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27 topics · 738 matches. A skill can appear under more than one topic, because most of them do.
Putting together and taking away whole numbers, fractions and decimals — then positive and negative numbers too, first with models, later fluently.
also called sums, take away
- Math · grade 1 1.3.D apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10
- Math · grade 1 1.3.E explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
- Math · grade 1 1.3.F generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20
- Math · grade 1 1.5.D represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences
- Math · grade 1 1.5.F determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation
- Math · grade 1 1.5.G apply properties of operations to add and subtract two or three numbers
- Math · grade 2 2.4.A recall basic facts to add and subtract within 20 with automaticity
- Math · grade 2 2.4.B add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations
- Math · grade 2 2.4.C solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms
- Math · grade 2 2.4.D generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000
- Math · grade 2 2.7.C represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem
- Math · grade 2 2.10.C write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one
- Math · grade 3 3.4.A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction
- Math · grade 3 3.4.B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems
- Math · grade 3 3.4.E represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting
- Math · grade 3 3.5.A represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations
- Math · grade 3 3.7.C determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes
- Math · grade 4 4.3.E represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations
- Math · grade 4 4.4.A add and subtract whole numbers and decimals to the hundredths place using the standard algorithm
- Math · grade 4 4.8.C solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate
- Math · grade 5 5.3.A estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
- Math · grade 5 5.3.H represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations
- Math · grade 5 5.3.K add and subtract positive rational numbers fluently
- Math · grade 6 6.3.D add, subtract, multiply, and divide integers fluently
- Math · grade 7 7.3.A add, subtract, multiply, and divide rational numbers fluently
- Math · grade 7 7.3.B apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers
Who is in a story, what happens to them, where it happens, and what the whole thing turns out to be about.
also called stories
- ELA · grade 1 1.8.A discuss topics and determine theme using text evidence with adult assistance;
- ELA · grade 1 1.8.B describe the main character(s) and the reason(s) for their actions;
- ELA · grade 1 1.8.C describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; and
- ELA · grade 1 1.8.D describe the setting.
- ELA · grade 1 1.9.C discuss elements of drama such as characters and setting;
- ELA · grade 2 2.8.A discuss topics and determine theme using text evidence with adult assistance;
- ELA · grade 2 2.8.B describe the main character's (characters') internal and external traits;
- ELA · grade 2 2.8.C describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently; and
- ELA · grade 2 2.8.D describe the importance of the setting.
- ELA · grade 2 2.9.C discuss elements of drama such as characters, dialogue, and setting;
- ELA · grade 3 3.8.A infer the theme of a work, distinguishing theme from topic;
- ELA · grade 3 3.8.B explain the relationships among the major and minor characters;
- ELA · grade 3 3.8.C analyze plot elements, including the sequence of events, the conflict, and the resolution; and
- ELA · grade 3 3.8.D explain the influence of the setting on the plot.
- ELA · grade 3 3.9.C discuss elements of drama such as characters, dialogue, setting, and acts;
- ELA · grade 4 4.8.A infer basic themes supported by text evidence;
- ELA · grade 4 4.8.B explain the interactions of the characters and the changes they undergo;
- ELA · grade 4 4.8.C analyze plot elements, including the rising action, climax, falling action, and resolution; and
- ELA · grade 4 4.8.D explain the influence of the setting, including historical and cultural settings, on the plot.
- ELA · grade 4 4.9.C explain structure in drama such as character tags, acts, scenes, and stage directions;
- ELA · grade 5 5.8.A infer multiple themes within a text using text evidence;
- ELA · grade 5 5.8.B analyze the relationships of and conflicts among the characters;
- ELA · grade 5 5.8.C analyze plot elements, including rising action, climax, falling action, and resolution; and
- ELA · grade 5 5.8.D analyze the influence of the setting, including historical and cultural settings, on the plot.
- ELA · grade 5 5.9.C explain structure in drama such as character tags, acts, scenes, and stage directions;
- ELA · grade 6 6.7.A infer multiple themes within and across texts using text evidence;
- ELA · grade 6 6.7.B analyze how the characters' internal and external responses develop the plot;
- ELA · grade 6 6.7.C analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback; and
- ELA · grade 6 6.7.D analyze how the setting, including historical and cultural settings, influences character and plot development.
- ELA · grade 6 6.8.C analyze how playwrights develop characters through dialogue and staging;
- ELA · grade 7 7.7.A infer multiple themes within and across texts using text evidence
- ELA · grade 7 7.7.B analyze how characters' qualities influence events and resolution of the conflict
- ELA · grade 7 7.7.C analyze plot elements, including the use of foreshadowing and suspense, to advance the plot
- ELA · grade 7 7.7.D analyze how the setting influences character and plot development
- ELA · grade 7 7.8.C analyze how playwrights develop characters through dialogue and staging
- ELA · grade 8 8.7.A analyze how themes are developed through the interaction of characters and events;
- ELA · grade 8 8.7.B analyze how characters' motivations and behaviors influence events and resolution of the conflict;
- ELA · grade 8 8.7.C analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development; and
- ELA · grade 8 8.7.D explain how the setting influences the values and beliefs of characters.
Following what a text is doing — predicting, inferring, retelling it back, and going back when it stops making sense.
also called understanding what they read
- ELA · grade 1 1.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- ELA · grade 1 1.6.C make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
- ELA · grade 1 1.6.F make inferences and use evidence to support understanding with adult assistance;
- ELA · grade 1 1.6.I monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
- ELA · grade 1 1.7.D retell texts in ways that maintain meaning;
- ELA · grade 2 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- ELA · grade 2 2.6.C make and correct or confirm predictions using text features, characteristics of genre, and structures;
- ELA · grade 2 2.6.F make inferences and use evidence to support understanding;
- ELA · grade 2 2.6.I monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
- ELA · grade 2 2.7.D retell and paraphrase texts in ways that maintain meaning and logical order;
- ELA · grade 3 3.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- ELA · grade 3 3.6.C make and correct or confirm predictions using text features, characteristics of genre, and structures;
- ELA · grade 3 3.6.F make inferences and use evidence to support understanding;
- ELA · grade 3 3.6.I monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
- ELA · grade 3 3.7.D retell and paraphrase texts in ways that maintain meaning and logical order;
- ELA · grade 3 3.8.A infer the theme of a work, distinguishing theme from topic;
- ELA · grade 4 4.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency rate, accuracy, and prosody when reading grade-level text.
- ELA · grade 4 4.6.C make, correct, or confirm predictions using text features, characteristics of genre, and structures;
- ELA · grade 4 4.6.F make inferences and use evidence to support understanding;
- ELA · grade 4 4.6.I monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
- ELA · grade 4 4.7.D retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
- ELA · grade 4 4.8.A infer basic themes supported by text evidence;
- ELA · grade 5 5.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency rate, accuracy, and prosody when reading grade-level text.
- ELA · grade 5 5.6.C make, correct, or confirm predictions using text features, characteristics of genre, and structures;
- ELA · grade 5 5.6.F make inferences and use evidence to support understanding;
- ELA · grade 5 5.6.I monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
- ELA · grade 5 5.7.D retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
- ELA · grade 5 5.8.A infer multiple themes within a text using text evidence;
- ELA · grade 6 6.3 The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
- ELA · grade 6 6.5.C make, correct, or confirm predictions using text features, characteristics of genre, and structures;
- ELA · grade 6 6.5.F make inferences and use evidence to support understanding;
- ELA · grade 6 6.5.I monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
- ELA · grade 6 6.6.D paraphrase and summarize texts in ways that maintain meaning and logical order;
- ELA · grade 6 6.7.A infer multiple themes within and across texts using text evidence;
- ELA · grade 7 7.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
- ELA · grade 7 7.5.C make and correct or confirm predictions using text features, characteristics of genre, and structures
- ELA · grade 7 7.5.F make inferences and use evidence to support understanding
- ELA · grade 7 7.5.I monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
- ELA · grade 7 7.6.D paraphrase and summarize texts in ways that maintain meaning and logical order
- ELA · grade 7 7.7.A infer multiple themes within and across texts using text evidence
- ELA · grade 8 8.1.A listen actively to interpret a message by summarizing, asking questions, and making comments;
- ELA · grade 8 8.3 The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
- ELA · grade 8 8.5.C make, correct, or confirm predictions using text features, characteristics of genre, and structures;
- ELA · grade 8 8.5.F make inferences and use evidence to support understanding;
- ELA · grade 8 8.5.I monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
- ELA · grade 8 8.6.D paraphrase and summarize texts in ways that maintain meaning and logical order;
Counting in twos, fives and tens, and using it to total up a pile of coins or a grid of square tiles.
- Math · grade 1 1.4.C use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels, and/or dimes
- Math · grade 1 1.5.B skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set
- Math · grade 2 2.3.C use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole
- Math · grade 2 2.9.F use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit
- Math · grade 3 3.4.E represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting
Fair shares of a whole — then ratios and percents too: named, compared, computed, and converted between forms.
- Math · grade 1 1.6.G partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words
- Math · grade 2 2.3.A partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words
- Math · grade 2 2.3.B explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part
- Math · grade 2 2.3.C use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole
- Math · grade 3 3.3.A represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines
- Math · grade 3 3.3.B determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line
- Math · grade 3 3.3.C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number
- Math · grade 3 3.3.D compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b
- Math · grade 3 3.3.E solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8
- Math · grade 3 3.3.F represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines
- Math · grade 3 3.3.G explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model
- Math · grade 3 3.3.H compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models
- Math · grade 3 3.6.E decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape
- Math · grade 3 3.7.A represent fractions of halves, fourths, and eighths as distances from zero on a number line
- Math · grade 4 4.2.G relate decimals to fractions that name tenths and hundredths
- Math · grade 4 4.3.A represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b
- Math · grade 4 4.3.B decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations
- Math · grade 4 4.3.C determine if two given fractions are equivalent using a variety of methods
- Math · grade 4 4.3.D compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <
- Math · grade 4 4.3.E represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations
- Math · grade 4 4.3.F evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole
- Math · grade 4 4.3.G represent fractions and decimals to the tenths or hundredths as distances from zero on a number line
- Math · grade 4 4.9.A represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions
- Math · grade 4 4.9.B solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot
- Math · grade 5 5.3.H represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations
- Math · grade 5 5.3.I represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models
- Math · grade 5 5.3.J represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models
- Math · grade 5 5.3.L divide whole numbers by unit fractions and unit fractions by whole numbers
- Math · grade 5 5.9.A represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots
- Math · grade 6 6.2.E extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 0
- Math · grade 6 6.3.B determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one
- Math · grade 6 6.4.E represent ratios and percents with concrete models, fractions, and decimals
- Math · grade 6 6.4.F represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers
- Math · grade 6 6.4.G generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money
- Math · grade 6 6.5.C use equivalent fractions, decimals, and percents to show equal parts of the same whole
The parts a sentence is built from and the marks that tell a reader how to take them — met while editing a draft, and while taking a poem apart.
also called capital letters, full stops
- ELA · grade 1 1.11.D edit drafts using standard English conventions, including:
- ELA · grade 2 2.11.D edit drafts using standard English conventions, including:
- ELA · grade 3 3.11.D edit drafts using standard English conventions, including:
- ELA · grade 4 4.11.D edit drafts using standard English conventions, including:
- ELA · grade 5 5.11.D edit drafts using standard English conventions, including:
- ELA · grade 6 6.10.D edit drafts using standard English conventions, including:
- ELA · grade 7 7.8.B analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms
- ELA · grade 7 7.10.D edit drafts using standard English conventions, including:
- ELA · grade 8 8.8.B analyze the effect of graphical elements such as punctuation and line length in poems across a variety of poetic forms such as epic, lyric, and humorous poetry;
- ELA · grade 8 8.10.D edit drafts using standard English conventions, including:
Drawing up data as dot plots, histograms, box plots and scatterplots — and graphing relationships on the coordinate plane to predict what comes next.
also called charts, bar graphs
- Math · grade 1 1.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- Math · grade 1 1.8.A collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts
- Math · grade 1 1.8.B use data to create picture and bar-type graphs
- Math · grade 1 1.8.C draw conclusions and generate and answer questions using information from picture and bar-type graphs
- Math · grade 2 2.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- Math · grade 2 2.10.A explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category
- Math · grade 2 2.10.B organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more
- Math · grade 2 2.10.C write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one
- Math · grade 2 2.10.D draw conclusions and make predictions from information in a graph
- Math · grade 3 3.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- Math · grade 3 3.8.A summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals
- Math · grade 3 3.8.B solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals
- Math · grade 4 4.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- Math · grade 4 4.9.A represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions
- Math · grade 4 4.9.B solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot
- Math · grade 5 5.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- Math · grade 5 5.4.C generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph
- Math · grade 5 5.4.D recognize the difference between additive and multiplicative numerical patterns given in a table or graph
- Math · grade 5 5.5 The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties
- Math · grade 5 5.8.B describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane
- Math · grade 5 5.8.C graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table
- Math · grade 5 5.9.A represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots
- Math · grade 5 5.9.B represent discrete paired data on a scatterplot
- Math · grade 5 5.9.C solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot
- Math · grade 6 6.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- Math · grade 6 6.4.A compare two rules verbally, numerically, graphically, and symbolically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships
- Math · grade 6 6.5.A represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions
- Math · grade 6 6.6.A identify independent and dependent quantities from tables and graphs
- Math · grade 6 6.6.C represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b
- Math · grade 6 6.11 The student applies mathematical process standards to use coordinate geometry to identify locations on a plane. The student is expected to graph points in all four quadrants using ordered pairs of rational numbers
- Math · grade 6 6.12.A represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots
- Math · grade 6 6.12.B use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution
- Math · grade 6 6.12.C summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution
- Math · grade 6 6.12.D summarize categorical data with numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution
- Math · grade 6 6.13.A interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots
- Math · grade 6 6.13.B distinguish between situations that yield data with and without variability
- Math · grade 7 7.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- Math · grade 7 7.4.A represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt
- Math · grade 7 7.6.C make predictions and determine solutions using experimental data for simple and compound events
- Math · grade 7 7.6.F use data from a random sample to make inferences about a population
- Math · grade 7 7.6.G solve problems using data represented in bar graphs, dot plots, and circle graphs, including part-to-whole and part-to-part comparisons and equivalents;
- Math · grade 7 7.6.I determine experimental and theoretical probabilities related to simple and compound events using data and sample spaces.
- Math · grade 7 7.7 The student applies mathematical process standards to represent linear relationships using multiple representations. The student is expected to represent linear relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b
- Math · grade 7 7.12.A compare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and spreads
- Math · grade 7 7.12.B use data from a random sample to make inferences about a population
- Math · grade 7 7.12.C compare two populations based on data in random samples from these populations, including informal comparative inferences about differences between the two populations
- Math · grade 8 8.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- Math · grade 8 8.4.B graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship
- Math · grade 8 8.4.C use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems
- Math · grade 8 8.5.A represent linear proportional situations with tables, graphs, and equations in the form of y = kx
- Math · grade 8 8.5.B represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0
- Math · grade 8 8.5.C contrast bivariate sets of data that suggest a linear relationship with bivariate sets of data that do not suggest a linear relationship from a graphical representation
- Math · grade 8 8.5.D use a trend line that approximates the linear relationship between bivariate sets of data to make predictions
- Math · grade 8 8.5.F distinguish between proportional and non-proportional situations using tables, graphs, and equations in the form y = kx or y = mx + b, where b ≠ 0
- Math · grade 8 8.5.G identify functions using sets of ordered pairs, tables, mappings, and graphs
- Math · grade 8 8.5.I write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations
- Math · grade 8 8.9 The student applies mathematical process standards to use multiple representations to develop foundational concepts of simultaneous linear equations. The student is expected to identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y = mx + b from the intersections of the graphed equations
- Math · grade 8 8.11.A construct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data
- Math · grade 8 8.11.B determine the mean absolute deviation and use this quantity as a measure of the average distance data are from the mean using a data set of no more than 10 data points
Forming letters legibly — printing at first, then all of it in cursive from the second year on.
- ELA · grade 1 1.2.F develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.
- ELA · grade 2 2.2.E develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.
- ELA · grade 3 3.2.D write complete words, thoughts, and answers legibly in cursive leaving appropriate spaces between words.
- ELA · grade 4 4.2.C write legibly in cursive to complete assignments.
- ELA · grade 5 5.2.C write legibly in cursive.
Reading to find something out, using the features and graphics put there to help — and writing the same kind of thing yourself.
also called nonfiction
- ELA · grade 1 1.6.C make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
- ELA · grade 1 1.7.B write brief comments on literary or informational texts;
- ELA · grade 1 1.9.D recognize characteristics and structures of informational text, including:
- ELA · grade 1 1.12.B dictate or compose informational texts, including procedural texts; and
- ELA · grade 2 2.6.C make and correct or confirm predictions using text features, characteristics of genre, and structures;
- ELA · grade 2 2.7.B write brief comments on literary or informational texts that demonstrate an understanding of the text;
- ELA · grade 2 2.9.D recognize characteristics and structures of informational text, including:
- ELA · grade 2 2.12.B compose informational texts, including procedural texts and reports; and
- ELA · grade 3 3.6.C make and correct or confirm predictions using text features, characteristics of genre, and structures;
- ELA · grade 3 3.7.B write a response to a literary or informational text that demonstrates an understanding of a text;
- ELA · grade 3 3.9.D recognize characteristics and structures of informational text, including:
- ELA · grade 3 3.12.B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
- ELA · grade 4 4.6.C make, correct, or confirm predictions using text features, characteristics of genre, and structures;
- ELA · grade 4 4.9.D recognize characteristics and structures of informational text, including:
- ELA · grade 4 4.12.B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
- ELA · grade 5 5.6.C make, correct, or confirm predictions using text features, characteristics of genre, and structures;
- ELA · grade 5 5.9.D recognize characteristics and structures of informational text, including:
- ELA · grade 5 5.12.B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
- ELA · grade 6 6.5.C make, correct, or confirm predictions using text features, characteristics of genre, and structures;
- ELA · grade 6 6.8.D analyze characteristics and structural elements of informational text, including:
- ELA · grade 6 6.11.B compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;
- ELA · grade 7 7.5.C make and correct or confirm predictions using text features, characteristics of genre, and structures
- ELA · grade 7 7.8.D analyze characteristics and structural elements of informational text, including:
- ELA · grade 7 7.11.B compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft
- ELA · grade 8 8.5.C make, correct, or confirm predictions using text features, characteristics of genre, and structures;
- ELA · grade 8 8.8.D analyze characteristics and structural elements of informational text, including:
- ELA · grade 8 8.11.B compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;
What a piece is mostly about, and the parts of the text that show it — in what you read and in what you write.
- ELA · grade 1 1.9.D recognize characteristics and structures of informational text, including:
- ELA · grade 2 2.9.D recognize characteristics and structures of informational text, including:
- ELA · grade 3 3.9.D recognize characteristics and structures of informational text, including:
- ELA · grade 3 3.12.B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
- ELA · grade 4 4.9.D recognize characteristics and structures of informational text, including:
- ELA · grade 4 4.12.B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
- ELA · grade 5 5.9.D recognize characteristics and structures of informational text, including:
- ELA · grade 5 5.12.B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
How long, how heavy, how much it holds — and how wide an angle opens, measured in degrees.
also called rulers, how long
- Math · grade 1 1.7.A use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement;
- Math · grade 1 1.7.B illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other
- Math · grade 1 1.7.C measure the same object/distance with units of two different lengths and describe how and why the measurements differ
- Math · grade 1 1.7.D describe a length to the nearest whole unit using a number and a unit
- Math · grade 2 2.9.A find the length of objects using concrete models for standard units of length
- Math · grade 2 2.9.B describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object
- Math · grade 2 2.9.D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes
- Math · grade 2 2.9.E determine a solution to a problem involving length, including estimating lengths
- Math · grade 2 2.9.F use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit
- Math · grade 2 2.10.A explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category
- Math · grade 3 3.7.B determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems
- Math · grade 3 3.7.D determine when it is appropriate to use measurements of liquid volume (capacity) or weight
- Math · grade 4 4.7.A illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers
- Math · grade 4 4.7.B illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers
- Math · grade 4 4.7.C determine the approximate measures of angles in degrees to the nearest whole number using a protractor
- Math · grade 4 4.7.D draw an angle with a given measure
- Math · grade 4 4.7.E determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures
- Math · grade 4 4.8.A identify relative sizes of measurement units within the customary and metric systems
- Math · grade 4 4.8.B convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table
- Math · grade 4 4.8.C solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate
- Math · grade 5 5.6.A recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible
- Math · grade 5 5.7 The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system, customary or metric
- Math · grade 5 5.9.A represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots
- Math · grade 6 6.4.H convert units within a measurement system, including the use of proportions and unit rates
- Math · grade 6 6.8.A extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle
- Math · grade 6 6.12.C summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution
- Math · grade 7 7.4.E convert between measurement systems, including the use of proportions and the use of unit rates
- Math · grade 8 8.10.D model the effect on linear and area measurements of dilated two-dimensional shapes
- Math · grade 8 8.11.B determine the mean absolute deviation and use this quantity as a measure of the average distance data are from the mean using a data set of no more than 10 data points
- Math · grade 8 8.12.A solve real-world problems comparing how interest rate and loan length affect the cost of credit
Dollars and cents first — naming them, counting them — then earning, spending, saving and investing.
also called coins, allowance
- Math · grade 1 1.4.A identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the relationships among them
- Math · grade 1 1.4.B write a number with the cent symbol to describe the value of a coin
- Math · grade 1 1.9.A define money earned as income
- Math · grade 1 1.9.B identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs
- Math · grade 1 1.9.C distinguish between spending and saving
- Math · grade 2 2.5.A determine the value of a collection of coins up to one dollar; and
- Math · grade 2 2.5.B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.
- Math · grade 2 2.11.A calculate how money saved can accumulate into a larger amount over time
- Math · grade 2 2.11.B explain that saving is an alternative to spending
- Math · grade 3 3.4.C determine the value of a collection of coins and bills
- Math · grade 3 3.9.A explain the connection between human capital/labor and income
- Math · grade 3 3.9.C identify the costs and benefits of planned and unplanned spending decisions
- Math · grade 3 3.9.E list reasons to save and explain the benefit of a savings plan, including for college
- Math · grade 3 3.9.F identify decisions involving income, spending, saving, credit, and charitable giving
- Math · grade 4 4.2.E represent decimals, including tenths and hundredths, using concrete and visual models and money
- Math · grade 4 4.8.C solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate
- Math · grade 4 4.10.C compare the advantages and disadvantages of various savings options
- Math · grade 4 4.10.D describe how to allocate a weekly allowance among spending; saving, including for college; and sharing
- Math · grade 4 4.10.E describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending
- Math · grade 5 5.3.E solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers
- Math · grade 5 5.10.A define income tax, payroll tax, sales tax, and property tax
- Math · grade 5 5.10.B explain the difference between gross income and net income
- Math · grade 5 5.10.E describe actions that might be taken to balance a budget when expenses exceed income
- Math · grade 6 6.4.G generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money
- Math · grade 6 6.14.G explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study
- Math · grade 6 6.14.H compare the annual salary of several occupations requiring various levels of post-secondary education or vocational training and calculate the effects of the different annual salaries on lifetime income
- Math · grade 7 7.13.A calculate the sales tax for a given purchase and calculate income tax for earned wages
- Math · grade 7 7.13.B identify the components of a personal budget, including income; planned savings for college, retirement, and emergencies; taxes; and fixed and variable expenses, and calculate what percentage each category comprises of the total budget
- Math · grade 8 8.12.C explain how small amounts of money invested regularly, including money saved for college and retirement, grow over time
- Math · grade 8 8.12.G estimate the cost of a two-year and four-year college education, including family contribution, and devise a periodic savings plan for accumulating the money needed to contribute to the total cost of attendance for at least the first year of college
Equal groups and fair shares: acted out with objects first, then facts by heart, then multi-digit, decimal and fraction problems on paper.
also called times tables
- Math · grade 2 2.6.A model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined
- Math · grade 2 2.6.B model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets
- Math · grade 3 3.4.E represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting
- Math · grade 3 3.4.F recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts
- Math · grade 3 3.4.G use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties
- Math · grade 3 3.4.J determine a quotient using the relationship between multiplication and division
- Math · grade 3 3.4.K solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts
- Math · grade 3 3.5.B represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations
- Math · grade 3 3.5.C describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24
- Math · grade 3 3.5.D determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product
- Math · grade 3 3.6.C determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row
- Math · grade 4 4.4.D use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties
- Math · grade 4 4.4.E represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations
- Math · grade 4 4.4.F use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor
- Math · grade 4 4.4.H solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders
- Math · grade 4 4.8.C solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate
- Math · grade 5 5.3.A estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
- Math · grade 5 5.3.B multiply with fluency a three-digit number by a two-digit number using the standard algorithm
- Math · grade 5 5.3.C solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm
- Math · grade 5 5.3.D represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models
- Math · grade 5 5.3.E solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers
- Math · grade 5 5.3.F represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models
- Math · grade 5 5.3.G solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm
- Math · grade 5 5.3.I represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models
- Math · grade 5 5.3.J represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models
- Math · grade 5 5.3.L divide whole numbers by unit fractions and unit fractions by whole numbers
- Math · grade 6 6.2.E extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 0
- Math · grade 6 6.3.A recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values
- Math · grade 6 6.3.D add, subtract, multiply, and divide integers fluently
- Math · grade 6 6.3.E multiply and divide positive rational numbers fluently
- Math · grade 6 6.4.D give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients
- Math · grade 7 7.3.A add, subtract, multiply, and divide rational numbers fluently
- Math · grade 7 7.3.B apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers
Earning, spending, saving and sharing — then taxes, credit and what borrowing costs, and making the budget balance.
- Math · grade 1 1.9.A define money earned as income
- Math · grade 1 1.9.B identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs
- Math · grade 1 1.9.C distinguish between spending and saving
- Math · grade 2 2.11.B explain that saving is an alternative to spending
- Math · grade 2 2.11.D identify examples of borrowing and distinguish between responsible and irresponsible borrowing
- Math · grade 2 2.11.E identify examples of lending and use concepts of benefits and costs to evaluate lending decisions
- Math · grade 3 3.9.A explain the connection between human capital/labor and income
- Math · grade 3 3.9.D explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest
- Math · grade 3 3.9.F identify decisions involving income, spending, saving, credit, and charitable giving
- Math · grade 4 4.10.D describe how to allocate a weekly allowance among spending; saving, including for college; and sharing
- Math · grade 4 4.10.E describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending
- Math · grade 5 5.10.A define income tax, payroll tax, sales tax, and property tax
- Math · grade 5 5.10.B explain the difference between gross income and net income
- Math · grade 5 5.10.C identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments
- Math · grade 5 5.10.E describe actions that might be taken to balance a budget when expenses exceed income
- Math · grade 6 6.14.B distinguish between debit cards and credit cards
- Math · grade 6 6.14.D explain why it is important to establish a positive credit history
- Math · grade 6 6.14.E describe the information in a credit report and how long it is retained
- Math · grade 6 6.14.F describe the value of credit reports to borrowers and to lenders
- Math · grade 6 6.14.H compare the annual salary of several occupations requiring various levels of post-secondary education or vocational training and calculate the effects of the different annual salaries on lifetime income
- Math · grade 7 7.4.D solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems
- Math · grade 7 7.13.A calculate the sales tax for a given purchase and calculate income tax for earned wages
- Math · grade 7 7.13.B identify the components of a personal budget, including income; planned savings for college, retirement, and emergencies; taxes; and fixed and variable expenses, and calculate what percentage each category comprises of the total budget
- Math · grade 8 8.12.A solve real-world problems comparing how interest rate and loan length affect the cost of credit
- Math · grade 8 8.12.B calculate the total cost of repaying a loan, including credit cards and easy access loans, under various rates of interest and over different periods using an online calculator
Spotting what a writer is trying to talk you into — and later, saying what you think and backing it.
- ELA · grade 1 1.9.E recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and
- ELA · grade 2 2.9.E recognize characteristics of persuasive text, including:
- ELA · grade 3 3.9.E recognize characteristics and structures of argumentative text by:
- ELA · grade 3 3.12.C compose argumentative texts, including opinion essays, using genre characteristics and craft; and
- ELA · grade 4 4.1.C express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively; and
- ELA · grade 4 4.9.E recognize characteristics and structures of argumentative text by:
- ELA · grade 4 4.12.C compose argumentative texts, including opinion essays, using genre characteristics and craft; and
- ELA · grade 5 5.9.E recognize characteristics and structures of argumentative text by:
- ELA · grade 5 5.12.C compose argumentative texts, including opinion essays, using genre characteristics and craft; and
- ELA · grade 6 6.8.E analyze characteristics and structures of argumentative text by:
- ELA · grade 6 6.11.C compose multi-paragraph argumentative texts using genre characteristics and craft; and
- ELA · grade 6 6.11.D compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.
- ELA · grade 7 7.8.E analyze characteristics and structures of argumentative text by:
- ELA · grade 7 7.11.C compose multi-paragraph argumentative texts using genre characteristics and craft
- ELA · grade 7 7.11.D compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure
- ELA · grade 8 8.8.E analyze characteristics and structures of argumentative text by:
- ELA · grade 8 8.11.C compose multi-paragraph argumentative texts using genre characteristics and craft; and
- ELA · grade 8 8.11.D compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.
Hearing the sounds inside a word and matching them to letters, in both directions.
also called sounding out
- ELA · grade 1 1.2.A demonstrate phonological awareness by:
- ELA · grade 1 1.2.B demonstrate and apply phonetic knowledge by:
- ELA · grade 1 1.2.C demonstrate and apply spelling knowledge by:
- ELA · grade 2 2.2.A demonstrate phonological awareness by:
- ELA · grade 2 2.2.B demonstrate and apply phonetic knowledge by:
- ELA · grade 2 2.2.C demonstrate and apply spelling knowledge by:
- ELA · grade 3 3.2.A demonstrate and apply phonetic knowledge by:
- ELA · grade 3 3.2.B demonstrate and apply spelling knowledge by:
- ELA · grade 3 3.3.A use print or digital resources to determine meaning, syllabication, and pronunciation;
- ELA · grade 3 3.9.B explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;
- ELA · grade 3 3.10.D describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes;
- ELA · grade 4 4.2.A demonstrate and apply phonetic knowledge by:
- ELA · grade 4 4.2.B demonstrate and apply spelling knowledge by:
- ELA · grade 4 4.3.A use print or digital resources to determine meaning, syllabication, and pronunciation;
- ELA · grade 4 4.10.D describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes;
- ELA · grade 5 5.2.A demonstrate and apply phonetic knowledge by:
- ELA · grade 5 5.2.B demonstrate and apply spelling knowledge by:
- ELA · grade 5 5.3.A use print or digital resources to determine meaning, syllabication, pronunciation, and word origin;
- ELA · grade 5 5.9.B explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms;
- ELA · grade 5 5.10.D describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices achieves specific purposes;
- ELA · grade 6 6.2.A use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;
- ELA · grade 7 7.2.A use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech
- ELA · grade 8 8.2.A use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;
What each digit is worth, from billions down to thousandths — which is what makes big numbers and small decimals manageable.
- Math · grade 1 1.2.E use place value to compare whole numbers up to 120 using comparative language
- Math · grade 1 1.2.F order whole numbers up to 120 using place value and open number lines
- Math · grade 2 2.2.B use standard, word, and expanded forms to represent numbers up to 1,200
- Math · grade 2 2.2.D use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =)
- Math · grade 2 2.4.B add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations
- Math · grade 2 2.4.C solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms
- Math · grade 2 2.7.B use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200
- Math · grade 3 3.2.A compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate
- Math · grade 3 3.2.B describe the mathematical relationships found in the base-10 place value system through the hundred thousands place
- Math · grade 3 3.4.A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction
- Math · grade 4 4.2.B represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals
- Math · grade 4 4.2.D round whole numbers to a given place value through the hundred thousands place
- Math · grade 4 4.4.B determine products of a number and 10 or 100 using properties of operations and place value understandings
- Math · grade 5 5.2.A represent the value of the digit in decimals through the thousandths using expanded notation and numerals
How poems sound and what they compare — rhyme, rhythm, simile and metaphor — and writing your own.
- ELA · grade 1 1.9.A demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;
- ELA · grade 1 1.9.B discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;
- ELA · grade 1 1.12.A dictate or compose literary texts, including personal narratives and poetry;
- ELA · grade 2 2.9.B explain visual patterns and structures in a variety of poems;
- ELA · grade 2 2.12.A compose literary texts, including personal narratives and poetry;
- ELA · grade 3 3.9.B explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;
- ELA · grade 3 3.12.A compose literary texts, including personal narratives and poetry, using genre characteristics and craft;
- ELA · grade 4 4.9.B explain figurative language such as simile, metaphor, and personification that the poet uses to create images;
- ELA · grade 4 4.12.A compose literary texts such as personal narratives and poetry using genre characteristics and craft;
- ELA · grade 5 5.9.B explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms;
- ELA · grade 5 5.12.A compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
- ELA · grade 6 6.8.B analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms;
- ELA · grade 6 6.11.A compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
- ELA · grade 7 7.8.B analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms
- ELA · grade 7 7.11.A compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft
- ELA · grade 8 8.8.B analyze the effect of graphical elements such as punctuation and line length in poems across a variety of poetic forms such as epic, lyric, and humorous poetry;
- ELA · grade 8 8.11.A compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
Word problems, and the habit underneath them: pick a tool, try it, and check whether the answer is sensible.
- Math · grade 1 1.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
- Math · grade 1 1.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
- Math · grade 1 1.3.B use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3
- Math · grade 1 1.3.E explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
- Math · grade 1 1.3.F generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20
- Math · grade 1 1.5.D represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences
- Math · grade 2 2.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
- Math · grade 2 2.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
- Math · grade 2 2.4.C solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms
- Math · grade 2 2.4.D generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000
- Math · grade 2 2.7.C represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem
- Math · grade 2 2.10.C write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one
- Math · grade 3 3.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
- Math · grade 3 3.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
- Math · grade 3 3.3.E solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8
- Math · grade 3 3.4.A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction
- Math · grade 3 3.4.K solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts
- Math · grade 3 3.5.B represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations
- Math · grade 3 3.8.B solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals
- Math · grade 4 4.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
- Math · grade 4 4.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
- Math · grade 4 4.4.H solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders
- Math · grade 4 4.5.D solve problems related to perimeter and area of rectangles where dimensions are whole numbers
- Math · grade 4 4.8.C solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate
- Math · grade 4 4.9.B solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot
- Math · grade 5 5.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
- Math · grade 5 5.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
- Math · grade 5 5.4.B represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity
- Math · grade 5 5.4.H represent and solve problems related to perimeter and/or area and related to volume
- Math · grade 5 5.7 The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system, customary or metric
- Math · grade 5 5.9.C solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot
- Math · grade 6 6.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
- Math · grade 6 6.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
- Math · grade 6 6.4.B apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates
- Math · grade 6 6.5.B solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models
- Math · grade 6 6.10.A model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts
- Math · grade 7 7.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
- Math · grade 7 7.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
- Math · grade 7 7.3.B apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers
- Math · grade 7 7.4.D solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems
- Math · grade 7 7.5.C solve mathematical and real-world problems involving similar shape and scale drawings
- Math · grade 7 7.6.G solve problems using data represented in bar graphs, dot plots, and circle graphs, including part-to-whole and part-to-part comparisons and equivalents;
- Math · grade 7 7.6.H solve problems using qualitative and quantitative predictions and comparisons from simple experiments; and
- Math · grade 7 7.9.A solve problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids
- Math · grade 7 7.9.D solve problems involving the lateral and total surface area of a rectangular prism, rectangular pyramid, triangular prism, and triangular pyramid by determining the area of the shape's net
- Math · grade 8 8.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
- Math · grade 8 8.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
- Math · grade 8 8.5.E solve problems involving direct variation
- Math · grade 8 8.7.A solve problems involving the volume of cylinders, cones, and spheres
- Math · grade 8 8.7.C use the Pythagorean Theorem and its converse to solve problems
- Math · grade 8 8.8.C model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants
- Math · grade 8 8.12.A solve real-world problems comparing how interest rate and loan length affect the cost of credit
Reading smoothly enough that the sense arrives with the words rather than after them.
- ELA · grade 1 1.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- ELA · grade 2 2.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- ELA · grade 3 3.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- ELA · grade 4 4.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency rate, accuracy, and prosody when reading grade-level text.
- ELA · grade 5 5.4 The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency rate, accuracy, and prosody when reading grade-level text.
- ELA · grade 6 6.3 The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
- ELA · grade 7 7.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
- ELA · grade 8 8.3 The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
Asking a question that sends you looking it up, finding the sources, and later saying where the answer came from.
- ELA · grade 1 1.2.B demonstrate and apply phonetic knowledge by:
- ELA · grade 1 1.2.C demonstrate and apply spelling knowledge by:
- ELA · grade 1 1.7.A describe personal connections to a variety of sources;
- ELA · grade 1 1.7.E interact with sources in meaningful ways such as illustrating or writing; and
- ELA · grade 1 1.13.A generate questions for formal and informal inquiry with adult assistance;
- ELA · grade 1 1.13.B develop and follow a research plan with adult assistance;
- ELA · grade 1 1.13.C identify and gather relevant sources and information to answer the questions with adult assistance;
- ELA · grade 2 2.2.B demonstrate and apply phonetic knowledge by:
- ELA · grade 2 2.7.A describe personal connections to a variety of sources;
- ELA · grade 2 2.7.E interact with sources in meaningful ways such as illustrating or writing; and
- ELA · grade 2 2.13.A generate questions for formal and informal inquiry with adult assistance;
- ELA · grade 2 2.13.B develop and follow a research plan with adult assistance;
- ELA · grade 2 2.13.C identify and gather relevant sources and information to answer the questions;
- ELA · grade 2 2.13.D identify primary and secondary sources;
- ELA · grade 2 2.13.F cite sources appropriately; and
- ELA · grade 3 3.2.A demonstrate and apply phonetic knowledge by:
- ELA · grade 3 3.7.A describe personal connections to a variety of sources, including self-selected texts;
- ELA · grade 3 3.7.E interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- ELA · grade 3 3.13.A generate questions on a topic for formal and informal inquiry;
- ELA · grade 3 3.13.B develop and follow a research plan with adult assistance;
- ELA · grade 3 3.13.C identify and gather relevant information from a variety of sources;
- ELA · grade 3 3.13.D identify primary and secondary sources;
- ELA · grade 3 3.13.F recognize the difference between paraphrasing and plagiarism when using source materials;
- ELA · grade 4 4.2.A demonstrate and apply phonetic knowledge by:
- ELA · grade 4 4.7.A describe personal connections to a variety of sources, including self-selected texts;
- ELA · grade 4 4.7.B write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
- ELA · grade 4 4.7.E interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- ELA · grade 4 4.13.A generate and clarify questions on a topic for formal and informal inquiry;
- ELA · grade 4 4.13.B develop and follow a research plan with adult assistance;
- ELA · grade 4 4.13.C identify and gather relevant information from a variety of sources;
- ELA · grade 4 4.13.D identify primary and secondary sources;
- ELA · grade 4 4.13.F recognize the difference between paraphrasing and plagiarism when using source materials;
- ELA · grade 5 5.2.A demonstrate and apply phonetic knowledge by:
- ELA · grade 5 5.7.A describe personal connections to a variety of sources, including self-selected texts;
- ELA · grade 5 5.7.B write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
- ELA · grade 5 5.7.E interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- ELA · grade 5 5.13.A generate and clarify questions on a topic for formal and informal inquiry;
- ELA · grade 5 5.13.B develop and follow a research plan with adult assistance;
- ELA · grade 5 5.13.C identify and gather relevant information from a variety of sources;
- ELA · grade 5 5.13.D understand credibility of primary and secondary sources;
- ELA · grade 5 5.13.F differentiate between paraphrasing and plagiarism when using source materials;
- ELA · grade 6 6.6.A describe personal connections to a variety of sources, including self-selected texts;
- ELA · grade 6 6.6.B write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- ELA · grade 6 6.6.E interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- ELA · grade 6 6.12.A generate student-selected and teacher-guided questions for formal and informal inquiry;
- ELA · grade 6 6.12.C refine the major research question, if necessary, guided by the answers to a secondary set of questions;
- ELA · grade 6 6.12.D identify and gather relevant information from a variety of sources;
- ELA · grade 6 6.12.E differentiate between primary and secondary sources;
- ELA · grade 6 6.12.F synthesize information from a variety of sources;
- ELA · grade 6 6.12.G differentiate between paraphrasing and plagiarism when using source materials;
- ELA · grade 6 6.12.H examine sources for:
- ELA · grade 6 6.12.I display academic citations and use source materials ethically; and
- ELA · grade 7 7.6.A describe personal connections to a variety of sources, including self-selected texts
- ELA · grade 7 7.6.B write responses that demonstrate understanding of texts, including comparing sources within and across genres
- ELA · grade 7 7.6.E interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
- ELA · grade 7 7.12.A generate student-selected and teacher-guided questions for formal and informal inquiry
- ELA · grade 7 7.12.C refine the major research question, if necessary, guided by the answers to a secondary set of questions
- ELA · grade 7 7.12.D identify and gather relevant information from a variety of sources
- ELA · grade 7 7.12.E differentiate between primary and secondary sources
- ELA · grade 7 7.12.F synthesize information from a variety of sources
- ELA · grade 7 7.12.G differentiate between paraphrasing and plagiarism when using source materials
- ELA · grade 7 7.12.H examine sources for:
- ELA · grade 7 7.12.I display academic citations and use source materials ethically
- ELA · grade 8 8.6.A describe personal connections to a variety of sources, including self-selected texts;
- ELA · grade 8 8.6.B write responses that demonstrate understanding of texts, including comparing sources within and across genres;
- ELA · grade 8 8.6.E interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
- ELA · grade 8 8.12.A generate student-selected and teacher-guided questions for formal and informal inquiry;
- ELA · grade 8 8.12.C refine the major research question, if necessary, guided by the answers to a secondary set of questions;
- ELA · grade 8 8.12.D identify and gather relevant information from a variety of sources;
- ELA · grade 8 8.12.E differentiate between primary and secondary sources;
- ELA · grade 8 8.12.F synthesize information from a variety of sources;
- ELA · grade 8 8.12.G differentiate between paraphrasing and plagiarism when using source materials;
- ELA · grade 8 8.12.H examine sources for:
- ELA · grade 8 8.12.I display academic citations and use source materials ethically; and
Naming shapes and solids, sorting them by sides and angles, moving and resizing them — and measuring around, across and inside them.
- Math · grade 1 1.6.A classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language
- Math · grade 1 1.6.B distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape
- Math · grade 1 1.6.C create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons
- Math · grade 1 1.6.D identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language
- Math · grade 1 1.6.E identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language
- Math · grade 1 1.6.F compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible
- Math · grade 1 1.6.G partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words
- Math · grade 2 2.8.A create two-dimensional shapes based on given attributes, including number of sides and vertices
- Math · grade 2 2.8.B classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language
- Math · grade 2 2.8.C classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices
- Math · grade 2 2.8.D compose two-dimensional shapes and three-dimensional solids with given properties or attributes
- Math · grade 2 2.8.E decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts
- Math · grade 2 2.9.F use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit
- Math · grade 3 3.6.A classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language
- Math · grade 3 3.6.B use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories
- Math · grade 3 3.6.C determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row
- Math · grade 3 3.6.D decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area
- Math · grade 3 3.6.E decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape
- Math · grade 4 4.5.C use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w)
- Math · grade 4 4.5.D solve problems related to perimeter and area of rectangles where dimensions are whole numbers
- Math · grade 4 4.6.B identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure
- Math · grade 4 4.6.C apply knowledge of right angles to identify acute, right, and obtuse triangles
- Math · grade 4 4.6.D 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
- Math · grade 4 4.7.A illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers
- Math · grade 4 4.7.B illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers
- Math · grade 5 5.5 The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties
- Math · grade 5 5.6.A recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible
- Math · grade 6 6.8.A extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle
- Math · grade 6 6.8.B model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes
- Math · grade 6 6.8.C write equations that represent problems related to the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers
- Math · grade 6 6.8.D determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers
- Math · grade 6 6.12.B use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution
- Math · grade 6 6.12.C summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution
- Math · grade 7 7.5.A generalize the critical attributes of similarity, including ratios within and between similar shapes
- Math · grade 7 7.5.B describe π as the ratio of the circumference of a circle to its diameter
- Math · grade 7 7.5.C solve mathematical and real-world problems involving similar shape and scale drawings
- Math · grade 7 7.6.G solve problems using data represented in bar graphs, dot plots, and circle graphs, including part-to-whole and part-to-part comparisons and equivalents;
- Math · grade 7 7.8.C use models to determine the approximate formulas for the circumference and area of a circle and connect the models to the actual formulas
- Math · grade 7 7.9.B determine the circumference and area of circles
- Math · grade 7 7.9.C determine the area of composite figures containing combinations of rectangles, squares, parallelograms, trapezoids, triangles, semicircles, and quarter circles
- Math · grade 7 7.9.D solve problems involving the lateral and total surface area of a rectangular prism, rectangular pyramid, triangular prism, and triangular pyramid by determining the area of the shape's net
- Math · grade 7 7.11.C write and solve equations using geometry concepts, including the sum of the angles in a triangle, and angle relationships
- Math · grade 7 7.12.A compare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and spreads
- Math · grade 8 8.3.A generalize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation
- Math · grade 8 8.3.B compare and contrast the attributes of a shape and its dilation(s) on a coordinate plane
- Math · grade 8 8.3.C use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation
- Math · grade 8 8.4.A use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 - y1) / (x2 - x1), is the same for any two points (x1, y1) and (x2, y2) on the same line
- Math · grade 8 8.8.D use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles
- Math · grade 8 8.10.A generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane
- Math · grade 8 8.10.C explain the effect of translations, reflections over the x- or y-axis, and rotations limited to 90°, 180°, 270°, and 360° as applied to two-dimensional shapes on a coordinate plane using an algebraic representation
- Math · grade 8 8.10.D model the effect on linear and area measurements of dilated two-dimensional shapes
Talking so you are understood, and listening closely enough to answer what was actually said.
- ELA · grade 1 1.1.A listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
- ELA · grade 1 1.1.C share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
- ELA · grade 1 1.1.D work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and
- ELA · grade 2 2.1.A listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
- ELA · grade 2 2.1.C share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
- ELA · grade 2 2.1.D work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others; and
- ELA · grade 3 3.1.A listen actively, ask relevant questions to clarify information, and make pertinent comments;
- ELA · grade 3 3.1.C speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;
- ELA · grade 4 4.1.A listen actively, ask relevant questions to clarify information, and make pertinent comments;
- ELA · grade 5 5.1.A listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;
- ELA · grade 6 6.1.A listen actively to interpret a message, ask clarifying questions, and respond appropriately;
- ELA · grade 6 6.1.D participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement.
- ELA · grade 6 6.10.A plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- ELA · grade 7 7.1.A listen actively to interpret a message and ask clarifying questions that build on others' ideas
- ELA · grade 7 7.10.A plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
- ELA · grade 8 8.1.A listen actively to interpret a message by summarizing, asking questions, and making comments;
- ELA · grade 8 8.1.D participate collaboratively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.
- ELA · grade 8 8.10.A plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
Writing a word the way everyone else writes it — partly by pattern, partly by the words you come to know on sight.
- ELA · grade 1 1.2.C demonstrate and apply spelling knowledge by:
- ELA · grade 1 1.11.D edit drafts using standard English conventions, including:
- ELA · grade 2 2.2.C demonstrate and apply spelling knowledge by:
- ELA · grade 2 2.11.D edit drafts using standard English conventions, including:
- ELA · grade 3 3.2.A demonstrate and apply phonetic knowledge by:
- ELA · grade 3 3.2.B demonstrate and apply spelling knowledge by:
- ELA · grade 3 3.11.D edit drafts using standard English conventions, including:
- ELA · grade 4 4.2.B demonstrate and apply spelling knowledge by:
- ELA · grade 4 4.11.D edit drafts using standard English conventions, including:
- ELA · grade 5 5.2.B demonstrate and apply spelling knowledge by:
- ELA · grade 5 5.11.D edit drafts using standard English conventions, including:
- ELA · grade 6 6.10.D edit drafts using standard English conventions, including:
- ELA · grade 7 7.10.D edit drafts using standard English conventions, including:
- ELA · grade 8 8.10.D edit drafts using standard English conventions, including:
Reading a clock, analog or digital — to the hour and half hour first, then to the minute.
also called clocks
Working out new words from the sentence, their affixes and their Greek and Latin roots — then using them yourself.
also called word meanings
- ELA · grade 1 1.2.B demonstrate and apply phonetic knowledge by:
- ELA · grade 1 1.3.C identify the meaning of words with the affixes -s, -ed, and -ing; and
- ELA · grade 1 1.7.F respond using newly acquired vocabulary as appropriate.
- ELA · grade 2 2.3.B use context within and beyond a sentence to determine the meaning of unfamiliar words;
- ELA · grade 2 2.3.C identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; and
- ELA · grade 2 2.3.D identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.
- ELA · grade 2 2.7.F respond using newly acquired vocabulary as appropriate.
- ELA · grade 3 3.3.B use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;
- ELA · grade 3 3.3.C identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; and
- ELA · grade 3 3.3.D identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.
- ELA · grade 3 3.7.F respond using newly acquired vocabulary as appropriate; and
- ELA · grade 4 4.3.B use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
- ELA · grade 4 4.3.C determine the meaning of and use words with affixes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter; and
- ELA · grade 4 4.7.F respond using newly acquired vocabulary as appropriate; and
- ELA · grade 5 5.3.B use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
- ELA · grade 5 5.3.C identify the meaning of and use words with affixes such as trans-, super-, -ive, and -logy and roots such as geo and photo; and
- ELA · grade 5 5.7.F respond using newly acquired vocabulary as appropriate; and
- ELA · grade 6 6.2.B use context such as definition, analogy, and examples to clarify the meaning of words; and
- ELA · grade 6 6.6.F respond using newly acquired vocabulary as appropriate;
- ELA · grade 6 6.6.H respond orally or in writing with appropriate register, vocabulary, tone, and voice; and
- ELA · grade 7 7.2.B use context such as contrast or cause and effect to clarify the meaning of words
- ELA · grade 7 7.6.F respond using newly acquired vocabulary as appropriate
- ELA · grade 7 7.6.H respond orally or in writing with appropriate register, vocabulary, tone, and voice
- ELA · grade 8 8.2.B use context within or beyond a paragraph to clarify the meaning of unfamiliar or ambiguous words; and
- ELA · grade 8 8.6.F respond using newly acquired vocabulary as appropriate;
- ELA · grade 8 8.6.H respond orally or in writing with appropriate register, vocabulary, tone, and voice;
Planning it, getting it down, changing it, and putting it in front of somebody — all of it counts as writing.
- ELA · grade 1 1.11.A plan a first draft by generating ideas for writing such as by drawing and brainstorming;
- ELA · grade 1 1.11.B develop drafts in oral, pictorial, or written form by:
- ELA · grade 1 1.11.C revise drafts by adding details in pictures or words;
- ELA · grade 1 1.11.D edit drafts using standard English conventions, including:
- ELA · grade 1 1.11.E publish and share writing.
- ELA · grade 2 2.11.A plan a first draft by generating ideas for writing such as drawing and brainstorming;
- ELA · grade 2 2.11.B develop drafts into a focused piece of writing by:
- ELA · grade 2 2.11.C revise drafts by adding, deleting, or rearranging words, phrases, or sentences;
- ELA · grade 2 2.11.D edit drafts using standard English conventions, including:
- ELA · grade 2 2.11.E publish and share writing.
- ELA · grade 3 3.11.A plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
- ELA · grade 3 3.11.B develop drafts into a focused, structured, and coherent piece of writing by:
- ELA · grade 3 3.11.C revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
- ELA · grade 3 3.11.D edit drafts using standard English conventions, including:
- ELA · grade 3 3.11.E publish written work for appropriate audiences.
- ELA · grade 4 4.11.A plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
- ELA · grade 4 4.11.B develop drafts into a focused, structured, and coherent piece of writing by:
- ELA · grade 4 4.11.C revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
- ELA · grade 4 4.11.D edit drafts using standard English conventions, including:
- ELA · grade 4 4.11.E publish written work for appropriate audiences.
- ELA · grade 5 5.11.A plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
- ELA · grade 5 5.11.B develop drafts into a focused, structured, and coherent piece of writing by:
- ELA · grade 5 5.11.C revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
- ELA · grade 5 5.11.D edit drafts using standard English conventions, including:
- ELA · grade 5 5.11.E publish written work for appropriate audiences.
- ELA · grade 6 6.10.A plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- ELA · grade 6 6.10.B develop drafts into a focused, structured, and coherent piece of writing by:
- ELA · grade 6 6.10.C revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- ELA · grade 6 6.10.D edit drafts using standard English conventions, including:
- ELA · grade 6 6.10.E publish written work for appropriate audiences.
- ELA · grade 6 6.12.B develop and revise a plan;
- ELA · grade 7 7.10.A plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
- ELA · grade 7 7.10.B develop drafts into a focused, structured, and coherent piece of writing by:
- ELA · grade 7 7.10.C revise drafts for clarity, development, organization, style, word choice, and sentence variety
- ELA · grade 7 7.10.D edit drafts using standard English conventions, including:
- ELA · grade 7 7.10.E publish written work for appropriate audiences
- ELA · grade 7 7.12.B develop and revise a plan
- ELA · grade 8 8.10.A plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
- ELA · grade 8 8.10.B develop drafts into a focused, structured, and coherent piece of writing by:
- ELA · grade 8 8.10.C revise drafts for clarity, development, organization, style, word choice, and sentence variety;
- ELA · grade 8 8.10.D edit drafts using standard English conventions, including:
- ELA · grade 8 8.10.E publish written work for appropriate audiences.
- ELA · grade 8 8.12.B develop and revise a plan;