Review by Jason Shiroff, Common Sense Education |
Updated April 2016
Grades
Pre-K-12
This grade range is a recommendation by Common Sense Education and not the developer/publisher.
Price:
Free to Try, Paid
Skill practice is free but limited to a small number of problems a day. Members get unlimited practice, tracking, awards, and certificates.
Platforms:
Website
Subjects and Skills: IXL
Skills
Character & SEL
Subjects
English Language Arts
Math
Science
Social Studies
Math
Science
Social Studies
Pros: Tool helps students develop confidence and clearly track progress.
Cons: Drilling limits opportunities for kids to apply skills in real-world ways.
Bottom Line: Students can improve targeted skills with tons of practice modules and visually appealing tasks.
Class and individual reports with item analysis, usage, and trouble spots allow parents and teachers to get the specific information they need to differentiate instruction for their kids. The standard Trouble Spot report is very useful for quickly identifying where students are having a hard time and which students need extra help.
Pre-K kids may have a hard time with navigation at first and might benefit from some verbal directions. Fortunately, the site offers audio support for grades pre-K through 5. Older students may need some guidance as to which skills they should practice, especially in math. Teachers can suggest skills for classes to practice, but there's no way for teachers to assign specific students or groups of students certain tasks through the dashboard.
Continue reading Read lessIXL is a website and Chrome app with thousands of math, language, social studies, and science modules that meet nearly all the Common Core State Standards and some of the Next Generation Science Standards (grades 2–5). You'll find pre-K games covering the fundamentals through subject-specific high school lessons. A few examples include learning activities on geometry, how to graph equations, and the Pythagorean theorem.
In "Recipes with Fractions," students compare fractions using real recipes, classify a system of equations, graph two equations by dragging points, and then classify them in a multiple-choice question. Language arts practice focuses on grammar and vocabulary skills. Students practice one skill at a time and earn points and ribbons when they get questions correct. Once they reach 100 points for a skill, kids earn a medal and a square on their game board, encouraging them to master other skills to earn virtual prizes.
Continue reading Read lessThe targeted activities -- pretty much drill-and-practice in format and approach -- can provide extensive opportunities for independent practice. Unlike many sites where students do drills, though, IXL gives feedback on how to get better. Incorrect answers are explained thoroughly with written explanations and examples. These explanations may help strong readers, but a multimedia approach would support a wider range of learners.
Overall, IXL's focus on repetition is its major drawback. However, it gives students the tools they need to improve in many subjects and build confidence across the board.
Continue reading Read lessOverall Rating
4
Engagement Is the product stimulating, entertaining, and engrossing? Will kids want to return?
4
When it comes to drill and practice, you can only make it so much fun. However, IXL makes a good effort through rewards, immediate feedback, and visually appealing tasks.
Pedagogy Is learning content seamlessly baked-in, and do kids build conceptual understanding? Is the product adaptable and empowering? Will skills transfer?
3
Practice, practice, practice builds confidence and accuracy, though repetition won't encourage critical thinking.
Support Does the product take into account learners of varying abilities, skill levels, and learning styles? Does it address both struggling and advanced students?
4
Students get detailed support and tips when they get a problem wrong. The pre-K through fifth-grade content has microphone icons that read a problem out loud. Curriculum is aligned to Common Core, the NGSS, and other state standards.
Key Standards Supported
Arithmetic With Polynomials And Rational Expressions | |
| HSA.APR: Perform Arithmetic Operations On Polynomials | |
| HSA.APR.1 | Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. |
| Rewrite Rational Expressions | |
| HSA.APR.6 | Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system. |
| HSA.APR.7 | (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions. |
| Understand The Relationship Between Zeros And Factors Of Polynomials | |
| HSA.APR.3 | Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. |
| Use Polynomial Identities To Solve Problems | |
| HSA.APR.4 | Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x2 + y2)2 = (x2 – y2)2 + (2xy)2 can be used to generate Pythagorean triples. |
| HSA.APR.5 | (+) Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle.1 |
Building Functions | |
| HSF.BF: Build A Function That Models A Relationship Between Two Quantities | |
| HSF.BF.1 | Write a function that describes a relationship between two quantities. |
| HSF.BF.2 | Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.★ |
Circles | |
| HSG.C: Find Arc Lengths And Areas Of Sectors Of Circles | |
| HSG.C.5 | Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. |
| Understand And Apply Theorems About Circles | |
| HSG.C.1 | Prove that all circles are similar. |
| HSG.C.2 | Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle. |
| HSG.C.3 | Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle. |
| HSG.C.4 | (+) Construct a tangent line from a point outside a given circle to the circle. |
Conditional Probability And The Rules Of Probability | |
| HSS.CP: Understand Independence And Conditional Probability And Use Them To Interpret Data | |
| HSS.CP.1 | Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”). |
| HSS.CP.2 | Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent. |
| Use The Rules Of Probability To Compute Probabilities Of Compound Events In A Uniform Probability Model | |
| HSS.CP.6 | Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model. |
| HSS.CP.9 | (+) Use permutations and combinations to compute probabilities of compound events and solve problems. |
Congruence | |
| HSG.CO: Experiment With Transformations In The Plane | |
| HSG.CO.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. |
| HSG.CO.2 | Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch). |
| HSG.CO.3 | Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. |
| HSG.CO.4 | Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. |
| HSG.CO.5 | Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. |
| Understand Congruence In Terms Of Rigid Motions | |
| HSG.CO.6 | Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. |
Counting And Cardinality | |
| K.CC: Compare Numbers. | |
| K.CC.6 | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 |
| K.CC.7 | Compare two numbers between 1 and 10 presented as written numerals. |
| Count To Tell The Number Of Objects. | |
| K.CC.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| K.CC.5 | Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. |
| Know Number Names And The Count Sequence. | |
| K.CC.1 | Count to 100 by ones and by tens. |
| K.CC.2 | Count forward beginning from a given number within the known sequence (instead of having to begin at 1). |
| K.CC.3 | Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). |
Creating Equations | |
| HSA.CED: Create Equations That Describe Numbers Or Relationships | |
| HSA.CED.1 | Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. |
| HSA.CED.2 | Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. |
| HSA.CED.3 | Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non- viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. |
| HSA.CED.4 | Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R. |
Expressing Geometric Properties With Equations | |
| HSG.GPE: Use Coordinates To Prove Simple Geometric Theorems Algebraically | |
| HSG.GPE.5 | Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). |
| HSG.GPE.6 | Find the point on a directed line segment between two given points that partitions the segment in a given ratio. |
| HSG.GPE.7 | Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.★ |
Expressions And Equations | |
| 6.EE: Apply And Extend Previous Understandings Of Arithmetic To Algebraic Expressions. | |
| 6.EE.1 | Write and evaluate numerical expressions involving whole-number exponents. |
| 6.EE.2 | Write, read, and evaluate expressions in which letters stand for numbers. |
| 6.EE.3 | Apply the properties of operations to generate equivalent expressions. |
| 6.EE.4 | Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for. |
| Reason About And Solve One-Variable Equations And Inequalities. | |
| 6.EE.5 | Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. |
| 6.EE.6 | Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. |
| 6.EE.7 | Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. |
| 6.EE.8 | Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. |
| Represent And Analyze Quantitative Relationships Between Dependent And Independent Variables. | |
| 6.EE.9 | Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. |
| 7.EE: Solve Real-Life And Mathematical Problems Using Numerical And Algebraic Expressions And Equations. | |
| 7.EE.3 | Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. |
| 7.EE.4 | Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. |
| Use Properties Of Operations To Generate Equivalent Expressions. | |
| 7.EE.1 | Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. |
| 8.EE: Analyze And Solve Linear Equations And Pairs Of Simultaneous Linear Equations. | |
| 8.EE.7 | Solve linear equations in one variable. |
| 8.EE.8 | Analyze and solve pairs of simultaneous linear equations. |
| Understand The Connections Between Proportional Relationships, Lines, And Linear Equations. | |
| 8.EE.5 | Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. |
| 8.EE.6 | Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. |
| Work With Radicals And Integer Exponents. | |
| 8.EE.1 | Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27. |
| 8.EE.2 | Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. |
| 8.EE.3 | Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger. |
| 8.EE.4 | Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. |
Functions | |
| 8.F: Define, Evaluate, And Compare Functions. | |
| 8.F.1 | Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1 |
| 8.F.2 | Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. |
| 8.F.3 | Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. |
| Use Functions To Model Relationships Between Quantities. | |
| 8.F.4 | Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. |
| 8.F.5 | Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. |
Geometric Measurement And Dimension | |
| HSG.GMD: Explain Volume Formulas And Use Them To Solve Problems | |
| HSG.GMD.3 | Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.★ |
| Visualize Relationships Between Two-Dimensional And Three- Dimensional Objects | |
| HSG.GMD.4 | Identify the shapes of two-dimensional cross-sections of three- dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. |
Geometry | |
| 1.G: Reason With Shapes And Their Attributes. | |
| 1.G.1 | Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. |
| 1.G.3 | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. |
| 2.G: Reason With Shapes And Their Attributes. | |
| 2.G.1 | Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. |
| 2.G.3 | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. |
| 3.G: Reason With Shapes And Their Attributes. | |
| 3.G.1 | Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. |
| 3.G.2 | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. |
| 4.G: Draw And Identify Lines And Angles, And Classify Shapes By Properties Of Their Lines And Angles. | |
| 4.G.1 | Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. |
| 4.G.2 | Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. |
| 4.G.3 | Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. |
| 5.G: Classify Two-Dimensional Figures Into Categories Based On Their Properties. | |
| 5.G.3 | Understand that attributes belonging to a category of two- dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. |
| 5.G.4 | Classify two-dimensional figures in a hierarchy based on properties. |
| Graph Points On The Coordinate Plane To Solve Real-World And Mathematical Problems. | |
| 5.G.1 | Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). |
| 5.G.2 | Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. |
| 6.G: Solve Real-World And Mathematical Problems Involving Area, Surface Area, And Volume. | |
| 6.G.1 | Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. |
| 6.G.2 | Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. |
| 6.G.3 | Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. |
| 6.G.4 | Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. |
| 7.G: Draw, Construct, And Describe Geometrical Figures And Describe The Relationships Between Them. | |
| 7.G.1 | Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. |
| 7.G.3 | Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. |
| Solve Real-Life And Mathematical Problems Involving Angle Measure, Area, Surface Area, And Volume. | |
| 7.G.4 | Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. |
| 7.G.5 | Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. |
| 7.G.6 | Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. |
| 8.G: Solve Real-World And Mathematical Problems Involving Volume Of Cylinders, Cones, And Spheres. | |
| 8.G.9 | Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. |
| Understand And Apply The Pythagorean Theorem. | |
| 8.G.6 | Explain a proof of the Pythagorean Theorem and its converse. |
| 8.G.7 | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. |
| 8.G.8 | Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. |
| Understand Congruence And Similarity Using Physical Models, Trans- Parencies, Or Geometry Software. | |
| 8.G.1 | Verify experimentally the properties of rotations, reflections, and translations: |
| 8.G.2 | Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. |
| 8.G.3 | Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. |
| 8.G.4 | Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two- dimensional figures, describe a sequence that exhibits the similarity between them. |
| 8.G.5 | Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. |
| K.G: Analyze, Compare, Create, And Compose Shapes. | |
| K.G.4 | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). |
| Identify And Describe Shapes (Squares, Circles, Triangles, Rectangles, Hexagons, Cubes, Cones, Cylinders, And Spheres). | |
| K.G.1 | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. |
| K.G.2 | Correctly name shapes regardless of their orientations or overall size. |
| K.G.3 | Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”). |
Interpreting Categorical And Quantitative Data | |
| HSS.ID: Summarize, Represent, And Interpret Data On A Single Count Or Measurement Variable | |
| HSS.ID.1 | Represent data with plots on the real number line (dot plots, histograms, and box plots). |
| HSS.ID.2 | Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. |
| HSS.ID.3 | Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). |
| Summarize, Represent, And Interpret Data On Two Categorical And Quantitative Variables | |
| HSS.ID.6 | Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. |
Interpreting Functions | |
| HSF.IF: Analyze Functions Using Different Representations | |
| HSF.IF.7 | Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.★ |
| HSF.IF.8 | Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. |
| HSF.IF.9 | Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum. |
| Interpret Functions That Arise In Applications In Terms Of The Context | |
| HSF.IF.4 | For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.★ |
| HSF.IF.5 | Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.★ |
| HSF.IF.6 | Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.★ |
| Understand The Concept Of A Function And Use Function Notation | |
| HSF.IF.1 | Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). |
| HSF.IF.2 | Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. |
| HSF.IF.3 | Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1. |
Linear, Quadratic, And Exponential Models | |
| HSF.LE: Construct And Compare Linear, Quadratic, And Exponential Models And Solve Problems | |
| HSF.LE.1 | Distinguish between situations that can be modeled with linear functions and with exponential functions. |
| HSF.LE.2 | Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). |
| Interpret Expressions For Functions In Terms Of The Situation They Model | |
| HSF.LE.5 | Interpret the parameters in a linear or exponential function in terms of a context. |
Making Inferences And Justifying Conclusions | |
| HSS.IC: Make Inferences And Justify Conclusions From Sample Surveys, Experiments, And Observational Studies | |
| HSS.IC.4 | Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. |
| Understand And Evaluate Random Processes Underlying Statistical Experiments | |
| HSS.IC.1 | Understand statistics as a process for making inferences about population parameters based on a random sample from that population. |
Measurement And Data | |
| 1.MD: Measure Lengths Indirectly And By Iterating Length Units. | |
| 1.MD.1 | Order three objects by length; compare the lengths of two objects indirectly by using a third object. |
| Represent And Interpret Data. | |
| 1.MD.4 | Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. |
| Tell And Write Time. | |
| 1.MD.3 | Tell and write time in hours and half-hours using analog and digital clocks. |
| 2.MD: Measure And Estimate Lengths In Standard Units. | |
| 2.MD.1 | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. |
| 2.MD.2 | Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. |
| 2.MD.3 | Estimate lengths using units of inches, feet, centimeters, and meters. |
| 2.MD.4 | Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. |
| Relate Addition And Subtraction To Length. | |
| 2.MD.5 | Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. |
| 2.MD.6 | Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. |
| Represent And Interpret Data. | |
| 2.MD.10 | Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems4 using information presented in a bar graph. |
| 2.MD.9 | Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. |
| Work With Time And Money. | |
| 2.MD.7 | Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. |
| 2.MD.8 | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? |
| 3.MD: Geometric Measurement: Recognize Perimeter As An Attribute Of Plane Figures And Distinguish Between Linear And Area Measures. | |
| 3.MD.8 | Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. |
| Geometric Measurement: Understand Concepts Of Area And Relate Area To Multiplication And To Addition. | |
| 3.MD.5 | Recognize area as an attribute of plane figures and understand concepts of area measurement. |
| 3.MD.6 | Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). |
| 3.MD.7 | Relate area to the operations of multiplication and addition. |
| Represent And Interpret Data. | |
| 3.MD.3 | Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. |
| Solve Problems Involving Measurement And Estimation Of Intervals Of Time, Liquid Volumes, And Masses Of Objects. | |
| 3.MD.1 | Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. |
| 3.MD.2 | Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).6 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.7 |
| 4.MD: Geometric Measurement: Understand Concepts Of Angle And Measure Angles. | |
| 4.MD.5 | Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: |
| 4.MD.6 | Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. |
| 4.MD.7 | Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. |
| Represent And Interpret Data. | |
| 4.MD.4 | Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. |
| Solve Problems Involving Measurement And Conversion Of Measurements From A Larger Unit To A Smaller Unit. | |
| 4.MD.1 | Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two- column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... |
| 4.MD.2 | Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. |
| 4.MD.3 | Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. |
| 5.MD: Convert Like Measurement Units Within A Given Measurement System. | |
| 5.MD.1 | Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. |
| Geometric Measurement: Understand Concepts Of Volume And Relate Volume To Multiplication And To Addition. | |
| 5.MD.3 | Recognize volume as an attribute of solid figures and understand concepts of volume measurement. |
| 5.MD.4 | Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. |
| 5.MD.5 | Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. |
| Represent And Interpret Data. | |
| 5.MD.2 | Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. |
| K.MD: Classify Objects And Count The Number Of Objects In Each Category. | |
| K.MD.3 | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3 |
| Describe And Compare Measurable Attributes. | |
| K.MD.1 | Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. |
| K.MD.2 | Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. |
Modeling With Geometry | |
| HSG.MG: Apply Geometric Concepts In Modeling Situations | |
| HSG.MG.1 | Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).★ |
Number And Operations In Base Ten | |
| 1.NBT: Extend The Counting Sequence. | |
| 1.NBT.1 | Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. |
| Understand Place Value. | |
| 1.NBT.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: |
| 1.NBT.3 | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. |
| Use Place Value Understanding And Properties Of Operations To Add And Subtract. | |
| 1.NBT.4 | Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. |
| 1.NBT.5 | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. |
| 1.NBT.6 | Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. |
| 2.NBT: Understand Place Value. | |
| 2.NBT.1 | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: |
| 2.NBT.2 | Count within 1000; skip-count by 5s, 10s, and 100s. |
| 2.NBT.3 | Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. |
| 2.NBT.4 | Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. |
| Use Place Value Understanding And Properties Of Operations To Add And Subtract. | |
| 2.NBT.5 | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. |
| 2.NBT.6 | Add up to four two-digit numbers using strategies based on place value and properties of operations. |
| 2.NBT.7 | Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. |
| 2.NBT.8 | Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. |
| 2.NBT.9 | Explain why addition and subtraction strategies work, using place value and the properties of operations.3 |
| 3.NBT: Use Place Value Understanding And Properties Of Operations To Perform Multi-Digit Arithmetic.4 | |
| 3.NBT.1 | Use place value understanding to round whole numbers to the nearest 10 or 100. |
| 3.NBT.2 | Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. |
| 3.NBT.3 | Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. |
| 5.NBT: Perform Operations With Multi-Digit Whole Numbers And With Decimals To Hundredths. | |
| 5.NBT.5 | Fluently multiply multi-digit whole numbers using the standard algorithm. |
| 5.NBT.6 | Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |
| 5.NBT.7 | Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. |
| Understand The Place Value System. | |
| 5.NBT.1 | Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. |
| 5.NBT.2 | Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. |
| 5.NBT.3 | Read, write, and compare decimals to thousandths. |
| 5.NBT.4 | Use place value understanding to round decimals to any place. |
| K.NBT: Work With Numbers 11–19 To Gain Foundations For Place Value. | |
| K.NBT.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. |
| 4.NBT: Generalize Place Value Understanding For Multi-Digit Whole Numbers. | |
| 4.NBT.1 | Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. |
| 4.NBT.2 | Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. |
| 4.NBT.3 | Use place value understanding to round multi-digit whole numbers to any place. |
| Use Place Value Understanding And Properties Of Operations To Perform Multi-Digit Arithmetic. | |
| 4.NBT.4 | Fluently add and subtract multi-digit whole numbers using the standard algorithm. |
| 4.NBT.5 | Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |
| 4.NBT.6 | Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |
Number And Operations—Fractions | |
| 5.NF: Apply And Extend Previous Understandings Of Multiplication And Division To Multiply And Divide Fractions. | |
| 5.NF.3 | Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? |
| 5.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. |
| 5.NF.5 | Interpret multiplication as scaling (resizing), by: |
| 5.NF.6 | Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. |
| 5.NF.7 | Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1 |
| Use Equivalent Fractions As A Strategy To Add And Subtract Fractions. | |
| 5.NF.1 | Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) |
| 5.NF.2 | Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions |
| 4.NF: Build Fractions From Unit Fractions By Applying And Extending Previous Understandings Of Operations On Whole Numbers. | |
| 4.NF.3 | Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. |
| 4.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. |
| Extend Understanding Of Fraction Equivalence And Ordering. | |
| 4.NF.1 | Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. |
| 4.NF.2 | Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. |
| Understand Decimal Notation For Fractions, And Compare Decimal Fractions. | |
| 4.NF.6 | Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. |
| 4.NF.7 | Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. |
Operations And Algebraic Thinking | |
| 1.OA: Add And Subtract Within 20. | |
| 1.OA.5 | Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). |
| 1.OA.6 | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). |
| Represent And Solve Problems Involving Addition And Subtraction. | |
| 1.OA.1 | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2 |
| 1.OA.2 | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. |
| Understand And Apply Properties Of Operations And The Relationship Between Addition And Subtraction. | |
| 1.OA.3 | Apply properties of operations as strategies to add and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) |
| 1.OA.4 | Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. |
| Work With Addition And Subtraction Equations. | |
| 1.OA.7 | Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. |
| 1.OA.8 | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = � – 3, 6 + 6 = �. |
| 2.OA: Add And Subtract Within 20. | |
| 2.OA.2 | Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. |
| Represent And Solve Problems Involving Addition And Subtraction. | |
| 2.OA.1 | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 |
| Work With Equal Groups Of Objects To Gain Foundations For Multiplication. | |
| 2.OA.3 | Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. |
| 2.OA.4 | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. |
| 3.OA: Multiply And Divide Within 100. | |
| 3.OA.7 | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. |
| Represent And Solve Problems Involving Multiplication And Division. | |
| 3.OA.1 | Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. |
| 3.OA.2 | Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. |
| 3.OA.3 | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 |
| 3.OA.4 | Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = � ÷ 3, 6 × 6 = ?. |
| Solve Problems Involving The Four Operations, And Identify And Explain Patterns In Arithmetic. | |
| 3.OA.8 | Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3 |
| 3.OA.9 | Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. |
| Understand Properties Of Multiplication And The Relationship Between Multiplication And Division. | |
| 3.OA.5 | Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) |
| 3.OA.6 | Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. |
| 4.OA: Gain Familiarity With Factors And Multiples. | |
| 4.OA.4 | Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. |
| Generate And Analyze Patterns. | |
| 4.OA.5 | Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. |
| Use The Four Operations With Whole Numbers To Solve Problems. | |
| 4.OA.1 | Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. |
| 4.OA.2 | Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 |
| 4.OA.3 | Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. |
| 5.OA: Analyze Patterns And Relationships. | |
| 5.OA.3 | Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. |
| Write And Interpret Numerical Expressions. | |
| 5.OA.1 | Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. |
| 5.OA.2 | Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. |
| K.OA: Understand Addition As Putting Together And Adding To, And Under- Stand Subtraction As Taking Apart And Taking From. | |
| K.OA.1 | Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. |
| K.OA.2 | Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. |
| K.OA.3 | Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). |
| K.OA.5 | Fluently add and subtract within 5. |
Quantities | |
| HSN.Q: Reason Quantitatively And Use Units To Solve Problems. | |
| HSN.Q .1 | Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. |
| HSN.Q .2 | Define appropriate quantities for the purpose of descriptive modeling. |
| HSN.Q .3 | Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. |
Ratios And Proportional Relationships | |
| 6.RP: Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems. | |
| 6.RP.1 | Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” |
| 6.RP.2 | Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1 |
| 6.RP.3 | Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. |
| 7.RP: Analyze Proportional Relationships And Use Them To Solve Real-World And Mathematical Problems. | |
| 7.RP.2 | Recognize and represent proportional relationships between quantities. |
| 7.RP.3 | Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. |
Reasoning With Equations And Inequalities | |
| HSA.REI: Represent And Solve Equations And Inequalities Graphically | |
| HSA.REI.10 | Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). |
| HSA.REI.11 | Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.★ |
| HSA.REI.12 | Graph the solutions to a linear inequality in two variables as a half- plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. |
| Solve Equations And Inequalities In One Variable | |
| HSA.REI.3 | Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. |
| HSA.REI.4 | Solve quadratic equations in one variable. |
| Solve Systems Of Equations | |
| HSA.REI.5 | Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions. |
| HSA.REI.6 | Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. |
| HSA.REI.8 | (+) Represent a system of linear equations as a single matrix equation in a vector variable. |
| Understand Solving Equations As A Process Of Reasoning And Explain The Reasoning | |
| HSA.REI.1 | Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. |
| HSA.REI.2 | Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. |
Seeing Structure In Expressions | |
| HSA.SSE: Interpret The Structure Of Expressions | |
| HSA.SSE.1 | Interpret expressions that represent a quantity in terms of its context. |
| HSA.SSE.2 | Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2). |
| Write Expressions In Equivalent Forms To Solve Problems | |
| HSA.SSE.3 | Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.★ |
| HSA.SSE.4 | Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.★ |
Similarity, Right Triangles, And Trigonometry | |
| HSG.SRT: Define Trigonometric Ratios And Solve Problems Involving Right Triangles | |
| HSG.SRT.8 | Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.★ |
| Prove Theorems Involving Similarity | |
| HSG.SRT.5 | Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. |
| Understand Similarity In Terms Of Similarity Transformations | |
| HSG.SRT.1 | Verify experimentally the properties of dilations given by a center and a scale factor: |
| HSG.SRT.2 | Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides. |
| HSG.SRT.3 | Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar. |
Statistics And Probability | |
| 6.SP: Develop Understanding Of Statistical Variability. | |
| 6.SP.1 | Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages. |
| 6.SP.2 | Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. |
| 6.SP.3 | Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. |
| Summarize And Describe Distributions. | |
| 6.SP.4 | Display numerical data in plots on a number line, including dot plots, histograms, and box plots. |
| 6.SP.5 | Summarize numerical data sets in relation to their context, such as by: |
| 7.SP: Draw Informal Comparative Inferences About Two Populations. | |
| 7.SP.4 | Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. |
| Investigate Chance Processes And Develop, Use, And Evaluate Probability Models. | |
| 7.SP.5 | Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. |
| 7.SP.6 | Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. |
| 7.SP.7 | Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. |
| 7.SP.8 | Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. |
| Use Random Sampling To Draw Inferences About A Population. | |
| 7.SP.1 | Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. |
| 7.SP.2 | Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. |
| 8.SP: Investigate Patterns Of Association In Bivariate Data. | |
| 8.SP.1 | Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. |
| 8.SP.3 | Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. |
| 8.SP.4 | Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores? |
The Number System | |
| 6.NS: Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions. | |
| 6.NS.1 | Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? |
| Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers. | |
| 6.NS.5 | Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. |
| 6.NS.6 | Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. |
| 6.NS.7 | Understand ordering and absolute value of rational numbers. |
| 6.NS.8 | Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. |
| Compute Fluently With Multi-Digit Numbers And Find Common Factors And Multiples. | |
| 6.NS.2 | Fluently divide multi-digit numbers using the standard algorithm. |
| 6.NS.3 | Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. |
| 6.NS.4 | Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2). |
| 7.NS: Apply And Extend Previous Understandings Of Operations With Fractions To Add, Subtract, Multiply, And Divide Rational Numbers. | |
| 7.NS.1 | Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. |
| 7.NS.2 | Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. |
| 7.NS.3 | Solve real-world and mathematical problems involving the four operations with rational numbers. |
| 8.NS: Know That There Are Numbers That Are Not Rational, And Approximate Them By Rational Numbers. | |
| 8.NS.1 | Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. |
| 8.NS.2 | Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations. |
The Real Number System | |
| HSN.RN: Extend The Properties Of Exponents To Rational Exponents. | |
| HSN.RN.2 | Rewrite expressions involving radicals and rational exponents using the properties of exponents. |
Vector And Matrix Quantities | |
| HSN.VM: Perform Operations On Matrices And Use Matrices In Applications. | |
| HSN.VM.7 | (+) Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled. |
| HSN.VM.8 | (+) Add, subtract, and multiply matrices of appropriate dimensions. |
| HSN.VM.9 | (+) Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties. |
Key Standards Supported
Language | |
| L.2: Conventions of Standard English | |
| L.2.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.2.1a | Use collective nouns (e.g., group). |
| L.2.1b | Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). |
| L.2.1c | Use reflexive pronouns (e.g., myself, ourselves). |
| L.2.1d | Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). |
| L.2.1e | Use adjectives and adverbs, and choose between them depending on what is to be modified. |
| L.2.1f | Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). |
| L.2.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| L.2.2a | Capitalize holidays, product names, and geographic names. |
| L.2.2b | Use commas in greetings and closings of letters. |
| L.2.2c | Use an apostrophe to form contractions and frequently occurring possessives. |
| L.2.2d | Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). |
| L.2.2e | Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. |
| Knowledge of Language | |
| L.2.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| L.2.3a | Compare formal and informal uses of English. |
| Vocabulary Acquisition and Use | |
| L.2.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. |
| L.2.4a | Use sentence-level context as a clue to the meaning of a word or phrase. |
| L.2.4b | Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). |
| L.2.4c | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). |
| L.2.4d | Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). |
| L.2.4e | Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. |
| L.2.5 | Demonstrate understanding of figurative language, word relationships and nuances in word meanings. |
| L.2.5b | Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). |
| L.2.6 | Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). |
| L2.5a | Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). |
| L.3: Conventions of Standard English | |
| L.3.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.3.1a | Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. |
| L.3.1b | Form and use regular and irregular plural nouns. |
| L.3.1c | Use abstract nouns (e.g., childhood). |
| L.3.1d | Form and use regular and irregular verbs. |
| L.3.1e | Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. |
| L.3.1f | Ensure subject-verb and pronoun-antecedent agreement.* |
| L.3.1g | Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. |
| L.3.1h | Use coordinating and subordinating conjunctions. |
| L.3.1i | Produce simple, compound, and complex sentences. |
| L.3.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| L.3.2a | Capitalize appropriate words in titles. |
| L.3.2b | Use commas in addresses. |
| L.3.2d | Form and use possessives. |
| L.3.2e | Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). |
| L.3.2f | Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. |
| L.3.2g | Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. |
| L3.2c | Use commas and quotation marks in dialogue. |
| Knowledge of Language | |
| L.3.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| L.3.3a | Choose words and phrases for effect.* |
| L.3.3b | Recognize and observe differences between the conventions of spoken and written standard English. |
| Vocabulary Acquisition and Use | |
| L.3.4 | Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. |
| L.3.4a | Use sentence-level context as a clue to the meaning of a word or phrase. |
| L.3.4b | Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). |
| L.3.4c | Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). |
| L.3.4d | Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. |
| L.3.5 | Demonstrate understanding of figurative language, word relationships and nuances in word meanings. |
| L.3.5a | Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). |
| L.3.5b | Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). |
| L.3.5c | Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). |
| L.3.6 | Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). |
| L.4: Conventions of Standard English | |
| L.4.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.4.1a | Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). |
| L.4.1b | Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. |
| L.4.1c | Use modal auxiliaries (e.g., can, may, must) to convey various conditions. |
| L.4.1d | Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). |
| L.4.1e | Form and use prepositional phrases. |
| L.4.1f | Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* |
| L.4.1g | Correctly use frequently confused words (e.g., to, too, two; there, their).* |
| L.4.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| L.4.2a | Use correct capitalization. |
| L.4.2b | Use commas and quotation marks to mark direct speech and quotations from a text. |
| L.4.2c | Use a comma before a coordinating conjunction in a compound sentence. |
| L.4.2d | Spell grade-appropriate words correctly, consulting references as needed. |
| Knowledge of Language | |
| L.4.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| L.4.3a | Choose words and phrases to convey ideas precisely.* |
| L.4.3b | Choose punctuation for effect.* |
| L.4.3c | Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). |
| Vocabulary Acquisition and Use | |
| L.4.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. |
| L.4.4a | Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. |
| L.4.4b | Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). |
| L.4.4c | Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. |
| L.4.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| L.4.5a | Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. |
| L.4.5b | Recognize and explain the meaning of common idioms, adages, and proverbs. |
| L.4.5c | Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). |
| L.4.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). |
| L.5: Conventions of Standard English | |
| L.5.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.5.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| Knowledge of Language | |
| L.5.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| L.5.3a | Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. |
| L.5.3b | Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. |
| Vocabulary acquisition and Use | |
| L.5.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. |
| L.5.4a | Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. |
| L.5.4b | Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). |
| L.5.4c | Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. |
| L.5.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| L.5.5a | Interpret figurative language, including similes and metaphors, in context. |
| L.5.5b | Recognize and explain the meaning of common idioms, adages, and proverbs. |
| L.5.5c | Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. |
| L.5.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). |
| L.6: Conventions of Standard English | |
| L.6.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.6.1.A | Ensure that pronouns are in the proper case (subjective, objective, possessive). |
| L.6.1.B | Use intensive pronouns (e.g., myself, ourselves). |
| L.6.1.C | Recognize and correct inappropriate shifts in pronoun number and person. |
| L.6.1.D | Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). |
| L.6.1.E | Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. |
| L.6.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| L.6.2.A | Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* |
| L.6.2.B | Spell correctly. |
| Knowledge of Language | |
| L.6.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| L.6.3.A | Vary sentence patterns for meaning, reader/listener interest, and style. |
| L.6.3.B | Maintain consistency in style and tone. |
| Vocabulary Acquisition and Use | |
| L.6.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. |
| L.6.4.A | Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. |
| L.6.4.B | Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). |
| L.6.4.C | Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. |
| L.6.4.D | Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). |
| L.6.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| L.6.5.A | Interpret figures of speech (e.g., personification) in context. |
| L.6.5.B | Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. |
| L.6.5.C | Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). |
| L.6.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
| L.7: Conventions of Standard English | |
| L.7.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.7.1a | Explain the function of phrases and clauses in general and their function in specific sentences. |
| L.7.1b | Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. |
| L.7.1c | Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* |
| L.7.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| L.7.2a | Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). |
| L.7.2b | Spell correctly. |
| Knowledge of Language | |
| L.7.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| L.7.3a | Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* |
| Vocabulary Acquisition and Use | |
| L.7.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. |
| L.7.4a | Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. |
| L.7.4b | Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). |
| L.7.4c | Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. |
| L.7.4d | Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). |
| L.7.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| L.7.5a | Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. |
| L.7.5b | Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. |
| L.7.5c | Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). |
| L.7.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
| L.8: Conventions of Standard English | |
| L.8.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.8.1a | Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. |
| L.8.1b | Form and use verbs in the active and passive voice. |
| L.8.1c | Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. |
| L.8.1d | Recognize and correct inappropriate shifts in verb voice and mood.* |
| L.8.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| L.8.2a | Use punctuation (comma, ellipsis, dash) to indicate a pause or break. |
| L.8.2b | Use an ellipsis to indicate an omission. |
| L.8.2c | Spell correctly. |
| Knowledge of Language | |
| L.8.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| L.8.3a | Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). |
| Vocabulary Acquisition and Use | |
| L.8.4 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. |
| L.8.4a | Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. |
| L.8.4b | Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). |
| L.8.4c | Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. |
| L.8.4d | Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). |
| L.8.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| L.8.5a | Interpret figures of speech (e.g. verbal irony, puns) in context. |
| L.8.5b | Use the relationship between particular words to better understand each of the words. |
| L.8.5c | Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). |
| L.8.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
| L.9-10: Conventions of Standard English | |
| L.9-10.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.9-10.1a | Use parallel structure.* |
| L.9-10.1b | Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. |
| L.9-10.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| L.9-10.2a | Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. |
| L.9-10.2b | Use a colon to introduce a list or quotation. |
| L.9-10.2c | Spell correctly. |
| Knowledge of Language | |
| L.9-10.3 | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| L.9-10.3a | Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. |
| Vocabulary Acquisition and Use | |
| L.9-10.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. |
| L.9-10.4a | Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. |
| L.9-10.4b | Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). |
| L.9-10.4c | Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. |
| L.9-10.4d | Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). |
| L.9-10.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| L.9-10.5a | Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. |
| L.9-10.5b | Analyze nuances in the meaning of words with similar denotations. |
| L.9-10.6 | Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
Key Standards Supported
Biological Evolution: Unity and Diversity | |
2-LS4 | |
| 2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats. |
3-LS4 | |
| 3-LS4-1 | Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
| 3-LS4-2 | Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
| 3-LS4-3 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
Earth and Human Activity | |
4-ESS3 | |
| 4-ESS3-1 | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
5-ESS3 | |
| 5-ESS3-1 | Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
Earth’s Place in the Universe | |
2-ESS1 | |
| 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
4-ESS1 | |
| 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
5-ESS1 | |
| 5-ESS1-1 | Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. |
| 5-ESS1-2 | Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. |
Earth’s Systems | |
2-ESS2 | |
| 2-ESS2-1 | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. |
| 2-ESS2-3 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
3-ESS2 | |
| 3-ESS2-1 | Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| 3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world. |
Ecosystems: Interactions, Energy, and Dynamics | |
3-LS2 | |
| 3-LS2-1 | Construct an argument that some animals form groups that help members survive. |
Energy | |
4-PS3 | |
| 4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
| 4-PS3-2 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| 4-PS3-3 | Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
5-PS3 | |
| 5-PS3-1 | Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
From Molecules to Organisms: Structures and Processes | |
3-LS1 | |
| 3-LS1-2 | Use evidence to support the explanation that traits can be influenced by the environment. |
4-LS1 | |
| 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| 4-LS1-2 | Use a model to describe that animals’ receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. |
5-LS1 | |
| 5-LS1-1 | Support an argument that plants get the materials they need for growth chiefly from air and water. |
Heredity: Inheritance and Variation of Traits | |
3-LS3 | |
| 3-LS3-1 | Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
| 3-LS3-2 | Use evidence to support the explanation that traits can be influenced by the environment. |
Matter and Its Interactions | |
2-PS1 | |
| 2-PS1-4 | Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. |
5-PS1 | |
| 5-PS1-3 | Make observations and measurements to identify materials based on their properties. |
Motion and Stability: Forces and Interactions | |
3-PS2 | |
| 3-PS2-2 | Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
| 3-PS2-3 | Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
5-PS2 | |
| 5-PS2-1 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Teacher Reviews
- An excellent interactive website to learn the Math!5May 12, 2017
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