","Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.","Common Core Math","AGTC&HLT","08","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Geometry","http://corestandards.org/Math/Content/8/G/C/9/"
"8.NS.A.1","Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.","Common Core Math","NSO&AR","08","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/8/NS/A/1/"
"8.NS.A.2","Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π^2). *For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations*.","Common Core Math","NSO&AR","08","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Number System","http://corestandards.org/Math/Content/8/NS/A/2/"
"8.SP.A.1","Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.","Common Core Math","MDP&S","08","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/8/SP/A/1/"
"8.SP.A.2","Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.","Common Core Math","MDP&S","08","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/8/SP/A/2/"
"8.SP.A.3","Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. *For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height*.","Common Core Math","MDP&S","08","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/8/SP/A/3/"
"8.SP.A.4","Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. *For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?*","Common Core Math","MDP&S","08","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Statistics & Probability","http://corestandards.org/Math/Content/8/SP/A/4/"
"HSA-APR.A.1","Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Arithmetic with Polynomials & Rational Expressions","http://corestandards.org/Math/Content/HSA/APR/A/1/"
"HSA-APR.B.2","Know and apply the Remainder Theorem: For a polynomial *p*(*x*) and a number *a*, the remainder on division by *x - a* is *p*(*a*), so *p*(*a*) = 0 if and only if (*x - a*) is a factor of *p*(*x*).","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Arithmetic with Polynomials & Rational Expressions","http://corestandards.org/Math/Content/HSA/APR/B/2/"
"HSA-APR.B.3","Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Arithmetic with Polynomials & Rational Expressions","http://corestandards.org/Math/Content/HSA/APR/B/3/"
"HSA-APR.C.4","Prove polynomial identities and use them to describe numerical relationships. *For example, the polynomial identity (x^2 + y^2)^2 = (x^2 - y^2)^2 + (2xy)^2 can be used to generate Pythagorean triples.*","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Arithmetic with Polynomials & Rational Expressions","http://corestandards.org/Math/Content/HSA/APR/C/4/"
"HSA-APR.C.5","(+) Know and apply the Binomial Theorem for the expansion of (*x* + *y*)^*n* in powers of *x* and *y* for a positive integer *n*, where *x* and *y* are any numbers, with coefficients determined for example by Pascal's Triangle.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Arithmetic with Polynomials & Rational Expressions","http://corestandards.org/Math/Content/HSA/APR/C/5/"
"HSA-APR.D.6","Rewrite simple rational expressions in different forms; write ^*a*(*x*)/*b*(*x*) in the form *q*(*x*) + ^*r*(*x*)/*b*(*x*), where *a*(*x*), *b*(*x*), *q*(*x*), and *r*(*x*) are polynomials with the degree of *r*(*x*) less than the degree of *b*(*x*), using inspection, long division, or, for the more complicated examples, a computer algebra system.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Arithmetic with Polynomials & Rational Expressions","http://corestandards.org/Math/Content/HSA/APR/D/6/"
"HSA-APR.D.7","(+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Arithmetic with Polynomials & Rational Expressions","http://corestandards.org/Math/Content/HSA/APR/D/7/"
"HSA-CED.A.1","Create equations and inequalities in one variable and use them to solve problems. *Include equations arising from linear and quadratic functions, and simple rational and exponential functions*.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Creating Equations","http://corestandards.org/Math/Content/HSA/CED/A/1/"
"HSA-CED.A.2","Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Creating Equations","http://corestandards.org/Math/Content/HSA/CED/A/2/"
"HSA-CED.A.3","Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. *For example, represent inequalities describing nutritional and cost constraints on combinations of different foods*.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Creating Equations","http://corestandards.org/Math/Content/HSA/CED/A/3/"
"HSA-CED.A.4","Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. *For example, rearrange Ohm's law V = IR to highlight resistance R*.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Creating Equations","http://corestandards.org/Math/Content/HSA/CED/A/4/"
"HSA-REI.A.1","Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Reasoning with Equations & Inequalities","http://corestandards.org/Math/Content/HSA/REI/A/1/"
"HSA-REI.A.2","Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Reasoning with Equations & Inequalities","http://corestandards.org/Math/Content/HSA/REI/A/2/"
"HSA-REI.B.3","Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Reasoning with Equations & Inequalities","http://corestandards.org/Math/Content/HSA/REI/B/3/"
"HSA-REI.B.4","Solve quadratic equations in one variable.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Reasoning with Equations & Inequalities","http://corestandards.org/Math/Content/HSA/REI/B/4/"
"HSA-REI.B.4a","Use the method of completing the square to transform any quadratic equation in *x* into an equation of the form (*x* - *p*)^2 = *q* that has the same solutions. Derive the quadratic formula from this form.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Reasoning with Equations & Inequalities","http://corestandards.org/Math/Content/HSA/REI/B/4/a/"
"HSA-REI.B.4b","Solve quadratic equations by inspection (e.g., for *x*^2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as *a* ± *bi* for real numbers *a* and *b*.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Reasoning with Equations & Inequalities","http://corestandards.org/Math/Content/HSA/REI/B/4/b/"
"HSA-REI.C.5","Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Reasoning with Equations & Inequalities","http://corestandards.org/Math/Content/HSA/REI/C/5/"
"HSA-REI.C.6","Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Reasoning with Equations & Inequalities","http://corestandards.org/Math/Content/HSA/REI/C/6/"
"HSA-REI.C.7","Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line *y* = -3*x* and the circle *x*^2 + *y*^2 = 3.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Reasoning with Equations & Inequalities","http://corestandards.org/Math/Content/HSA/REI/C/7/"
"HSA-REI.C.8","(+) Represent a system of linear equations as a single matrix equation in a vector variable.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Reasoning with Equations & Inequalities","http://corestandards.org/Math/Content/HSA/REI/C/8/"
"HSA-REI.C.9","(+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Reasoning with Equations & Inequalities","http://corestandards.org/Math/Content/HSA/REI/C/9/"
"HSA-REI.D.10","Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Reasoning with Equations & Inequalities","http://corestandards.org/Math/Content/HSA/REI/D/10/"
"HSA-REI.D.11","Explain why the *x*-coordinates of the points where the graphs of the equations *y* = *f*(*x*) and *y* = *g*(*x*) intersect are the solutions of the equation *f*(*x*) = *g*(*x*); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where *f*(*x*) and/or *g*(*x*) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Reasoning with Equations & Inequalities","http://corestandards.org/Math/Content/HSA/REI/D/11/"
"HSA-REI.D.12","Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Reasoning with Equations & Inequalities","http://corestandards.org/Math/Content/HSA/REI/D/12/"
"HSA-SSE.A.1","Interpret expressions that represent a quantity in terms of its context.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Seeing Structure in Expressions","http://corestandards.org/Math/Content/HSA/SSE/A/1/"
"HSA-SSE.A.1a","Interpret parts of an expression, such as terms, factors, and coefficients.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Seeing Structure in Expressions","http://corestandards.org/Math/Content/HSA/SSE/A/1/a/"
"HSA-SSE.A.1b","Interpret complicated expressions by viewing one or more of their parts as a single entity. *For example, interpret P(1+r)^n as the product of P and a factor not depending on P*.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Seeing Structure in Expressions","http://corestandards.org/Math/Content/HSA/SSE/A/1/b/"
"HSA-SSE.A.2","Use the structure of an expression to identify ways to rewrite it. *For example, see x^4 - y^4 as (x^2)^2 - (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 - y^2)(x^2 + y^2)*.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Seeing Structure in Expressions","http://corestandards.org/Math/Content/HSA/SSE/A/2/"
"HSA-SSE.B.3","Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Seeing Structure in Expressions","http://corestandards.org/Math/Content/HSA/SSE/B/3/"
"HSA-SSE.B.3a","Factor a quadratic expression to reveal the zeros of the function it defines.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Seeing Structure in Expressions","http://corestandards.org/Math/Content/HSA/SSE/B/3/a/"
"HSA-SSE.B.3b","Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Seeing Structure in Expressions","http://corestandards.org/Math/Content/HSA/SSE/B/3/b/"
"HSA-SSE.B.3c","Use the properties of exponents to transform expressions for exponential functions. *For example the expression 1.15^t can be rewritten as (1.15^1/12)^12t ≈ 1.012^12t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%*.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Seeing Structure in Expressions","http://corestandards.org/Math/Content/HSA/SSE/B/3/c/"
"HSA-SSE.B.4","Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. *For example, calculate mortgage payments.*^*","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Seeing Structure in Expressions","http://corestandards.org/Math/Content/HSA/SSE/B/4/"
"HSF-BF.A.1","Write a function that describes a relationship between two quantities.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Building Functions","http://corestandards.org/Math/Content/HSF/BF/A/1/"
"HSF-BF.A.1a","Determine an explicit expression, a recursive process, or steps for calculation from a context.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Building Functions","http://corestandards.org/Math/Content/HSF/BF/A/1/a/"
"HSF-BF.A.1b","Combine standard function types using arithmetic operations. *For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model*.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Building Functions","http://corestandards.org/Math/Content/HSF/BF/A/1/b/"
"HSF-BF.A.1c","(+) Compose functions. *For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time*.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Building Functions","http://corestandards.org/Math/Content/HSF/BF/A/1/c/"
"HSF-BF.A.2","Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Building Functions","http://corestandards.org/Math/Content/HSF/BF/A/2/"
"HSF-BF.B.3","Identify the effect on the graph of replacing *f*(*x*) by *f*(*x*) + *k*,* k* *f*(*x*), *f*(*kx*), and *f*(*x* + *k*) for specific values of *k* (both positive and negative); find the value of *k* given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Building Functions","http://corestandards.org/Math/Content/HSF/BF/B/3/"
"HSF-BF.B.4","Find inverse functions.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Building Functions","http://corestandards.org/Math/Content/HSF/BF/B/4/"
"HSF-BF.B.4a","Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. *For example, f(x) =2 x^3 or f(x) = (x+1)/(x-1) for x ≠ 1*.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Building Functions","http://corestandards.org/Math/Content/HSF/BF/B/4/a/"
"HSF-BF.B.4b","(+) Verify by composition that one function is the inverse of another.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Building Functions","http://corestandards.org/Math/Content/HSF/BF/B/4/b/"
"HSF-BF.B.4c","(+) Read values of an inverse function from a graph or a table, given that the function has an inverse.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Building Functions","http://corestandards.org/Math/Content/HSF/BF/B/4/c/"
"HSF-BF.B.4d","(+) Produce an invertible function from a non-invertible function by restricting the domain.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Building Functions","http://corestandards.org/Math/Content/HSF/BF/B/4/d/"
"HSF-BF.B.5","(+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Building Functions","http://corestandards.org/Math/Content/HSF/BF/B/5/"
"HSF-IF.A.1","Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If *f* is a function and *x* is an element of its domain, then *f*(*x*) denotes the output of *f* corresponding to the input *x*. The graph of *f* is the graph of the equation *y* = *f*(*x*).","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Interpreting Functions","http://corestandards.org/Math/Content/HSF/IF/A/1/"
"HSF-IF.A.2","Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Interpreting Functions","http://corestandards.org/Math/Content/HSF/IF/A/2/"
"HSF-IF.A.3","Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. *For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1*.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Interpreting Functions","http://corestandards.org/Math/Content/HSF/IF/A/3/"
"HSF-IF.B.4","For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. *Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity*.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Interpreting Functions","http://corestandards.org/Math/Content/HSF/IF/B/4/"
"HSF-IF.B.5","Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. *For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.*^*","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Interpreting Functions","http://corestandards.org/Math/Content/HSF/IF/B/5/"
"HSF-IF.B.6","Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Interpreting Functions","http://corestandards.org/Math/Content/HSF/IF/B/6/"
"HSF-IF.C.7","Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Interpreting Functions","http://corestandards.org/Math/Content/HSF/IF/C/7/"
"HSF-IF.C.7a","Graph linear and quadratic functions and show intercepts, maxima, and minima.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Interpreting Functions","http://corestandards.org/Math/Content/HSF/IF/C/7/a/"
"HSF-IF.C.7b","Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Interpreting Functions","http://corestandards.org/Math/Content/HSF/IF/C/7/b/"
"HSF-IF.C.7c","Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Interpreting Functions","http://corestandards.org/Math/Content/HSF/IF/C/7/c/"
"HSF-IF.C.7d","(+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Interpreting Functions","http://corestandards.org/Math/Content/HSF/IF/C/7/d/"
"HSF-IF.C.7e","Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Interpreting Functions","http://corestandards.org/Math/Content/HSF/IF/C/7/e/"
"HSF-IF.C.8","Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Interpreting Functions","http://corestandards.org/Math/Content/HSF/IF/C/8/"
"HSF-IF.C.8a","Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Interpreting Functions","http://corestandards.org/Math/Content/HSF/IF/C/8/a/"
"HSF-IF.C.8b","Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)ᵗ, y = (0.97)ᵗ, y = (1.01)12ᵗ, y = (1.2)ᵗ/10, and classify them as representing exponential growth or decay.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Interpreting Functions","http://corestandards.org/Math/Content/HSF/IF/C/8/b/"
"HSF-IF.C.9","Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). *For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum*.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Interpreting Functions","http://corestandards.org/Math/Content/HSF/IF/C/9/"
"HSF-LE.A.1","Distinguish between situations that can be modeled with linear functions and with exponential functions.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Linear, Quadratic & Exponential Models","http://corestandards.org/Math/Content/HSF/LE/A/1/"
"HSF-LE.A.1a","Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Linear, Quadratic & Exponential Models","http://corestandards.org/Math/Content/HSF/LE/A/1/a/"
"HSF-LE.A.1b","Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Linear, Quadratic & Exponential Models","http://corestandards.org/Math/Content/HSF/LE/A/1/b/"
"HSF-LE.A.1c","Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Linear, Quadratic & Exponential Models","http://corestandards.org/Math/Content/HSF/LE/A/1/c/"
"HSF-LE.A.2","Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Linear, Quadratic & Exponential Models","http://corestandards.org/Math/Content/HSF/LE/A/2/"
"HSF-LE.A.3","Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Linear, Quadratic & Exponential Models","http://corestandards.org/Math/Content/HSF/LE/A/3/"
"HSF-LE.A.4","For exponential models, express as a logarithm the solution to *ab^ct* = *d* where *a*, *c*, and *d* are numbers and the base *b* is 2, 10, or *e*; evaluate the logarithm using technology.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Linear, Quadratic & Exponential Models","http://corestandards.org/Math/Content/HSF/LE/A/4/"
"HSF-LE.B.5","Interpret the parameters in a linear or exponential function in terms of a context.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Linear, Quadratic & Exponential Models","http://corestandards.org/Math/Content/HSF/LE/B/5/"
"HSF-TF.A.1","Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Trig Functions","http://corestandards.org/Math/Content/HSF/TF/A/1/"
"HSF-TF.A.2","Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Trig Functions","http://corestandards.org/Math/Content/HSF/TF/A/2/"
"HSF-TF.A.3","(+) Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for *x*, π + *x*, and 2π - *x* in terms of their values for *x*, where *x* is any real number.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Trig Functions","http://corestandards.org/Math/Content/HSF/TF/A/3/"
"HSF-TF.A.4","(+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Trig Functions","http://corestandards.org/Math/Content/HSF/TF/A/4/"
"HSF-TF.B.5","Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Trig Functions","http://corestandards.org/Math/Content/HSF/TF/B/5/"
"HSF-TF.B.6","(+) Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Trig Functions","http://corestandards.org/Math/Content/HSF/TF/B/6/"
"HSF-TF.B.7","(+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Trig Functions","http://corestandards.org/Math/Content/HSF/TF/B/7/"
"HSF-TF.C.8","Prove the Pythagorean identity sin^2(θ) + cos^2(θ) = 1 and use it to find  sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the  quadrant of the angle.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Trig Functions","http://corestandards.org/Math/Content/HSF/TF/C/8/"
"HSF-TF.C.9","(+) Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Trig Functions","http://corestandards.org/Math/Content/HSF/TF/C/9/"
"HSG-C.A.1","Prove that all circles are similar.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Circles","http://corestandards.org/Math/Content/HSG/C/A/1/"
"HSG-C.A.2","Identify and describe relationships among inscribed angles, radii, and chords. *Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Circles","http://corestandards.org/Math/Content/HSG/C/A/2/"
"HSG-C.A.3","*Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.*","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Circles","http://corestandards.org/Math/Content/HSG/C/A/3/"
"HSG-C.A.4","(+) Construct a tangent line from a point outside a given circle to the circle.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Circles","http://corestandards.org/Math/Content/HSG/C/A/4/"
"HSG-C.B.5","Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Circles","http://corestandards.org/Math/Content/HSG/C/B/5/"
"HSG-CO.A.1","Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Congruence","http://corestandards.org/Math/Content/HSG/CO/A/1/"
"HSG-CO.A.2","Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Congruence","http://corestandards.org/Math/Content/HSG/CO/A/2/"
"HSG-CO.A.3","Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Congruence","http://corestandards.org/Math/Content/HSG/CO/A/3/"
"HSG-CO.A.4","Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Congruence","http://corestandards.org/Math/Content/HSG/CO/A/4/"
"HSG-CO.A.5","Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Congruence","http://corestandards.org/Math/Content/HSG/CO/A/5/"
"HSG-CO.B.6","Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Congruence","http://corestandards.org/Math/Content/HSG/CO/B/6/"
"HSG-CO.B.7","Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Congruence","http://corestandards.org/Math/Content/HSG/CO/B/7/"
"HSG-CO.B.8","Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Congruence","http://corestandards.org/Math/Content/HSG/CO/B/8/"
"HSG-CO.C.9","Prove theorems about lines and angles. *Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints*.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Congruence","http://corestandards.org/Math/Content/HSG/CO/C/9/"
"HSG-CO.C.10","Prove theorems about triangles. *Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point*.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Congruence","http://corestandards.org/Math/Content/HSG/CO/C/10/"
"HSG-CO.C.11","Prove theorems about parallelograms. *Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals*.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Congruence","http://corestandards.org/Math/Content/HSG/CO/C/11/"
"HSG-CO.D.12","Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). *Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line*.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Congruence","http://corestandards.org/Math/Content/HSG/CO/D/12/"
"HSG-CO.D.13","Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Congruence","http://corestandards.org/Math/Content/HSG/CO/D/13/"
"HSG-GMD.A.1","Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. *Use dissection arguments, Cavalieri's principle, and informal limit arguments*.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Geometric Measurement & Dimension","http://corestandards.org/Math/Content/HSG/GMD/A/1/"
"HSG-GMD.A.2","*(+) Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and other solid figures.*","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Geometric Measurement & Dimension","http://corestandards.org/Math/Content/HSG/GMD/A/2/"
"HSG-GMD.A.3","Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Geometric Measurement & Dimension","http://corestandards.org/Math/Content/HSG/GMD/A/3/"
"HSG-GMD.B.4","Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Geometric Measurement & Dimension","http://corestandards.org/Math/Content/HSG/GMD/B/4/"
"HSG-GPE.A.1","Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Geometric Properties with Equations","http://corestandards.org/Math/Content/HSG/GPE/A/1/"
"HSG-GPE.A.2","Derive the equation of a parabola given a focus and directrix.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Geometric Properties with Equations","http://corestandards.org/Math/Content/HSG/GPE/A/2/"
"HSG-GPE.A.3","(+) Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Geometric Properties with Equations","http://corestandards.org/Math/Content/HSG/GPE/A/3/"
"HSG-GPE.B.4","Use coordinates to prove simple geometric theorems algebraically. *For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Geometric Properties with Equations","http://corestandards.org/Math/Content/HSG/GPE/B/4/"
"HSG-GPE.B.5","*Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).*","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Geometric Properties with Equations","http://corestandards.org/Math/Content/HSG/GPE/B/5/"
"HSG-GPE.B.6","Find the point on a directed line segment between two given points that partitions the segment in a given ratio.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Geometric Properties with Equations","http://corestandards.org/Math/Content/HSG/GPE/B/6/"
"HSG-GPE.B.7","Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.^*","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Geometric Properties with Equations","http://corestandards.org/Math/Content/HSG/GPE/B/7/"
"HSG-MG.A.1","Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Modeling with Geometry","http://corestandards.org/Math/Content/HSG/MG/A/1/"
"HSG-MG.A.2","Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Modeling with Geometry","http://corestandards.org/Math/Content/HSG/MG/A/2/"
"HSG-MG.A.3","Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Modeling with Geometry","http://corestandards.org/Math/Content/HSG/MG/A/3/"
"HSG-SRT.A.1","Verify experimentally the properties of dilations given by a center and a scale factor:","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Similarity, Right Triangles & Trig","http://corestandards.org/Math/Content/HSG/SRT/A/1/"
"HSG-SRT.A.1a","A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Similarity, Right Triangles & Trig","http://corestandards.org/Math/Content/HSG/SRT/A/1/a/"
"HSG-SRT.A.1b","The dilation of a line segment is longer or shorter in the ratio given by the scale factor.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Similarity, Right Triangles & Trig","http://corestandards.org/Math/Content/HSG/SRT/A/1/b/"
"HSG-SRT.A.2","Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Similarity, Right Triangles & Trig","http://corestandards.org/Math/Content/HSG/SRT/A/2/"
"HSG-SRT.A.3","Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Similarity, Right Triangles & Trig","http://corestandards.org/Math/Content/HSG/SRT/A/3/"
"HSG-SRT.B.4","Prove theorems about triangles. *Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Similarity, Right Triangles & Trig","http://corestandards.org/Math/Content/HSG/SRT/B/4/"
"HSG-SRT.B.5","*Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.*","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Similarity, Right Triangles & Trig","http://corestandards.org/Math/Content/HSG/SRT/B/5/"
"HSG-SRT.C.6","Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Similarity, Right Triangles & Trig","http://corestandards.org/Math/Content/HSG/SRT/C/6/"
"HSG-SRT.C.7","Explain and use the relationship between the sine and cosine of complementary angles.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Similarity, Right Triangles & Trig","http://corestandards.org/Math/Content/HSG/SRT/C/7/"
"HSG-SRT.C.8","Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Similarity, Right Triangles & Trig","http://corestandards.org/Math/Content/HSG/SRT/C/8/"
"HSG-SRT.D.9","(+) Derive the formula *A* = 1/2 *ab* sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Similarity, Right Triangles & Trig","http://corestandards.org/Math/Content/HSG/SRT/D/9/"
"HSG-SRT.D.10","(+) Prove the Laws of Sines and Cosines and use them to solve problems.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Similarity, Right Triangles & Trig","http://corestandards.org/Math/Content/HSG/SRT/D/10/"
"HSG-SRT.D.11","(+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Similarity, Right Triangles & Trig","http://corestandards.org/Math/Content/HSG/SRT/D/11/"
"HSN-CN.A.1","Know there is a complex number *i* such that *i*^2 = -1, and every complex number has the form *a + bi* with *a* and *b* real.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Complex Numbers","http://corestandards.org/Math/Content/HSN/CN/A/1/"
"HSN-CN.A.2","Use the relation *i*^2 = -1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Complex Numbers","http://corestandards.org/Math/Content/HSN/CN/A/2/"
"HSN-CN.A.3","(+) Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Complex Numbers","http://corestandards.org/Math/Content/HSN/CN/A/3/"
"HSN-CN.B.4","(+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Complex Numbers","http://corestandards.org/Math/Content/HSN/CN/B/4/"
"HSN-CN.B.5","(+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. *For example, (-1 + √3 i)^3 = 8 because (-1 + √3 i) has modulus 2 and argument 120°.*","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Complex Numbers","http://corestandards.org/Math/Content/HSN/CN/B/5/"
"HSN-CN.B.6","(+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Complex Numbers","http://corestandards.org/Math/Content/HSN/CN/B/6/"
"HSN-CN.C.7","Solve quadratic equations with real coefficients that have complex solutions.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Complex Numbers","http://corestandards.org/Math/Content/HSN/CN/C/7/"
"HSN-CN.C.8","(+) Extend polynomial identities to the complex numbers. *For example, rewrite x^2 + 4 as (x + 2i)(x - 2i)*.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Complex Numbers","http://corestandards.org/Math/Content/HSN/CN/C/8/"
"HSN-CN.C.9","(+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Complex Numbers","http://corestandards.org/Math/Content/HSN/CN/C/9/"
"HSN-Q.A.1","Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Quantities","http://corestandards.org/Math/Content/HSN/Q/A/1/"
"HSN-Q.A.2","Define appropriate quantities for the purpose of descriptive modeling.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Quantities","http://corestandards.org/Math/Content/HSN/Q/A/2/"
"HSN-Q.A.3","Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Quantities","http://corestandards.org/Math/Content/HSN/Q/A/3/"
"HSN-RN.A.1","Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. *For example, we define 5^1/3 to be the cube root of 5 because we want (5^1/3)^3 = 5^(1/3)3 to hold, so (5^1/3)^3 must equal 5*.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Real Numbers","http://corestandards.org/Math/Content/HSN/RN/A/1/"
"HSN-RN.A.2","Rewrite expressions involving radicals and rational exponents using the properties of exponents.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Real Numbers","http://corestandards.org/Math/Content/HSN/RN/A/2/"
"HSN-RN.B.3","Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Real Numbers","http://corestandards.org/Math/Content/HSN/RN/B/3/"
"HSN-VM.A.1","(+) Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., *v*, |*v*|, ||*v*||, *v*).","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/A/1/"
"HSN-VM.A.2","(+) Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/A/2/"
"HSN-VM.A.3","(+) Solve problems involving velocity and other quantities that can be represented by vectors.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/A/3/"
"HSN-VM.B.4","(+) Add and subtract vectors.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/B/4/"
"HSN-VM.B.4a","Add vectors end-to-end, component-wise, and by the parallelogram rule. Understand that the magnitude of a sum of two vectors is typically not the sum of the magnitudes.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/B/4/a/"
"HSN-VM.B.4b","Given two vectors in magnitude and direction form, determine the magnitude and direction of their sum.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/B/4/b/"
"HSN-VM.B.4c","Understand vector subtraction *v* - *w* as *v* + (-*w*), where -*w* is the additive inverse of *w*, with the same magnitude as *w* and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order, and perform vector subtraction component-wise.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/B/4/c/"
"HSN-VM.B.5","(+) Multiply a vector by a scalar.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/B/5/"
"HSN-VM.B.5a","Represent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise, e.g., as *c*(*v**x*, *v**y*) = (*cv**x*, *cv**y*).","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/B/5/a/"
"HSN-VM.B.5b","Compute the magnitude of a scalar multiple *c**v* using ||*c**v*|| = |*c*|*v*. Compute the direction of *c**v* knowing that when |*c*|*v* ≠ 0, the direction of *c**v* is either along *v* (for *c* > 0) or against *v* (for *c* < 0).","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/B/5/b/"
"HSN-VM.C.6","(+) Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/C/6/"
"HSN-VM.C.7","(+) Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/C/7/"
"HSN-VM.C.8","(+) Add, subtract, and multiply matrices of appropriate dimensions.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/C/8/"
"HSN-VM.C.9","(+) Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/C/9/"
"HSN-VM.C.10","(+) Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/C/10/"
"HSN-VM.C.11","(+) Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/C/11/"
"HSN-VM.C.12","(+) Work with 2 × 2 matrices as a transformations of the plane, and interpret the absolute value of the determinant in terms of area.","Common Core Math","NSO&AR","9,10,11,12","Math","Number Systems, Operations & Abstract Representation",NA,NA,NA,NA,NA,"Vector & Matrix Quantities","http://corestandards.org/Math/Content/HSN/VM/C/12/"
"HSS-CP.A.1","Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (""or,"" ""and,"" ""not"").","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Conditional Probability","http://corestandards.org/Math/Content/HSS/CP/A/1/"
"HSS-CP.A.2","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 this characterization to determine if they are independent.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Conditional Probability","http://corestandards.org/Math/Content/HSS/CP/A/2/"
"HSS-CP.A.3","Understand the conditional probability of *A* given *B* as *P*(*A* and *B*)/*P*(*B*), and interpret independence of *A* and *B* as saying that the conditional probability of *A* given *B* is the same as the probability of *A*, and the conditional probability of *B* given *A* is the same as the probability of *B*.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Conditional Probability","http://corestandards.org/Math/Content/HSS/CP/A/3/"
"HSS-CP.A.4","Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. *For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.*","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Conditional Probability","http://corestandards.org/Math/Content/HSS/CP/A/4/"
"HSS-CP.A.5","Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. *For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.*","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Conditional Probability","http://corestandards.org/Math/Content/HSS/CP/A/5/"
"HSS-CP.B.6","Find the conditional probability of *A* given *B* as the fraction of *B*'s outcomes that also belong to *A*, and interpret the answer in terms of the model.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Conditional Probability","http://corestandards.org/Math/Content/HSS/CP/B/6/"
"HSS-CP.B.7","Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret the answer in terms of the model.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Conditional Probability","http://corestandards.org/Math/Content/HSS/CP/B/7/"
"HSS-CP.B.8","(+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Conditional Probability","http://corestandards.org/Math/Content/HSS/CP/B/8/"
"HSS-CP.B.9","(+) Use permutations and combinations to compute probabilities of compound events and solve problems.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Conditional Probability","http://corestandards.org/Math/Content/HSS/CP/B/9/"
"HSS-IC.A.1","Understand statistics as a process for making inferences about population parameters based on a random sample from that population.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Inferences & Justifying Conclusions","http://corestandards.org/Math/Content/HSS/IC/A/1/"
"HSS-IC.A.2","Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. *For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model*?","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Inferences & Justifying Conclusions","http://corestandards.org/Math/Content/HSS/IC/A/2/"
"HSS-IC.B.3","*Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.*","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Inferences & Justifying Conclusions","http://corestandards.org/Math/Content/HSS/IC/B/3/"
"HSS-IC.B.4","Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Inferences & Justifying Conclusions","http://corestandards.org/Math/Content/HSS/IC/B/4/"
"HSS-IC.B.5","Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Inferences & Justifying Conclusions","http://corestandards.org/Math/Content/HSS/IC/B/5/"
"HSS-IC.B.6","Evaluate reports based on data.","Common Core Math","AGTC&HLT","9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Inferences & Justifying Conclusions","http://corestandards.org/Math/Content/HSS/IC/B/6/"
"HSS-ID.A.1","Represent data with plots on the real number line (dot plots, histograms, and box plots).","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Interpreting Categorical & Quantitative Data","http://corestandards.org/Math/Content/HSS/ID/A/1/"
"HSS-ID.A.2","Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Interpreting Categorical & Quantitative Data","http://corestandards.org/Math/Content/HSS/ID/A/2/"
"HSS-ID.A.3","Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Interpreting Categorical & Quantitative Data","http://corestandards.org/Math/Content/HSS/ID/A/3/"
"HSS-ID.A.4","Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Interpreting Categorical & Quantitative Data","http://corestandards.org/Math/Content/HSS/ID/A/4/"
"HSS-ID.B.5","Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Interpreting Categorical & Quantitative Data","http://corestandards.org/Math/Content/HSS/ID/B/5/"
"HSS-ID.B.6","Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Interpreting Categorical & Quantitative Data","http://corestandards.org/Math/Content/HSS/ID/B/6/"
"HSS-ID.B.6a","Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Interpreting Categorical & Quantitative Data","http://corestandards.org/Math/Content/HSS/ID/B/6/a/"
"HSS-ID.B.6b","Informally assess the fit of a function by plotting and analyzing residuals.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Interpreting Categorical & Quantitative Data","http://corestandards.org/Math/Content/HSS/ID/B/6/b/"
"HSS-ID.B.6c","Fit a linear function for a scatter plot that suggests a linear association.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Interpreting Categorical & Quantitative Data","http://corestandards.org/Math/Content/HSS/ID/B/6/c/"
"HSS-ID.C.7","Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Interpreting Categorical & Quantitative Data","http://corestandards.org/Math/Content/HSS/ID/C/7/"
"HSS-ID.C.8","Compute (using technology) and interpret the correlation coefficient of a linear fit.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Interpreting Categorical & Quantitative Data","http://corestandards.org/Math/Content/HSS/ID/C/8/"
"HSS-ID.C.9","Distinguish between correlation and causation.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Interpreting Categorical & Quantitative Data","http://corestandards.org/Math/Content/HSS/ID/C/9/"
"HSS-MD.A.1","(+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/HSS/MD/A/1/"
"HSS-MD.A.2","(+) Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/HSS/MD/A/2/"
"HSS-MD.A.3","(+) Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. *For example, find the theoretical probability distribution for the number of correct answers obtained by guessing on all five questions of a multiple-choice test where each question has four choices, and find the expected grade under various grading schemes.*","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/HSS/MD/A/3/"
"HSS-MD.A.4","(+) Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value. *For example, find a current data distribution on the number of TV sets per household in the United States, and calculate the expected number of sets per household. How many TV sets would you expect to find in 100 randomly selected households?*","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/HSS/MD/A/4/"
"HSS-MD.B.5","(+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/HSS/MD/B/5/"
"HSS-MD.B.5a","Find the expected payoff for a game of chance. *For example, find the expected winnings from a state lottery ticket or a game at a fast-food restaurant.*","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/HSS/MD/B/5/a/"
"HSS-MD.B.5b","Evaluate and compare strategies on the basis of expected values. *For example, compare a high-deductible versus a low-deductible automobile insurance policy using various, but reasonable, chances of having a minor or a major accident.*","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/HSS/MD/B/5/b/"
"HSS-MD.B.6","(+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/HSS/MD/B/6/"
"HSS-MD.B.7","(+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).","Common Core Math","MDP&S","9,10,11,12","Math","Measurement, Data, Probability & Statistics",NA,NA,NA,NA,NA,"Measurement & Data","http://corestandards.org/Math/Content/HSS/MD/B/7/"
"CCSS.Math.Practice.MP1","Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, ""Does this make sense?"" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.","Common Core Math","AGTC&HLT","K,1,2,3,4,5,6,7,8,9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Math Practice Anchor Standards","http://corestandards.org/Math/Practice/MP1/"
"CCSS.Math.Practice.MP2","Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to *decontextualize*—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to *contextualize*, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.","Common Core Math","AGTC&HLT","K,1,2,3,4,5,6,7,8,9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Math Practice Anchor Standards","http://corestandards.org/Math/Practice/MP2/"
"CCSS.Math.Practice.MP3","Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.","Common Core Math","AGTC&HLT","K,1,2,3,4,5,6,7,8,9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Math Practice Anchor Standards","http://corestandards.org/Math/Practice/MP3/"
"CCSS.Math.Practice.MP4","Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.","Common Core Math","AGTC&HLT","K,1,2,3,4,5,6,7,8,9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Math Practice Anchor Standards","http://corestandards.org/Math/Practice/MP4/"
"CCSS.Math.Practice.MP5","Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.","Common Core Math","AGTC&HLT","K,1,2,3,4,5,6,7,8,9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Math Practice Anchor Standards","http://corestandards.org/Math/Practice/MP5/"
"CCSS.Math.Practice.MP6","Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.","Common Core Math","AGTC&HLT","K,1,2,3,4,5,6,7,8,9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Math Practice Anchor Standards","http://corestandards.org/Math/Practice/MP6/"
"CCSS.Math.Practice.MP7","Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression *x*^2 + 9*x* + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 - 3(*x* - *y*)^2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers *x* and *y*.","Common Core Math","AGTC&HLT","K,1,2,3,4,5,6,7,8,9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Math Practice Anchor Standards","http://corestandards.org/Math/Practice/MP7/"
"CCSS.Math.Practice.MP8","Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (*y* - 2)/(*x* - 1) = 3. Noticing the regularity in the way terms cancel when expanding (*x* - 1)(*x* + 1), (*x* - 1)(*x*^2 + *x* + 1), and (*x* - 1)(*x*^3 + *x*2 + *x* + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content
The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathematical content in mathematics instruction.
The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations that begin with the word ""understand"" are often especially good opportunities to connect the practices to the content. Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices.
In this respect, those content standards which set an expectation of understanding are potential ""points of intersection"" between the Standards for Mathematical Content and the Standards for Mathematical Practice. These points of intersection are intended to be weighted toward central and generative concepts in the school mathematics curriculum that most merit the time, resources, innovative energies, and focus necessary to qualitatively improve the curriculum, instruction, assessment, professional development, and student achievement in mathematics.","Common Core Math","AGTC&HLT","K,1,2,3,4,5,6,7,8,9,10,11,12","Math","Algebra, Geometry, Trig, Calculus & Higher Level Thinking",NA,NA,NA,NA,NA,"Math Practice Anchor Standards","http://corestandards.org/Math/Practice/MP8/"
"AQDP-P1","Ask questions based on observations to find more information about the natural and/or designed world(s).","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-P2","Ask and/or identify questions that can be answered by an investigation.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-P3","Define a simple problem that can be solved through the development of a new or improved object or tool.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-E1","Ask questions about what would happen if a variable is changed.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-E2","Identify scientific (testable) and non-scientific (non-testable) questions.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-E3","Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-E4","Use prior knowledge to describe problems that can be solved.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-E5","Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-M1","Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-M2","Ask questions to identify and/or clarify evidence and/or the premise(s) of an argument.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-M3","Ask questions to determine relationships between independent and dependent variables and relationships in models.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-M4","Ask questions to clarify and/or refine a model, an explanation, or an engineering problem.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-M5","Ask questions that require sufficient and appropriate empirical evidence to answer.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-M6","Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-M7","Ask questions that challenge the premise(s) of an argument or the interpretation of a data set.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-M8","Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-H1","Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-H2","Ask questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-H3","Ask questions to determine relationships, including quantitative relationships, between independent and dependent variables.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-H4","Ask questions to clarify and refine a model, an explanation, or an engineering problem.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-H5","Evaluate a question to determine if it is testable and relevant.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-H6","Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-H7","Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of the design.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-H8","Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical and/or environmental considerations.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"AQDP-H9","Analyze complex real-world problems by specifying criteria and constraints for successful solutions.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Ask Questions & Define Problems","","","","",NA,NA
"MOD-P1","Distinguish between a model and the actual object, process, and/or events the model represents.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-P2","Compare models to identify common features and differences.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-P3","Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-P4","Develop a simple model based on evidence to represent a proposed object or tool.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-E1","Identify limitations of models.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-E2","Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-E3","Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-E4","Develop and/or use models to describe and/or predict phenomena.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-E5","Develop a diagram or simple physical prototype to convey a proposed object, tool, or process.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-E6","Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-M1","Evaluate limitations of a model for a proposed object or tool.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-M2","Develop or modify a model– based on evidence–to match what happens if a variable or component of a system is changed.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-M3","Use and/or develop a model of simple systems with uncertain and less predictable factors.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-M4","Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-M5","Develop and/or use a model to predict and/or describe phenomena.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-M6","Develop a model to describe unobservable mechanisms.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-M7","Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-H1","Evaluate merits and limitations of two different models of the same proposed tool, process, mechanism, or system in order to select or revise a model that best fits the evidence or design criteria.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-H2","Design a test of a model to ascertain its reliability.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-H3","Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-H4","Develop and/or use multiple types of models to provide mechanistic accounts and/or predict phenomena, and move flexibly between model types based on merits and limitations.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-H5","Use a model to provide mechanistic accounts of phenomena.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-H6","Develop a complex model that allows for manipulation and testing of a proposed process or system.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"MOD-H7","Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Developing & Using Models","","","","",NA,NA
"INV-P1","With guidance, plan and conduct an investigation in collaboration with peers.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-P2","Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-P3","Evaluate different ways of observing and/or measuring a phenomenon to determine which way can answer a question.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-P4","Make observations (firsthand or from media) to collect data that can be used to make comparisons.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-P5","Make observations (firsthand or from media) and/or measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-P6","Make predictions based on prior experiences.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-E1","Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-E2","Evaluate appropriate methods and/or tools for collecting data.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-E3","Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-E4","Make predictions about what would happen if a variable changes.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-E5","Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-M1","Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-M2","Conduct an investigation and/or evaluate and/or revise the experimental design to produce data to serve as the basis for evidence that meet the goals of the investigation.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-M3","Evaluate the accuracy of various methods for collecting data.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-M4","Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-M5","Collect data about the performance of a proposed object, tool, process, or system under a range of conditions.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-H1","Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible variables or effects and evaluate the confounding investigation’s design to ensure variables are controlled.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-H2","Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-H3","Plan and conduct an investigation or test a design solution in a safe and ethical manner including considerations of environmental, social, and personal impacts.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-H4","Select appropriate tools to collect, record, analyze, and evaluate data.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-H5","Make directional hypotheses that specify what happens to a dependent variable when an independent variable is manipulated.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"INV-H6","Manipulate variables and collect data about a complex model of a proposed process or system to identify failure points or improve performance relative to criteria for success or other variables.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Planning & Carrying out Investigations","","","","",NA,NA
"DATA-P1","Record information (observations, thoughts, and ideas).","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-P2","Use and share pictures, drawings, and/or writings of observations.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-P3","Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-P4","Compare predictions (based on prior experiences) to what occurred (observable events).","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-P5","Analyze data from tests of an object or tool to determine if it works as intended.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-E1","Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-E2","Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-E3","Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-E4","Analyze data to refine a problem statement or the design of a proposed object, tool, or process.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-E5","Use data to evaluate and refine design solutions.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-M1","Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-M2","Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-M3","Distinguish between causal and correlational relationships in data.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-M4","Analyze and interpret data to provide evidence for phenomena.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-M5","Apply concepts of statistics and probability (including mean, median, mode, and variability) to analyze and characterize data, using digital tools when feasible.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-M6","Consider limitations of data analysis (e.g., measurement error), and/or seek to improve precision and accuracy of data with better technological tools and methods (e.g., multiple trials).","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-M7","Analyze and interpret data to determine similarities and differences in findings.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-M8","Analyze data to define an optimal operational range for a proposed object, tool, process or system that best meets criteria for success.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-H1","Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-H2","Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-H3","Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-H4","Compare and contrast various types of data sets (e.g., self-generated, archival) to examine consistency of measurements and observations.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-H5","Evaluate the impact of new data on a working explanation and/or model of a proposed process or system.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"DATA-H6","Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Analyzing Data","","","","",NA,NA
"MATH-P1","Decide when to use qualitative vs. quantitative data.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-P2","Use counting and numbers to identify and describe patterns in the natural and designed world(s).","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-P3","Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-P4","Use quantitative data to compare two alternative solutions to a problem.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-E1","Decide if qualitative or quantitative data are best to determine whether a proposed object or tool meets criteria for success.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-E2","Organize simple data sets to reveal patterns that suggest relationships.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-E3","Describe, measure, estimate, and/or graph quantities such as area, volume, weight, and time to address scientific and engineering questions and problems.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-E4","Create and/or use graphs and/or charts generated from simple algorithms to compare alternative solutions to an engineering problem.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-M1","Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-M2","Use mathematical representations to describe and/or support scientific conclusions and design solutions.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-M3","Create algorithms (a series of ordered steps) to solve a problem.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-M4","Apply mathematical concepts and/or processes (such as ratio, rate, percent, basic operations, and simple algebra) to scientific and engineering questions and problems.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-M5","Use digital tools and/or mathematical concepts and arguments to test and compare proposed solutions to an engineering design problem.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-H1","Create and/or revise a computational model or simulation of a phenomenon, designed device, process, or system.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-H2","Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-H3","Apply techniques of algebra and functions to represent and solve scientific and engineering problems.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-H4","Use simple limit cases to test mathematical expressions, computer programs, algorithms, or simulations of a process or system to see if a model “makes sense” by comparing the outcomes with what is known about the real world.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-H5","Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, etc.).","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"MATH-H6","Use mathematical models and/or computer simulations to predict the effects of a design solution on systems and/or the interactions between systems.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Using Mathematics & Computational Thinking","","","","",NA,NA
"CEDS-P1","Use information from observations (firsthand and from media) to construct an evidence-based account for natural phenomena.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-P2","Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-P3","Generate and/or compare multiple solutions to a problem.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-E1","Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard).","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-E2","Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-E3","Identify the evidence that supports particular points in an explanation.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-E4","Apply scientific ideas to solve design problems.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-E5","Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-M1","Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-M2","Construct an explanation using models or representations.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-M3","Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-M4","Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real-world phenomena, examples, or events.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-M5","Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-M6","Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-M7","Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-M8","Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and re-testing.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-H1","Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-H2","Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-H3","Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-H4","Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"CEDS-H5","Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Constructing Explanations & Designing Solutions","","","","",NA,NA
"ARG-P1","Identify arguments that are supported by evidence.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-P2","Distinguish between explanations that account for all gathered evidence and those that do not.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-P3","Analyze why some evidence is relevant to a scientific question and some is not.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-P4","Distinguish between opinions and evidence in one’s own explanations.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-P5","Listen actively to arguments to indicate agreement or disagreement based on evidence, and/or to retell the main points of the argument.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-P6","Construct an argument with evidence to support a claim.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-P7","Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-E1","Compare and refine arguments based on an evaluation of the evidence presented.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-E2","Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-E3","Respectfully provide and receive critiques from peers about a proposed procedure, explanation or model by citing relevant evidence and posing specific questions.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-E4","Construct and/or support an argument with evidence, data, and/or a model.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-E5","Use data to evaluate claims about cause and effect.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-E6","Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-M1","Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different evidence and/or interpretations of facts.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-M2","Respectfully provide and receive critiques about one’s explanations, procedures, models and questions by citing relevant evidence and posing and responding to questions that elicit pertinent elaboration and detail.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-M3","Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-M4","Make an oral or written argument that supports or refutes the advertised performance of a device, process, or system, based on empirical evidence concerning whether or not the technology meets relevant criteria and constraints.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-M5","Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-H1","Compare and evaluate competing arguments or design solutions in light of currently accepted explanations, new evidence, limitations (e.g., trade-offs), constraints, and ethical issues.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-H2","Evaluate the claims, evidence, and/or reasoning behind currently accepted explanations or solutions to determine the merits of arguments.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-H3","Respectfully provide and/or receive critiques on scientific arguments by probing reasoning and evidence and challenging ideas and conclusions, responding thoughtfully to diverse perspectives, and determining what additional information is required to resolve contradictions.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-H4","Construct, use, and/or present an oral and written argument or counter- arguments based on data and evidence.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-H5","Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge, and student-generated evidence.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"ARG-H6","Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g., economic, societal, environmental, ethical considerations).","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Engaging in Argument from Evidence","","","","",NA,NA
"INFO-P1","Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-P2","Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-P3","Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question and/or supporting a scientific claim.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-P4","Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas.","NGSS","SEP","k,1,2","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-E1","Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-E2","Compare and/or combine across complex texts and/or other reliable media to support the engagement in other scientific and/or engineering practices.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-E3","Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-E4","Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-E5","Communicate scientific and/or technical information orally and/or in written formats, including various forms of media and may include tables, diagrams, and charts.","NGSS","SEP","3,4,5","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-M1","Critically read scientific texts adapted for classroom use to determine the central ideas and/or obtain scientific and/or technical information to describe patterns in and/or evidence about the natural and designed world(s).","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-M2","Integrate qualitative and/or quantitative scientific and/or technical information in written text with that contained in media and visual displays to clarify claims and findings.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-M3","Gather, read, synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-M4","Evaluate data, hypotheses, and/or conclusions in scientific and technical texts in light of competing information or accounts.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-M5","Communicate scientific and/or technical information (e.g., about a proposed object, tool, process, system) in writing and/or through oral presentations.","NGSS","SEP","6,7,8","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-H1","Critically read scientific literature adapted for classroom use to determine the central ideas or conclusions and/or to obtain scientific and/or technical information to summarize complex evidence, concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-H2","Compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-H3","Gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and usefulness of each source.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-H4","Evaluate the validity and reliability of and/or synthesize multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible.","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"INFO-H5","Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).","NGSS","SEP","9,10,11,12","Science","Science & Engineering Practices","Obtaining, Evaluating, & Communicating Information","","","","",NA,NA
"PS1.A-P1","Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Structure & Properties of Matter","2-PS1-1","Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.","Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.","",NA,NA
"PS1.A-P2","Different properties are suited to different purposes.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Structure & Properties of Matter","2-PS1-3","Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.","Examples of pieces could include blocks, building bricks, or other assorted small objects.","",NA,NA
"PS1.A-P3","A great variety of objects can be built up from a small set of pieces.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Structure & Properties of Matter","2-PS1-3","Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.","Examples of pieces could include blocks, building bricks, or other assorted small objects.","",NA,NA
"PS1.A-E1","Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Structure & Properties of Matter","5-PS1-1","Develop a model to describe that matter is made of particles too small to be seen.","Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.","Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.",NA,NA
"PS1.A-E2","The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Structure & Properties of Matter","5-PS1-2","Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.","Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.","Assessment does not include distinguishing mass and weight.",NA,NA
"PS1.A-E3","Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.)","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Structure & Properties of Matter","5-PS1-3","Make observations and measurements to identify materials based on their properties.","Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.","Assessment does not include density or distinguishing mass and weight.",NA,NA
"PS1.A-M1","Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Structure & Properties of Matter","MS-PS1-1","Develop models to describe the atomic composition of simple molecules and extended structures.","Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.","Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description of all individual atoms in a complex molecule or extended structure is not required.",NA,NA
"PS1.A-M2","Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Structure & Properties of Matter","MS-PS1-2","Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.","Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.","Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.",NA,NA
"PS1.A-M3","Gases and liquids are made of molecules or inert atoms that are moving about relative to each other.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Structure & Properties of Matter","MS-PS1-4","Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.","Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawing and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.","",NA,NA
"PS1.A-M4","In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Structure & Properties of Matter","MS-PS1-4","Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.","Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawing and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.","",NA,NA
"PS1.A-M5","Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals).","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Structure & Properties of Matter","MS-PS1-1","Develop models to describe the atomic composition of simple molecules and extended structures.","Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.","Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description of all individual atoms in a complex molecule or extended structure is not required.",NA,NA
"PS1.A-M6","The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Structure & Properties of Matter","MS-PS1-4","Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.","Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawing and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.","",NA,NA
"PS1.A-H1","Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Structure & Properties of Matter","HS-PS1-1","Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.","Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.","Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.",NA,NA
"PS1.A-H2","The periodic table orders elements horizontally by the number of protons in the atom's nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Structure & Properties of Matter","HS-PS1-1","Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.","Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.","Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.",NA,NA
"PS1.A-H3","The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Structure & Properties of Matter","HS-PS1-3","Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.","Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.","Assessment does not include Raoult’s law calculations of vapor pressure.",NA,NA
"PS1.A-H4","Stable forms of matter are those in which the electric and magnetic field energy is minimized. A stable molecule has less energy, by an amount known as the binding energy, than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Structure & Properties of Matter","HS-PS1-4","Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.","Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.","Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.",NA,NA
"PS1.B-P1","Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Chemical Reactions","2-PS1-4","Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.","Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.","",NA,NA
"PS1.B-E1","When two or more different substances are mixed, a new substance with different properties may be formed.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Chemical Reactions","5-PS1-2","Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.","Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.","Assessment does not include distinguishing mass and weight.",NA,NA
"PS1.B-E2","No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.)","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Chemical Reactions","MS-PS1-2","Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.","Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.","Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.",NA,NA
"PS1.B-M1","Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Chemical Reactions","MS-PS1-5","Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.","Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.","Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.",NA,NA
"PS1.B-M2","The total number of each type of atom is conserved, and thus the mass does not change.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Chemical Reactions","MS-PS1-6","Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.","Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.","Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.",NA,NA
"PS1.B-M3","Some chemical reactions release energy, others store energy.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Chemical Reactions","HS-PS1-4","Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.","Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.","Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.",NA,NA
"PS1.B-H1","Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Chemical Reactions","HS-PS1-6","Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.","Emphasis is on the application of Le Chatlier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.","Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.",NA,NA
"PS1.B-H2","In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Chemical Reactions","HS-PS1-7","Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.","Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques","Assessment does not include complex chemical reactions.]",NA,NA
"PS1.B-H3","The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Chemical Reactions","HS-PS1-8","Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.","Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.","Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.",NA,NA
"PS1.C-H1","Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Nuclear Processes","HS-ESS1-5","Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.","Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust increasing with distance away from a central ancient core (a result of past plate interactions).","",NA,NA
"PS1.C-H2","Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Nuclear Processes","HS-ESS1-6","Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.","Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.","",NA,NA
"PS2.A-P1","Pushes and pulls can have different strengths and directions.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Forces & Motion","3-PS2-1","Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.","Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.","Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.",NA,NA
"PS2.A-P2","Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Forces & Motion","3-PS2-2","Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.","Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.","Assessment does not include technical terms such as period and frequency.",NA,NA
"PS2.A-E1","Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.)","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Forces & Motion","K-PS2-1","Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.","Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.","Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.",NA,NA
"PS2.A-E2","The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Forces & Motion","K-PS2-1","Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.","Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.","Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.",NA,NA
"PS2.A-M1","For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law).","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Forces & Motion","MS-PS2-1","Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.","Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.","Assessment is limited to vertical or horizontal interactions in one dimension.",NA,NA
"PS2.A-M2","The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Forces & Motion","MS-PS2-2","Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.","Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.","Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.",NA,NA
"PS2.A-M3","All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Forces & Motion","MS-PS2-2","Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.","Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.","Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.",NA,NA
"PS2.A-H1","Newton’s second law accurately predicts changes in the motion of macroscopic objects.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Forces & Motion","HS-PS2-1","Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.","Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.","Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.",NA,NA
"PS2.A-H2","Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. In any system, total momentum is always conserved.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Forces & Motion","HS-PS2-2","Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.","Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.","Assessment is limited to systems of two macroscopic bodies moving in one dimension.",NA,NA
"PS2.A-H3","If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Forces & Motion","HS-PS2-2","Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.","Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.","Assessment is limited to systems of two macroscopic bodies moving in one dimension.",NA,NA
"PS2.B-P1","When objects touch or collide, they push on one another and can change motion.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Types of Interactions","K-PS2-1","Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.","Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.","Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.",NA,NA
"PS2.B-E1","Objects in contact exert forces on each other.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Types of Interactions","3-PS2-1","Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.","Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.","Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.",NA,NA
"PS2.B-E2","Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Types of Interactions","3-PS2-1","Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.","Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.","Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.",NA,NA
"PS2.B-E3","The gravitational force of Earth acting on an object near Earth's surface pulls that object toward the planet's center.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Types of Interactions","5-PS2-1","Support an argument that the gravitational force exerted by Earth on objects is directed down.","“Down” is a local description of the direction that points toward the center of the spherical Earth.","Assessment does not include mathematical representation of gravitational force.",NA,NA
"PS2.B-M1","Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects..","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Types of Interactions","MS-PS2-3","Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.","Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.","Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.",NA,NA
"PS2.B-M2","Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass (e.g., Earth and the Sun).","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Types of Interactions","MS-PS2-4","Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.","Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.","Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.",NA,NA
"PS2.B-M3","Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, a magnet, or a ball, respectively).","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Types of Interactions","MS-PS2-5","Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.","Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations.","Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.",NA,NA
"PS2.B-H1","Newton's law of universal gravitation and Coulomb's law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Types of Interactions","HS-PS2-4","Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.","Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.","Assessment is limited to systems with two objects.",NA,NA
"PS2.B-H2","Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Types of Interactions","HS-PS2-4","Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.","Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.","Assessment is limited to systems with two objects.",NA,NA
"PS2.B-H3","Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Types of Interactions","HS-PS2-6","Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.","Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.","Assessment is limited to provided molecular structures of specific designed materials.",NA,NA
"PS3.A-E1","The faster a given object is moving, the more energy it possesses.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Definitions of Energy","4-PS3-1","Use evidence to construct an explanation relating the speed of an object to the energy of that object.","Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.","",NA,NA
"PS3.A-E2","Energy can be moved from place to place by moving objects or through sound, light, or electric currents.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Definitions of Energy","4-PS3-2","Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.","Assessment does not include quantitative measurements of energy.","",NA,NA
"PS3.A-M1","Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Definitions of Energy","MS-PS3-1","Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.","Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.","",NA,NA
"PS3.A-M2","A system of objects may also contain stored (potential) energy, depending on their relative positions.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Definitions of Energy","MS-PS3-2","Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.","Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.","Assessment is limited to two objects and electric, magnetic, and gravitational interactions.",NA,NA
"PS3.A-M3","The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Definitions of Energy","MS-PS1-4","Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.","Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawing and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.","",NA,NA
"PS3.A-M4","The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system’s material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Definitions of Energy","MS-PS3-3","Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.","Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.","Assessment does not include calculating the total amount of thermal energy transferred.",NA,NA
"PS3.A-H1","Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Definitions of Energy","HS-PS3-1","Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.","Emphasis is on explaining the meaning of mathematical expressions used in the model.","Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.",NA,NA
"PS3.A-H2","At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Definitions of Energy","HS-PS3-2","Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).","Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.","",NA,NA
"PS3.A-H3","“Electrical energy” may mean energy stored in a battery or energy transmitted by electrical currents..","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Definitions of Energy","HS-PS2-5","Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.","Assessment is limited to designing and conducting investigations with provided materials and tools.","",NA,NA
"PS3.A-H4","These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Definitions of Energy","HS-PS3-2","Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).","Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.","",NA,NA
"PS3.B-P1","Sunlight warms Earth’s surface.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Conservation of Energy & Energy Transfer","K-PS3-1","Make observations to determine the effect of sunlight on Earth’s surface.","Examples of Earth’s surface could include sand, soil, rocks, and water","Assessment of temperature is limited to relative measures such as warmer/cooler.",NA,NA
"PS3.B-E1","Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Conservation of Energy & Energy Transfer","4-PS3-2","Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.","Assessment does not include quantitative measurements of energy.","",NA,NA
"PS3.B-E2","Light also transfers energy from place to place.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Conservation of Energy & Energy Transfer","4-PS3-2","Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.","Assessment does not include quantitative measurements of energy.","",NA,NA
"PS3.B-E3","Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Conservation of Energy & Energy Transfer","4-PS3-2","Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.","Assessment does not include quantitative measurements of energy.","",NA,NA
"PS3.B-M1","When the motion energy of an object changes, there is inevitably some other change in energy at the same time.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Conservation of Energy & Energy Transfer","MS-PS3-3","Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.","Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.","Assessment does not include calculating the total amount of thermal energy transferred.",NA,NA
"PS3.B-M2","The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Conservation of Energy & Energy Transfer","MS-PS3-4","Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.","Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.","Assessment does not include calculating the total amount of thermal energy transferred.",NA,NA
"PS3.B-M3","Energy is spontaneously transferred out of hotter regions or objects and into colder ones.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Conservation of Energy & Energy Transfer","MS-PS3-3","Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.","Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.","Assessment does not include calculating the total amount of thermal energy transferred.",NA,NA
"PS3.B-H1","Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Conservation of Energy & Energy Transfer","HS-PS3-1","Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.","Emphasis is on explaining the meaning of mathematical expressions used in the model.","Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.",NA,NA
"PS3.B-H2","Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Conservation of Energy & Energy Transfer","HS-PS3-1","Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.","Emphasis is on explaining the meaning of mathematical expressions used in the model.","Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.",NA,NA
"PS3.B-H3","Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Conservation of Energy & Energy Transfer","HS-PS3-1","Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.","Emphasis is on explaining the meaning of mathematical expressions used in the model.","Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.",NA,NA
"PS3.B-H4","The availability of energy limits what can occur in any system.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Conservation of Energy & Energy Transfer","HS-PS3-1","Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.","Emphasis is on explaining the meaning of mathematical expressions used in the model.","Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.",NA,NA
"PS3.B-H5","Uncontrolled systems always evolve toward more stable states–that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down).","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Conservation of Energy & Energy Transfer","HS-PS3-4","Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).","Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.","Assessment is limited to investigations based on materials and tools provided to students.",NA,NA
"PS3.C-P1","A bigger push or pull makes things speed up or slow down more quickly.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Relationship Between Energy & Forces","K-PS2-1","Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.","Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.","Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.",NA,NA
"PS3.C-E1","When objects collide, the contact forces transfer energy so as to change the objects’ motions.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Relationship Between Energy & Forces","4-PS3-3","Ask questions and predict outcomes about the changes in energy that occur when objects collide.","Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.","Assessment does not include quantitative measurements of energy.",NA,NA
"PS3.C-M1","When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Relationship Between Energy & Forces","MS-PS3-2","Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.","Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.","Assessment is limited to two objects and electric, magnetic, and gravitational interactions.",NA,NA
"PS3.C-H1","When two objects interacting through a field change relative position, the energy stored in the field is changed.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Relationship Between Energy & Forces","HS-PS3-5","Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.","Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.","Assessment is limited to systems containing two objects.",NA,NA
"PS3.D-E1","The expression “produce energy” typically refers to the conversion of stored energy into a desired form for practical use.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Energy in Chemical Processes & Everyday Life","4-PS3-4","Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.","Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.","Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.",NA,NA
"PS3.D-E2","The energy released [from] food was once energy from the Sun that was captured by plants in the chemical process that forms plant matter (from air and water).","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Energy in Chemical Processes & Everyday Life","5-PS3-1","Use models to describe that that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.","Examples of models could include diagrams, and flow charts.","",NA,NA
"PS3.D-M1","The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Energy in Chemical Processes & Everyday Life","MS-LS1-6","Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.","Emphasis is on tracing movement of matter and flow of energy.","Assessment does not include the biochemical mechanisms of photosynthesis.",NA,NA
"PS3.D-M2","Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Energy in Chemical Processes & Everyday Life","MS-LS1-7","Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.","Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.","Assessment does not include details of the chemical reactions for photosynthesis or respiration.",NA,NA
"PS3.D-H1","Nuclear fusion processes in the center of the Sun release the energy that ultimately reaches Earth as radiation.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Energy in Chemical Processes & Everyday Life","HS-ESS1-1","Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation.","Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.","Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.",NA,NA
"PS3.D-H2","The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Energy in Chemical Processes & Everyday Life","HS-LS2-5","Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.","Examples of models could include simulations and mathematical models.","Assessment does not include the specific chemical steps of photosynthesis and respiration.",NA,NA
"PS3.D-H3","Solar cells are human-made devices that likewise capture the Sun’s energy and produce electrical energy.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Energy in Chemical Processes & Everyday Life","HS-PS4-5","Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.","Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.","Assessments are limited to qualitative information. Assessments do not include band theory.",NA,NA
"PS3.D-H4","Although energy cannot be destroyed, it can be converted to less useful forms–for example, to thermal energy in the surrounding environment.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Energy in Chemical Processes & Everyday Life","HS-PS3-3","Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.","Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.","Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.",NA,NA
"PS4.A-P1","Sound can make matter vibrate, and vibrating matter can make sound.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Wave Properties","1-PS4-1","Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.","Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.","",NA,NA
"PS4.A-E1","Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Wave Properties","4-PS4-1","Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.","Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.","Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.",NA,NA
"PS4.A-E2","Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Wave Properties","4-PS4-1","Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.","Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.","Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.",NA,NA
"PS4.A-M1","A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Wave Properties","MS-PS4-1","Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.","Emphasis is on describing waves with both qualitative and quantitative thinking.","Assessment does not include electromagnetic waves and is limited to standard repeating waves.",NA,NA
"PS4.A-M2","A sound wave needs a medium through which it is transmitted.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Wave Properties","MS-PS4-2","Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.","Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.","Assessment is limited to qualitative applications pertaining to light and mechanical waves.",NA,NA
"PS4.A-H1","Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary: The discussion at this grade level is qualitative only; it can be based on the fact that two different sounds can pass a location in different directions without getting mixed up.)","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Wave Properties","HS-PS4-3","Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.","Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.","Assessment does not include using quantum theory.",NA,NA
"PS4.A-H2","The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Wave Properties","HS-PS4-1","Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.","Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.","Assessment is limited to algebraic relationships and describing those relationships qualitatively.",NA,NA
"PS4.A-H3","Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Wave Properties","HS-PS4-2","Evaluate questions about the advantages of using a digital transmission and storage of information.","Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.","",NA,NA
"PS4.A-H4","Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Wave Properties","HS-ESS2-3","Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.","Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.","",NA,NA
"PS4.B-P1","Objects can be seen only when light is available to illuminate them. Some objects give off their own light.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Electromagnetic Radiation","1-PS4-2","Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.","Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.","",NA,NA
"PS4.B-P2","Some materials allow light to pass through them, others allow only some light through, and still others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.)","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Electromagnetic Radiation","1-PS4-3","Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.","Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).","Assessment does not include the speed of light.",NA,NA
"PS4.B-E1","An object can be seen when light reflected from its surface enters the eyes.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Electromagnetic Radiation","4-PS4-2","Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.","Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.","",NA,NA
"PS4.B-M1","When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Electromagnetic Radiation","MS-PS4-2","Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.","Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.","Assessment is limited to qualitative applications pertaining to light and mechanical waves.",NA,NA
"PS4.B-M2","The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Electromagnetic Radiation","MS-PS4-2","Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.","Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.","Assessment is limited to qualitative applications pertaining to light and mechanical waves.",NA,NA
"PS4.B-M3","A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Electromagnetic Radiation","MS-PS4-2","Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.","Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.","Assessment is limited to qualitative applications pertaining to light and mechanical waves.",NA,NA
"PS4.B-M4","However, because light can travel through space, it cannot be a matter wave, like sound or water waves.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Electromagnetic Radiation","MS-PS4-2","Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.","Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.","Assessment is limited to qualitative applications pertaining to light and mechanical waves.",NA,NA
"PS4.B-H1","Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Electromagnetic Radiation","HS-PS4-3","Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.","Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.","Assessment does not include using quantum theory.",NA,NA
"PS4.B-H2","When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Electromagnetic Radiation","HS-PS4-4","Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.","Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.","Assessment is limited to qualitative descriptions.",NA,NA
"PS4.B-H3","Photovoltaic materials emit electrons when they absorb light of a high-enough frequency.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Electromagnetic Radiation","HS-PS4-5","Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.","Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.","Assessments are limited to qualitative information. Assessments do not include band theory.",NA,NA
"PS4.B-H4","Atoms of each element emit and absorb characteristic frequencies of light. These characteristics allow identification of the presence of an element, even in microscopic quantities.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Electromagnetic Radiation","HS-ESS1-2","Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.","Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).","",NA,NA
"PS4.C-P1","People use a variety of devices to communicate (send and receive information) over long distances.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Information Technologies & Instrumentation","1-PS4-4","Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.","Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats.","Assessment does not include technological details for how communication devices work.",NA,NA
"PS4.C-E1","Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information– convert it from digitized form to voice–and vice versa.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Information Technologies & Instrumentation","4-PS4-3","Generate and compare multiple solutions that use patterns to transfer information.","Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.","",NA,NA
"PS4.C-M1","Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Information Technologies & Instrumentation","MS-PS4-3","Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.","Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic cable to transmit light pulses, radio wave pulses in wifi devices, and conversion of stored binary patterns to make sound or text on a computer screen.","Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.",NA,NA
"PS4.C-H1","Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Information Technologies & Instrumentation","HS-PS4-5","Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.","Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.","Assessments are limited to qualitative information. Assessments do not include band theory.",NA,NA
"LS1.A-P1","All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Structure & Function","1-LS1-1","Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.","Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.","",NA,NA
"LS1.A-E1","Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Structure & Function","4-LS1-1","Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.","Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.","Assessment is limited to macroscopic structures within plant and animal systems.",NA,NA
"LS1.A-M1","All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular).","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Structure & Function","MS-LS1-1","Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.","Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells.","",NA,NA
"LS1.A-M2","Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Structure & Function","MS-LS1-2","Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.","Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.","Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.",NA,NA
"LS1.A-M3","In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Structure & Function","MS-LS1-3","Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.","Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.","Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.",NA,NA
"LS1.A-H1","Systems of specialized cells within organisms help them perform the essential functions of life.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Structure & Function","HS-LS1-1","Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.","Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.","",NA,NA
"LS1.A-H2","All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Structure & Function","HS-LS1-1","Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.","Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.","",NA,NA
"LS1.A-H3","Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Structure & Function","HS-LS1-2","Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.","Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.","Assessment does not include interactions and functions at the molecular or chemical reaction level.",NA,NA
"LS1.A-H4","Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Structure & Function","HS-LS1-3","Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.","Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.","Assessment does not include the cellular processes involved in the feedback mechanism.",NA,NA
"LS1.B-P1","Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Growth & Development of Organisms","1-LS1-2","Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.","Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).","",NA,NA
"LS1.B-E1","Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Growth & Development of Organisms","3-LS1-1","Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.","Changes organisms go through during their life form a pattern.","Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.",NA,NA
"LS1.B-M1","Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Growth & Development of Organisms","MS-LS3-2","Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.","Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.","",NA,NA
"LS1.B-M2","Animals engage in characteristic behaviors that increase the odds of reproduction.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Growth & Development of Organisms","MS-LS1-4","Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.","Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.","",NA,NA
"LS1.B-M3","Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Growth & Development of Organisms","MS-LS1-4","Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.","Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.","",NA,NA
"LS1.B-M4","Genetic factors as well as local conditions affect the growth of the adult plant.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Growth & Development of Organisms","MS-LS1-5","Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.","Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.","Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.",NA,NA
"LS1.B-H1","In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Growth & Development of Organisms","HS-LS1-4","Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.","Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.","",NA,NA
"LS1.C-P1","All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Organization for Matter & Energy Flow in Organisms","K-LS1-1","Use observations to describe patterns of what plants and animals (including humans) need to survive.","Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.","",NA,NA
"LS1.C-E1","Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Organization for Matter & Energy Flow in Organisms","5-PS3-1","Use models to describe that that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.","Examples of models could include diagrams, and flow charts.","",NA,NA
"LS1.C-E2","Plants acquire their material for growth chiefly from air and water.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Organization for Matter & Energy Flow in Organisms","5-LS1-1","Support an argument that plants get the materials they need for growth chiefly from air and water.","Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.","",NA,NA
"LS1.C-M1","Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Organization for Matter & Energy Flow in Organisms","MS-LS1-6","Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.","Emphasis is on tracing movement of matter and flow of energy.","Assessment does not include the biochemical mechanisms of photosynthesis.",NA,NA
"LS1.C-M2","Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Organization for Matter & Energy Flow in Organisms","MS-LS1-7","Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.","Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.","Assessment does not include details of the chemical reactions for photosynthesis or respiration.",NA,NA
"LS1.C-H1","The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Organization for Matter & Energy Flow in Organisms","HS-LS1-5","Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.","Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models","Assessment does not include specific biochemical steps.",NA,NA
"LS1.C-H2","The sugar molecules thus formed contain carbon, hydrogen, and oxygen; their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Organization for Matter & Energy Flow in Organisms","HS-LS1-6","Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.","Emphasis is on using evidence from models and simulations to support explanations.","Assessment does not include the details of the specific chemical reactions or identification of macromolecules.",NA,NA
"LS1.C-H3","As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Organization for Matter & Energy Flow in Organisms","HS-LS1-6","Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.","Emphasis is on using evidence from models and simulations to support explanations.","Assessment does not include the details of the specific chemical reactions or identification of macromolecules.",NA,NA
"LS1.C-H4","As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Organization for Matter & Energy Flow in Organisms","HS-LS1-7","Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.","Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration","Assessment should not include identification of the steps or specific processes involved in cellular respiration.",NA,NA
"LS1.D-P1","Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Information Processing","1-LS1-1","Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.","Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.","",NA,NA
"LS1.D-E1","Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Information Processing","4-LS1-2","Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.","Emphasis is on systems of information transfer.","Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.",NA,NA
"LS1.D-M1","Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Information Processing","MS-LS1-8","Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.","Assessment does not include mechanisms for the transmission of this information.","",NA,NA
"LS2.A-P1","Plants depend on water and light to grow.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Interdependent Relationships in Ecosystems","2-LS2-1","Plan and conduct an investigation to determine if plants need sunlight and water to grow.","Assessment is limited to testing one variable at a time.","",NA,NA
"LS2.A-P2","Plants depend on animals for pollination or to move their seeds around.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Interdependent Relationships in Ecosystems","2-LS2-2","Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.","","",NA,NA
"LS2.A-E1","The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plant parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Interdependent Relationships in Ecosystems","5-LS2-1","Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.","Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.","Assessment does not include molecular explanations.",NA,NA
"LS2.A-M1","Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Interdependent Relationships in Ecosystems","MS-LS2-1","Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.","Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.","",NA,NA
"LS2.A-M2","In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Interdependent Relationships in Ecosystems","MS-LS2-1","Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.","Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.","",NA,NA
"LS2.A-M3","Growth of organisms and population increases are limited by access to resources.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Interdependent Relationships in Ecosystems","MS-LS2-1","Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.","Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.","",NA,NA
"LS2.A-M4","Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Interdependent Relationships in Ecosystems","MS-LS2-2","Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.","Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.","",NA,NA
"LS2.A-H1","Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Interdependent Relationships in Ecosystems","HS-LS2-1","Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales","Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.","Assessment does not include deriving mathematical equations to make comparisons.",NA,NA
"LS2.B-E1","Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases and water from the environment and release waste matter (gas, liquid, or solid) back into the environment.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Cycles of Matter & Energy Transfer in Ecosystems","5-LS2-1","Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.","Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.","Assessment does not include molecular explanations.",NA,NA
"LS2.B-M1","Food webs are models that demonstrate how matter and energy are transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Cycles of Matter & Energy Transfer in Ecosystems","MS-LS2-3","Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.","Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.","Assessment does not include the use of chemical reactions to describe the processes.",NA,NA
"LS2.B-H1","Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Cycles of Matter & Energy Transfer in Ecosystems","HS-LS2-3","Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.","Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.","Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.",NA,NA
"LS2.B-H2","Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Cycles of Matter & Energy Transfer in Ecosystems","HS-LS2-4","Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem","Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.","Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.",NA,NA
"LS2.B-H3","Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geologic, and biological processes.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Cycles of Matter & Energy Transfer in Ecosystems","HS-LS2-5","Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.","Examples of models could include simulations and mathematical models.","Assessment does not include the specific chemical steps of photosynthesis and respiration.",NA,NA
"LS2.C-E1","When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Ecosystem Dynamics, Functioning, & Resilience","3-LS4-4","Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.","Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.","Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.",NA,NA
"LS2.C-M1","Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Ecosystem Dynamics, Functioning, & Resilience","MS-LS2-4","Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.","Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.","",NA,NA
"LS2.C-M2","Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Ecosystem Dynamics, Functioning, & Resilience","MS-LS2-5","Evaluate competing design solutions for maintaining biodiversity and ecosystem services.","Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.","",NA,NA
"LS2.C-H1","A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Ecosystem Dynamics, Functioning, & Resilience","HS-LS2-2","Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.","Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.","Assessment is limited to provided data.",NA,NA
"LS2.C-H2","Moreover, anthropogenic changes (induced by human activity) in the environment–including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change–can disrupt an ecosystem and threaten the survival of some species.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Ecosystem Dynamics, Functioning, & Resilience","HS-LS2-7","Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.","Examples of human activities can include urbanization, building dams, and dissemination of invasive species.","",NA,NA
"LS2.D-E1","Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Social Interactions & Group Behavior","3-LS2-1","Construct an argument that some animals form groups that help members survive.","","",NA,NA
"LS2.D-H1","Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Social Interactions & Group Behavior","HS-LS2-8","Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.","Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.","",NA,NA
"LS3.A-P1","Young animals are very much, but not exactly, like, their parents. Plants also are very much, but not exactly, like their parents.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Inheritance of Traits","1-LS3-1","Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.","Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.","Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.",NA,NA
"LS3.A-E1","Many characteristics of organisms are inherited from their parents.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Inheritance of Traits","3-LS3-1","Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.","Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.","Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.",NA,NA
"LS3.A-E2","Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Inheritance of Traits","3-LS3-2","Use evidence to support the explanation that traits can be influenced by the environment.","Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.","",NA,NA
"LS3.A-M1","Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Inheritance of Traits","MS-LS3-1","Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.","Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.","Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.",NA,NA
"LS3.A-M2","Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Inheritance of Traits","MS-LS3-2","Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.","Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.","",NA,NA
"LS3.A-H1","Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Inheritance of Traits","HS-LS3-1","Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.","Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.","",NA,NA
"LS3.B-P1","Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Variation of Traits","1-LS3-1","Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.","Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.","Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.",NA,NA
"LS3.B-E1","Different organisms vary in how they look and function because they have different inherited information.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Variation of Traits","3-LS3-1","Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.","Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.","Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.",NA,NA
"LS3.B-E2","The environment also affects the traits that an organism develops.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Variation of Traits","3-LS3-2","Use evidence to support the explanation that traits can be influenced by the environment.","Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.","",NA,NA
"LS3.B-M1","In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Variation of Traits","MS-LS3-2","Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.","Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.","",NA,NA
"LS3.B-M2","In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Variation of Traits","MS-LS3-1","Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.","Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.","Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.",NA,NA
"LS3.B-H1","In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Variation of Traits","HS-LS3-2","Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.","Emphasis is on using data to support arguments for the way variation occurs.] [Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.","Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.",NA,NA
"LS3.B-H2","Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus, the variation and distribution of traits observed depends on both genetic and environmental factors.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Variation of Traits","HS-LS3-2","Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.","Emphasis is on using data to support arguments for the way variation occurs.] [Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.","Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.",NA,NA
"LS4.A-E1","Some kinds of plants and animals that once lived on Earth are no longer found anywhere.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Evidence of Common Ancestry & Diversity","3-LS4-1","Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.","Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.","Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.",NA,NA
"LS4.A-E2","Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Evidence of Common Ancestry & Diversity","3-LS4-1","Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.","Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.","Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.",NA,NA
"LS4.A-M1","The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Evidence of Common Ancestry & Diversity","MS-LS4-1","Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.","Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.","Assessment does not include the names of individual species or geological eras in the fossil record.",NA,NA
"LS4.A-M2","Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Evidence of Common Ancestry & Diversity","MS-LS4-2","Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.","Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.","",NA,NA
"LS4.A-M3","Comparison of the embryological development of different species also reveals similarities that show relationships not evident in the fully formed anatomy.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Evidence of Common Ancestry & Diversity","MS-LS4-3","Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.","Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures.","Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.",NA,NA
"LS4.A-H1","Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Evidence of Common Ancestry & Diversity","HS-LS4-1","Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.","Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.","",NA,NA
"LS4.B-E1","Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Natural Selection","3-LS4-2","Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.","Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.","",NA,NA
"LS4.B-M1","Natural selection leads to the predominance of certain traits in a population, and the suppression of others.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Natural Selection","MS-LS4-4","Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.","Emphasis is on using simple probability statements and proportional reasoning to construct explanations.","",NA,NA
"LS4.B-M2","In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Natural Selection","MS-LS4-5","Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.","Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.","",NA,NA
"LS4.B-H1","Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information–that is, trait variation–that leads to differences in performance among individuals.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Natural Selection","HS-LS4-2","Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.","Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.","Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.",NA,NA
"LS4.B-H2","The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Natural Selection","HS-LS4-3","Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.","Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.","Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.",NA,NA
"LS4.C-E1","For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Adaptation","3-LS4-3","Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.","Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.","",NA,NA
"LS4.C-M1","Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Adaptation","MS-LS4-6","Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.","Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.","Assessment does not include Hardy Weinberg calculations.",NA,NA
"LS4.C-H1","Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Adaptation","HS-LS4-2","Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.","Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.","Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.",NA,NA
"LS4.C-H2","Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Adaptation","HS-LS4-3","Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.","Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.","Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.",NA,NA
"LS4.C-H3","Adaptation also means that the distribution of traits in a population can change when conditions change.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Adaptation","HS-LS4-3","Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.","Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.","Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.",NA,NA
"LS4.C-H4","Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline-and sometimes the extinction-of some species.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Adaptation","HS-LS4-5","Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.","Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.","",NA,NA
"LS4.C-H5","Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Adaptation","HS-LS4-5","Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.","Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.","",NA,NA
"LS4.D-P1","There are many different kinds of living things in any area, and they exist in different places on land and in water.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Biodiversity & Humans","2-LS4-1","Make observations of plants and animals to compare the diversity of life in different habitats.","Emphasis is on the diversity of living things in each of a variety of different habitats.","Assessment does not include specific animal and plant names in specific habitats.",NA,NA
"LS4.D-E1","Populations live in a variety of habitats, and change in those habitats affects the organisms living there.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Biodiversity & Humans","3-LS4-4","Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.","Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.","Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.",NA,NA
"LS4.D-M1","Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on–for example, water purification and recycling.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Biodiversity & Humans","MS-LS2-5","Evaluate competing design solutions for maintaining biodiversity and ecosystem services.","Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.","",NA,NA
"LS4.D-H1","Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction).","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Biodiversity & Humans","HS-LS2-7","Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.","Examples of human activities can include urbanization, building dams, and dissemination of invasive species.","",NA,NA
"LS4.D-H2","Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus, sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Biodiversity & Humans","HS-LS4-6","Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.","Emphasis is on designing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species.","",NA,NA
"ESS1.A-P1","Patterns of the motion of the Sun, Moon, and stars in the sky can be observed, described, and predicted.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","The Universe & Its Stars","1-ESS1-1","Use observations of the sun, moon, and stars to describe patterns that can be predicted.","Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.","Assessment of star patterns is limited to stars being seen at night and not during the day.",NA,NA
"ESS1.A-E1","The Sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","The Universe & Its Stars","5-ESS1-1","Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth.","Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).","",NA,NA
"ESS1.A-M1","Patterns of the apparent motion of the Sun, the Moon, and stars in the sky can be observed, described, predicted, and explained with models.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","The Universe & Its Stars","MS-ESS1-1","Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.","Examples of models can be physical, graphical, or conceptual.","",NA,NA
"ESS1.A-M2","Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","The Universe & Its Stars","MS-ESS1-2","Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.","Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).","Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.",NA,NA
"ESS1.A-H1","The star called the Sun is changing and will burn out over a life span of approximately 10 billion years.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","The Universe & Its Stars","HS-ESS1-1","Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation.","Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.","Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.",NA,NA
"ESS1.A-H2","The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","The Universe & Its Stars","HS-ESS1-2","Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.","Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).","",NA,NA
"ESS1.A-H3","The big bang theory is supported by observations of distant galaxies receding from our own, of the measured composition of stars and nonstellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","The Universe & Its Stars","HS-ESS1-2","Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.","Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).","",NA,NA
"ESS1.A-H4","Other than the hydrogen and helium formed at the time of the big bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","The Universe & Its Stars","HS-ESS1-2","Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.","Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).","",NA,NA
"ESS1.B-P1","Seasonal patterns of Sunrise and Sunset can be observed, described, and predicted.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Earth & the Solar System","1-ESS1-2","Make observations at different times of year to relate the amount of daylight to the time of year.","Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.","Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.",NA,NA
"ESS1.B-E1","The orbits of Earth around the Sun and of the Moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the Sun, Moon, and stars at different times of the day, month, and year.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Earth & the Solar System","5-ESS1-2","Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.","Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.","Assessment does not include causes of seasons.",NA,NA
"ESS1.B-M1","The solar system consists of the Sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the Sun by its gravitational pull on them.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Earth & the Solar System","MS-ESS1-2","Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.","Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).","Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.",NA,NA
"ESS1.B-M2","This model of the solar system can explain eclipses of the Sun and the Moon. Earth’s spin axis is fixed in direction over the short term but tilted relative to its orbit around the Sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Earth & the Solar System","MS-ESS1-1","Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.","Examples of models can be physical, graphical, or conceptual.","",NA,NA
"ESS1.B-M3","The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Earth & the Solar System","MS-ESS1-2","Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.","Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).","Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.",NA,NA
"ESS1.B-H1","Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the Sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Earth & the Solar System","HS-ESS1-4","Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.","Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.","Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus.",NA,NA
"ESS1.B-H2","Cyclical changes in the shape of Earth’s orbit around the Sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of Sunlight falling on the Earth. These phenomena cause a cycle of ice ages and other gradual climate changes.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Earth & the Solar System","HS-ESS2-4","Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.","Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.","Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.",NA,NA
"ESS1.C-P1","Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","The History of Planet Earth","2-ESS1-1","Use information from several sources to provide evidence that Earth events can occur quickly or slowly.","Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.","Assessment does not include quantitative measurements of timescales.",NA,NA
"ESS1.C-E1","Local, regional, and global patterns of rock formations reveal changes over time due to Earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","The History of Planet Earth","4-ESS1-1","Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes in a landscape over time.","Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; and, a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.","Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.",NA,NA
"ESS1.C-M1","The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","The History of Planet Earth","MS-ESS1-4","Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.","Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.","Assessment does not include recalling the names of specific periods or epochs and events within them.",NA,NA
"ESS1.C-M2","Tectonic processes continually generate new ocean seafloor at ridges and destroy old seafloor at trenches.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","The History of Planet Earth","MS-ESS2-3","Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.","Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).","Paleomagnetic anomalies in oceanic and continental crust are not assessed.",NA,NA
"ESS1.C-H1","Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","The History of Planet Earth","HS-ESS1-5","Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.","Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust increasing with distance away from a central ancient core (a result of past plate interactions).","",NA,NA
"ESS1.C-H2","Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","The History of Planet Earth","HS-ESS1-6","Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.","Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.","",NA,NA
"ESS2.A-P1","Wind and water can change the shape of the land.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Earth Materials & Systems","2-ESS2-1","Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.","Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.","",NA,NA
"ESS2.A-E1","Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Earth Materials & Systems","5-ESS2-1","Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.","Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.","Assessment is limited to the interactions of two systems at a time.",NA,NA
"ESS2.A-E2","Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Earth Materials & Systems","4-ESS2-1","Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.","Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.","Assessment is limited to a single form of weathering or erosion.",NA,NA
"ESS2.A-M1","All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the Sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Earth Materials & Systems","MS-ESS2-1","Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.","Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.","Assessment does not include the identification and naming of minerals.",NA,NA
"ESS2.A-M2","The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Earth Materials & Systems","MS-ESS2-2","Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.","Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.","",NA,NA
"ESS2.A-H1","Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Earth Materials & Systems","HS-ESS2-1","Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.","Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).","Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface.",NA,NA
"ESS2.A-H2","Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, and a solid mantle and crust. Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Earth Materials & Systems","HS-ESS2-3","Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.","Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.","",NA,NA
"ESS2.A-H3","The geologic record shows that changes to global and regional climate can be caused by interactions among changes in the Sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Earth Materials & Systems","HS-ESS2-4","Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.","Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.","Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.",NA,NA
"ESS2.B-P1","Maps show where things are located. One can map the shapes and kinds of land and water in any area.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Plate Tectonics & Large-Scale System Interactions","2-ESS2-2","Develop a model to represent the shapes and kinds of land and bodies of water in an area.","Assessment does not include quantitative scaling in models.","",NA,NA
"ESS2.B-E1","The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features of Earth.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Plate Tectonics & Large-Scale System Interactions","4-ESS2-2","Analyze and interpret data from maps to describe patterns of Earth’s features.","Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.","",NA,NA
"ESS2.B-M1","Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Plate Tectonics & Large-Scale System Interactions","MS-ESS2-3","Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.","Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).","Paleomagnetic anomalies in oceanic and continental crust are not assessed.",NA,NA
"ESS2.B-H1","The radioactive decay of unstable isotopes continually generates new energy within Earth’s crust and mantle, providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Plate Tectonics & Large-Scale System Interactions","HS-ESS2-3","Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.","Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.","",NA,NA
"ESS2.B-H2","Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Plate Tectonics & Large-Scale System Interactions","HS-ESS1-5","Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.","Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust increasing with distance away from a central ancient core (a result of past plate interactions).","",NA,NA
"ESS2.B-H3","Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Plate Tectonics & Large-Scale System Interactions","HS-ESS2-1","Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.","Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).","Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface.",NA,NA
"ESS2.C-P1","Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","The Roles of Water in Earth’s Surface Processes","2-ESS2-3","Obtain information to identify where water is found on Earth and that it can be solid or liquid.","","",NA,NA
"ESS2.C-E1","Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","The Roles of Water in Earth’s Surface Processes","5-ESS2-2","Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.","Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.","",NA,NA
"ESS2.C-M1","Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","The Roles of Water in Earth’s Surface Processes","MS-ESS2-4","Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.","Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.","A quantitative understanding of the latent heats of vaporization and fusion is not assessed.",NA,NA
"ESS2.C-M2","The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","The Roles of Water in Earth’s Surface Processes","MS-ESS2-5","Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.","Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).","Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.",NA,NA
"ESS2.C-M3","Global movements of water and its changes in form are propelled by sunlight and gravity.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","The Roles of Water in Earth’s Surface Processes","MS-ESS2-4","Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.","Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.","A quantitative understanding of the latent heats of vaporization and fusion is not assessed.",NA,NA
"ESS2.C-M4","Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","The Roles of Water in Earth’s Surface Processes","MS-ESS2-6","Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.","Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations","Assessment does not include the dynamics of the Coriolis effect.",NA,NA
"ESS2.C-M5","Water’s movements–both on the land and underground–cause weathering and erosion, which change the land’s surface features and create underground formations.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","The Roles of Water in Earth’s Surface Processes","MS-ESS2-2","Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.","Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.","",NA,NA
"ESS2.C-H1","The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit Sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","The Roles of Water in Earth’s Surface Processes","HS-ESS2-5","Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.","Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).","",NA,NA
"ESS2.D-P1","Weather is the combination of Sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Weather & Climate","K-ESS2-1","Use and share observations of local weather conditions to describe patterns over time.","Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.","Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.",NA,NA
"ESS2.D-E1","Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Weather & Climate","3-ESS2-1","Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.","Examples of data could include average temperature, precipitation, and wind direction.","Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.",NA,NA
"ESS2.D-E2","Climate describes a range of an area’s typical weather conditions and the extent to which those conditions vary over years.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Weather & Climate","3-ESS2-2","Obtain and combine information to describe climates in different regions of the world.","","",NA,NA
"ESS2.D-M1","Weather and climate are influenced by interactions involving Sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Weather & Climate","MS-ESS2-6","Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.","Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations","Assessment does not include the dynamics of the Coriolis effect.",NA,NA
"ESS2.D-M2","Because these patterns are so complex, weather can only be predicted probabilistically.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Weather & Climate","MS-ESS2-5","Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.","Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).","Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.",NA,NA
"ESS2.D-M3","The ocean exerts a major influence on weather and climate by absorbing energy from the Sun, releasing it over time, and globally redistributing it through ocean currents.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Weather & Climate","MS-ESS2-6","Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.","Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations","Assessment does not include the dynamics of the Coriolis effect.",NA,NA
"ESS2.D-H1","The foundation for Earth’s global climate systems is the electromagnetic radiation from the Sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Weather & Climate","HS-ESS2-4","Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.","Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.","Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.",NA,NA
"ESS2.D-H2","Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Weather & Climate","HS-ESS2-6","Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.","Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.","",NA,NA
"ESS2.D-H3","Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Weather & Climate","HS-ESS2-6","Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.","Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.","",NA,NA
"ESS2.D-H4","Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Weather & Climate","HS-ESS3-6","Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.","Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.","Assessment does not include running computational representations but is limited to using the published results of scientific computational models.",NA,NA
"ESS2.E-P1","Plants and animals can change their environment.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Biogeology","K-ESS2-2","Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.","Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.","",NA,NA
"ESS2.E-E1","Living things affect the physical characteristics of their regions.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Biogeology","4-ESS2-1","Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.","Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.","Assessment is limited to a single form of weathering or erosion.",NA,NA
"ESS2.E-H1","The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Biogeology","HS-ESS2-7","Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.","Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.","Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.",NA,NA
"ESS3.A-P1","Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Natural Resources","K-ESS3-1","Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.","Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.","",NA,NA
"ESS3.A-E1","Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Natural Resources","4-ESS3-1","Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.","Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.","",NA,NA
"ESS3.A-M1","Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Natural Resources","MS-ESS3-1","Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.","Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock)","",NA,NA
"ESS3.A-H1","Resource availability has guided the development of human society.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Natural Resources","HS-ESS3-1","Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.","Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.","",NA,NA
"ESS3.A-H2","All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Natural Resources","HS-ESS3-2","Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.","Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems–not what should happen.","",NA,NA
"ESS3.B-P1","Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Natural Hazards","K-ESS3-2","Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.","Emphasis is on local forms of severe weather.","",NA,NA
"ESS3.B-E1","A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Natural Hazards","3-ESS3-1","Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.","Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.","",NA,NA
"ESS3.B-M1","Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces, can help forecast the locations and likelihoods of future events.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Natural Hazards","MS-ESS3-2","Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.","Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).","",NA,NA
"ESS3.B-H1","Natural hazards and other geologic events have shaped the course of human history; they have significantly altered the sizes of human populations and have driven human migrations.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Natural Hazards","HS-ESS3-1","Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.","Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.","",NA,NA
"ESS3.C-P1","Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Human Impacts on Earth Systems","K-ESS3-3","Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.","Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.","",NA,NA
"ESS3.C-E1","Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Human Impacts on Earth Systems","5-ESS3-1","Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.","","",NA,NA
"ESS3.C-M1","Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Human Impacts on Earth Systems","MS-ESS3-3","Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.","Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).","",NA,NA
"ESS3.C-M2","Typically as human populations and per capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Human Impacts on Earth Systems","MS-ESS3-3","Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.","Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).","",NA,NA
"ESS3.C-H1","The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Human Impacts on Earth Systems","HS-ESS3-3","Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.","Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.","Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.",NA,NA
"ESS3.C-H2","Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Human Impacts on Earth Systems","HS-ESS3-4","Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.","Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).","",NA,NA
"ESS3.D-M1","Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior, and on applying that knowledge wisely in decisions and activities.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Global Climate Change","MS-ESS3-5","Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.","Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.","",NA,NA
"ESS3.D-H1","Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Global Climate Change","HS-ESS3-5","Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.","Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).","Assessment is limited to one example of a climate change and its associated impacts.",NA,NA
"ESS3.D-H2","Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Global Climate Change","HS-ESS3-6","Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.","Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.","Assessment does not include running computational representations but is limited to using the published results of scientific computational models.",NA,NA
"ETS1.A-P1","A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Defining & Delimiting an Engineering Problem","K-2-ETS1-1","Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.","","",NA,NA
"ETS1.A-P2","Asking questions, making observations, and gathering information are helpful in thinking about problems.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Defining & Delimiting an Engineering Problem","K-2-ETS1-1","Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.","","",NA,NA
"ETS1.A-P3","Before beginning to design a solution, it is important to clearly understand the problem.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Defining & Delimiting an Engineering Problem","K-2-ETS1-1","Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.","","",NA,NA
"ETS1.A-E1","Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Defining & Delimiting an Engineering Problem","3-5-ETS1-1","Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.","","",NA,NA
"ETS1.A-M1","The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Defining & Delimiting an Engineering Problem","MS-ETS1-1","Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions","","",NA,NA
"ETS1.A-H1","Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Defining & Delimiting an Engineering Problem","HS-ETS1-1","Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.","","",NA,NA
"ETS1.A-H2","Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Defining & Delimiting an Engineering Problem","HS-ETS1-1","Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.","","",NA,NA
"ETS1.B-P1","Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Developing Possible Solutions","K-2-ETS1-2","Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.","","",NA,NA
"ETS1.B-E1","Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Developing Possible Solutions","3-5-ETS1-2","Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.","","",NA,NA
"ETS1.B-E2","Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Developing Possible Solutions","3-5-ETS1-3","Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.","","",NA,NA
"ETS1.B-E3","At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Developing Possible Solutions","3-5-ETS1-2","Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.","","",NA,NA
"ETS1.B-M1","A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Developing Possible Solutions","MS-ETS1-4","Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.","","",NA,NA
"ETS1.B-M2","There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Developing Possible Solutions","MS-ETS1-3","Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.","","",NA,NA
"ETS1.B-M3","Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Developing Possible Solutions","MS-ETS1-3","Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.","","",NA,NA
"ETS1.B-M4","Models of all kinds are important for testing solutions.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Developing Possible Solutions","MS-ETS1-4","Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.","","",NA,NA
"ETS1.B-H1","When evaluating solutions it is important to take into account a range of constraints including cost, safety, reliability, and aesthetics and to consider social, cultural, and environmental impacts.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Developing Possible Solutions","HS-ETS1-3","Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.","","",NA,NA
"ETS1.B-H2","Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Developing Possible Solutions","HS-ETS1-4","Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.","","",NA,NA
"ETS1.C-P1","Because there is always more than one possible solution to a problem, it is useful to compare and test designs.","NGSS","DCI","k,1,2","Science","Disciplinary Core ideas","Optimizing the Design Solution","K-2-ETS1-3","Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.","","",NA,NA
"ETS1.C-E1","Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.","NGSS","DCI","3,4,5","Science","Disciplinary Core ideas","Optimizing the Design Solution","3-5-ETS1-3","Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.","","",NA,NA
"ETS1.C-M1","Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process–that is, some of the characteristics may be incorporated into the new design.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Optimizing the Design Solution","MS-ETS1-3","Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.","","",NA,NA
"ETS1.C-M2","The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.","NGSS","DCI","6,7,8","Science","Disciplinary Core ideas","Optimizing the Design Solution","MS-ETS1-4","Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.","","",NA,NA
"ETS1.C-H1","Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed.","NGSS","DCI","9,10,11,12","Science","Disciplinary Core ideas","Optimizing the Design Solution","HS-ETS1-2","Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.","","",NA,NA
"PAT-P1","Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.","NGSS","CCC","k,1,2","Science","Cross-Cutting Concepts","Patterns","","","","",NA,NA
"PAT-E1","Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena and designed products.","NGSS","CCC","3,4,5","Science","Cross-Cutting Concepts","Patterns","","","","",NA,NA
"PAT-E2","Patterns of change can be used to make predictions.","NGSS","CCC","3,4,5","Science","Cross-Cutting Concepts","Patterns","","","","",NA,NA
"PAT-E3","Patterns can be used as evidence to support an explanation.","NGSS","CCC","3,4,5","Science","Cross-Cutting Concepts","Patterns","","","","",NA,NA
"PAT-M1","Macroscopic patterns are related to the nature of microscopic and atomic-level structure.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Patterns","","","","",NA,NA
"PAT-M2","Patterns in rates of change and other numerical relationships can provide information about natural systems.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Patterns","","","","",NA,NA
"PAT-M3","Patterns can be used to identify cause-and-effect relationships.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Patterns","","","","",NA,NA
"PAT-M4","Graphs, charts, and images can be used to identify patterns in data.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Patterns","","","","",NA,NA
"PAT-H1","Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Patterns","","","","",NA,NA
"PAT-H2","Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is introduced; thus requiring improved investigations and experiments.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Patterns","","","","",NA,NA
"PAT-H3","Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Patterns","","","","",NA,NA
"PAT-H4","Mathematical representations are needed to identify some patterns.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Patterns","","","","",NA,NA
"PAT-H5","Empirical evidence is needed to identify patterns.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Patterns","","","","",NA,NA
"CE-P1","Simple tests can be designed to gather evidence to support or refute student ideas about causes.","NGSS","CCC","k,1,2","Science","Cross-Cutting Concepts","Cause & Effect: Mechanism & Explanation","","","","",NA,NA
"CE-P2","Events have causes that generate observable patterns.","NGSS","CCC","k,1,2","Science","Cross-Cutting Concepts","Cause & Effect: Mechanism & Explanation","","","","",NA,NA
"CE-E1","Cause and effect relationships are routinely identified, tested, and used to explain change.","NGSS","CCC","3,4,5","Science","Cross-Cutting Concepts","Cause & Effect: Mechanism & Explanation","","","","",NA,NA
"CE-E2","Events that occur together with regularity might or might not be a cause and effect relationship.","NGSS","CCC","3,4,5","Science","Cross-Cutting Concepts","Cause & Effect: Mechanism & Explanation","","","","",NA,NA
"CE-M1","Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Cause & Effect: Mechanism & Explanation","","","","",NA,NA
"CE-M2","Cause and effect relationships may be used to predict phenomena in natural or designed systems.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Cause & Effect: Mechanism & Explanation","","","","",NA,NA
"CE-M3","Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Cause & Effect: Mechanism & Explanation","","","","",NA,NA
"CE-H1","Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Cause & Effect: Mechanism & Explanation","","","","",NA,NA
"CE-H2","Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Cause & Effect: Mechanism & Explanation","","","","",NA,NA
"CE-H3","Systems can be designed to cause a desired effect.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Cause & Effect: Mechanism & Explanation","","","","",NA,NA
"CE-H4","Changes in systems may have various causes that may not have equal effects.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Cause & Effect: Mechanism & Explanation","","","","",NA,NA
"SPQ-P1","Relative scales allow objects and events to be compared and described (e.g., bigger and smaller; hotter and colder; faster and slower).","NGSS","CCC","k,1,2","Science","Cross-Cutting Concepts","Scale, Proportion, & Quantity","","","","",NA,NA
"SPQ-P2","Standard units are used to measure length.","NGSS","CCC","k,1,2","Science","Cross-Cutting Concepts","Scale, Proportion, & Quantity","","","","",NA,NA
"SPQ-E1","Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods.","NGSS","CCC","3,4,5","Science","Cross-Cutting Concepts","Scale, Proportion, & Quantity","","","","",NA,NA
"SPQ-E2","Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.","NGSS","CCC","3,4,5","Science","Cross-Cutting Concepts","Scale, Proportion, & Quantity","","","","",NA,NA
"SPQ-M1","Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Scale, Proportion, & Quantity","","","","",NA,NA
"SPQ-M2","The observed function of natural and designed systems may change with scale.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Scale, Proportion, & Quantity","","","","",NA,NA
"SPQ-M3","Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Scale, Proportion, & Quantity","","","","",NA,NA
"SPQ-M4","Scientific relationships can be represented through the use of algebraic expressions and equations.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Scale, Proportion, & Quantity","","","","",NA,NA
"SPQ-M5","Phenomena that can be observed at one scale may not be observable at another scale.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Scale, Proportion, & Quantity","","","","",NA,NA
"SPQ-H1","The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Scale, Proportion, & Quantity","","","","",NA,NA
"SPQ-H2","Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Scale, Proportion, & Quantity","","","","",NA,NA
"SPQ-H3","Patterns observable at one scale may not be observable or exist at other scales.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Scale, Proportion, & Quantity","","","","",NA,NA
"SPQ-H4","Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Scale, Proportion, & Quantity","","","","",NA,NA
"SPQ-H5","Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Scale, Proportion, & Quantity","","","","",NA,NA
"SYS-P1","Objects and organisms can be described in terms of their parts.","NGSS","CCC","k,1,2","Science","Cross-Cutting Concepts","Systems & Systems Models","","","","",NA,NA
"SYS-P2","Systems in the natural and designed world have parts that work together.","NGSS","CCC","k,1,2","Science","Cross-Cutting Concepts","Systems & Systems Models","","","","",NA,NA
"SYS-E1","A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot.","NGSS","CCC","3,4,5","Science","Cross-Cutting Concepts","Systems & Systems Models","","","","",NA,NA
"SYS-E2","A system can be described in terms of its components and their interactions.","NGSS","CCC","3,4,5","Science","Cross-Cutting Concepts","Systems & Systems Models","","","","",NA,NA
"SYS-M1","Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Systems & Systems Models","","","","",NA,NA
"SYS-M2","Models can be used to represent systems and their interactions–such as inputs, processes and outputs–and energy and matter flows within systems.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Systems & Systems Models","","","","",NA,NA
"SYS-M3","Models are limited in that they only represent certain aspects of the system under study.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Systems & Systems Models","","","","",NA,NA
"SYS-H1","Systems can be designed to do specific tasks.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Systems & Systems Models","","","","",NA,NA
"SYS-H2","When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Systems & Systems Models","","","","",NA,NA
"SYS-H3","Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions–including energy, matter, and information flows– within and between systems at different scales.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Systems & Systems Models","","","","",NA,NA
"SYS-H4","Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Systems & Systems Models","","","","",NA,NA
"EM-P1","Objects may break into smaller pieces and be put together into larger pieces, or change shapes.","NGSS","CCC","k,1,2","Science","Cross-Cutting Concepts","Energy & Matter: Flow, Cycles, & Conservation","","","","",NA,NA
"EM-E1","Matter is made of particles.","NGSS","CCC","3,4,5","Science","Cross-Cutting Concepts","Energy & Matter: Flow, Cycles, & Conservation","","","","",NA,NA
"EM-E2","Matter flows and cycles can be tracked in terms of the weight of the substances before and after a process occurs. The total weight of the substances does not change. This is what is meant by conservation of matter. Matter is transported into, out of, and within systems.","NGSS","CCC","3,4,5","Science","Cross-Cutting Concepts","Energy & Matter: Flow, Cycles, & Conservation","","","","",NA,NA
"EM-E3","Energy can be transferred in various ways and between objects.","NGSS","CCC","3,4,5","Science","Cross-Cutting Concepts","Energy & Matter: Flow, Cycles, & Conservation","","","","",NA,NA
"EM-M1","Matter is conserved because atoms are conserved in physical and chemical processes.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Energy & Matter: Flow, Cycles, & Conservation","","","","",NA,NA
"EM-M2","Within a natural system, the transfer of energy drives the motion and/or cycling of matter.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Energy & Matter: Flow, Cycles, & Conservation","","","","",NA,NA
"EM-M3","Energy may take different forms (e.g., energy in fields, thermal energy, energy of motion).","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Energy & Matter: Flow, Cycles, & Conservation","","","","",NA,NA
"EM-M4","The transfer of energy can be tracked as energy flows through a designed or natural system.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Energy & Matter: Flow, Cycles, & Conservation","","","","",NA,NA
"EM-H1","The total amount of energy and matter in closed systems is conserved.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Energy & Matter: Flow, Cycles, & Conservation","","","","",NA,NA
"EM-H2","Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Energy & Matter: Flow, Cycles, & Conservation","","","","",NA,NA
"EM-H3","Energy cannot be created or destroyed–it only moves between one place and another place, between objects and/or fields, or between systems.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Energy & Matter: Flow, Cycles, & Conservation","","","","",NA,NA
"EM-H4","Energy drives the cycling of matter within and between systems.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Energy & Matter: Flow, Cycles, & Conservation","","","","",NA,NA
"EM-H5","In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Energy & Matter: Flow, Cycles, & Conservation","","","","",NA,NA
"SF-P1","The shape and stability of structures of natural and designed objects are related to their function(s).","NGSS","CCC","k,1,2","Science","Cross-Cutting Concepts","Structure & Function","","","","",NA,NA
"SF-E1","Different materials have different substructures, which can sometimes be observed.","NGSS","CCC","3,4,5","Science","Cross-Cutting Concepts","Structure & Function","","","","",NA,NA
"SF-E2","Substructures have shapes and parts that serve functions.","NGSS","CCC","3,4,5","Science","Cross-Cutting Concepts","Structure & Function","","","","",NA,NA
"SF-M1","Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Structure & Function","","","","",NA,NA
"SF-M2","Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Structure & Function","","","","",NA,NA
"SF-H1","Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Structure & Function","","","","",NA,NA
"SF-H2","The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Structure & Function","","","","",NA,NA
"SC-P1","Some things stay the same while other things change.","NGSS","CCC","k,1,2","Science","Cross-Cutting Concepts","Stability & Change","","","","",NA,NA
"SC-P2","Things may change slowly or rapidly.","NGSS","CCC","k,1,2","Science","Cross-Cutting Concepts","Stability & Change","","","","",NA,NA
"SC-E1","Change is measured in terms of differences over time and may occur at different rates.","NGSS","CCC","3,4,5","Science","Cross-Cutting Concepts","Stability & Change","","","","",NA,NA
"SC-E2","Some systems appear stable, but over long periods of time will eventually change.","NGSS","CCC","3,4,5","Science","Cross-Cutting Concepts","Stability & Change","","","","",NA,NA
"SC-M1","Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Stability & Change","","","","",NA,NA
"SC-M2","Small changes in one part of a system might cause large changes in another part.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Stability & Change","","","","",NA,NA
"SC-M3","Stability might be disturbed either by sudden events or gradual changes that accumulate over time.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Stability & Change","","","","",NA,NA
"SC-M4","Systems in dynamic equilibrium are stable due to a balance of feedback mechanisms.","NGSS","CCC","6,7,8","Science","Cross-Cutting Concepts","Stability & Change","","","","",NA,NA
"SC-H1","Much of science deals with constructing explanations of how things change and how they remain stable.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Stability & Change","","","","",NA,NA
"SC-H2","Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Stability & Change","","","","",NA,NA
"SC-H3","Feedback (negative or positive) can stabilize or destabilize a system.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Stability & Change","","","","",NA,NA
"SC-H4","Systems can be designed for greater or lesser stability.","NGSS","CCC","9,10,11,12","Science","Cross-Cutting Concepts","Stability & Change","","","","",NA,NA
"Goal 1","End poverty in all its forms everywhere","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Peace and Prosperity","No Poverty",NA,NA,NA,NA,NA,NA
"Goal 2","End hunger, achieve food security and improved nutrition and promote sustainable agriculture","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Peace and Prosperity","Zero Hunger",NA,NA,NA,NA,NA,NA
"Goal 3","Ensure healthy lives and promote well-being for all at all ages","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Peace and Prosperity","Good Health and Well-Being",NA,NA,NA,NA,NA,NA
"Goal 4","Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Peace and Prosperity","Quality Education",NA,NA,NA,NA,NA,NA
"Goal 5","Achieve gender equality and empower all women and girls","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Peace and Prosperity","Gender Equality",NA,NA,NA,NA,NA,NA
"Goal 6","Ensure availability and sustainable management of water and sanitation for all","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Peace and Prosperity","Clean Water and Sanitation",NA,NA,NA,NA,NA,NA
"Goal 7","Ensure access to affordable, reliable, sustainable and modern energy for all","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Peace and Prosperity","Affordable and Clean Energy",NA,NA,NA,NA,NA,NA
"Goal 8","Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Peace and Prosperity","Decent Work and Economic Growth",NA,NA,NA,NA,NA,NA
"Goal 9","Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Peace and Prosperity","Industry, Innovation, and Infrastructure",NA,NA,NA,NA,NA,NA
"Goal 10","Reduce inequality within and among countries","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Peace and Prosperity","Reduced Inequalities",NA,NA,NA,NA,NA,NA
"Goal 11","Make cities and human settlements inclusive, safe, resilient and sustainable","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Peace and Prosperity","Sustainable Cities and Communities",NA,NA,NA,NA,NA,NA
"Goal 12","Ensure sustainable consumption and production patterns","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Planet","Responsible Consumption and Production",NA,NA,NA,NA,NA,NA
"Goal 13","Take urgent action to combat climate change and its impacts","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Planet","Climate Action",NA,NA,NA,NA,NA,NA
"Goal 14","Conserve and sustainably use the oceans, seas and marine resources for sustainable development","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Planet","Life Below Water",NA,NA,NA,NA,NA,NA
"Goal 15","Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Planet","Life on Land",NA,NA,NA,NA,NA,NA
"Goal 16","Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Partnerships","Peace, Justice, and Strong Institutions",NA,NA,NA,NA,NA,NA
"Goal 17","Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development","SDGs",NA,"K,1,2,3,4,5,6,7,8,9,10,11,12","Sustainability","Partnerships","Partnerships for the Goals",NA,NA,NA,NA,NA,NA