College and Career Readiness Anchor Standards

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (R.CCR.2)

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. (R.CCR.4)

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text relate to each other and the whole. (R.CCR.5)

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L.CCR.5)

Grade-specific Standards

RL.K.5; RL.1.5; RL.2.4, 2.9; RL.3.2, 3.4, 3.5, 3.6, 3.9; RL.4.1-4.6, 4.9; RL.5.2, 5.4, 5.6, 5.9; RL.6.1, 6.2, 6.4-6.6, 6.9; L.2.5.b; L.3.5.a–c; L.4.5.a–c; L.5.5.a–c; L.6.5.a–c

College and Career Readiness Anchor Standards

Read closely to determine what a text states explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from a text. (R.CCR.1)

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (R.CCR.2)

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. (R.CCR.4)

Assess how point of view or purpose shapes the content and style of a text. (R.CCR.6)

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. (R.CCR.8)

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. (L.CCR.6)

Grade-specific Standards

RI R I .1.2–1.8; RI R I .2.2, 2.4–2.9; RI R I .3.2, 3.4–3.9; RI R I .4.1–4.9; RI R I .5.2, RI R I .5.4–RI R I .5.9; RI R I .6.2–RI R I .6.9; L.2.6; L.3.6; L.4.6; L.5.6; L.6.6

College and Career Readiness Anchor Standards

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (W.CCR.1)

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. (W.CCR.2)

Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured sequences. (W.CCR.3)

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (W.CCR.4)

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (W.CCR.5)

Use technology to produce and publish writing and to interact and collaborate with others. (W.CCR.6)

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. (W.CCR.7)

When conducting research, gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. (W.CCR.8)

Draw evidence from literary or informational texts to support analysis, interpretation, reflection, and research. (W.CCR.9)

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.CCR.1)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L.CCR.2)

Grade-specific Standards

W.K.1–3, 5b, 6–8; W.1.1–8; W.2.1–8; W.3.1a–d, 3.2a–d, 3.a–e; 3.4, 3.5a–b, 3.6–3.8; W.4.1a–d, 4.2.a–e, 4.3.a–e, 4.4, 4.5.a–b, 4.6–4.9; W.5.1.a–d, 5.2.a–e, 5.3.a–g, 5.4–5.9; W.6.1.a–e, 6.2.a–f, 6.3.a–e, 6.4–6.9; L.1.1–2; L.2.1–3; L.3.1–3; L.4.1–3; L.5.1–3; L.6.1–3

College and Career Readiness Anchor Standards

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. (SL.CCR.1)

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. (SL.CCR.2)

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. (SL.CCR.2)

Present information, findings, and supporting evidence such that:

• Listeners can follow the line of reasoning.
• The organization, development, vocabulary, and style are appropriate to task, purpose, and audience. (SL.CCR.4)

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. (SL.CCR.5)

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. (SL.CCR.6)

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. (L.CCR.3)

Grade-specific Standards

SL.K.1–3; SL.1.1–4; SL.2.1–5; SL.3.1–5; SL.4.1–6; SL.5.1–6; SL.6.1–6

Provide evidence to explain some of the ways in which the people of the United States are unified (e.g., share a common national history) and diverse (e.g., have different backgrounds, hold different beliefs, and have different celebrations, cultural traditions, and family structures). (1.T3.1)

Explain the relationships between natural resources and industries and jobs in a particular location (e.g., fishing, shipbuilding, farming, trading, mining, lumbering, manufacturing). (1.T4.1; 2.T5.1)

Explain that people are a resource too, and that the knowledge and skills they gain through school, college, and work make possible innovations and technological advancements that lead to an ever-growing share of goods and services. (1.T4.3; 2.T5.3)

Explain what it means to be employed and define the terms income, wages, and salary. (1.T4.4; 2.T5.4)

Give examples of products (goods) that people buy and use. (1.T4.5; 2.T5.5)

Give examples of services people do for each other. (1.T4.6; 2.T5.6)

Give examples of choices people have to make about buying goods and services (e.g., food for the family or a video game; bus fare to get to work or a movie ticket for entertainment) and why they have to make choices (e.g., because they have only enough money for one purchase, not two). (1.T4.7; 2.T5.7)

Analyze examples of voluntary choices people make about buying goods and services (e.g., to buy from a company that supports its workers or protects the environment). (1.T4.8; 2.T5.8)

Compare and contrast reasons why people save some money (e.g., deciding to put some of it aside for later for a future purchase, for a charitable donation or for an emergency). (1.T4.9; 2.T5.9)

Explain the kinds of information provided by components of a map (e.g., compass rose/cardinal directions, scale, key/legend, title) and give examples of how maps can show relationships between humans and the environment (e.g., travel, roads, natural resources, agriculture, mining). (2.T1.1)

Compare different kinds of map projections (e.g., Mercator, Peters) and explain how they represent the world differently. (2.T1.2)

Explain and describe human interaction with the physical world (the environment). (2.T2.4)

Investigate reasons why people migrate (move) to different places around the world, recognizing that some migration is voluntary, some forced (e.g., refugees, people driven from their homelands, enslaved people). (2.T3.1)

Give examples of why the United States is called "a nation of immigrants." (2.T3.2)

Conduct interviews with family members, neighbors, friends, or school staff to discover where their families came from, how and why they moved to where they now live, and when and why their families came to Massachusetts. (2.T3.3)

On a political map of the current United States, locate the New England states (Connecticut, Rhode Island, Massachusetts, New Hampshire, Vermont, and Maine). (3.T2.2)

Explain the diversity of Native Peoples, present and past, in Massachusetts and the New England region. (3.T2.3)

On a physical map of North America, use cardinal directions, map scales, key/legend (symbols for mountains, rivers, deserts, lakes, cities), and title to locate and identify important physical features (e.g., Mississippi and Rio Grande Rivers; Great Lakes; Atlantic and Pacific Oceans; Gulf of Mexico; Hudson's Bay; Appalachian Mountains; Rocky Mountains; Sierra Madre; the Great Basin; Mojave, Sonoran, and Chihuahuan Deserts; the Yucatan Peninsula; the Caribbean Sea). (4.T1.1)

On a political map of North America, locate Canada and its provinces, Mexico and its states, the nations of the Caribbean, and the United States of America and its states; explain the meaning of the terms continent, country, nation, county, state, province, and city. (4.T1.2)

On a political map of the United States, locate the states in the Northeast (listed alphabetically: Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, and Vermont). (4.T4a.1)

Using resources such as print and online atlases, topographical maps, or road maps, construct a map of the Northeast that shows important cities, state capitals, physical features (e.g., waterways and mountains), and that includes a title, scale, compass, and map key. (4.T4a.2)

Develop questions, conduct research, and analyze how people have adapted to the environment of the Northeast, and how physical features and natural resources affected settlement patterns, the growth of major urban/suburban areas, industries, or trade. (4.T4a.4)

Describe the diverse cultural nature of the region, including contributions of Native Peoples (e.g., Wampanoag, Iroquois, Abenaki), Africans, Europeans (e.g., the early settlements of the Dutch in New York; French near Canada; Germans in Pennsylvania; the English in Massachusetts, Rhode Island, Connecticut, Vermont, and New Hampshire; subsequent 19th and early 20th century immigration by groups such as Irish, Italian, Portuguese, and Eastern Europeans) and various other immigrant groups from other regions of the world in the later twentieth and twenty-first centuries (e.g., Puerto Ricans, Dominicans, Mexicans, Salvadorans, Colombians, Guatemalans, Brazilians, Haitians, Vietnamese, Cambodians, Chinese, Indians, and Somalis). (4.T4a.5)

Describe the diverse cultural nature of the region, including contributions of Native Peoples (e.g., Powhatan Chiefdom, Seminole, Cherokee, Creek), African Americans, Europeans (e.g., the early Spanish settlements in Florida), and immigrant groups from other regions of the world. (4.T4b.2)

Describe the diverse cultural nature of the region, including contributions of Native Peoples (e.g., Sioux, Mandan, Ojibwe/Chippewa), African Americans, Europeans, and immigrant groups from other regions of the world. (4.T4c.2)

Describe the diverse cultural nature of the region, including contributions of Native Peoples (e.g., Pueblo, Navajo, Apache, Comanche), African Americans, Europeans (e.g., the Spanish in Texas, Arizona, and New Mexico), Mexicans, and immigrant groups from other regions of the world settling in the region over time. (4.T4d.3)

Describe the diverse cultural nature of the region, including contributions of Native Peoples (e.g., Paiute, Coast Salish), African Americans, Europeans (e.g., the Spanish in California), the Mexicans, the Chinese, Japanese, and immigrant groups from other regions of the world over time. (4.T4e.3)

Explain the ways in which complex societies interact and spread from one region to another (e.g., by trade, cultural or linguistic exchanges, migration, religious conversion, conquest, or colonization). (6.T2.7)

Explain how absolute and relative locations, major physical characteristics, climate, and natural resources in this region have influenced settlement patterns, population size, and economies of the countries. (6.T3a.3)

Explain how the location of Phoenicia contributed to its domination of maritime trade in the Mediterranean from c. 1000–300 BCE circa 1,000 to 300 B C E . (6.T3d.2)

Describe the impact of encounters through trade, cultural exchange, and conquest among the societies and empires in the region, in particular, exchanges on land routes of the Silk Roads linking Europe, the steppes of West Asia, East Asia, and Africa, and the goods, languages, and cultural motifs exchanged (e.g., gold and ivory from Africa; grain from Western Asia; produce, horses, livestock, wood, and furs from the steppes; ceramics, silk, and other luxury goods from China). (6.T3g.1)

Explain how absolute and relative locations, major physical characteristics, climate (including drought and desertification), and natural resources in this region have influenced settlement patterns, population size, and economies of the countries. (6.T4a.3)

Explain the pivotal role these societies played in the trans-Saharan trade, the spread of Islam, and trade with North Africa, Europe, West Asia in gold, ivory, and slaves and the contributions of these societies to the modern world. (6.T4b.4)

Explain how absolute and relative locations, climate, major physical characteristics, and natural resources influenced settlement, population size, and the economies of regions and countries in Central America and the Caribbean Islands. (6.T5a.3)

Explain how absolute and relative locations, major physical characteristics, climate, and natural resources in this region have influenced settlement patterns, population size, and economies of the countries. (6.T5b.3, 7.T1a.3, 7.T2a.3, 7.T3a.3, 7.T4a.3)

China's role in trade across Asia and to and from Africa and Europe along the Silk Roads and the introduction of Buddhism in China starting c. 1st century CE C E . (7.T2b.2.f)

Describe the impact of encounters, such as through trade, religion, and conquest, among the ancient civilizations of China, Japan, and Korea. (7.T2c.2)

Describe the role topography and geography played in making trade along the several routes of the Silk Road viable and lucrative; connections through trade routes to Africa, Europe, and China. (7.T1b.2.g)

Explain how the geographical location of ancient Athens and other city-states such as Corinth and Sparta contributed to their role in maritime trade, colonies in the Mediterranean, and the expansion of their cultural influence. (7.T4b.2)

Describe how scientific, philosophical, and aesthetic ideas diffused throughout Europe, Asia, and Africa as a result of trade, migration, conquest, and colonization. (7.T4c.8)

European explorers' first contacts with Native Peoples in the Northeast (3.T3)

The Pilgrims, the Plymouth Colony, and Native Communities (3.T4)

Compare and contrast the roles and leadership decisions of early English leaders of the Puritans of the Massachusetts Bay Colony and the Pilgrims of the Plymouth colony (e.g., John Winthrop, Miles Standish, William Brewster, Edward Winslow, William Bradford, John Alden, John Cotton, Thomas Hooker) and the roles and decisions of the leaders of Native Peoples (e.g., Massasoit, Metacom, also known as King Philip). (3.T5.1)

Explain why Puritan men and women migrated in great numbers to Massachusetts in the 17th century, how they moved west from the Atlantic coast, and the consequences of their migration for the Native Peoples of the region (e.g., loss of territory, great loss of life due to susceptibility to European diseases, religious conversion, conflicts over different ways of life such as the Pequot War and King Philip's War). (3.T5.2)

Ancient civilizations of North America (4.T2)

Early European exploration and conquest (4.T3)

Early colonization and growth of colonies (5.T1)

Human origins, the Neolithic and Paleolithic Eras (6.T2)

Western Asia, the Middle East, and North Africa: Mesopotamia, c. 3500–1200 BCE circa 3,500 to 1200 B C E  (6.T3b)

Ancient Egypt, c. 3000–1200 BCE circa 3,000 to 1200 B C E  (6.T3c)

Ancient Phoenicia, c. 1000–300 BCE circa 1,000 to 300 B C E  (6.T3d)

Ancient Israel, Palestine, c. 2000 BCE–70 CE circa 2,000 B C E to 70 C E  (6.T3e)

The ancient Arabian Peninsula (7th century CE C E ) (6.T3f)

Interactions among ancient societies in Western Asia, North Africa, and the Middle East (6.T3g)

Selected Sub-Saharan African states and societies, c. 100–1000 CE circa 100 to 1,000 C E  (6.T4b)

Major ancient societies in Central America and South America, c. 1400 BCE–160 CE circa 1400 B C E to 1600 C E  (6.T5c)

Early Indian and Central Asian civilizations, religions, and cultures (7.T1b)

Early East Asian societies, religions, and cultures: Ancient China, c. 1600 BCE–500 CE circa 1600 B C E to 500 C E  (7.T2b)

Ancient Japan and Korea, c. 300 BCE–1300 CE circa 300 B C E to 1300 C E  (7.T2c)

First People of Australia and New Zealand (7.T3b)

Ancient and Classical Greece, c. 1200–300 BCE circa 1200 B C E to 300 C E  (7.T4b)

Ancient and Classical Rome, the Roman Republic, and the Roman Empire, c. 500 BCE–500 CE circa 500 B C E to 500 C E  (7.T4c)

Contrast and compare traditions and celebrations of peoples with diverse cultural backgrounds. (K.T3.2)

History: unity and diversity in the United States (1.T3)

Give examples of why the United States is called "a nation of immigrants." (2.T3.2)

European explorers' first contacts with Native Peoples in the Northeast (3.T3)

The Pilgrims, the Plymouth Colony, and Native Communities (3.T4)

The Puritans, the Massachusetts Bay Colony, Native Peoples, and Africans (3.T5)

Massachusetts in the 18th century through the American Revolution (3.T6)

Ancient civilizations of North America (4.T2)

Early European exploration and conquest (4.T3)

The expansion of the United States over time and its regions today (4.T4)

Early colonization and growth of colonies (5.T1)

Reasons for revolution, the Revolutionary War, and the formation of government (5.T2)

The growth of the Republic (5.T4)

Slavery, the legacy of the Civil War, and the struggle for civil rights for all (5.T5)

Civics: communities, elections, and leadership (1.T1)

Demonstrate understanding of the ways people show pride in belonging to the United States by recognizing and explaining the meaning of unifying symbols, phrases, and songs. (1.T3.2)

Explain why classrooms, schools, towns, and cities have governments, what governments do, how local governments are organized in Massachusetts, and how people participate in and contribute to their communities. (3.T1.3)

Analyze the connection between events, locations, and individuals in Massachusetts in the early 1770s and the beginning of the American Revolution, using sources such as historical maps, paintings, and texts of the period: the beginning of the Revolution at Lexington and Concord, Massachusetts (April, 1775) and the Battle of Bunker Hill in Charlestown, Massachusetts (June, 1775) and the roles of Revolutionary leaders such as Paul Revere, John Hancock, John and Abigail Adams, Samuel Adams, and Peter Salem (3.T6.2.e)

Analyze how the colonists' sense of justice denied led to declaring independence, and what the words of the Declaration of Independence say about what its writers believed. (3.T6.3)

Explain how, after the Revolution, the leaders of the new United States had to write a plan for how to govern the nation, and that this plan is called the Constitution. Explain that the rights of citizens are spelled out in the Constitution's first ten Amendments, known as the Bill of Rights; explain that full citizenship rights were restricted to white male property owners over the age of 21 in the new Republic. (3.T6.4)

Explain that states as well as nations have plans of government; recognize that the Constitution of Massachusetts (1780) is the oldest functioning constitution in the world, that its primary author was John Adams, and that, in addition to outlining government, it gives basic rights to citizens of the Commonwealth. (3.T6.5)

Explain the development of colonial governments and describe how these developments (e.g., legislative bodies, town meetings, and charters on individual freedoms and rights) contributed to the Revolution. (5.T2.3)

Read the Declaration of Independence (1776), explain its main argument, the reasons given for seeking independence, the meaning of the key ideas on equality and natural and legal rights, and the rule of law. (5.T2.4)

Explain the reasons for the adoption of the Articles of Confederation in 1781, the weaknesses of the Articles as a plan for government, and the reasons for their failure. (5.T2.8)

Analyze the causes of Shays' Rebellion of 1786– to 1787 and explain why it was one of the crucial events leading to the Constitutional Convention. (5.T2.9)

Principles of United States Government (5.T3)

The development of the United States government (8.T2)

The institutions of United States government (8.T3)

Rights and responsibilities of citizens (8.T4)

The Constitution, Amendments, and Supreme Court decisions (8.T5)

The structure of Massachusetts state and local government (8.T6)

Explain why freedom of the press was included as a right in the First Amendment to the United States Constitution and in Article 16 of the Massachusetts Constitution; explain that freedom of the press means the right to express and publish views on politics and other topics without government sponsorship, oversight, control, or censorship. (8.T7.1)

Distinguish their own point of view from that of an author of a text. (3.RI R I .6)

The Puritans, the Massachusetts Bay Colony, Native Peoples, and Africans (3.T5)

Early colonization and growth of colonies (5.T1)

Principles of United States Government (5.T3)

Slavery, the legacy of the Civil War, and the struggle for civil rights for all (5.T5)

Studying complex societies, past and present (6.T1)

Analyze the point of view and evaluate the claims of an editorial, editorial cartoon, or op-ed commentary on a public policy issue at the local, state, or national level (e.g., a mayoral or school committee decision, an action by a state legislature or Governor, a vote in Congress or an action by the President). (8.T7.6)

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). (6-8.RCA-H.6)

Integrate visual information (e.g., charts, graphs, photographs, videos, or maps) with other information in print and digital texts. (6-8.RCA-H.7)

Distinguish among fact, opinion, and reasoned judgment in a text. (6-8.RCA-H.8)

Analyze the relationship between a primary and secondary source on the same topic. (6-8.RCA-H.9)

When conducting research, 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. (6-8.WCA.8)

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. (6-8.SLCA.2)

Standards for History and Social Science Practice, Pre-K– to 12

2. Develop focused questions or problem statements and conduct inquiries.

3. Organize information and data from multiple primary and secondary sources.

4. Analyze the purpose and point of view of each source; distinguish opinion from fact.

5. Evaluate the credibility, accuracy, and relevance of each source.

6. Argue or explain conclusions, using valid reasoning and evidence.

Explain how an author uses reasons and evidence to support particular points in a text. (4.RI R I .8)

Draw evidence from literary or informational texts to support written analysis, reflection, and research. (4.W.9)

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (5.RI R I .8)

Draw evidence from literary or informational texts to support written analysis, reflection, and research. (5.W.9)

Analyze the point of view and evaluate the claims of an editorial, editorial cartoon, or op-ed commentary on a public policy issue at the local, state, or national level (e.g., a mayoral or school committee decision, an action by a state legislature or Governor, a vote in Congress or an action by the President). (8.T7.6)

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. (6–8.RCA-H.2)

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). (6–8.RCA-H.6)

6– to 8 Writing Standards for Literacy in the Content Areas (WCA)

Standards for History and Social Science Practice, Pre-K– to 12

3. Organize information and data from multiple primary and secondary sources.

4. Analyze the purpose and point of view of each source; distinguish opinion from fact.

6. Argue or explain conclusions, using valid reasoning and evidence.

PK.CC.A Know number names and the counting sequence.

PK.CC.B Count to tell the number of objects.

PK.CC.C Compare numbers.

PK.OA O A .A Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

K.CC.A Know number names and the count sequence.

K.CC.B Count to tell the number of objects.

K.CC.C Compare numbers.

K.OA O A .A Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

K.NBT.A Work with numbers 11– to 19 to gain foundations for place value.

1.OA O A .A Represent and solve problems involving addition and subtraction.

1.OA O A .B Understand and apply properties of operations and the relationship between addition and subtraction.

1.OA O A .C Add and subtract within 20.

1.OA O A .D Work with addition and subtraction equations.

1.NBT.A Extend the counting sequence.

1.NBT.B Understand place value.

1.NBT.C Use place value understanding and properties of operations to add and subtract.

2.OA O A .A Represent and solve problems involving addition and subtraction.

2.OA O A .B Add and subtract within 20.

2.OA O A .C Work with equal groups of objects to gain foundations for multiplication.

2.NBT.A Understand place value.

2.NBT.B Use place value understanding and properties of operations to add and subtract.

3.OA O A .A Represent and solve problems involving multiplication and division.

3.OA O A .B Understand properties of multiplication and the relationship between multiplication and division.

3.OA O A .C Multiply and divide within 100.

3.OA O A .D Solve problems involving the four operations, and identify and explain patterns in arithmetic.

3.NBT.A Use place value understanding and properties of operations to perform multi-digit arithmetic.

4.OA O A .A Use the four operations with whole numbers to solve problems.

4.OA O A .B Gain familiarity with factors and multiples.

4.NBT.A Generalize place value understanding for multi-digit whole numbers less than or equal to 1,000,000.

4.NBT.B Use place value understanding and properties of operations to perform multi-digit arithmetic on whole numbers less than or equal to 1,000,000.

5.OA O A .A Write and interpret numerical expressions.

5.NBT.A Understand the place value system.

5.NBT.B Perform operations with multi-digit whole numbers and with decimals to hundredths.

6.NS.B Compute fluently with multi-digit numbers and find common factors and multiples.

6.NS.C Apply and extend previous understandings of numbers to the system of rational numbers.

7.NS.A Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

7.EE E E .A Use properties of operations to generate equivalent expressions.

7.EE E E .B Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

3.NF.A Develop understanding of fractions as numbers for fractions with denominators 2, 3, 4, 6, and 8.

4.NF.A Extend understanding of fraction equivalence and ordering for fractions ordering for fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

4.NF.B Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers for fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

4.NF.C Understand decimal notation for fractions, and compare decimal fractions.

5.NF.A Use equivalent fractions as a strategy to add and subtract fractions.

5.NF.B Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

6.RP.A Understand ratio and rate concepts and use ratio and rate reasoning to solve problems.

6.NS.A Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

7.RP.A Analyze proportional relationships and use them to solve real-world and mathematical problems.

3.OA O A .D Solve problems involving the four operations, and identify and explain patterns in arithmetic.

4.OA O A .C Generate and analyze patterns.

5.OA O A .B Analyze patterns and relationships.

6.EE E E .A Apply and extend previous understandings of arithmetic to algebraic expressions.

6.EE E E .B Reason about and solve one-variable equations and inequalities.

6.EE E E .C Represent and analyze quantitative relationships between dependent and independent variables.

7.EE E E .A Use properties of operations to generate equivalent expressions.

7.EE E E .B Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

8.EE E E .B Understand the connections between proportional relationships, lines, and linear equations.

8.EE E E .C Analyze and solve linear equations and pairs of simultaneous linear equations.

8.F.A Define, evaluate, and compare functions.

8.F.B Use functions to model relationships between quantities.

PK.G.A Identify and describe shapes (squares, circles, triangles, rectangles).

PK.G.B Analyze, compare, create, and compose shapes.

K.G.A Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

K.G.B Analyze, compare, create, and compose shapes.

1.G.A Reason with shapes and their attributes.

2.G.A Reason with shapes and their attributes.

3.MD.C Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

3.G.A Reason with shapes and their attributes.

4.MD.C Geometric measurement: Understand concepts of angle and measure angles.

4.G.A Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

5.MD.C Geometric measurement: Understand concepts of volume and relate volume to multiplication and to addition.

5.G.A Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

5.G.B Classify two-dimensional figures into categories based on their properties.

6.G.A Solve real-world and mathematical problems involving area, surface area, and volume.

7.G.A Draw, construct and describe geometrical figures and describe the relationships between them.

7.G.B Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

8.G.C Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

PK.MD.A Describe and compare measurable attributes.

PK.MD.B Classify objects and count the number of objects in each category.

PK.MD.C Work with money.

K.MD.A Describe and compare measurable attributes.

K.MD.B Classify objects and count the number of objects in each category.

1.MD.A Measure lengths indirectly and by iterating length units.

1.MD.B Tell and write time.

1.MD.C Represent and interpret data.

1.MD.D Work with money.

2.MD.A Measure lengths indirectly and by iterating length units.

2.MD.B Relate addition and subtraction to length.

2.MD.C Work with time and money.

2.MD.D Represent and interpret data.

3.MD.A Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

3.MD.B Represent and interpret data.

3.MD.D Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

4.MD.A Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

4.MD.B Represent and interpret data.

4.MD.C Geometric measurement: Understand concepts of angle and measure angles.

5.MD.A Convert like measurement units within a given measurement system.

5.MD.B Represent and interpret data.

5.MD.C Geometric measurement: Understand concepts of volume and relate volume to multiplication and to addition.

6.SP.A Develop understanding of statistical variability.

6.SP.B Summarize and describe distributions.

7.SP.A Use random sampling to draw inferences about a population.

7.SP.B Draw informal comparative inferences about two populations.

7.SP.C Investigate chance processes and develop, use, and evaluate probability models.

8.SP.A Investigate patterns of association in bivariate data.

PreK-ESS Pre K to E S S 1-2 Observe and use evidence to describe that the Sun is in different places in the sky during the day.

PreK-ESS Pre K to E S S 2-3 Explore and describe different places water is found in the local environment.

PreK-ESS Pre K to E S S 2-4 Use simple instruments to collect and record data on elements of daily weather, including sun or clouds, wind, snow or rain, and higher or lower temperature.

PreK-ESS Pre K to E S S 2-5 Describe how local weather changes from day to day and over the seasons and recognize patterns in those changes.

PreK-ESS Pre K to E S S 2-6 Provide examples of the impact of weather on living things.

PreK-ESS Pre K to E S S 3-2 Observe and discuss the impact of people's activities on the local environment.

K-ESS E S S 2-1 Use and share quantitative observations of local weather conditions to describe patterns over time.

K-ESS E S S 2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment.

K-ESS E S S 3-2 Obtain and use information about weather forecasting to prepare for, and respond to, different types of local weather.

K-ESS E S S 3-3 Communicate solutions to reduce the amount of natural resources an individual uses.

1-ESS E S S 1-1 Use observations of the Sun, Moon, and stars to describe that each appears to rise in one part of the sky, appears to move across the sky, and appears to set.

1-ESS E S S 1-2 Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment.

2-ESS E S S 2-1 Investigate and compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

2-ESS E S S 2-3 Use examples obtained from informational sources to explain that water is found in the ocean, rivers and streams, lakes and ponds, and may be solid or liquid.

2-ESS E S S 2-4 Observe how blowing wind and flowing water can move Earth materials from one place to another and change the shape of a landform.

3-ESS E S S 2-1 Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area.

3-ESS E S S 2-2 Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region.

3-ESS E S S 3-1 Evaluate the merit of a design solution that reduces the damage caused by weather.

4-ESS E S S 1-1 Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape over long periods of time.

4-ESS E S S 2-1 Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion.

4-ESS E S S 2-2 Analyze and interpret maps of Earth's mountain ranges, deep ocean trenches, volcanoes, and earthquake epicenters to describe patterns of these features and their locations relative to boundaries between continents and oceans.

4-ESS E S S 3-1 Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not.

4-ESS E S S 3-2 Evaluate different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood on humans.

5-ESS E S S 1-1 Use observations, first-hand and from various media, to argue that the Sun is a star that appears larger and brighter than other stars because it is closer to Earth.

5-ESS E S S 1-2 Use a model to communicate Earth's relationship to the Sun, Moon, and other stars that explain (a) why people on Earth experience day and night, (b) patterns in daily changes in length and direction of shadows over a day, and (c) changes in the apparent position of the Sun, Moon, and stars at different times during a day, over a month, and over a year.

5-ESS E S S 2-1 Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation.

5-ESS E S S 2-2 Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and groundwater; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth's biosphere.

5-ESS E S S 3-1 Obtain and combine information about ways communities reduce human impact on the Earth's resources and environment by changing an agricultural, industrial, or community practice or process.

6.MS-ESS E S S 1-1a Develop and use a model of the Earth-Sun-Moon system to explain the causes of lunar phases and eclipses of the Sun and Moon.

6.MS-ESS E S S 1-4 Analyze and interpret rock layers and index fossils to determine the relative ages of rock formations that result from processes occurring over long periods of time.

6.MS-ESS E S S 1-5 Use graphical displays to illustrate that Earth and its solar system are one of many in the Milky Way galaxy, which is one of billions of galaxies in the universe.

6.MS-ESS E S S 2-3 Analyze and interpret maps showing the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence that Earth's plates have moved great distances, collided, and spread apart.

7.MS-ESS E S S 2-2 Construct an explanation based on evidence for how Earth's surface has changed over scales that range from local to global in size.

7.MS-ESS E S S 2-4 Develop a model to explain how the energy of the Sun and Earth's gravity drive the cycling of water, including changes of state, as it moves through multiple pathways in Earth's hydrosphere.

7.MS-ESS E S S 3-2 Obtain and communicate information on how data from past geologic events are analyzed for patterns and used to forecast the location and likelihood of future catastrophic events.

7.MS-ESS E S S 3-4 Construct an argument supported by evidence that human activities and technologies can mitigate the impact of increases in human population and per capita consumption of natural resources on the environment.

8.MS-ESS E S S 1-1b Develop and use a model of the Earth-Sun system to explain the cyclical pattern of seasons, which includes Earth's tilt and differential intensity of sunlight on different areas of Earth across the year.

8.MS-ESS E S S 1-2 Explain the role of gravity in ocean tides, the orbital motions of planets, their moons, and asteroids in the solar system.

8.MS-ESS E S S 2-1 Use a model to illustrate that energy from Earth's interior drives convection that cycles Earth's crust, leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building, and active volcanic chains.

8.MS-ESS E S S 2-5 Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to local weather.

8.MS-ESS E S S 2-6 Describe how interactions involving the ocean affect weather and climate on a regional scale, including the influence of the ocean temperature as mediated by energy input from the Sun and energy loss due to evaporation or redistribution via ocean currents.

8.MS-ESS E S S 3-5 Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century.

PreK Pre K -LS1-1 Compare, using descriptions and drawings, the external body parts of animals (including humans) and plants and explain functions of some of the observable body parts.

PreK Pre K -LS1-2 Explain that most animals have five senses they use to gather information about the world around them.

PreK Pre K -LS2-1 Use evidence from animals and plants to define several characteristics of living things that distinguish them from non-living things.

PreK Pre K -LS2-3 Using evidence from the local environment, explain how familiar plants and animals meet their needs where they live.

PreK Pre K -LS3-1 Use observations to explain that young plants and animals are like but not exactly like their parents.

K-LS1-1 Observe and communicate that animals (including humans) and plants need food, water, and air to survive. Animals get food from plants or other animals. Plants make their own food and need light to live and grow.

K-LS1-2 Recognize that all plants and animals grow and change over time.

1-LS1-1 Use evidence to explain that (a) different animals use their body parts and senses 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, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and produce food for the plant.

1-LS1-2 Obtain information to compare ways in which the behavior of different animal parents and their offspring help the offspring to survive.

2-LS2-3 Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live.

3-LS1-1 Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth, reproduction, and death in common but there are a variety of ways in which these happen.

3-LS3-1 Provide evidence, including through the analysis of data, that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organisms.

3-LS3-2 Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Give examples of characteristics of living organisms that are influenced by both inheritance and the environment.

3-LS4-1 Use fossils to describe types of organisms and their environments that existed long ago and compare those to living organisms and their environments. Recognize that most kinds of plants and animals that once lived on Earth are no longer found anywhere.

3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

3-LS4-4 Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce.

5-LS1-1 Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction.

5-LS2-1 Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil.

5-PS3-1 Use a model to describe that the food animals digest (a) contains energy that was once energy from the Sun, and (b) provides energy and nutrients for life processes, including body repair, growth, motion, body warmth, and reproduction.

6.MS-LS1-1 Provide evidence that all organisms (unicellular and multicellular) are made of cells.

6.MS-LS1-2 Develop and use a model to describe how parts of cells contribute to the cellular functions of obtaining food, water, and other nutrients from its environment, disposing of wastes, and providing energy for cellular processes.

6.MS-LS1-3 Construct an argument supported by evidence that the body systems interact to carry out essential functions of life.

6.MS-LS4-1 Analyze and interpret evidence from the fossil record to describe organisms and their environment, extinctions, and changes to life forms throughout the history of Earth.

6.MS-LS4-2 Construct an argument using anatomical structures to support evolutionary relationships among and between fossil organisms and modern organisms.

7.MS-LS1-4 Construct an explanation based on evidence for how characteristic animal behaviors and specialized plant structures increase the probability of successful reproduction of animals and plants.

7.MS-LS2-1 Analyze and interpret data to provide evidence for the effects of periods of abundant and scarce resources on the growth of organisms and the size of populations in an ecosystem.

7.MS-LS2-2 Describe how relationships among and between organisms in an ecosystem can be competitive, predatory, parasitic, and mutually beneficial and that these interactions are found across multiple ecosystems.

7.MS-LS2-3 Develop a model to describe that matter and energy are transferred among living and nonliving parts of an ecosystem and that both matter and energy are conserved through these processes.

8.MS-LS1-5 Construct an argument based on evidence for how environmental and genetic factors influence the growth of organisms.

8.MS-LS4-4 Use a model to describe the process of natural selection, in which genetic variations of some traits in a population increase some individuals' likelihood of surviving and reproducing in a changing environment. Provide evidence that natural selection occurs over many generations.

PreK Pre K -PS1-1 Raise questions and investigate the differences between liquids and solids and develop awareness that a liquid can become a solid and vice versa.

PreK Pre K -PS1-4 Recognize through investigation that physical objects and materials can change under different circumstances.

PreK Pre K -PS4-1 Investigate sounds made by different objects and materials and discuss explanations about what is causing the sounds. Through play and investigations, identify ways to manipulate different objects and materials that make sound to change volume and pitch.

K-PS1-1 Investigate and communicate the idea that different kinds of materials can be solid or liquid depending on temperature.

K-PS2-1 Compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

1-PS4-1 Demonstrate that vibrating materials can make sound and that sound can make materials vibrate.

2-PS1-1 Describe and classify different kinds of materials by observable properties of color, flexibility, hardness, texture, and absorbency.

2-PS1-4 Construct an argument with evidence that some changes to materials caused by heating or cooling can be reversed and some cannot.

2-PS3-1 Design and conduct an experiment to show the effects of friction on the relative temperature and speed of objects that rub against each other.

3-PS2-1 Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object.

3-PS2-3 Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other.

4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object.

4-PS3-2 Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents.

4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide.

4-PS3-4 Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound.

4-PS4-1 Develop a model of a simple mechanical wave (including sound) to communicate that waves (a) are regular patterns of motion along which energy travels and (b) can cause objects to move.

4-PS4-3 Develop and compare multiple ways to transfer information through encoding, sending, receiving, and decoding a pattern.

5-PS1-1 Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid.

5-PS1-2 Measure and graph the weights (masses) of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight (mass) of matter is conserved.

5-PS1-3 Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.

5-PS1-4 Conduct an experiment to determine whether the mixing of two or more substances results in new substances with new properties (a chemical reaction) or not (a mixture).

5-PS2-1 Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth's center.

6.MS-PS1-6 Plan and conduct an experiment involving exothermic and endothermic chemical reactions to measure and describe the release or absorption of thermal energy.

6.MS-PS1-7 Use a particulate model of matter to explain that density is the amount of matter (mass) in a given volume. Apply proportional reasoning to describe, calculate, and compare relative densities of different materials.

6.MS-PS1-8 Conduct an experiment to show that many materials are mixtures of pure substances that can be separated by physical means into their component pure substances.

6.MS-PS2-4 Use evidence to support the claim that gravitational forces between objects are attractive and are only noticeable when one or both of the objects have a very large mass.

6.MS-PS4-1 Use diagrams of a simple wave to explain that (a) a wave has a repeating pattern with a specific amplitude, frequency, and wavelength, and (b) the amplitude of a wave is related to the energy of the wave.

6.MS-PS4-2 Use diagrams and other models to show that both light rays and mechanical waves are reflected, absorbed, or transmitted through various materials.

6.MS-PS4-3 Present qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses representing 0s and 1s) can be used to encode and transmit information.

7.MS-PS3-1 Construct and interpret data and graphs to describe the relationships among kinetic energy, mass, and speed of an object.

7.MS-PS3-2 Develop a model to describe the relationship between the relative positions of objects interacting at a distance and their relative potential energy in the system.

7.MS-PS3-3 Apply scientific principles of energy and heat transfer to design, construct, and test a device to minimize or maximize thermal energy transfer.

7.MS-PS3-5 Present evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

7.MS-PS3-6 Use a model to explain how thermal energy is transferred out of hotter regions or objects and into colder ones by convection, conduction, and radiation.

7.MS-PS3-7 Use informational text to describe the relationship between kinetic and potential energy and illustrate conversions from one form to another.

8.MS-PS1-1 Develop a model to describe that (a) atoms combine in a multitude of ways to produce pure substances which make up all of the living and nonliving things that we encounter, (b) atoms form molecules and compounds that range in size from two to thousands of atoms, and (c) mixtures are composed of different proportions of pure substances.

8.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.

8.MS-PS1-4 Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed.

8.MS-PS1-5 Use a model to explain that atoms are rearranged during a chemical reaction to form new substances with new properties. Explain that the atoms present in the reactants are all present in the products and thus the total number of atoms is conserved.

1-PS4-4 Use tools and materials to design and build a device that uses light or sound to send a signal over a distance.

1.K-2-ETS E T S 1-1 Ask questions, make observations, and gather information about a situation people want to change that can be solved by developing or improving an object or tool.

1.K-2-ETS E T S 1-2 Generate multiple solutions to a design problem and make a drawing (plan) to represent one or more of the solutions.

2-PS1-2 Test different materials and analyze the data obtained to determine which materials have the properties that are best suited for an intended purpose.

2.K-2-ETS E T S 1-3 Analyze data from tests of two objects designed to solve the same design problem to compare the strengths and weaknesses of how each object performs.

3.3-5-ETS E T S 1-1 Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.

3.3-5-ETS E T S 1-2 Generate several possible solutions to a given design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.

3.3-5-ETS E T S 1-4 Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.

4.3-5-ETS E T S 1-3 Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype.

4.3-5-ETS E T S 1-5 Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem.

5.3-5-ETS E T S 3-1 Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants.

6.MS-ETS E T S 1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution. Include potential impacts on people and the natural environment that may limit possible solutions.

6.MS-ETS E T S 1-5 Create visual representations of solutions to a design problem. Accurately interpret and apply scale and proportion to visual representations.

6.MS-ETS E T S 2-1 Analyze and compare properties of metals, plastics, wood, and ceramics, including flexibility, ductility, hardness, thermal conductivity, electrical conductivity, and melting point.

6.MS-ETS E T S 2-2 Given a design task, select appropriate materials based on specific properties needed in the construction of a solution.

6.MS-ETS E T S 2-3 Choose and safely use appropriate measuring tools, hand tools, fasteners, and common hand-held power tools used to construct a prototype.

7.MS-ETS E T S 1-2 Evaluate competing solutions to a given design problem using a decision matrix to determine how well each meets the criteria and constraints of the problem. Use a model of each solution to evaluate how variations in one or more design features, including size, shape, weight, or cost, may affect the function or effectiveness of the solution.

7.MS-ETS E T S 1-4 Generate and analyze data from iterative testing and modification of a proposed object, tool, or process to optimize the object, tool, or process for its intended purpose.

8.MS-ETS E T S 2-4 Use informational text to illustrate that materials maintain their composition under various kinds of physical processing; however, some material properties may change if a process changes the particulate structure of a material.

PreK-ESS Pre K to E S S 1-2 Observe and use evidence to describe that the Sun is in different places in the sky during the day.

PreK-ESS Pre K to E S S 2-3 Explore and describe different places water is found in the local environment.

PreK-ESS Pre K to E S S 2-4 Use simple instruments to collect and record data on elements of daily weather, including sun or clouds, wind, snow or rain, and higher or lower temperature.

PreK-ESS Pre K to E S S 2-5 Describe how local weather changes from day to day and over the seasons and recognize patterns in those changes.

PreK-ESS Pre K to E S S 2-6 Provide examples of the impact of weather on living things.

PreK-ESS Pre K to E S S 3-2 Observe and discuss the impact of people's activities on the local environment.

K-ESS E S S 2-1 Use and share quantitative observations of local weather conditions to describe patterns over time.

K-ESS E S S 2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment.

K-ESS E S S 3-2 Obtain and use information about weather forecasting to prepare for, and respond to, different types of local weather.

K-ESS E S S 3-3 Communicate solutions to reduce the amount of natural resources an individual uses.

1-ESS E S S 1-1 Use observations of the Sun, Moon, and stars to describe that each appears to rise in one part of the sky, appears to move across the sky, and appears to set.

1-ESS E S S 1-2 Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment.

2-ESS E S S 2-1 Investigate and compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

2-ESS E S S 2-3 Use examples obtained from informational sources to explain that water is found in the ocean, rivers and streams, lakes and ponds, and may be solid or liquid.

2-ESS E S S 2-4 Observe how blowing wind and flowing water can move Earth materials from one place to another and change the shape of a landform.

3-ESS E S S 2-1 Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area.

3-ESS E S S 2-2 Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region.

3-ESS E S S 3-1 Evaluate the merit of a design solution that reduces the damage caused by weather.

4-ESS E S S 1-1 Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape over long periods of time.

4-ESS E S S 2-1 Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion.

4-ESS E S S 2-2 Analyze and interpret maps of Earth's mountain ranges, deep ocean trenches, volcanoes, and earthquake epicenters to describe patterns of these features and their locations relative to boundaries between continents and oceans.

4-ESS E S S 3-1 Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not.

4-ESS E S S 3-2 Evaluate different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood on humans.

5-ESS E S S 1-1 Use observations, first-hand and from various media, to argue that the Sun is a star that appears larger and brighter than other stars because it is closer to Earth.

5-ESS E S S 1-2 Use a model to communicate Earth's relationship to the Sun, Moon, and other stars that explain (a) why people on Earth experience day and night, (b) patterns in daily changes in length and direction of shadows over a day, and (c) changes in the apparent position of the Sun, Moon, and stars at different times during a day, over a month, and over a year.

5-ESS E S S 2-1 Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation.

5-ESS E S S 2-2 Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and groundwater; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth's biosphere.

5-ESS E S S 3-1 Obtain and combine information about ways communities reduce human impact on the Earth's resources and environment by changing an agricultural, industrial, or community practice or process.

6.MS-ESS E S S 1-1a Develop and use a model of the Earth-Sun-Moon system to explain the causes of lunar phases and eclipses of the Sun and Moon.

6.MS-ESS E S S 1-4 Analyze and interpret rock layers and index fossils to determine the relative ages of rock formations that result from processes occurring over long periods of time.

6.MS-ESS E S S 1-5 Use graphical displays to illustrate that Earth and its solar system are one of many in the Milky Way galaxy, which is one of billions of galaxies in the universe.

6.MS-ESS E S S 2-3 Analyze and interpret maps showing the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence that Earth's plates have moved great distances, collided, and spread apart.

7.MS-ESS E S S 2-2 Construct an explanation based on evidence for how Earth's surface has changed over scales that range from local to global in size.

7.MS-ESS E S S 2-4 Develop a model to explain how the energy of the Sun and Earth's gravity drive the cycling of water, including changes of state, as it moves through multiple pathways in Earth's hydrosphere.

7.MS-ESS E S S 3-2 Obtain and communicate information on how data from past geologic events are analyzed for patterns and used to forecast the location and likelihood of future catastrophic events.

7.MS-ESS E S S 3-4 Construct an argument supported by evidence that human activities and technologies can mitigate the impact of increases in human population and per capita consumption of natural resources on the environment.

8.MS-ESS E S S 1-1b Develop and use a model of the Earth-Sun system to explain the cyclical pattern of seasons, which includes Earth's tilt and differential intensity of sunlight on different areas of Earth across the year.

8.MS-ESS E S S 1-2 Explain the role of gravity in ocean tides, the orbital motions of planets, their moons, and asteroids in the solar system.

8.MS-ESS E S S 2-1 Use a model to illustrate that energy from Earth's interior drives convection that cycles Earth's crust, leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building, and active volcanic chains.

8.MS-ESS E S S 2-5 Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to local weather.

8.MS-ESS E S S 2-6 Describe how interactions involving the ocean affect weather and climate on a regional scale, including the influence of the ocean temperature as mediated by energy input from the Sun and energy loss due to evaporation or redistribution via ocean currents.

8.MS-ESS E S S 3-5 Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century.

PK.MD.A Describe and compare measurable attributes.

PK.MD.B Classify objects and count the number of objects in each category.

PK.MD.C Work with money.

K.MD.A Describe and compare measurable attributes.

K.MD.B Classify objects and count the number of objects in each category.

1.MD.A Measure lengths indirectly and by iterating length units.

1.MD.B Tell and write time.

1.MD.C Represent and interpret data.

1.MD.D Work with money.

2.MD.A Measure lengths indirectly and by iterating length units.

2.MD.B Relate addition and subtraction to length.

2.MD.C Work with time and money.

2.MD.D Represent and interpret data.

3.MD.A Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

3.MD.B Represent and interpret data.

3.MD.D Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

4.MD.A Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

4.MD.B Represent and interpret data.

4.MD.C Geometric measurement: Understand concepts of angle and measure angles.

5.MD.A Convert like measurement units within a given measurement system.

5.MD.B Represent and interpret data.

5.MD.C Geometric measurement: Understand concepts of volume and relate volume to multiplication and to addition.

6.SP.A Develop understanding of statistical variability.

6.SP.B Summarize and describe distributions.

7.SP.A Use random sampling to draw inferences about a population.

7.SP.B Draw informal comparative inferences about two populations.

7.SP.C Investigate chance processes and develop, use, and evaluate probability models.

8.SP.A Investigate patterns of association in bivariate data.

PK.G.A Identify and describe shapes (squares, circles, triangles, rectangles).

PK.G.B Analyze, compare, create, and compose shapes.

K.G.A Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

K.G.B Analyze, compare, create, and compose shapes.

1.G.A Reason with shapes and their attributes.

2.G.A Reason with shapes and their attributes.

3.MD.C Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

3.G.A Reason with shapes and their attributes.

4.MD.C Geometric measurement: Understand concepts of angle and measure angles.

4.G.A Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

5.MD.C Geometric measurement: Understand concepts of volume and relate volume to multiplication and to addition.

5.G.A Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

5.G.B Classify two-dimensional figures into categories based on their properties.

6.G.A Solve real-world and mathematical problems involving area, surface area, and volume.

7.G.A Draw, construct and describe geometrical figures and describe the relationships between them.

7.G.B Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

8.G.C Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

3.OA O A .D Solve problems involving the four operations, and identify and explain patterns in arithmetic.

4.OA O A .C Generate and analyze patterns.

5.OA O A .B Analyze patterns and relationships.

6.EE E E .A Apply and extend previous understandings of arithmetic to algebraic expressions.

6.EE E E .B Reason about and solve one-variable equations and inequalities.

6.EE E E .C Represent and analyze quantitative relationships between dependent and independent variables.

7.EE E E .A Use properties of operations to generate equivalent expressions.

7.EE E E .B Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

8.EE E E .B Understand the connections between proportional relationships, lines, and linear equations.

8.EE E E .C Analyze and solve linear equations and pairs of simultaneous linear equations.

8.F.A Define, evaluate, and compare functions.

8.F.B Use functions to model relationships between quantities.

3.NF.A Develop understanding of fractions as numbers for fractions with denominators 2, 3, 4, 6, and 8.

4.NF.A Extend understanding of fraction equivalence and ordering for fractions ordering for fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

4.NF.B Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers for fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

4.NF.C Understand decimal notation for fractions, and compare decimal fractions.

5.NF.A Use equivalent fractions as a strategy to add and subtract fractions.

5.NF.B Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

6.RP.A Understand ratio and rate concepts and use ratio and rate reasoning to solve problems.

6.NS.A Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

7.RP.A Analyze proportional relationships and use them to solve real-world and mathematical problems.

PK.CC.A Know number names and the counting sequence.

PK.CC.B Count to tell the number of objects.

PK.CC.C Compare numbers.

PK.OA O A .A Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

K.CC.A Know number names and the count sequence.

K.CC.B Count to tell the number of objects.

K.CC.C Compare numbers.

K.OA O A .A Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

K.NBT.A Work with numbers 11– to 19 to gain foundations for place value.

1.OA O A .A Represent and solve problems involving addition and subtraction.

1.OA O A .B Understand and apply properties of operations and the relationship between addition and subtraction.

1.OA O A .C Add and subtract within 20.

1.OA O A .D Work with addition and subtraction equations.

1.NBT.A Extend the counting sequence.

1.NBT.B Understand place value.

1.NBT.C Use place value understanding and properties of operations to add and subtract.

2.OA O A .A Represent and solve problems involving addition and subtraction.

2.OA O A .B Add and subtract within 20.

2.OA O A .C Work with equal groups of objects to gain foundations for multiplication.

2.NBT.A Understand place value.

2.NBT.B Use place value understanding and properties of operations to add and subtract.

3.OA O A .A Represent and solve problems involving multiplication and division.

3.OA O A .B Understand properties of multiplication and the relationship between multiplication and division.

3.OA O A .C Multiply and divide within 100.

3.OA O A .D Solve problems involving the four operations, and identify and explain patterns in arithmetic.

3.NBT.A Use place value understanding and properties of operations to perform multi-digit arithmetic.

4.OA O A .A Use the four operations with whole numbers to solve problems.

4.OA O A .B Gain familiarity with factors and multiples.

4.NBT.A Generalize place value understanding for multi-digit whole numbers less than or equal to 1,000,000.

4.NBT.B Use place value understanding and properties of operations to perform multi-digit arithmetic on whole numbers less than or equal to 1,000,000.

5.OA O A .A Write and interpret numerical expressions.

5.NBT.A Understand the place value system.

5.NBT.B Perform operations with multi-digit whole numbers and with decimals to hundredths.

6.NS.B Compute fluently with multi-digit numbers and find common factors and multiples.

6.NS.C Apply and extend previous understandings of numbers to the system of rational numbers.

7.NS.A Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

7.EE E E .A Use properties of operations to generate equivalent expressions.

7.EE E E .B Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

1. How well do you feel you understood the training that you received for making your qualifying score judgments?

2. How confident are you of the qualifying score judgments you made?

3. How satisfied are you that you were able to complete the work you were asked to do in the time that was provided?

4. How successful were the coordination and logistics of the qualifying score conference?

5. Overall, how satisfied are you with the qualifying score process in which you participated?