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Choose Subject (Mathematics)
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Mathematics
Algebra 1
Algebra 2
Geometry
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Standards for Mathematical Practice (SMPs)
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SMP 1 Make sense of problems and persevere in solving them
SMP 2 Reason abstractly and quantitatively
SMP 3 Construct viable arguments and critique the reasoning of others
SMP 4 Model with mathematics
SMP 5 Use appropriate tools strategically
SMP 6 Attend to precision
SMP 7 Look for and make use of structure
SMP 8 Look for and express regularity in repeated reasoning
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Domain
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Counting and Cardinality
Operations and Algebraic Thinking
Number and Operations in Base Ten
Measurement and Data
Geometry
Number and Operations—Fractions
Ratios and Proportional Relationships
The Number System
Expressions and Equations
Statistics and Probability
Functions
Algebra
Number and Quantity
Equations and Inequalities
Linear Equations and Linear Inequalities
Linear Functions
Systems of Linear equations and inequalities
Quadratic Functions
Exponential Functions
Comparing and Contrasting Functions
Describing Data
Polynomials
Rational and Radical Functions
Exponentials and Logarithms
Trigonometry
Probability and Statistics
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Cluster
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Know number names and the count sequence.
Count to tell the number of objects.
Compare numbers.
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Work with numbers 11 to 19 to gain foundations for place value.
Use place value understanding and properties of operations to add and subtract.
Describe and compare measurable attributes.
Classify objects and count the number of objects in each category.
Identify and describe shapes.
Analyze, compare, create, and compose shapes.
Represent and solve problems involving addition and subtraction.
Understand and apply properties of operations and the relationship between addition and subtraction.
Add and subtract within 10.
Work with addition and subtraction equations.
Extend the counting sequence.
Understand place value.
Measure lengths indirectly and by iterating length units.
Work with time and money.
Represent and interpret data.
Reason with shapes and their attributes.
Add and subtract within 20.
Work with equal groups of objects to gain foundations for multiplication.
Measure and estimate lengths in standard units.
Relate addition and subtraction to length.
Represent and solve problems involving whole number multiplication and division.
Understand properties of multiplication and the relationship between multiplication and division.
Multiply and divide within 100.
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Understand fractions as numbers.
Solve problems involving measurement.
Geometric measurement: Understand concepts of area and perimeter.
Use the four operations with whole numbers to solve problems.
Gain familiarity with factors and multiples.
Generalize place value understanding for multi-digit whole numbers.
Extend understanding of fraction equivalence and ordering.
Build fractions from unit fractions by applying and extending previous understanding of operations on whole numbers.
Understand decimal notation for fractions, and compare decimal fractions.
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
Geometric measurement: Understand concepts of angle and measure angles.
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Write and interpret numerical expressions.
Analyze patterns and relationships.
Perform operations with multi-digit whole numbers and with decimals to hundredths.
Use equivalent fractions to add and subtract fractions.
Use previous understandings of multiplication and division to multiply and divide fractions.
Convert like measurement units within a given measurement system.
Geometric measurement: Understand concepts of volume and relate volume to multiplication and to addition.
Graph points on the coordinate plane to solve mathematical problems as well as problems in real-world context.
Classify two-dimensional figures into categories based on their properties
Understand ratio concepts and use ratio reasoning to solve problems.
Apply and extend previous understanding of multiplication and division to divide fractions by fractions.
Compute fluently with multi-digit numbers and find common factors and multiples.
Apply and extend previous understanding of numbers to the system of rational numbers.
Apply and extend previous understanding of arithmetic to algebraic expressions.
Reason about and solve one-variable equations and inequalities.
Represent and analyze quantitative relationships between dependent and independent variables.
Solve mathematical problems and problems in real-world context involving area, surface area, and volume.
Develop understanding of statistical variability.
Summarize and describe distributions.
Use properties of operations to generate equivalent expressions.
Solve mathematical problems and problems in real-world context using numerical and algebraic expressions and equations.
Draw, construct, and describe geometrical figures, and describe the relationships between them.
Use random sampling to draw inferences about a population.
Draw informal comparative inferences about two populations.
Investigate chance processes and develop, use and evaluate probability models.
Understand that there are irrational numbers, and approximate them using rational numbers.
Work with radicals and integer exponents.
Understand the connections between proportional relationships, lines, and linear equations.
Analyze and solve linear equations, inequalities, and pairs of simultaneous linear equations.
Define, evaluate, and compare functions.
Use functions to model relationships between quantities.
Understand congruence and similarity.
Understand and apply the Pythagorean Theorem.
Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
Investigate patterns of association in bivariate data.
The Real Number System
Quantities
Seeing Structure in Expressions
Arithmetic with Polynomials and Rational Expressions
Creating Equations
Reasoning with Equations and Inequalities
Interpreting Functions
Building Functions
Linear, Quadratic, and Exponential Models
Summarize, represent, and interpret data on a single count or measurement variable.
Conditional Probability and the Rules of Probability
Congruence
Similarity, Right Triangles, and Trigonometry
Circles
Expressing Geometric Properties with Equations
Geometric Measurement and Dimension
Modeling with Geometry
The Complex Number System
Trigonometric Functions
Interpreting Categorical and Quantitative Data
Making Inferences and Justifying Conclusions
Conditional Probability and the Rules of Probability
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Choose Grade For This Lesson Plan
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Kindergarten
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5
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11
12
Algebra 1
Algebra 2
Geometry
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Arizona State Number and Standard - K
K.RL.1 With prompting and support, ask and answer questions about key details in a text.
K.RL.2 With prompting and support, retell familiar stories, including key details.
K.RL.3 With prompting and support, identify characters, settings, and major events in a story.
K.RL.4 With prompting and support, ask and answer questions about unknown words in a text.
K.RL.5 Recognize common types of texts (e.g., storybooks, poems); identify the front cover, back cover, and title of a book.
K.RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
K.RL.10 With prompting and support, actively engage in group reading activities with purpose and understanding.
K.RI.1 With prompting and support, ask and answer questions about key details in a text.
K.RI.2 With prompting and support, identify the main topic and retell key details of a text.
K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
K.RI.4 With prompting and support, ask and answer questions about unknown words in a text.
K.RI.5 Recognize common types of informational text; identify the front cover, back cover, and title page of a book.
K.RI.6 With prompting and support, name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
K.RI.8 With prompting and support, identify the reasons an author gives to support points in a text.
K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
K.RI.10 With prompting and support, actively engage in group reading activities with purpose and understanding.
K.RF.1 Demonstrate understanding of the organization and basic features of print.
K.RF.1.a: Follow words from left to right, top to bottom, and page by page.
K.RF.1.b: Recognize that spoken words are represented in written language by specific sequences of letters.
K.RF.1.c: Identify that a sentence is made up of a group of words.
K.RF.1.d: Recognize the difference between a letter and a printed word.
K.RF.1.e: Understand that words are separated by spaces in print.
K.RF.1.f: Recognize and name all upper and lowercase letters of the alphabet.
K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
K.RF.2.a: Identify and produce sounds (phonemes) in a spoken word.
K.RF.2.b: Recognize and produce rhyming words.
K.RF.2.c: Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Blend spoken phonemes to form one-syllable words (e.g., /m/ /a/ /n/).
K.RF.2.d: Isolate and pronounce the initial, medial vowel (long and short vowels), and final sounds (phonemes) in three-phoneme words. (*This does not include CVCs (Consonant-Vowel-Consonant) ending with /l/, /r/, or /x/).
K.RF.2.e: Add, substitute, and delete individual phonemes in simple, one-syllable words to make new words.
K.RF.3 Know and apply phonics and word analysis skills in decoding words.
K.RF.3.a: Demonstrate basic knowledge of one-to-one letter-sound correspondence by producing the primary or most frequent sound(s) for each consonant and the five major vowels.
K.RF.3.b: Decode regularly spelled closed-syllable words.
K.RF.3.c: Read 50 common high-frequency words by sight from a research-based word list.
K.RF.3.d: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
K.RF.4 Read emergent-reader texts with purpose and understanding.
K.WF.1 Demonstrate and apply handwriting skills.
K.WF.1.a: Match upper and lower case manuscript letters.
K.WF.1.b: Write upper and lower manuscript letters, with reference to a model.
K.WF.1.c: Write left to right using appropriate spacing between words.
K.WF.2 Demonstrate and apply sound-letter concepts when writing.
K.WF.2.a: Orally segment the phonemes in any single-syllable, spoken word.
K.WF.2.b: Demonstrate and understand that each syllable is organized around a vowel sound.
K.WF.3 Know and apply phonics and word analysis skills when encoding words.
K.WF.3.a: Represent phonemes in simple words, using letter-sound relationships.
K.WF.3.b: Write or select an initial or final consonant when a medial vowel is provided.
K.WF.3.c: Spell VC (Vowel-Consonant) (e.g., at, in) and CVC (Consonant-Vowel-Consonant) (e.g., pet, mud) words with short vowel sounds.
K.WF.3.d: Accurately write grade-level appropriate words, as found in a research-based word list.
K.WF.3.e: Attempt phonetic spelling of unknown words.
K.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
K.L.1.a: Use frequently occurring nouns and verbs.
K.L.1.b: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
K.L.1.c: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
K.L.1.d: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
K.L.1.e: Produce and expand complete sentences in shared language activities.
K.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
K.L.2.a: Capitalize the first word in a sentence and the pronoun I.
K.L.2.b: Recognize and name end punctuation.
K.L.5 With guidance and support from adults, explore word relationships and nuances in word meanings.
K.L.5.a: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
K.L.5.b: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their antonyms.
K.L.5.c: Identify real-life connections between words and their use (e.g., note places at school that are colorful).
K.L.5.d: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
K.SP1.1 Use a variety of words to reference time in the past, present, and future; identify the beginning, middle, and end of historical stories.
K.SP1.2 Explore how events of the past affect students' lives and community.
K.SP1.3 With prompting and support, generate questions about individuals and groups from stories shared.
K.SP2.1 With prompting and support, compare diverse cultures using primary sources such as photographs, artifacts, and music and secondary sources such as fiction and non-fiction.
K.SP3.1 With prompting and support, ask questions and construct responses to content studied.
K.C1.1 Apply values of respect, responsibility, equality, and fairness within schools and communities.
K.C1.2 Follow agreed upon rules for discussions when responding to others and making decisions as a group.
K.C1.3 Compare one's own thoughts and opinions with those of others.
K.C2.1 Describe roles and responsibilities of people in authority.
K.C2.2 Explain how all people, not just official leaders, play important roles in our school and community.
K.C4.1 Explain how people work together to identify and solve problems within the classroom and school.
K.C4.2 Explain why rules are important within the classroom and school.
K.E2.1 Explain how needs, wants, and the availability of resources affect decision making.
K.E2.2 Identify what one gains and gives up when they make choices.
K.G1.1 Use, explore, and construct maps, graphs and other geographical representations to support content focus.
K.G1.2 Explore locations in stories shared.
K.G2.1 Explain how water and weather impacts humans.
K.H1.1 Compare one's own culture with the culture of others.
K.H2.1 Explain the benefits of cooperation and compromise as ways to solve problems.
K.H4.1 Explain and explore origins of key American symbols, traditions and holidays.
K.H4.2 Explore the stories of key historical figures through informational text and biographies.
K.CC.A.1 Count to 100 by ones and by tens.
K.CC.A.2 Count forward from a given number other than one, within the known sequence (e.g., "Starting at the number 5, count up to 11.").
K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 to 20 (with 0 representing a count of no objects).
K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.a: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one to one correspondence).
K.CC.B.4.b: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted (cardinality).
K.CC.B.4.c: Understand that each successive number name refers to a quantity that is one larger (hierarchical inclusion).
K.CC.B.5 Count to answer questions about "How many?" when 20 or fewer objects are 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 to 20, count out that many objects.
K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. (Include groups with up to ten objects.)
K.CC.C.7 Compare two numbers between 0 and 10 presented as written numerals.
K.OA.A.1 Represent addition and subtraction concretely.
K.OA.A.2 Solve addition and subtraction word problems and add and subtract within 10.
K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., using fingers, objects, symbols, tally marks, drawings, expressions).
K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number (e.g., using fingers, objects, symbols, tally marks, drawings, or equation).
K.OA.A.5 Fluently add and subtract within 5.
K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and additional ones by using objects, drawings and/or equations. Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones (e.g., 18 = 10 + 8).
K.NBT.B.2 Demonstrate understanding of addition and subtraction within 10 using place value
K.MD.A.1 Describe measurable attributes of a single object (e.g., length and weight).
K.MD.A.2 Directly compare two objects with a measurable attribute in common to see which object has "more of" or "less of" the attribute, and describe the difference (e.g., directly compare the length of 10 cubes to a pencil and describe one as longer or shorter).
K.MD.B.3 Classify objects into given categories; count the number in each category and sort the categories by count.
K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.A.2 Correctly name shapes regardless of their orientation or overall size (e.g., circle, triangle, square, rectangle, rhombus, trapezoid, hexagon, cube, cone, cylinder, sphere).
K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid).
K.G.B.4 Analyze and compare two-dimensional 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).
K.G.B.5 Model shapes in the world by building shapes from components (e.g., use sticks and clay balls) and drawing shapes.
K.G.B.6 Use simple shapes to form composite shapes.
K.P2U1.1 Investigate how senses can detect light, sound, and vibrations even when they come from far away; use the collected evidence to develop and support an explanation.
K.P2U2.2 Design and evaluate a tool that helps people extend their senses.
K.E1U1.3 Observe, record, and ask questions about temperature, precipitation, and other weather data to identify patterns or changes in local weather.
K.E1U1.4 Observe, describe, ask questions, and predict seasonal weather patterns; and how those patterns impact plants and animals (including humans).
K.E2U1.5 Observe and ask questions about patterns of the motion of the sun, moon, and stars in the sky.
K.L1U1.6 Obtain, evaluate, and communicate information about how organisms use different body parts for survival.
K.L1U1.7 Observe, ask questions, and explain how specialized structures found on a variety of plants and animals (including humans) help them sense and respond to their environment.
K.L2U1.8Observe, ask questions, and explain the differences between the characteristics of living and non-living things.
K.CC.A.1 Count to 100 by ones and by tens.
K.CC.A.2 Count forward from a given number other than one, within the known sequence (e.g., "Starting at the number 5, count up to 11.").
K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 to 20 (with 0 representing a count of no objects).
K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.a: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one to one correspondence).
K.CC.B.4.b: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted (cardinality).
K.CC.B.4.c: Understand that each successive number name refers to a quantity that is one larger (hierarchical inclusion).
K.CC.B.5 Count to answer questions about "How many?" when 20 or fewer objects are 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 to 20, count out that many objects.
K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. (Include groups with up to ten objects.)
K.CC.C.7 Compare two numbers between 0 and 10 presented as written numerals.
K.OA.A.1 Represent addition and subtraction concretely.
K.OA.A.2 Solve addition and subtraction word problems and add and subtract within 10.
K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., using fingers, objects, symbols, tally marks, drawings, expressions).
K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number (e.g., using fingers, objects, symbols, tally marks, drawings, or equation).
K.OA.A.5 Fluently add and subtract within 5.
K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and additional ones by using objects, drawings and/or equations. Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones (e.g., 18 = 10 + 8).
K.NBT.B.2 Demonstrate understanding of addition and subtraction within 10 using place value
K.MD.A.1 Describe measurable attributes of a single object (e.g., length and weight).
K.MD.A.2 Directly compare two objects with a measurable attribute in common to see which object has "more of" or "less of" the attribute, and describe the difference (e.g., directly compare the length of 10 cubes to a pencil and describe one as longer or shorter).
K.MD.B.3 Classify objects into given categories; count the number in each category and sort the categories by count.
K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.A.2 Correctly name shapes regardless of their orientation or overall size (e.g., circle, triangle, square, rectangle, rhombus, trapezoid, hexagon, cube, cone, cylinder, sphere).
K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid).
K.G.B.4 Analyze and compare two-dimensional 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).
K.G.B.5 Model shapes in the world by building shapes from components (e.g., use sticks and clay balls) and drawing shapes.
K.G.B.6 Use simple shapes to form composite shapes.
K.CR.1.a. Move in a variety of special relationships and formations with other dancers, sharing and maintaining personal and general space.
K.CR.1.b. Explore a variety of locomotor and non- locomotor movements by experimenting with changes in body, effort, shape, and space.
K.CR.1.c. Respond in movement to a variety of stimuli (e.g., music/sound, tactile, text, objects).
K.CR.2.a. Explore dance elements of body, effort, shape, and space. Organize movement choices to create a simple choreographic structure as part of the creative process.
K.CR.2.b. Connect movements that express an idea or emotion to create a short movement sequence.
K.CR.3.a. Explore new movement choices through guided improvisational experiences and reflect on the process with others.
K.CR.3.b. Record the movements of dance by drawing a picture or using a symbol (e.g., jump, turn, slide, bend, reach).
K.Pr.4.a. Identify and demonstrate directions for moving the body using locomotor movements in personal and general space (e.g., forward, backwards, sideways, up, down, turning). Make body shapes (e.g., straight, bent, curved) that change levels and vary in size. Move in straight, curved, and zig- zagged pathways.
K.Pr.4.b. Identify fast, moderate, and slow movements. Recognize steady beat and move to varying tempi of steady beat. Identify and move the downbeat of duple and triple meter.
K.Pr.4.c. Demonstrate movement qualities along with movement vocabulary (e.g., use adverbs and adjectives that apply to movements such as floating leap, a floppy fall, a jolly jump, and joyful spin). Move with opposing movement qualities (e.g., sudden/sustained, light/heavy, jerky/smooth). Identify and apply different characteristics to movements (e.g., slow, smooth, or wavy).
K.Pr.5.a. Demonstrate a range of locomotor and non- locomotor movements, body patterning, body shapes, directionality, and dance sequences that require moving through space.
K.Pr.5.b. Move safely through general space when performing locomotor movements and stop on cue while maintaining personal space.
K.Pr.5.c. Repeat movements with an awareness of self and others in space.
K.Pr.6.a. Dance for and with others in a space where audience and performers occupy different areas.
K.Pr.6.b. Select a prop to us as a part of a dance or explore the use of simple props to enhance performance. Demonstrate the use of limited production elements (e.g., hand props, simple scenery, or media projections).
K.Re.7.a. Find movements that develop a pattern.
K.Re.7.b. Identify, describe, or respond through movement to observed or performed dance movements from different genres or cultures.
K.Re.8.a. Identify movements that capture an idea and explain the meaning or intent using simple dance terminology.
K.Re.9.a. Utilize two criteria to evaluate the strength of an artistic work. Discuss movements and other components of the dance that make the dance work well. Explain why they were effective.
K.Cn.10.a. Recognize a personal or emotional response to a dance work. Identify a social or cultural response. Discuss how specific movements contributed to your response and relate to your personal experience.
K.Cn.10.b. Role-play personal experiences through movement. Discuss observations made and identify movements that expressed the personal experience.
K.Cn.11.a. Investigate the dance literacy skills of dance observation, engaging in dialogue, and utilizing symbol systems in your learning.
K.CS.D.1With teacher guidance, select and operate an appropriate device to perform a task.
K.CS.HS.1Use appropriate terminology in identifying and describing the function of common physical components of computing systems.
K.CS.T.1Discuss basic hardware and software problems.
K.NI.C.1Explain that a password helps protect the privacy of information.
K.NI. NCO.1With teacher guidance, students define computer networks and how they can be used to connect people to other people, places, information, and ideas.
K.DA. CVT.1With teacher guidance, collect and transform data using digital devices; Display data for communication in various visual formats.
K.DA.S.1Recognize that data can be collected and stored on different computing devices over time and retrieved later
K.DA.IM .1Discuss patterns in data to make inferences or predictions.
K.AP.A.1With teacher assistance, model daily processes by following algorithms (sets of step-by-step instructions) to complete tasks.
K.AP.V.1With teacher assistance, model the way programs store and manipulate data by using numbers or other symbols to represent information.
K.AP.C.1With teacher assistance, identify programs with sequences and simple loops, to express ideas or address a problem.
K.AP.M.1With teacher assistance, solve a problem by breaking it down into smaller parts.
K.AP.PD.1With teacher assistance, develop plans that describe a program’s sequence of events, goals, and expected outcomes.
K.AP.PD.2With teacher assistance, identify attribution (credit) when using the ideas and creations of others while developing programs.
K.AP.PD.3With teacher assistance, debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
K.AP.PD.4With teacher assistance, using correct terminology, describe steps taken and choices made during program development.
K.IC.C.1Discuss how people lived and worked before and after the implementation or adoption of new computing technology.
K.IC.SI.1Work respectfully and responsibly with others online.
K.IC. SLE.1Keep login information private, and log off of devices appropriately.
K-MU.CR.1.a. With appropriate guidance, explore, experience, and improvise musical concepts (e.g., beat, melodic contour).
K-MU.CR.1.b. With appropriate guidance, explore musical features (e.g., movement, vocalizations, or instrumental accompaniments).
K-MU.CR.2.a. With appropriate guidance, demonstrate and choose favorite musical ideas (e.g., singing and playing instruments).
K-MU.CR.2.b. With appropriate guidance, organize personal musical ideas using notation (e.g., iconic notation and/or recording technology).
K-MU.CR.3.a. With appropriate guidance, apply personal, peer, and teacher feedback in refining personal musical ideas.
K-MU.CR.3.b. With appropriate guidance, demonstrate a final version of personal or collective musical ideas to peers.
K-MU.Pr.4.a. With appropriate guidance, demonstrate and state personal interest in varied musical selections.
K-MU.Pr.4.b. With appropriate guidance, explore and demonstrate musical contrasts of music selected for performance (e.g., high/low, loud/soft, same/different, fast/slow).
K-MU.Pr.4.c. With appropriate guidance, read and perform rhythmic and melodic patterns using notation (e.g., iconic notation).
K-MU.Pr.4.d. With appropriate guidance, explore musical concepts (e.g., voice quality, movement, dynamics, tempo, melodic contour).
K-MU.Pr.5.a. With appropriate guidance, apply personal, teacher, and peer feedback to refine performances (e.g., technique and stage presence).
K-MU.Pr.5.b. With appropriate guidance, use suggested strategies in rehearsal to improve expression in music.
K-MU.Pr.6.a. With appropriate guidance, perform music with expression (e.g., tone, tempo).
K-MU.Pr.6.b. Perform appropriately for the audience and occasion.
K-MU.Re.7.a. With appropriate guidance, list personal musical interests.
K-MU.Re.7.b. With appropriate guidance, demonstrate musical concepts in various styles of music (e.g., beat, pitch).
K-MU.Re.8.a. With appropriate guidance, identify expressive attributes that reflect creators’/performers’ expressive intent (e.g., dynamics).
K-MU.Re.9.a. With appropriate guidance, apply teacher- provided criteria to evaluate musical works and performances.
K-MU.Cn.10.a. With appropriate guidance, express personal preferences in music.
K-MU.Cn.10.b. With appropriate guidance, explore various uses of music in daily experiences (e.g., songs of celebration, game songs, marches, T.V., movie, and video game soundtracks, dance music, work songs).
K-MU.Cn.11.a. With appropriate guidance, explore relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature, science, math, social studies, language arts).
K-MU.Cn.11.b. With appropriate guidance, explore how context (e.g., social, cultural, historical) can inform a performance.
K-MA.CR.1.a. Share ideas for media artworks through guided exploration of methods and imagining.
K-MA.CR.2.a. With guidance, use ideas to form plans or models for media arts productions.
K-MA.CR.3.a. Form and capture media arts content for expression and meaning in media arts productions (e.g., symbols).
K-MA.CR.3.b. Make changes to the content, form, or presentation of media artworks and share results.
K-MA.Pr.4.a. With guidance, combine art forms and media content (e.g., dance and video) to form media artworks.
K-MA.Pr.5.a. Identify and demonstrate basic skills, including handling tools, making choices, and cooperating in creating media artworks.
K-MA.Pr.5.b. Identify and demonstrate creative skills, including performing, within media arts productions.
K-MA.Pr.5.c. Practice, discover, and share how media arts creation tools work.
K-MA.Pr.6.a. With guidance, identify and share roles and the situation in presenting media artworks.
K-MA.Pr.6.b. With guidance, identify and share reactions to the presentations of media artworks.
K-MA.Re.7.a. Recognize and share components and messages in media artworks.
K-MA.Re.7.b. Recognize and share how a variety of media artworks create different experiences.
K-MA.Re.8.a. With guidance, share observations regarding a variety of media artworks.
K-MA.Re.9.a. With guidance, examine and share appealing qualities in media artworks.
K-MA.Cn.10.a. Use personal experiences and choices in making media artworks.
K-MA.Cn.10.b. Share memorable experiences of media artworks.
K-MA.Cn.11.a. With guidance, share ideas in relating media artworks and everyday life (e.g., daily activities).
K-MA.Cn.11.b. With guidance, interact safely and appropriately with media arts tools and environments.
K-TH.CR.1.a. With prompting and support, transition between imagination and reality to invent and inhabit an imaginary elsewhere in a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.CR.1.b. With prompting and support, interact with non- representational materials, such as puppets and costume pieces, for a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.CR.2.a. With prompting and support, interact with peers and contribute to a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.CR.2.b. With prompting and support, express original ideas in a guided theatrical experience (e.g., creative drama, process drama, story drama).
K-TH.CR.3.a. With prompting and support, ask and answer questions in a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.CR.3.b. Using guided dramatic play, include sounds in a theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.CR.3.c. Identify single objects used in a guided theatrical experience (e.g., sun/circle, bus/rectangle).
K-TH.Pr.4.a. With prompting and support, identify characters and setting in a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.Pr.4.b. Use body and voice to communicate character traits and emotions in a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.Pr.5.a. With prompting and support, demonstrate physical movement in a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.Pr.5.b. With prompting and support, demonstrate the use of various technical elements in a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.Pr.6.a. With prompting and support, perform in a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.Re.7.a. With prompting and support, express an emotional response to characters in a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.Re.8.a. With prompting and support, identify setting in a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.Re.8.b. With prompting and support, name and describe settings in a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.Re.8.c. With prompting and support, name and describe characters in a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.Re.9.a. With prompting and support, actively engage with others in a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.Re.9.b. Use imagination to transform objects.
K-TH.Re.9.c. Name and describe experiences and feelings of characters in a guided theatrical experience
K-TH.Cn.10.a. With prompting and support, retell a personal experience in a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.Cn.10.b. With prompting and support, identify skills and knowledge from personal experiences in a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.Cn.11.a. With prompting and support, identify stories that are different from one another in a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-TH.Cn.11.b. With prompting and support, tell a short story in a guided theatrical experience (e.g., process drama, story drama, creative drama).
K-PE-S1.E1.K - Performs locomotor skills (hopping, galloping, running, sliding, skipping, jumping) while maintaining balance.
K-PE-S1.E3.K– Jumps and lands with balance.
K-PE-S1.E4.K – Performs locomotor skills in response to teacher-led creative dance.
K-PE-S1.E6.K.a – Maintains momentary stillness on bases of support.
K-PE-S1.E6.K.b - Forms wide, curled, and twisted body shapes.
K-PE-S1.E7.K - Rolls sideways in a narrow body shape.
K-PE-S1.E8.K – Contrasts the actions of curling and stretching.
K-PE-S1.E10.K – Opposite foot forward.
K-PE-S1.E12.K – Drops a ball and catches it before it bounces twice. Catches a large ball tossed by a skilled thrower.
K-PE-S1.E13.K – Dribbles a ball using with 1 hand, attempting the second contact.
K-PE-S1.E14.K – Taps a ball using the inside of the foot, sending it forward
K-PE-S1.E17.K – Kicks a stationary ball from a stationary position, demonstrating 2 of the 5 elements of mature kicking pattern.
K-PE-S1.E18.K – Volleys a light weight object (balloon), sending it upward.
K-PE-S1.E20.K – Strikes a light weight object with a paddle or short-handled racket.
K-PE-S1.E22.K.a – Executes a single jump with self-turned rope.
K-PE-S1.E22.K.b - Jumps a long rope with teacher-assisted turning.
K-AL.IC.1.Participates in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CC)
K-AL.IC.2.Make sense of problems and persevere in solving them. (MP)
K-AL.IC.3.Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CC)
K-AL.AP.1.Participates in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (RBPK)
K-AL.AP.2.a.Make sense of problems and persevere in solving them. (MP).
K-AL.AP.2.b.Reason abstractly and quantitatively. (MP)
K-AL.AP.3.a.Make sense of problems and persevere in solving them. (MP)
K-AL.AP.3.b.Reason abstractly and quantitatively. (MP)
K-ALAP.3.c.Make sense of problems and persevere in solving them. (MP)
K-AL.Co.1.Speak audibly and express thoughts, feelings, and ideas clearly. (PKI)
K-AL.Co.2.Express positive feelings on progress made while learning a new movement skill. (PE)
K-AL.Co.3.Construct viable arguments and critique the reasoning of others. (MP)
K-AL.Cr.1.Exhibits both verbal and nonverbal expressions of enjoyment. (PE)
K-AL.Cr.2.With prompting and support, retell familiar stories, including key details. (KID- LIT)
K-AL.RPS.1.a.Reason abstractly and quantitatively. (MP)
K-AL.RPS.1.b.Look for and Express regularity in repeated reasoning. (MP)
K-AL.RPS.1.c.Construct viable arguments and critique the reasoning of others. (MP)
K-AL.RPS.2.Make sense of problems and persevere in solving them. (MP)
K-AL.RPS.2.Demonstrate healthy ways to express needs, wants, and feelings. (HE)
K-AL.RPS.2.Demonstrate the elements of socially acceptable conflict resolution during class activity. (PE)
K-SE.S.1.Participates in new skills and movement activities.(VPA)
K-SE.S.2.Demonstrate healthy ways to express needs, wants, and feelings.(CEH)
K-SE.S.3.Accept all classmates without regard for personal differences. (SB)
K-SE.S.4.Exhibit both verbal and nonverbal expressions of enjoyment. (VPA)
K-SE.S.5.Demonstrates healthy ways to express needs, wants, and feelings. (CEH)
K-SE.S.6.Speak audibly and express thoughts, feelings, and ideas clearly. (AZ ELA CCS SL)
K-SE.S.7.Shows compassion for others by helping them. (SB)
K-SE.S.8.Works in a diverse group setting without interfering with others. (SB)
K-SE.S.9.Follows directions in class. (PB)
K-SE.S.10.Demonstrates healthy ways to express needs, wants, and feelings. (CEH)
K-SE.R.1.Demonstrate ways to tell a trusted adult if threatened or harmed. (AH)
K-SE.R.2.Continues a conversation through multiple exchanges. (AZ ELA CCS SL)
K-SE.R.3.Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (AZ ELA CCS SL)
K-SE.R.4.Demonstrate the elements of socially acceptable conflict resolution during class activity. (SB)
K-SE.R.5.equipment during all class activities. (PB)
K-LL.L.1.Recognizes and produces Rhyming words. (PA)
K-LL.L.2.a.Recognizes and produces Rhyming words. (PA)
K-LL.L.2.b.Follow agreed-upon rules for discussions (e.g., Listening to others, taking turns speaking about the topics and texts under discussion). (CC)
K-LL.L.3.a.Follow agreed-upon rules for discussions (e.g., Listening to others, taking turns speaking about the topics and texts under discussion). (CC)
K-LL.L.3.b.Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (CC)
K-LL.L.4.Speak audibly and express thoughts, feelings and ideas clearly. (PKI)
K-LL.L.5.Speaks audibly and express thoughts, feelings and ideas clearly. (PKI)
K-LL.L.6.Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (CC)
K-LL.L.7.Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (CC)
K-LL.L.8.Follows agreed upon rules for discussion (e.g., listening to others, taking turns speaking about the topic and text under discussion). (CC)
K-LL.L.9.Asks and answers questions in order to seek help, get information, or clarify something that is not understood. (CC)
K-LL.L.10.Speaks audibly and express thoughts, feelings, and ideas clearly. (PKI)
K-LL.L.11.Identify new meanings for familiar words and apply them accurately. (VAU)
K-LL.L.12.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. (VAU)
K-LL.L.13.Sort common objects into categories to gain a sense of the concepts the categories represent. (VAU)
K-LL.L.14.Use the most frequently occurring prepositions. (CSE)
K-LL.EL.1.Recognizes that spoken words are represented in written language by specific sequence of letters. (PC)
K-LL.EL.2.Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single- syllable spoken words. (PA)
K-LL.EL.3.a.Recognizes that spoken words are represented in written language by specific sequence of letters.
K-LL.EL.3.b.Understands that words are separated by spaces in print.
K-LL.EL.4.a.Understand that words are separated by specific spaces in print.
K-LL.EL.4.b.Recognizes that spoken words are represented in written language by specific sequence of letters. (PC)
K-LL.EL.5.Participates in shared research and writing projects. (RBPK)
K-LL.EL.6.Identify the front cover, back cover, and title page of a book. (CS)
K-LL.EL.7.Identify the front cover, back cover, and title page of a book. (CS)
K-LL.EL.8.Name the author, and illustrator of a text and define the role of each presenting the idea or information in a text. (CS)
K-LL.EL.9.Demonstrate Understanding of spoken words, syllables, and sounds (phonemes). (PA)
K-LL.EL.10.Recognizes and produces rhyming words. (PA)
K-LL.EL.11.Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant- vowel, CVC) words. (PA)
K-LL.EL.12.Count, pronounce, blend, and segment syllables in spoken words. (PA)
K-LL.EL.14.Count, pronounce, blend, and segment syllables in spoken words. (PA)
K-LL.EL.16.Recognizes and name all upper-and lowercase letters of the alphabet. (PC)K-LL.EL.15.Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant- vowel, CVC) words. (PA)
K-LL.EL.17.Demonstrates understanding of spoken words, syllables and sounds (phonemes). (PA)
K-LL.EL.18.Actively engages in group reading activities with purpose and understanding. (RRLTC)
K-LL.EL.19.With prompting and support, identify characters, setting, and major events in a story. (KID-LIT)
K-LL.EL.20.With prompting and support, ask and answer questions about key details in a text. (KID-LIT)
K-LL.EL.21.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer question. (RBPK)
K-LL.EL.22.With prompting and support, ask and answer questions about key details in a text. (KID- LIT)
K-LL.EL.23.Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. (TTP)
K-LL.EL.24.Recognize common types of text. (CS)
K-LL.EL.25.With prompting and support, identify the main topic and retell key details of a text. (KID-IT)
K-LL.EL.26.With prompting and support, retell familiar stories, including key details. (KID-LIT)
K-LL.EL.27.Read emergent-reader texts with purpose and understanding. (FL)
K-LL.EW.1.With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (PDW)
K-LL.EW.2.Use of a combination of drawing, dictating and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. (TTP)
K-LL.EW.3.a.Use of a combination of drawing, dictating and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.
K-LL.EW.3.b.Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (TTP)
K-LL.EW.4.Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (CSE) Print many upper-lowercase letters. (CSE)
K-LL.EW.5.Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (TTP)
K-LL.EW.6.Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (CSE) Print many upper-lowercase letters. (CSE)
K-LL.EW.6.Understands that words are separated by spaces in print. (PC) Follow words from left to right, top to bottom, and page by page. (PC)
K-M.CC.1.Know number names and the count sequence.
K-M.CC.2.Count to 100 by ones and by tens.
K-M.CC.3.Write numbers from 0-20. Represent a number of objects with a written numeral 0-20.
K-M.CC.4.When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K-M.CC.5.Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K-M.CC.6.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.
K-M.CC.7.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. (Include groups with up to ten objects)
K-M.CC.8.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. (Include groups with up to ten objects.)
K-M.OAT.1.a.Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K-M.OAT.1.b.Solve addition and subtraction word problems and add and subtract with 10; e.g., by using objects or drawings to represent the problem.
K-M.OAT.1.c.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 drawing or equation (e.g., 5=2+3 and 5=4+1).Fluently add and subtract within 5.
K-M.OAT.1.d.Look for and make use of structure. Young students begin to discern a pattern or structure.
K-M.MD.1.Classify objects into given categories; count the number of objects in each category and sort the categories by count. (Limit category counts to be less than or equals to 10)
K-M.MD.2.Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. 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.
K-M.MD.3.Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. 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. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. 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.
K-M.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-M.G.2.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).
K-M.G.3.Correctly name shapes regardless of their orientations or overall size.
K-M.G.4.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-M.G.5.Identify shapes as two- dimensional (lying in a plane, “flat"") or three-dimensional (“solid).
K-M.G.6.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).
K-Sci.IA.1.Observe common objects using multiple senses.
K-Sci.IA.2.Identify the following observable properties of objects using the senses: shape, texture, size and color. (PS)
K-Sci.IA.3.Compare objects according to their measurable characteristics (e.g., longer/shorter, lighter/heavier).
K-Sci.IA.4.Organize (e.g., compare, classify and sequence) objects, organisms, and events according to various characteristics.
K-Sci.IA.5.Asks questions based on experiences with objects, organisms, and events in the environment.
K-Sci.IA.6.Demonstrates safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms) in all science inquiry.
K-Sci.IA.7.Predicts results of an investigation based on life, physical, and Earth and space sciences (e.g., five senses, changes in weather). (IP)
K-Sci.IA.8.Participate in guided investigations in life, physical, and Earth and space sciences.
K-Sci.IA.9.Organize (e.g., compare, classify, and sequence) objects, organisms, and events according to various characteristics. Compare objects according to their measurable characteristics (e.g., longer/shorter, lighter/heavier).
K-Sci.IA.10.Investigate how applied forces (push and pull) can make things move. (PS)
K-Sci.IA.11.Communicate observations with pictographs, pictures, models or words.
K-Sci.IA.12.Communicate with other groups to describe the results of an investigation.
K-Sci.IA.13.Participate in guided investigations in life, physical, and Earth and space sciences. (IP)
K-SST.F.1.Give examples of work activities that people do at home. (E)
K-SST.C.1.Recognize that Native Americans are the original inhabitants of North America. (AH) Recognize that groups of people in early civilizations (e.g., people of the Americas, Europeans, Asians, Africans) moved from place to place to hunt and gather food. (WH) Recognize through images how people live differently in other places and times. (G)
K-SST.C.2.Recognize that classmates have varied backgrounds but may share principles, goals, customs, and traditions. (CG) Discuss the food, clothing, housing, recreation, and celebrations practiced by cultural groups in the local community. (G)
K-SST.C.3.Recognize national symbols and monuments that represent American democracy and values: a. American Flag b. Bald Eagle c. Statue of Liberty d. White House (CG) e. Recognize the Pledge of Allegiance and the National Anthem. (CG) Recognize the significance of national holidays: a. Thanksgiving b. President’s Day c. Martin Luther King, Jr. Day d. Constitution Day (CG) Discuss how land in the students’ community is used for industry, housing, business, agriculture, and recreation. (G) Describe how people earn a living in the community and the places they work. (G)
K-SST.C.4.Discuss the importance of students contributing to a community (e.g., helping others, working together, cleaning up the playground). (CG)
K-SST.C.5.Identify the origin of natural resources (e.g., fish from sea, minerals from the ground, wood from trees, food from farms). (G) Recognize that resources are renewable, recyclable, and non-renewable. (G)
K-SST.C.6.Recognize that early civilizations improved their lives through advancements (e.g., domestication of animals, tools, farming methods, calendars). (WH) Identify people who help keep communities and citizens safe (e.g. police, fire fighters, nurses and doctors.) (C/G) Discuss different types of jobs that people do. (E) Match simple descriptions of work with the names of those jobs. (E)
K-SST.C.7.Identify the current President of the United States and Governor of Arizona. (CG)
K-SST.C.8.a.Recognize the rights and responsibilities of citizenship: a. Elements of fair play, good sportsmanship, and the idea of treating others the way you want to be treated b. Importance of participation and cooperation in a classroom and community c. Why there are rules and the consequences for violating them d. Responsibility of voting (every vote counts) (CG)
K-SST.C.8.b.Discuss differences between needs and wants. (E) Recognize various forms of U.S. currency. (E) Recognize that people use money to purchase goods and services. €
K-SST.C.9.Identify examples of responsible citizenship in the school setting and in stories about the past and present. (CG)
K-SST.C.10.Discuss geographic concepts related to current events. Recognize the differences between maps and globes. Construct maps of a familiar place (e.g., classroom, bedroom, playground, neighborhood). Determine the relative location of objects using the terms near/far behind/in front, over/under, left/right, up/down. Identify land and water on maps, illustrations, images, and globes. Locate continents and oceans on a map or globe. Identify plants and animals in the local environment. Identify the basic properties of earth materials (rocks, soil, water; natural or man-made; reusable and recyclable). Understand the characteristics of weather and how it affects people.
K-SST.C.11.Sequence recounts of historical events and people using concepts before and after. (AH)
K-SST.C.12.Retell personal events to show an understanding of how history is the story of events, people, and place in the past. (AH, WH) Listen to recounts of historical events and people and discuss how they relate to present day. (AH, WH) Use primary source materials (e.g., photos, artifacts) to study people and events from the past. (AH, WH) Use information from written documents, oral presentations, and the media to discuss current local events. (AH, WH)
K-PDHS.PMD.1.Demonstrate locomotor skills with age-appropriate ability.
K-PDHS.PMD.2.Demonstrate locomotor skills with age-appropriate ability.
K-PDHS.PMD.3.Demonstrate a variety of developmentally appropriate specialized movement skills.
K-PDHS.PMD.4.Perform movement concepts in physical activity; Spatial awareness: personal space, direction, level, pathways, planes, dodging, fleeing, chasing, tagging.
K-PDHS.PMD.5.Demonstrate a variety of manipulative skills.
K-PDHS.H.1.Demonstrate healthy practices and behaviors to maintain or improve personal health.
K-PDHS.H.2.Identify that healthy behaviors affects personal health and overall well- being.
K-PDHS.H.3.Recognize what the human body is and what it means to be healthy.
K-PDHS.S.1.Demonstrate healthy practices and behaviors to maintain or improve physical health.
K-PDHS.S.1.Identify trusted adults and professionals who can help promote health."
K-FA.VA.1.The student will use materials, tools, and techniques in his or her own artwork.
K-FA.VA.2.The student will develop, revise, and reflect on ideas for expression in his or her own artwork.
K-FA.VA.3.The student will apply criteria for judging the quality of specific artwork.
K-FA.MCM.1.Discovering various uses of music in daily experience.
K-FA.MCM.2.Exploring the relationship between music and dance by responding to sounds through movement.
K-FA.MCM.3.Identify and explore the tempo and meter of various music examples.
K-FA.MCM.4.Explore and respond physically to the ways in which movement can be used to mirror and/or contrast sounds, rhythms and tempos.
K-FA.MCM.5.Use movement to express images, ideas, situations, and feelings from text.
K-FA.MCM.D.1.Imagine and describe characters, their relationships, what they want and why.
K-FA.MCM.D.2.Cooperates in the dramatic process.
K-FA.MCM.D.3.Use available art materials, tools, and resources to convey the characters through costumes, accessories, and make-up designs for a scene or productions.
K-FA.MCM.D.4.Describe how place and time affect characters and story in class improvisations, scripts and productions of theatre and/or other media.
K-PE-S2.E1.K.a -Differentiates between movement in personal (self-space) and general space.
K-PE-S2.E1.K.b- Moves in personal space to a rhythm.
K-PE-S2.E2.K– Travels in three different pathways
K-PE-S2.E3.K– Travels in general space with different speeds.
K-PE-S3.E1.K – Identifies active play opportunities outside physical education class.
K-PE-S3.E2.K – Actively participates in physical education class.
K-PE-S3.E3.K – Recognizes that when you move fast, your heart beats faster and you breathe faster.
K-PE-S3.E7.K – Recognizes that food provides energy for physical activity.
K.CL.1.1 Recognize and solve problems using the best available resources
K.CL.1.2 Identify and follow steps of the decision-making process to solve problems and make choices
K.CL.1.3 Evaluate if a decision is good or bad, appropriate or inappropriate
K.CL.1.4 Use digital web-based resources, gather data to make informed choices and solve problems
K.CL.1.5 Apply critical thinking and problem-solving skills
K.CL.2.1 Develop collaboration skills to interact cooperatively with others
K.CL.2.2 Demonstrate skills in working together, compromising, expressing opinions, and responding to criticism
K.CL.2.3 Apply collaborative skills to group activities
K.CL.3.1 Utilize illustration to effectively communicate ideas
K.CL.3.2 Explain effective communication skills for presenting to an audience
K.CL.3.3 Demonstrate how to communicate with respect for the beliefs and feelings of others
K.CL.3.4 Exhibit grade-level oral and written communication skills that include being courteous, showing respect and empathy for others, accepting and following directions, performing as a team member, and showing respect for cultural diversity, individuals in nontraditional jobs, and individuals with disabilities
K.CL.3.5 Identify personal wants, needs, and feelings and demonstrate how to communicate them appropriately
K.CL.4.1 Identify ways to be safe online
K.CL.4.2 Discuss examples of things that are safe to share online
K.CL.4.3 Use digital media as a communication tool in classroom activities
K.CL.5.1 Describe personal responsibility and goals while identifying situations at home, school, and in the community where these are important
K.CL.5.2 Describe the importance of goals
K.CL.5.3 Set personal goals and progress of assigned responsibilities on a classroom project or extracurricular activity (e.g., star chart)
K.CL.5.4 Give examples of rules at home, in school, and in the community and explain how rules protect individuals and groups
K-PE-S4.E1.K.a – Follows directions in group settings (e.g., safe behaviors, following rules, taking turns).
K-PE-S4.E1.K.b – Acknowledges responsibility for behavior when prompted.
K-PE-S4.E2.K – Follows instruction/directions when prompted.
K-PE-S4.E3.K – Shares equipment and space with others.
K-PE-S4.E4.K – Recognizes the established protocols for class activities.
K-PE-S4.E5.K – Follows teacher directions for safe participation and proper use of equipment with minimal reminders.
K-PE-S5.E1.K – Recognizes that physical activity is important for good health.
K-PE-S5.E2.K – Acknowledges that some physical activities are challenging/ difficult.
K-PE-S5.E3.K.a – Identifies physical activities that are enjoyable.
K-PE-S5.E3.K.b-Discuss the enjoyment of playing with friends.
K-PE-S5.E4.K-Demonstrates socially acceptable conflict resolution skills.
K-VA.CR.1.a. Engage in exploration (e.g., noticing cause and effect relationships), and imaginative play with materials (e.g., paper, markers, clay, crayons).
K-VA.CR.1.b. Engage collaboratively (e.g., using manipulative for construction, adding to a group collage) in creative art-making in response to an artistic problem.
K-VA.CR.2.a. Through experimentation, build skills in various media and approaches to art-making (e.g., using the elements of modern art, applying artistic ideas from diverse cultures).
K-VA.CR.2.b. Observe safe practices with art materials, tools, and equipment.
K-VA.CR.2.c. Create art that represents natural and constructed environments.
K-VA.CR.3.a. Explain the process and/or subject matter of personal artwork.
K-VA.Pr.4.a. Identify reasons for saving and displaying objects, artifacts, and artwork.
K-VA.Pr.5.a. Explain the purpose of a portfolio collection (e.g., keeping artworks safe, reviewing artworks later, deciding which artworks are best).
K-VA.Pr.6.a. Explain what an art museum is and distinguish how an art museum is different from other buildings.
K-VA.Re.7.a. Identify various types of art (e.g., drawing, painting, sculpture, architecture).
K-VA.Re.7.b. Describe what an image represents.
K-VA.Re.8.a. Interpret identifying subject matter and describing relevant details.
K-VA.Re.9.a. Explain reasons for selecting a preferred artwork.
K-VA.Cn.10.a. Create art that tells a story about a life experience.
K-VA.Cn.11.a. Identify the purpose of an artwork.
K-PO.1.C1-1.1 Identify that healthy behaviors affect personal health and overall well-being
K-PO.1.C2-1.1 Recognize what the human body is and what it means to be healthy
K-PO.1.C3-1.1 Describe ways to prevent communicable diseases
K-PO.1.C3-2.1 Identify that foods are classified into food groups and that a variety of food is needed for personal health, growth, and development
K-PO.1.C3-3.1 Identify that physical activity is integral to good health
K-PO.1.C4-1.1 List ways to prevent common childhood injuries
K-PO.1.C5-1.1 Describe why it is important to seek health care
K-PO.2.C1-1.1 Identify how the family influences personal health practices and behaviors
K-PO.2.C1-2.1 Recognize how culture influences health practices and behaviors
K-PO.2.C1-3.1 Recognize how peers can influence healthy and unhealthy behaviors
K-PO.2.C1-4.1 Identify what the school can do to support personal health practices and behaviors
K-PO.2.C1-5.1 Describe how the media can influence health behaviors
K-PO.2.C1-6.1 Recognize how technology can influence personal health
K-PO.3.C1-1.1 Identify trusted adults and professionals who can help promote health
K-PO.3.C2-1.1 Identify ways to locate school and community health helpers
K-PO.4.C1-1.1 Demonstrate healthy ways to express needs, wants, and feelings
K-PO.4.C1-2.1 Demonstrate listening skills to enhance health
K-PO.4.C2-1.1 Demonstrate ways to respond when in an unwanted, threatening, or dangerous situation
K-PO.4.C3-1.1 Demonstrate ways to tell a trusted adult if threatened or harmed
K-PO.5.C1-1.1 Identify circumstances that can help or hinder healthy decision making
K-PO.5.C2-1.1 Identify situations when a health-related decision is needed
K-PO.5.C2-2.1 Differentiate between situations when a health-related decision can be made individually or when assistance is needed
K-PO.6.C2-1.1 Identify a short-term personal health goal and take action toward achieving the goal
K-PO.6.C2-2.1 Identify who can help when assistance is needed to achieve a personal health goal
K-PO.7.C2-1.1 Demonstrate healthy practices and behaviors to maintain or improve personal health
K-PO.8.C1-1.1 Make requests to promote personal health
K-PO.8.C1-2.1 Encourage family and peers to make positive health choices
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Arizona State Number and Standard - 1
1.RL.1 Ask and answer questions such as who, what, where, why, when, and how about key details in a text.
1.RL.2 Retell stories, including key details, and demonstrate understanding of their main idea, central message, or lesson.
1.RL.3 Describe characters, settings, and major events in a story, using key details.
1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
1.RL.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
1.RL.6 Identify who is telling the story at various points in a text.
1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.
1.RL.9 Compare and contrast the adventures and experiences of characters in stories.
1.RL.10 With prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1.
1.RI.1 Ask and answer questions such as who, what, where, why, and how about key details in a text.
1.RI.2 Identify the main topic and retell key details of a text.
1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text using key details.
1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
1.RI.7 Use the illustrations and details in a text to describe its key ideas.
1.RI.8 Identify the reasons an author gives to support points in a text.
1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
1.RI.10 With prompting and support, read informational texts, including functional texts, history/social studies, science, and technical texts, appropriately complex for grade 1.
1.RF.1 Demonstrate understanding of the organization and basic features of print.
1.RF.1.a: Recognize the distinguishing features of a sentence (e.g., capitalization of first word and ending punctuation).
1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
1.RF.2.a: Distinguish long from short vowel sounds in spoken single-syllable words.
1.RF.2.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
1.RF.2.d: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
1.RF.2.e: Segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., /s/p/l/a/t/).
1.RF.2.f: Orally generate a series of rhyming words using a variety of phonograms (e.g., -ed, -ake, -ant, ain) and consonant blends (e.g., /bl/, /st/, /tr/).
1.RF.2.g: Manipulate phonemes (add, substitute, and delete individual phonemes) in words to make new words.
1.RF.3 Know and apply phonics and word analysis skills in decoding one-syllable or multisyllabic words.
1.RF.3.a: Know the spelling-sound correspondences for common consonant digraphs.
1.RF.3.b: Decode regularly spelled one-syllable words.
1.RF.3.c: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
1.RF.3.d: Recognize and apply all six syllable types when decoding grade level texts.
1.RF.3.e: Read words with inflectional endings.
1.RF.3.f: Recognize and read grade-appropriate irregularly spelled words.
1.RF.4 Read with sufficient accuracy and fluency to support comprehension.
1.RF.4.a: Read on-level text with purpose and understanding.
1.RF.4.b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
1.RF.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
1.WF.1 Demonstrate and apply handwriting skills.
1.WF.1.a: Write upper and lower case manuscript alphabet from memory using correct letter formation.
1.WF.1.b: Write the common grapheme (letter or letter group) for each phoneme.
1.WF.1.c: Write with appropriate spacing between letters and words.
1.WF.2 Demonstrate and apply sound-letter concepts.
1.WF.2.a: Segment all the phonemes in two and three-phoneme syllables and represent those phonemes with letters.
1.WF.2.b: Write the letters used to represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel.
1.WF.3 Know and apply phonics and word analysis skills when encoding words.
1.WF.3.a: Spell common, regular, single-syllable words using:
1.WF.3.a.1: Short vowels and single consonants.
1.WF.3.a.2: Consonant graphemes including qu, x, and -ck; digraphs (e.g., thin, shop, when, much, sing); and doubled letters (e.g., off, will, mess).
1.WF.3.a.3: Initial and final consonant blends (e.g., must, slab, plump).
1.WF.3.a.4: Long vowel patterns spelled correctly, including VCe (Vowel-Consonant-silent e) (e.g., came, like), common vowel teams (e.g., boat, play, wait, see, team, right), and open syllables (e.g., go, cry).
1.WF.3.a.5: Vowel-r combinations, including er, ar, or (e.g., car, her, stir, for, burn).
1.WF.3.b: With prompting and support, spell on-level words with inflectional endings:
1.WF.3.b.1: Verbs with -ing, -ed, -s, and no change in the base word (e.g., snowed, playing, jumps).
1.WF.3.b.2: Nouns with -s, -es, and no change to the base word (e.g., rugs, kisses).
1.WF.3.b.3: Adjectives with -er, -est, and no change to the base word (e.g. slower, slowest).
1.WF.3.c: With prompting and support, spell on-level two-syllable words, including:
1.WF.3.c.1: Words that end in -y or -ly (e.g., smelly, gladly).
1.WF.3.c.2: Common compound words (e.g., hotdog, mailbox).
1.WF.3.c.3: Words with two closed syllables (e.g., rabbit, wagon).
1.WF.3.d: Spell grade-level appropriate words in English as found in a research-based list, including:
1.WF.3.d.1: Irregular words (e.g., said, what, are, they, was).
1.WF.3.d.2: Pattern based words (e.g., he, him, for, in, by, like).
1.WF.3.e: Spell unfamiliar words phonetically, applying phonemic awareness and spelling conventions.
1.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
1.L.1.a: Use common, proper, and possessive nouns
1.L.1.b: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.).
1.L.1.c: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
1.L.1.d: Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
1.L.1.e: Use frequently occurring adjectives
1.L.1.f: Use frequently occurring conjunctions (e.g., and, but, or, so, because).
1.L.1.g: Use determiners (e.g., articles, demonstratives)
1.L.1.h: Use frequently occurring prepositions (e.g., during, beyond, toward).
1.L.1.i: Produce and expand complete simple and compound sentences.
1.L.1.j: In response to prompts, distinguish between and identify declarative, interrogative, imperative, and exclamatory sentences.
1.L.1.k: Write multiple sentences in an order that supports a main idea or story.
1.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
1.L.2.a: Capitalize dates and names of people
1.L.2.b: Use end punctuation for sentences.
1.L.2.c: Use commas in dates and to separate single words in a series.
1.L.4 With guidance and support from adults, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
1.L.4.a: Use frequently occurring affixes as a clue to the meaning of a word.
1.L.4.b: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
1.L.4.c: Use sentence-level context as a clue to the meaning of a word or phrase.
1.L.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
1.L.5.a: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
1.L.5.b: Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
1.L.5.c: Identify real-life connections between words and their use (e.g., note places at home that are cozy).
1.L.5.d: With prompting and support, identify synonyms and antonyms and distinguish shades of meaning among verbs differing in manner (e.g. look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (eg. large, gigantic) by defining or choosing them or by acting out the meanings.
1.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
1.SP1.1 Place important life events in chronological order on a timeline.
1.SP1.2 Understand how events of the past affect students' lives and communities.
1.SP1.3 Generate questions about individuals and groups who have shaped a significant historical change.
1.SP2.1 Compare diverse cultures using primary sources such as photographs, artifacts, and music and secondary sources such as fiction and non fiction.
1.SP3.1 Generate questions about issues in your community past and present.
1.SP3.2 With support identify evidence drawn from multiple sources to answer questions about issues in your community.
1.SP3.3 With support construct and communicate solutions to issues in your community.
1.SP3.4 Take group or individual action to help address community issues.
1.SP3.5 Ask and answer questions about explanations given.
1.C1.1 Apply values of respect, responsibility, equality, and fairness as a member of a community.
1.C1.2 Follow agreed upon rules for discussions when responding to others and making decisions including consensus building procedures.
1.C1.3 Compare one's own thoughts and opinions with others' perspectives.
1.C3.1 Explain the importance of rules and laws in our community.
1.C3.2 Explain the role and function of local governments.
1.C3.3 Explain how community groups work to accomplish common tasks and fulfill responsibilities.
1.E1.1 Identify different occupations and the skills and education needed for those jobs in our community.
1.E1.2 Describe reasons to save or spend money.
1.E2.1 Explain how needs, wants, and availability of resources affect decision making.
1.E2.2 Identify the benefits and costs of making various personal decisions.
1.E3.1 Describe the skills, knowledge, and sequence of events required to produce goods and services in our community.
1.E3.2 Explain how people in our community earn income.
1.E3.3 Explain how people can be producers and consumers in our community.
1.G1.1 Use, explore and construct maps, graphs and other geographical representations to support content focus.
1.G1.2 Use a grid to locate places.
1.G2.1 Compare how human activities affect culture and the environment now and in the past.
1.G3.1 Explain why and how people, goods, and ideas move from place to place.
1.G3.2 Compare places past and present as it relates to content focus.
1.H1.1 Explain how ideas and innovation can contribute to a community by utilizing primary sources (artifacts, photographs, newspapers, speakers) and secondary sources (biographies, stories, articles).
1.H2.1 Explain the benefits of cooperation and compromise as ways to resolve conflict in communities past and present.
1.H4.1 Explain and explore origins of key American symbols, documents, landmarks, holidays, and leaders as well as their importance from the past to the present in our country.
1.H4.2 Draw upon fictional stories, biographies, and non-fiction/informational text to identify historical figures in your community, state, and nation and explain their significance in history and in the present day.
1.OA.A.1 Use addition and subtraction within 20 to solve word problems with unknowns in all positions (e.g., by using objects, drawings, and/or equations with a symbol for the unknown number to represent the problem).
1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 (e.g., by using objects, drawings, and/or equations with a symbol for the unknown number to represent the problem).
1.OA.B.3 Apply properties of operations (commutative and associative properties of addition) as strategies to add and subtract within 20. (Students need not use formal terms for these properties.)
1.OA.B.4 Understand subtraction as an unknown-addend problem within 20 (e.g., subtract 10 - 8 by finding the number that makes 10 when added to 8).
1.OA.C.5 Relate counting to addition and subtraction (e.g., by using counting on 2 to add 2).
1.OA.C.6 Fluently add and subtract within 10.
1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 + 1 = 6 - 1, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2).
1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers (e.g., determine the unknown number that makes the equation true in each of the equations 8 + __ = 11, 5 = __ - 3, 6 + 6 = __).
1.NBT.A.1 Count to 120 by 1's, 2's, and 10's starting at any number less than 100. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.B.2 Understand that the two digits of a two-digit number represent groups of tens and ones. Understand the following as special cases:
1.NBT.B.2.a: 10 can be thought of as a group of ten ones — called a "ten".
1.NBT.B.2.b: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
1.NBT.B.2.c: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.NBT.C.4 Demonstrate understanding of addition within 100, connecting objects or drawings to strategies based on place value (including multiples of 10), properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written form.
1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count.
1.NBT.C.6 Subtract multiples of 10 in the range of 10 to 90 (positive or zero differences), using objects 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 form.
1.MD.A.1 Order three objects by length. Compare the lengths of two objects indirectly by using a third object.
1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. (Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.)
1.MD.B.3a Tell and write time in hours and half-hours using analog and digital clocks.
1.MD.B.3b Identify coins by name and value (pennies, nickels, dimes and quarters).
1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
1.G.A.1 Distinguish between defining attributes (triangles are closed and 3 sided) versus non-defining attributes (color, orientation, overall size) for two-dimensional shapes; build and draw shapes that possess defining attributes.
1.G.A.2 Compose two-dimensional shapes or three-dimensional shapes to create a composite shape.
1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters. Describe the whole as two of, or four of the shares. Understand that decomposing into more equal shares creates smaller shares.
1.P2U1.1 Plan and carry out investigations demonstrating the effect of placing objects made with different materials in the path of a beam of light and predict how objects with similar properties will affect the beam of light.
1.P2U1.2 Use models to provide evidence that vibrating matter creates sound and sound can make matter vibrate.
1.P3U1.3 Plan and carry out investigations which demonstrate how equal forces can balance objects and how unequal forces can push, pull, or twist objects, making them change their speed, direction, or shape.
1.P4U2.4 Design and evaluate ways to increase or reduce heat from friction between two objects.
1.E1U1.5 Obtain, evaluate, and communicate information about the properties of Earth materials and investigate how humans use natural resources in everyday life.
1.L1U1.6 Observe, describe, and predict life cycles of animals and plants.
1.L2U2.7 Develop and use models about how living things use resources to grow and survive; design and evaluate habitats for organisms using earth materials.
1.L2U1.8 Construct an explanation describing how organisms obtain resources from the environment including materials that are used again by other organisms.
1.L3U1.9 Obtain, evaluate, and communicate information to support an evidence-based explanation that plants and animals produce offspring of the same kind, but offspring are generally not identical to each other or their parents.
1.L4U1.10 Develop a model to describe how animals and plants are classified into groups and subgroups according to their similarities.
1.L4U3.11Ask questions and explain how factors can cause species to go extinct.
1.CR.1.a. Move in a variety of special relationships and formations with other dancers, sharing and maintaining personal and general space.
1.CR.1.b. Explore a variety of locomotor and non- locomotor movements by experimenting with changes in body, effort, shape, and space.
1.CR.1.c. Respond in movement to a variety of stimuli (e.g., music/sound, tactile, text, objects).
1.CR.2.a. Explore dance elements of body, effort, shape, and space. Organize movement choices to create a simple choreographic structure as part of the creative process.
1.CR.2.b. Connect movements that express an idea or emotion to create a short movement sequence.
1.CR.3.a. Explore new movement choices through guided improvisational experiences and reflect on the process with others.
1.CR.3.b. Record the movements of dance by drawing a picture or using a symbol (e.g., jump, turn, slide, bend, reach).
1.Pr.4.a. Identify and demonstrate directions for moving the body using locomotor movements in personal and general space (e.g., forward, backwards, sideways, up, down, turning). Make body shapes (e.g., straight, bent, curved) that change levels and vary in size. Move in straight, curved, and zig- zagged pathways.
1.Pr.4.b. Identify fast, moderate, and slow movements. Recognize steady beat and move to varying tempi of steady beat. Identify and move the downbeat of duple and triple meter.
1.Pr.4.c. Demonstrate movement qualities along with movement vocabulary (e.g., use adverbs and adjectives that apply to movements such as floating leap, a floppy fall, a jolly jump, and joyful spin). Move with opposing movement qualities (e.g., sudden/sustained, light/heavy, jerky/smooth). Identify and apply different characteristics to movements (e.g., slow, smooth, or wavy).
1.Pr.5.a. Demonstrate a range of locomotor and non- locomotor movements, body patterning, body shapes, directionality, and dance sequences that require moving through space.
1.Pr.5.b. Move safely through general space when performing locomotor movements and stop on cue while maintaining personal space.
1.Pr.5.c. Repeat movements with an awareness of self and others in space.
1.Pr.6.a. Dance for and with others in a space where audience and performers occupy different areas.
1.Pr.6.b. Select a prop to us as a part of a dance or explore the use of simple props to enhance performance. Demonstrate the use of limited production elements (e.g., hand props, simple scenery, or media projections).
1.Re.7.a. Find movements that develop a pattern.
1.Re.7.b. Identify, describe, or respond through movement to observed or performed dance movements from different genres or cultures
1.Re.8.a. Identify movements that capture an idea and explain the meaning or intent using simple dance terminology.
1.Re.9.a. Utilize two criteria to evaluate the strength of an artistic work. Discuss movements and other components of the dance that make the dance work well. Explain why they were effective.
1.Cn.10.a. Recognize a personal or emotional response to a dance work. Identify a social or cultural response. Discuss how specific movements contributed to your response and relate to your personal experience.
1.Cn.10.b. Role-play personal experiences through movement. Discuss observations made and identify movements that expressed the personal experience.
1.Cn.11.a. Investigate the dance literacy skills of dance observation, engaging in dialogue, and utilizing symbol systems in your learning.
1.CS.D.1With teacher guidance, select and operate appropriate devices and software to perform a task.
1.CS.HS.1Use appropriate terminology in identifying and describing the function of common physical components of computing systems.
1.CS.T.1Identify basic hardware and software problems using accurate terminology.
1.CS.T.21With teacher guidance, begin to use basic troubleshooting strategies.
1.NI.C.1Explain what passwords are and why we use them to protect personal information (e.g., name, location, phone number, home address) and keep it private.
1.NI. NCO.1With teacher guidance, students discuss how computer networks can be used to connect people to other people, places, information, and ideas.
1.DA. CVT.1With teacher guidance, collect and transform data using digital devices; Display data for communication in various visual formats.
1.DA.S.1Explain that a variety of data (e.g., music, video, images, and text) can be stored in and retrieved from a computing device.
1.DA.IM .1Identify patterns in data to make inferences or predictions.
1.AP.A.1Model daily processes by following algorithms (sets of step-by-step instructions) to complete tasks.
1.AP.V.1Model the way programs store and manipulate data by using numbers or other symbols to represent information.
1.AP.C.1Identify programs with sequences and simple loops, to express ideas or address a problem.
1.AP.M.1Solve a problem by breaking it down into smaller parts.
1.AP.PD.1With teacher assistance identify plans that describe a program’s sequence of events, goals, and expected outcomes.
1.AP.PD.2With teacher assistance, give attribution (credit) when using the ideas and creations of others while developing programs.
1.AP.PD.3With teacher assistance, debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
1.AP.PD.4Using correct terminology, describe steps taken and choices made during program development.
1.IC.C.1Discuss how people live and work before and after the implementation or adoption of new computing technology.
1.IC.SI.1Work respectfully and responsibly with others online.
1.IC. SLE.1Keep login information private, and log off devices appropriately.
1-MU.CR.1.a. With appropriate guidance, explore, experience, and improvise musical concepts (e.g., beat, melodic contour).
1-MU.CR.1.b. With appropriate guidance, explore musical features (e.g., movement, vocalizations, or instrumental accompaniments).
1-MU.CR.2.a. With appropriate guidance, demonstrate and choose favorite musical ideas (e.g., singing and playing instruments).
1-MU.CR.2.b. With appropriate guidance, organize personal musical ideas using notation (e.g., iconic notation and/or recording technology).
1-MU.CR.3.a. With appropriate guidance, apply personal, peer, and teacher feedback in refining personal musical ideas.
1-MU.CR.3.b. With appropriate guidance, demonstrate a final version of personal or collective musical ideas to peers.
1-MU.Pr.4.a. With appropriate guidance, demonstrate and state personal interest in varied musical selections.
1-MU.Pr.4.b. With appropriate guidance, explore and demonstrate musical contrasts of music selected for performance (e.g., high/low, loud/soft, same/different, fast/slow).
1-MU.Pr.4.c. With appropriate guidance, read and perform rhythmic and melodic patterns using notation (e.g., iconic notation).
1-MU.Pr.4.d. With appropriate guidance, explore musical concepts (e.g., voice quality, movement, dynamics, tempo, melodic contour).
1-MU.Pr.5.a. With appropriate guidance, apply personal, teacher, and peer feedback to refine performances (e.g., technique and stage presence).
1-MU.Pr.5.b. With appropriate guidance, use suggested strategies in rehearsal to improve expression in music.
1-MU.Pr.6.a. With appropriate guidance, perform music with expression (e.g., tone, tempo).
1-MU.Pr.6.b. Perform appropriately for the audience and occasion.
1-MU.Re.7.a. With appropriate guidance, list personal musical interests.
1-MU.Re.7.b. With appropriate guidance, demonstrate musical concepts in various styles of music (e.g., beat, pitch).
1-MU.Re.8.a. With appropriate guidance, identify expressive attributes that reflect creators’/performers’ expressive intent (e.g., dynamics).
1-MU.Re.9.a. With appropriate guidance, apply teacher- provided criteria to evaluate musical works and performances.
1-MU.Cn.10.a. With appropriate guidance, express personal preferences in music.
1-MU.Cn.10.b. With appropriate guidance, explore various uses of music in daily experiences (e.g., songs of celebration, game songs, marches, T.V., movie, and video game soundtracks, dance music, work songs).
1-MU.Cn.11.a. With appropriate guidance, explore relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature, science, math, social studies, language arts).
1-MU.Cn.11.b. With appropriate guidance, explore how context (e.g., social, cultural, historical) can inform a performance.
1-MA.CR.1.a. Discover and share ideas for media artworks using play, experimentation, and imagining.
1-MA.CR.1.a. Discover and share ideas for media artworks using play, experimentation, and imagining.
1-MA.CR.2.a. With guidance, use teacher-identified ideas to form plans and models for media arts productions.
1-MA.CR.3.a. Create, capture, and assemble media arts content for media arts productions, identifying basic principles (e.g., pattern and repetition).
1-MA.CR.3.b. Practice and identify the effects of making changes to the content, form, or presentation in order to refine and finish media artworks.
1-MA.Pr.4.a. Combine varied academic arts, and media content in media artworks (e.g., illustrated story).
1-MA.Pr.5.a. Describe and demonstrate various artistic skills and roles (e.g., technical steps, planning, and collaborating in media arts productions).
1-MA.Pr.5.b. Describe and demonstrate basic creative skills within media arts productions.
1-MA.Pr.5.c. Experiment with and share different ways to use tools and techniques to construct media artworks.
1-MA.Pr.6.a. With guidance, discuss presentation conditions and perform a task in presenting media artworks.
1-MA.Pr.6.b. With guidance, discuss the experience of the presentations of media artworks.
1-MA.Re.7.a. Identify components and messages in media artworks.
1-MA.Re.7.b. With guidance, identify how a variety of media artworks create different experiences.
1-MA.Re.8.a. With guidance, identify the meanings of a variety of media artworks.
1-MA.Re.9.a. Identify the effective parts of and possible changes to media artworks, considering viewers.
1-MA.Cn.10.a. Use personal experiences, interests, and models in creating media artworks.
1-MA.Cn.10.b. Discuss memorable experiences of media artworks.
1-MA.Cn.11.a. Discuss and describe media artworks in everyday life (e.g., popular media, connections with family and friends).
1-MA.Cn.11.b. Interact appropriately with media arts tools and environments, considering safety, rules, and fairness.
1-TH.CR.1.a. Propose potential character choices in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.CR.1.b. Collaborate with peers about which costumes and props to use in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.CR.1.c. Identify ways in which gestures and movement create or retell a story in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.CR.2.a. Describe and contribute to the development of a sequential plot in a guided theatrical experience (e.g., process drama, story drama, creative drama)
1-TH.CR.2.b. With prompting and support, express original ideas in a guided theatrical experience (e.g., creative drama, process drama, story drama)
1-TH.CR.3.a. Collaborate in the adaptation of the plot in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.CR.3.b. Identify similarities and differences in sounds and movements in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.CR.3.c. Discuss multiple representations of a single object in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.Pr.4.a. Describe a character’s actions and dialogue in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.Pr.4.b. Use movement, facial expressions, gestures, and voice to communicate character traits and emotions in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.Pr.5.a. With prompting and support, demonstrate physical movement in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.Pr.5.b. With prompting and support, identify technical elements that can be used in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.Pr.6.a. With prompting and support, perform in dramatic play or a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.Re.7.a. Recall choices made in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.Re.8.a. Describe emotions in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.Re.8.b. With prompting and support, name and describe details in settings in a dramatic play or a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.Re.8.c. Use text and draw pictures to describe personal emotions in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.Re.9.a. Build others’ ideas in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.Re.9.b. Identify props and costumes that might be used in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.Re.9.c. Compare and contrast the experiences of characters in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.Cn.10.a. With prompting and support, identify differences between characters and oneself in a dramatic play or a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.Cn.10.b. Select from different art forms and content areas to apply to a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.Cn.11.a. Identify similarities and differences in stories from your own community in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-TH.Cn.11.b. Collaborate on the creation of a short scene based on a fictional literary source in a guided theatrical experience (e.g., process drama, story drama, creative drama).
1-PE-S1.E1.1 – Hops, gallops, jogs and slides using a mature pattern.
1-PE-S1.E3.1 – Demonstrates 2 of 5 critical elements for jumping & landing in a horizontal plane using 2-foot take-offs and landings.
1-PE-S1.E4.1 – Combines locomotor and nonlocomotor skills in a teacher-led designed dance.
1-PE-S1.E6.1 – Maintains stillness on different bases of support with different body shapes.
1-PE-S1.E7.1.a – Transfers weight from one body part to another in self-space in dance and gymnastics environments
1-PE-S1.E7.1.b - Rolls with either narrow or curled body shape.
1-PE-S1.E8.1.a – Demonstrates twisting, curling, bending & stretching actions.
1-PE-S1.E8.1.b - Rolls with either narrow or curled body shape
1-PE-S1.E10.1 – Demonstrates 2 of the 5 critical elements of mature pattern.
1-PE-S1.E12.1 – Catches a soft object from a self-toss before it bounces.
1-PE-S1.E13.1 – Dribbles continuously in self-space using the preferred hand.
1-PE-S1.E14.1 – Taps or dribbles a ball using the inside of the foot while walking in general space.
1-PE-S1.E17.1 – Approaches a stationary ball and kicks it forward, demonstrating2 of the 5 critical elements of a mature pattern.
1-PE-S1.E18.1 – Volleys an object with an open palm, sending it upward.
1-PE-S1.E20.1 – Strikes a ball with a short-handled implement, sending it upward.
1-PE-S1.E22.1.a – Jumps forward and backward consecutively using a self-turned rope.
1-PE-S1.E22.1.b - Jumps a long rope up to five times consecutively with teacher-assisted turning.
1-PE-S2.E1.1 – Moves in self-space and general space in response to designated beats/rhythms.
1-PE-S2.E2.1.a–Travels demonstrating a low, middle and high levels.
1-PE-S2.E2.1.b - Travels demonstrating a variety of relationships with objects (e.g., over, under, around, through).
1-PE-S2.E3.1.a– Differentiates between fast and slow speeds.
1-PE-S2.E3.1.b- Differentiates between strong and light force.
1-PE-S3.E1.1 – Discuss the benefits of being active and/or playing.
1-PE-S3.E2.1 – Actively engages in physical education class.
1-PE-S3.E3.1 – Identifies the heart as a muscle that gets stronger with exercise, play, and physical activity.
1-PE-S3.E7.1 – Differentiates between healthy and unhealthy foods.
1.CL.1.1 Recognize and solve problems using the best available resources
1.CL.1.2 Identify and follow steps of the decision-making process to solve problems and make choices
1.CL.1.3 Evaluate if a decision is good or bad, appropriate or inappropriate
1.CL.1.4 Use digital web-based resources, gather data to make informed choices and solve problems
1.CL.1.5 Apply critical thinking and problem-solving skills
1.CL.2.1 Develop collaboration skills to interact cooperatively with others
1.CL.2.2 Demonstrate skills in working together, compromising, expressing opinions, and responding to criticism
1.CL.2.3 Apply collaborative skills to group activities
1.CL.3.1 Utilize illustration to effectively communicate ideas
1.CL.3.2 Explain effective communication skills for presenting to an audience
1.CL.3.3 Demonstrate how to communicate with respect for the beliefs and feelings of others
1.CL.3.4 Exhibit grade-level oral and written communication skills that include being courteous, showing respect and empathy for others, accepting and following directions, performing as a team member, and showing respect for cultural diversity, individuals in nontraditional jobs, and individuals with disabilities
1.CL.3.5 Identify personal wants, needs, and feelings and demonstrate how to communicate them appropriately
1.CL.4.1 Identify ways to be safe online
1.CL.4.2 Discuss examples of things that are safe to share online
1.CL.4.3 Use digital media as a communication tool in classroom activities
1.CL.5.1 Describe personal responsibility and goals while identifying situations at home, school, and in the community where these are important
1.CL.5.2 Describe the importance of goals
1.CL.5.3 Set personal goals and progress of assigned responsibilities on a classroom project or extracurricular activity (e.g., star chart)
1.CL.5.4 Give examples of rules at home, in school, and in the community and explain how rules protect individuals and groups
1-PE-S4.E1.1 – Follows the rules & parameters of the learning environment.
1-PE-S4.E2.1 – Rsep9onds appropriately to general feedback from the teacher.
1-PE-S4.E3.1 - Works independently with others in a variety of class environments (e.g., partners, small group & large groups).
1-PE-S4.E4.1 – Exhibits the established protocols for class activities.
1-PE-S4.E5.1 – Follows teacher directions for safe participation and proper use of equipment without teacher reminders.
1-PE-S5.E1.1 – Identifies physical activity as a component of good health.
1-PE-S5.E2.1 – Recognizes that challenge in physical activities can lead to success.
1-PE-S5.E3.1.a – Describes positive feelings that result from participating in physical activities.
1-PE-S5.E3.1.b - Discuss personal reasons (i.e., the “why”) for enjoying physical activities.
1-PE-S5.E4.1-Demonstrates socially acceptable conflict resolution skills.
1-VA.CR.1.a. Engage collaboratively (e.g., pairs, small groups, whole group) in exploration and imaginative play with materials (e.g., puppets, model towns, paper murals).
1-VA.CR.1.b. Use careful observation in preparation for making a work of art.
1-VA.CR.2.a. Explore uses of materials, tools, approaches (e.g., using elements of modern art, applying artistic ideas from diverse cultures) to create works of art or design.
1-VA.CR.2.b. Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.
1-VA.CR.2.c. Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.
1-VA.CR.3.a. Use art vocabulary to describe choices in personal artwork.
1-VA.Pr.4.a. Explain why some objects, artifacts, and artwork are valued over others.
1-VA.Pr.5.a. Give reasonable answers to questions about preserving artworks (e.g., where, when, why, how artwork should be preserved).
1-VA.Pr.6.a. Identify the roles and responsibilities of people who work in and visit museums and other art venues.
1-VA.Re.7.a. Select and describe the subject matter of art (e.g., artworks that illustrate daily life experiences of yourself and others).
1-VA.Re.7.b. Compare images that represent the same subject matter.
1-VA.Re.8.a. Interpret identifying subject matter and describing relevant details.
1-VA.Re.9.a. Classify artwork based on different reasons for preferences (e.g., favorite color, favorite subject matter).
1-VA.Cn.10.a. Identify times, places, and reasons by which students make art outside of school.
1-VA.Cn.11.a. Identify a variety of reasons why people from different places and times make art (e.g., to express themselves, to tell a story, to make things look beautiful, to remember special people and events).
1-PO.1.C1-1.1 Identify that healthy behaviors affect personal health and overall well-being
1-PO.1.C2-1.1 Recognize what the human body is and what it means to be healthy
1-PO.1.C3-1.1 Describe ways to prevent communicable diseases
1-PO.1.C3-2.1 Identify that foods are classified into food groups and that a variety of food is needed for personal health, growth, and development
1-PO.1.C3-3.1. Identify that physical activity is integral to good health
1-PO.1.C4-1.1 List ways to prevent common childhood injuries
1-PO.1.C5-1.1 Describe why it is important to seek health care
1-PO.2.C1-1.1 Identify how the family influences personal health practices and behaviors
1-PO.2.C1-2.1 Recognize how culture influences health practices and behaviors
1-PO.2.C1-3.1 Recognize how peers can influence healthy and unhealthy behaviors
1-PO.2.C1-4.1 Identify what the school can do to support personal health practices and behaviors
1-PO.2.C1-5.1 Describe how the media can influence health behaviors
1-PO.2.C1-6.1 Recognize how technology can influence personal health
1-PO.3.C1-1.1 Identify trusted adults and professionals who can help promote health
1-PO.3.C2-1.1 Identify ways to locate school and community health helpers
1-PO.4.C1-1.1 Demonstrate healthy ways to express needs, wants, and feelings
1-PO.4.C1-2.1 Demonstrate listening skills to enhance health
1-PO.4.C2-1.1 Demonstrate ways to respond when in an unwanted, threatening, or dangerous situation
1-PO.4.C3-1.1 Demonstrate ways to tell a trusted adult if threatened or harmed
1-PO.5.C1-1.1 Identify circumstances that can help or hinder healthy decision making
1-PO.5.C2-1.1 Identify situations when a health-related decision is needed
1-PO.5.C2-2.1 Differentiate between situations when a health-related decision can be made individually or when assistance is needed
1-PO.6.C2-1.1 Identify a short-term personal health goal and take action toward achieving the goal
1-PO.6.C2-2.1 Identify who can help when assistance is needed to achieve a personal health goal
1-PO.7.C2-1.1 Demonstrate healthy practices and behaviors to maintain or improve personal health
1-PO.7.C2-2.1 Demonstrate behaviors that avoid or reduce health risks
1-PO.8.C1-1.1 Make requests to promote personal health
1-PO.8.C1-2.1 Encourage family and peers to make positive health choices
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Arizona State Number and Standard - 2
2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
2.RL.3 Describe how characters in a story respond to major events and challenges.
2.RL.4 Describe how words and phrases supply rhythm (e.g., regular beats, alliteration, rhymes, repeated lines) and meaning in a story, poem, or song.
2.RL.5 Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action.
2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
2.RL.9 Compare and contrast the characters and settings from two or more versions of the same story by different authors or from different cultures.
2.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 2.
2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2.RI.2 Identify and explain the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
2.RI.3 With prompting and support, describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
2.RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
2.RI.8 Describe how reasons support specific points the author makes in a text.
2.RI.9 Compare and contrast the most important points presented by two texts on the same topic.
2.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade two.
2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding one-syllable or two-syllable words.
2.RF.3.a: Distinguish long and short vowels when reading regularly spelled one-syllable words.
2.RF.3.b: Know spelling-sound correspondences for additional common vowel teams.
2.RF.3.c: Identify and apply all six syllable types to decode appropriate grade-level text.
2.RF.3.d: Decode words with common prefixes and suffixes.
2.RF.3.e: Identify words with inconsistent but common spelling-sound correspondences.
2.RF.3.f: Recognize and read grade-appropriate irregularly spelled words.
2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
2.RF.4.a: Read on-level text with purpose and understanding.
2.RF.4.b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
2.RF.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events; include details to describe actions, thoughts, and feelings; use temporal words to signal event order and provide a sense of closure.
2.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
2.W.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
2.W.8 Recall information from experiences or gather information from provided sources to answer a question.
2.WF.1 Demonstrate and apply handwriting skills.
2.WF.1.a: Write legibly in manuscript using correct letter formation.
2.WF.1.b: Transcribe ideas in manuscript with automaticity and proper spacing.
2.WF.2 Demonstrate and apply sound-letter concepts.
2.WF.2.a: Write the most common graphemes (letters or letter groups) for each phoneme.
2.WF.2.a.1: Consonants: /s/= s, ss, ce, ci, cy; /f/= f, ff, ph; /k/= c, k, ck
2.WF.2.a.2: Vowels: /o/= o, o_e, oa, ow (long o); /a/= a, a_e, ai, ay, eigh (long a)
2.WF.3 Know and apply phonics and word analysis skills when encoding words.
2.WF.3.a: Spell on-level, regular, single-syllable words that include:
2.WF.3.a.1: Position-based patterns (e.g., ch, -tch; k, -ck; -ge, -dge).
2.WF.3.a.2: Complex consonant blends (e.g., scr, str, squ).
2.WF.3.a.3: Less common vowel teams for long vowels (e.g., ow, oo, au, ou, ue).
2.WF.3.a.4: Vowel-r combinations (e.g., turn, star, third, four, for).
2.WF.3.a.5: Contractions (e.g., we'll, I'm, they've, don't).
2.WF.3.a.6: Homophones (e.g., bear, bare; past, passed).
2.WF.3.a.7: Plurals and possessives (e.g., its, it's).
2.WF.3.b: With prompting and support, spell two- and three-syllable words that:
2.WF.3.b.1: Combine closed, open, vowel teams, vowel-r, and CVe (Consonant-Vowel-silent e) syllables (e.g., compete, robot, violet, understand).
2.WF.3.b.2: Include familiar compound words (e.g., houseboat, yellowtail).
2.WF.3.b.3: Include the most common prefixes and derivational suffixes (e.g., un-, re-, en-, -ful, -ment, -less).
2.WF.3.c: With prompting and support, spell words with suffixes that require:
2.WF.3.c.1: Consonant doubling (e.g., running, slipped).
2.WF.3.c.2: Dropping silent e (e.g., smiled, paving).
2.WF.3.c.3: Changing y to i (e.g., cried, babies).
2.WF.3.d: Spell grade-level appropriate words in English, as found in a research-based list, including:
2.WF.3.d.1: Irregular words (e.g., against, many, enough, does).
2.WF.3.d.2: Pattern-based words (e.g., which, kind, have).
2.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
2.L.1.a: Use collective nouns (e.g., group).
2.L.1.b: Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
2.L.1.c: Use reflexive pronouns (e.g., myself, ourselves).
2.L.1.d: Form and use the past, present, and future tenses of frequently occurring regular and irregular verbs (e.g. sat, hit, and told).
2.L.1.e: Use adjectives and adverbs, and choose between them depending on what is to be modified.
2.L.1.f: Use interjections (e.g., Yes! That is mine; Yes, that is mine!)
2.L.1.g: Produce, expand, and rearrange complete simple and compound sentences using frequently occurring conjunctions (e.g., and, but, or, yet, so).
2.L.1.h: Identify and use declarative, interrogative, imperative, and exclamatory sentences.
2.L.1.i: With assistance, link sentences into a simple, cohesive paragraph that contains: a main idea, supporting details, and a conclusion.
2.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
2.L.2.a: Capitalize holidays, product names, and geographic names.
2.L.2.b: Use commas in greetings and closings of letters.
2.L.2.c: Use an apostrophe to form contractions and frequently occurring possessives.
2.L.2.d: Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
2.L.2.e: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
2.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
2.L.3.a: Compare formal and informal uses of English.
2.L.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.
2.L.4.a: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
2.L.4.b: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
2.L.4.c: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
2.L.4.d: Use sentence-level context as a clue to the meaning of a word or phrase.
2.L.4.e: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
2.L.5 Demonstrate understanding of word relationships and nuances in word meanings.
2.L.5.a: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
2.L.5.b: Identify synonyms and antonyms to distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
2.L.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).
2.SP1.1 Create a chronological sequence of multiple events.
2.SP1.2 Understand how events of the past affect students' lives and community.
2.SP1.3 Generate questions about individuals and groups who have shaped a significant historical change.
2.SP2.1 Compare diverse cultures from around the world using primary sources such as photographs, artifacts, and music and secondary sources such as fiction and non-fiction.
2.SP2.2 Compare perspectives of people in the past to those today through stories and biographies.
2.SP3.1 Identify facts and concepts associated with compelling and supporting questions.
2.SP3.2 Determine and use various kinds of sources to answer compelling and supporting questions.
2.SP3.3 Generate questions about a source as it relates to an event or development.
2.SP3.4 Gather relevant information from one or two sources.
2.SP3.5 Ask and answer questions about explanations and arguments.
2.SP3.6 Present a summary of an argument or explanation using print, oral, or digital technology.
2.SP4.1 Generate possible reasons for an event or development.
2.SP4.2 Select which reasons might be more likely than others to explain an event or development.
2.C2.1 Describe roles and responsibilities of people in authority within our country and world.
2.C2.2 Explain how all people, not just official leaders, play important roles in the world.
2.C4.1 Explain how people work together to identify and solve problems within our world.
2.C4.2 Explain how rules function in public settings.
2.E1.1 Identify different occupations and skills needed in a global economy.
2.E1.2 Describe reasons to save or spend money.
2.E3.1 Identify and describe the goods and services that are produced around the world.
2.E3.2 Explain how people around the world earn income.
2.E3.3 Explain how people can be producers and consumers in a global economy.
2.E4.1 Describe the public services that governments provide and how they meet the needs of individuals.
2.E5.1 Illustrate how a country's resources determine what is produced and traded.
2.G1.1 Use and construct maps, graphs, and other geographic representations of familiar and unfamiliar places in the world; and locate physical and human features.
2.G1.2 Use maps, globes, and other simple geographic models to identify and explain cultural and environmental characteristics of places in the world based on stories shared.
2.G2.1 Explain how weather, climate, and other environmental characteristics affect people's lives in a place or region being studied.
2.G2.2 Describe how human activities affect the communities and the environment of places or regions.
2.G2.3 Describe the positive and negative effects of using natural resources.
2.G3.1 Explain why and how people, goods, and ideas move from place to place.
2.G4.1 Identify different physical and cultural regions in the world.
2.H1.1 Explain how individuals can make contributions to a civilization and/or culture in place or region studied.
2.H1.2 Using primary and secondary sources, compare civilizations and/or cultures around the world and how they have changed over time in a place or region studied.
2.H1.3 Examine developments from the civilization and/or culture in place or region studied.
2.H3.1 Generate questions about the institutions and belief systems of different societies.
2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems. Represent a word problem as an equation with a symbol for the unknown.
2.OA.B.2 Fluently add and subtract within 20. By the end of Grade 2, know from memory all sums of two one-digit numbers.
2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members (e.g., by pairing objects or counting them by 2's).
2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays (with up to 5 rows and 5 columns). Write an equation to express the total as a sum of equal addends.
2.NBT.A.1 Understand that the three digits of a three-digit number represent groups of hundreds, tens, and ones (e.g., 706 equals 7 hundreds, 0 tens, and 6 ones and also equals 70 tens and 6 ones). Understand the following as special cases:
2.NBT.A.1.a: 100 can be thought of as a group of ten tens—called a "hundred."
2.NBT.A.1.b: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
2.NBT.A.2 Count within 1000; skip count by 5's, 10's and 100's.
2.NBT.A.3 Read and write numbers up to 1000 using base-ten numerals, number names, and expanded form.
2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.6 Add up to three two-digit numbers using strategies based on place value and properties of operations.
2.NBT.B.7 Demonstrate understanding of addition and subtraction within 1000, connecting objects or drawings to strategies based on place value (including multiples of 10), properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written form.
2.NBT.B.8 Mentally add 10 or 100 to a given number in the range of 100 and 900, and mentally subtract 10 or 100 from a given number in the range of 100 and 900.
2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)
2.MD.A.1 Measure the length of an object by selecting and using appropriate tools (e.g., ruler, meter stick, yardstick, measuring tape).
2.MD.A.2 Measure the length of an object twice, using different standard length units for the two measurements; describe how the two measurements relate to the size of the unit chosen. Understand that depending on the size of the unit, the number of units for the same length varies.
2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.
2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same unit.
2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.
2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
2.MD.C.8 Solve word problems involving collections of money, including dollar bills, quarters, dimes, nickels, and pennies. Record the total using $ and ¢ appropriately.
2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in the graph.
2.G.A.1 Identify and describe specified attributes of two-dimensional and three-dimensional shapes, according to the number and shape of faces, number of angles, and the number of sides and/or vertices. Draw two-dimensional shapes based on the specified attributes (e.g., triangles, quadrilaterals, pentagons, and hexagons).
2.G.A.2 Partition a rectangle into rows and columns of same-size rectangles and count to find the total number of rectangles.
2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, fourths, half of, third of, fourth of, and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape.
2.P1U1.1Plan and carry out an investigation to determine that matter has mass, takes up space, and is recognized by its observable properties; use the collected evidence to develop and support an explanation.
2.P1U1.2Plan and carry out investigations to gather evidence to support an explanation on how heating or cooling can cause a phase change in matter.
2.P4U1.3Obtain, evaluate and communicate information about ways heat energy can cause change in objects or materials.
2.E1U1.4Observe and investigate how wind and water change the shape of the land resulting in a variety of landforms.
2.E1U1.5Develop and use models to represent that water can exist in different states and is found in oceans, glaciers, lakes, rivers, ponds, and the atmosphere
2.E1U2.6Analyze patterns in weather conditions of various regions of the world and design, test, and refine solutions to protect humans from severe weather conditions.
2.E1U3.7Construct an argument from evidence regarding positive and negative changes in water and land systems that impact humans and the environment.
2.E2U1.8Observe and explain the Sun's position at different times during a twenty-four-hour period and changes in the apparent shape of the Moon from one night to another.
2.L2U1.9Obtain, analyze, and communicate evidence that organisms need a source of energy, air, water, and certain temperature conditions to survive.
2.L2U1.10Develop a model representing how life on Earth depends on energy from the Sun and energy from other organisms.
K-2.1.a. Students, with guidance, consider and set personal learning goals and utilize appropriate technology to demonstrate knowledge and reflect on the learning process.
K-2.1.b. Students, with guidance, learn about technologies that can be used to connect to others and demonstrate the ability to link purpose with resource(s) to enhance and customize their learning
K-2.1.c. Students, with guidance, learn to recognize feedback from both people and features embedded in digital tools, and use age-appropriate technology to share learning.
K-2.1.d. Students, with guidance, learn to recognize commonalities and fundamental structures across digital tools and begin to transfer learning between tools or learning environments.
K-2.2.a. Students, with guidance, discuss and develop their digital identity through responsible use of technology.
K-2.2.b. Students, with guidance, engage in positive and safe behavior when using devices and working online with others.
K-2.2.c. Students, with guidance, begin to develop an understanding of ownership, sharing of information, and how to respect the work of others.
K-2.2.d. Students, with guidance, demonstrate the importance of keeping their information private.
K-2.3.a. Students, with guidance, use provided digital tools and resources to find information on topics of interest.
K-2.3.b. Students, with guidance, become familiar with age-appropriate criteria for evaluating digital content.
K-2.3.c. Students, with guidance, use a variety of provided tools to organize information and make connections to their learning.
K-2.3.d. Students, with guidance, explore real-world issues and share their ideas about them with others.
K-2.4.a. Students, with guidance, ask questions, suggest solutions, test ideas to solve problems, and share their learning.
K-2.4.b. Students, with guidance, use age-appropriate digital and/or non-digital tools to describe the steps in a design process.
K-2.4.c. Students, with guidance, use a design process to develop ideas or creations, test their design, and redesign as necessary.
K-2.4.d. Students demonstrate perseverance when working to complete a challenging task.
K-2.5.a. Students, with guidance, identify a problem and select appropriate technology tools to explore and find solutions.
K-2.5.b. Students, with guidance, analyze age-appropriate data and look for similarities in order to identify patterns and categories.
K-2.5.c. Students, with guidance, break a problem into parts and identify ways to solve the problem.
K-2.5.d. Students discuss and develop an understanding of how technology is used to make a task easier or repeatable and can identify real-world examples.
K-2.6.a. Students, with guidance, use a variety of tools for creating something new and communicating with others.
K-2.6.b. Students, with guidance, create original works using digital tools and resources.
K-2.6.c. Students, with guidance, create digital artifacts to share ideas in multiple formats.
K-2.6.d. Students, with guidance, select the appropriate technology for sharing their ideas with intended audiences.
K-2.7.a. Students, with guidance, use digital tools to work with other learners and get to know people within their local community and beyond.
K-2.7.b. Students, with guidance, use technology to communicate with others and to look at problems from different perspectives.
K-2.7.c. Students, with guidance, take on various team roles and use age-appropriate technology to complete projects.
K-2.7.d. Students, with guidance, use age-appropriate technology to work together to demonstrate an understanding of local or global issues and suggest possible solutions.
2.CR.1.a. Move in a variety of special relationships and formations with other dancers, sharing and maintaining personal and general space.
2.CR.1.b. Explore a variety of locomotor and non- locomotor movements by experimenting with changes in body, effort, shape, and space.
2.CR.1.c. Respond in movement to a variety of stimuli (e.g., music/sound, tactile, text, objects).
2.CR.2.a. Explore dance elements of body, effort, shape, and space. Organize movement choices to create a simple choreographic structure as part of the creative process.
2.CR.2.b. Connect movements that express an idea or emotion to create a short movement sequence.
2.CR.3.a. Explore new movement choices through guided improvisational experiences and reflect on the process with others.
2.CR.3.b. Record the movements of dance by drawing a picture or using a symbol (e.g., jump, turn, slide, bend, reach).
2.Pr.4.a. Identify and demonstrate directions for moving the body using locomotor movements in personal and general space (e.g., forward, backwards, sideways, up, down, turning). Make body shapes (e.g., straight, bent, curved) that change levels and vary in size. Move in straight, curved, and zig- zagged pathways.
2.Pr.4.b. Identify fast, moderate, and slow movements. Recognize steady beat and move to varying tempi of steady beat. Identify and move the downbeat of duple and triple meter.
2.Pr.4.c. Demonstrate movement qualities along with movement vocabulary (e.g., use adverbs and adjectives that apply to movements such as floating leap, a floppy fall, a jolly jump, and joyful spin). Move with opposing movement qualities (e.g., sudden/sustained, light/heavy, jerky/smooth). Identify and apply different characteristics to movements (e.g., slow, smooth, or wavy).
2.Pr.5.a. Demonstrate a range of locomotor and non- locomotor movements, body patterning, body shapes, directionality, and dance sequences that require moving through space.
2.Pr.5.b. Move safely through general space when performing locomotor movements and stop on cue while maintaining personal space.
2.Pr.5.c. Repeat movements with an awareness of self and others in space.
2.Pr.6.a. Dance for and with others in a space where audience and performers occupy different areas.
2.Pr.6.b. Select a prop to us as a part of a dance or explore the use of simple props to enhance performance. Demonstrate the use of limited production elements (e.g., hand props, simple scenery, or media projections).
2.Re.7.a. Find movements that develop a pattern.
2.Re.7.b. Identify, describe, or respond through movement to observed or performed dance movements from different genres or cultures.
2.Re.8.a. Identify movements that capture an idea and explain the meaning or intent using simple dance terminology.
2.Re.9.a. Utilize two criteria to evaluate the strength of an artistic work. Discuss movements and other components of the dance that make the dance work well. Explain why they were effective.
2.Cn.10.a. Recognize a personal or emotional response to a dance work. Identify a social or cultural response. Discuss how specific movements contributed to your response and relate to your personal experience.
2.Cn.10.b. Role-play personal experiences through movement. Discuss observations made and identify movements that expressed the personal experience.
2.Cn.11.a. Investigate the dance literacy skills of dance observation, engaging in dialogue, and utilizing symbol systems in your learning.
2.CS.D.1Recognize that users have different needs and preferences for technology they used by selecting and operating appropriate devices.
2.CS.HS.1Understand how computing systems use both hardware (device) and software (program/app) to process information
2.CS.T.1Explain basic hardware (device) and software (program/app) problems using accurate terminology.
2.CS.T.2With teacher guidance, use basic troubleshooting strategies.
2.NI.C.1Explain what passwords are and why we use them, and use strong passwords to protect devices and information from unauthorized access.
2.NI. NCO.1Students can discuss how computer networks can be used to connect people to other people, places, information, and ideas.
2.DA. CVT.1Collect and transform data using digital devices; Display data for communication in various visual formats.
2.DA.S.1Store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data.
2.DA.IM .1Describe patterns in data to make inferences or predictions.
2.AP.A.1Model daily processes by creating and following algorithms (sets of step-by-step instructions to complete tasks.
2.AP.V.1Model the way programs store and manipulate data by using numbers or other symbols to represent information.
2.AP.C.1Develop programs with sequences and simple loops, to express ideas or address a problem.
2.AP.M.1Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
2.AP.PD.1Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
2.AP.PD.2Give attribution (credit) when using the ideas and creations of others while developing programs.
2.AP.PD.3Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
2.AP.PD.4Using correct terminology, describe steps taken and choices made during the iterative process of program (procedure) development.
2.IC.C.1Compare how people live and work before and after the implementation or adoption of new computing technology.
2.IC.SI.1Work respectfully and responsibly with others online.
2.IC. SLE.1Keep login information private, and log off of devices appropriately.
2-MU.CR.1.a. Improvise rhythmic and melodic patterns and musical ideas (e.g., beat, meter, rhythm).
2-MU.CR.1.b. With appropriate guidance, generate musical ideas in multiple tonalities (e.g., major, minor, modal, pentatonic) and meters (e.g., duple, triple, simple, compound).
2-MU.CR.2.a. Demonstrate and explain personal reasons for selecting musical ideas (e.g., patterns, ideas).
2-MU.CR.2.b. Use notation to document personal or collective musical ideas (e.g., sequencing).
2-MU.CR.3.a. Interpret and apply personal, peer, and teacher feedback to revise personal music.
2-MU.CR.3.b. Present a final version of personal or collective musical ideas, utilizing elements of expression, to peers or informal audience.
2-MU.Pr.4.a. With appropriate guidance, demonstrate and state personal interest in varied musical selections.
2-MU.Pr.4.b. Demonstrate knowledge of musical concepts in music from a variety of cultures selected for performance (e.g., meter, tonality).
2-MU.Pr.4.c. Read and perform rhythmic and melodic patterns using notation.
2-MU.Pr.4.d. Demonstrate an understanding of musical concepts (e.g., physical, verbal, written response) and how creators use them to convey expressive intent.
2-MU.Pr.5.a. Apply personal, teacher, and peer feedback to refine performance.
2-MU.Pr.5.b. With an appropriate level of independence, use suggested strategies in rehearsal to address interpretive challenges of music.
2-MU.Pr.6.a. Perform music with appropriate expression and technique (e.g., posture, tone, breath support).
2-MU.Pr.6.b. Perform appropriately for the audience and occasion.
2-MU.Re.7.a. List and explain personal musical interests.
2-MU.Re.7.b. Demonstrate and identify how specific musical concepts are used in various styles of music (e.g., meter, tonality).
2-MU.Re.8.a. Demonstrate knowledge of expressive attributes, and how they support creators’/performers’ expressive intent (e.g., tempo, dynamics, mood, emotion).
2-MU.Re.9.a. Apply teacher-provided criteria to evaluate musical works and performances.
2-MU.Cn.10.a. Express personal preferences in music.
2-MU.Cn.10.b. Explore various uses of music in daily experiences (e.g., songs of celebration, marches, T.V., movie, and video game soundtracks, dance music, work songs).
2-MU.Cn.11.a. Explore relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature, science, math, social studies, language arts).
2-MU.Cn.11.b. Explore how context (e.g., social, cultural, historical) can inform performance.
2-MA.CR.1.a. Express and share ideas for media artworks through sketching and modeling.
2-MA.CR.2.a. Choose ideas to create plans and models for media arts productions.
2-MA.CR.3.a. Construct and assemble content for unified media arts productions, identifying and applying basic principles (e.g., positioning, attention).
2-MA.CR.3.b. Test and describe expressive effects in altering, refining, and completing media artworks.
2-MA.Pr.4.a. Practice combining varied academic, arts, and media content into unified media artworks (e.g., narrated science animation).
2-MA.Pr.5.a. Practice roles to demonstrate basic ability in various teacher-identified artistic, design, technical, and soft skills (e.g., tool use, collaboration in media arts productions).
2-MA.Pr.5.b. Demonstrate use of experimentations skills (e.g., playful practice, trial and error) within media arts productions.
2-MA.Pr.5.c. Demonstrate and explore teacher-identified methods to use tools and form media artworks.
2-MA.Pr.6.a. Identify and describe presentation conditions and perform task(s) in presenting media artworks.
2-MA.Pr.6.b. Identify and describe the experience of presenting media artworks.
2-MA.Re.7.a. Identify and describe the components and messages in media artworks.
2-MA.Re.7.b. Identify and describe how a variety of media artworks create different experiences.
2-MA.Re.8.a. Determine the purposes and meanings of media artworks, considering their context.
2-MA.Re.9.a. Identify the effective parts of and possible changes to media artworks, considering viewers.
2-MA.Cn.10.a. Use personal experiences, interests, information, and models in creating media artworks.
2-MA.Cn.10.b. Discuss experiences of media artworks, describing their meaning and purpose.
2-MA.Cn.11.a. Discuss how media artworks and ideas relate to everyday and cultural life (e.g., media messages, media environments).
2-MA.Cn.11.b. Interact appropriately with media arts tools and environments, considering safety, rules, and fairness.
2-TH.CR.1.a. Propose potential new details to plot and story in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.CR.1.b. Collaborate with peers to discuss scenery in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.CR.1.c. Identify ways in which voice and sounds create or retell a story in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.CR.2.a. Collaborate with peers to devise meaningful dialogue in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.CR.2.b. Contribute ideas and made decisions as a group to advance in a guided theatrical experience (e.g., process drama, story drama, creative drama
2-TH.CR.3.a. Collaborate in the adaptation of dialogue in a guided theatrical experience (e.g., process drama, story drama, creative drama). b. Adapt and use sounds and movements in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.CR.3.b. Adapt and use sounds and movements in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.CR.3.c. Suggest multiple representations of a single object in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.Pr.4.a. Interpret story elements in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.Pr.4.b. Alter voice and body to expand and articulate nuances of character in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.Pr.5.a. Participate in a variety of physical, vocal, and cognitive exercises that can be used in a group setting for a theatrical work.
2-TH.Pr.5.b. Identify the basic technical elements that can be used in a theatrical work.
2-TH.Pr.6.a. With prompting and support, use voice and sound in dramatic play or a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.Re.7.a. Identify when artistic choices are made in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.Re.8.a. Demonstrate personal experiences in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.Re.8.b. With prompting and support, name and describe details in multiple settings in a dramatic play or a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.Re.8.c. Use text and draw pictures to describe others’ emotions in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.Re.9.a. Collaborate on a scene in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.Re.9.b. Use a prop or costume in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.Re.9.c. Describe how characters respond to challenges in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.Cn.10.a. Relate character experiences to personal experiences in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.Cn.10.b. Apply skills and knowledge from different art forms and content areas in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.Cn.11.a. Identify similarities and differences in stories from multiple cultures in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-TH.Cn.11.b. Collaborate on the creation of a short scene based on a non-fiction literary source in a guided theatrical experience (e.g., process drama, story drama, creative drama).
2-PE-S1.E1.2 – Skips using a mature pattern.
2-PE-S1.E2.2- Runs with a mature pattern.
2-PE-S1.E3.2.a- Demonstrates 4 of the 5 critical elements for jumping and landing in a horizontal plane using a variety of take-offs and landings
2-PE-S1.E3.2.b- Demonstrates 4 of the 5 critical elements for jumping and landing in a vertical plane.
2-PE-S1.E4.2- Performs a teacher and/or student designed rhythmic activity with correct response to simple rhythms.
2-PE-S1.E6.2.a- Balances on different bases of support, combining levels and shapes.
2-PE-S1.E6.2 .b - Balances in an inverted position with stillness and supportive base .
2-PE-S1.E7.2.a - Transfers weight from feet to different body parts/bases of support for balance and/or travel.(Weight Transfer)
2-PE-S1.E7.2.b -Rolls in different directions with either a narrow or curled body shape.(Rolling)
2-PE-S1.E8.2.a - Differentiates among twisting, curling, bending, and stretching. Curling & Stretching; Twisting & Bending
2-PE-S1.E8.2.b - Performs various activities that involve crossing the mid-line.
2-PE-S1.E9.2.a - Combines balances and transfers into a three-part sequence, i.e., dance or gymnastics.
2-PE-S1.E9.2.b - Combines balances and transfers into a three-part sequence, i.e., dance or gymnastics.
2-PE-S1.E10.2 - Throws underhand using a mature pattern.
2-PE-S1.E11.2- Throws overhand demonstrating 2 of the 5 critical elements of a mature pattern.
2-PE-S1.E12.2.a - Catches various sizes of balls self-tossed or tossed by a skilled thrower.
2-PE-S1.E12.2.b - Catches a self-tossed or well-thrown large ball with hands, not trapping or cradling against the body.
2-PE-S1.E13.2.a - Dribbles in self-space with preferred hand demonstrating a mature pattern.
2-PE-S1.E13.2.b - Dribbles using preferred hand while in general space.
2-PE-S1.E14.2 - Dribbles with feet in general space with control of ball and body.
2-PE-S1.E17.2 - Uses a continuous running approach and kicks a moving ball, demonstrating 3 of the 5 critical elements of a mature pattern.
2-PE-S1.E18.2- Volleys an object upward with consecutive hits.
2-PE-S1.E20.2 - Strikes and object upward with a short-handled implement, using consecutive hits.
2-PE-S1.E21.2 - Strikes a ball off a tee or cone with a bat, using correct grip and side-orientation/proper body orientation.
2-PE-S1.E22.2.a - Jumps a self-turned (short) rope forward and backward with a mature form
2-PE-S1.E22.2.b - Jumps a long rope consecutively with student and/or teacher turners
2-PE-S2.E1.2 - Combines locomotor skills in general and self-space to a rhythm.
2-PE-S2.E2.2- Combines shapes, levels and pathways into simple travel, dance, and gymnastic sequences.
2-PE-S2.E3.2- Varies time and force with gradual increases and decreases.
2-PE-S3.E1.2 - Describes large motor and/or manipulative physical activities for participation outside of physical education class. (e.g., before and after school, at home, at the park, with friends, with family).
2-PE-S3.E2.2 - Actively engages in physical education class in response to instruction and practice.
2-PE-S3.E3.2 - Identifies the heart as a muscle that gets stronger with exercise, play, and physical activity.
2-PE-S3.E4.2.a - Uses own body resistance for developing strength
2-PE-S3.E4.2.b- Identifies physical activities that contribute to health-related fitness
2-PE-S3.E7.2 - Recognizes the good health balance of nutrition and physical activity.
2.CL.1.1 Recognize and solve problems using the best available resources
2.CL.1.2 Identify and follow steps of the decision-making process to solve problems and make choices
2.CL.1.3 Evaluate if a decision is good or bad, appropriate or inappropriate
2.CL.1.4 Use digital web-based resources, gather data to make informed choices and solve problems
2.CL.1.5 Apply critical thinking and problem-solving skills
2.CL.2.1 Develop collaboration skills to interact cooperatively with others
2.CL.2.2 Demonstrate skills in working together, compromising, expressing opinions, and responding to criticism
2.CL.2.3 Apply collaborative skills to group activities
2.CL.3.1 Utilize illustration to effectively communicate ideas
2.CL.3.2 Explain effective communication skills for presenting to an audience
2.CL.3.3 Demonstrate how to communicate with respect for the beliefs and feelings of others
2.CL.3.4 Exhibit grade-level oral and written communication skills that include being courteous, showing respect and empathy for others, accepting and following directions, performing as a team member, and showing respect for cultural diversity, individuals in nontraditional jobs, and individuals with disabilities
2.CL.3.5 Identify personal wants, needs, and feelings and demonstrate how to communicate them appropriately
2.CL.4.1 Identify ways to be safe online
2.CL.4.2 Discuss examples of things that are safe to share online
2.CL.4.3 Use digital media as a communication tool in classroom activities
2.CL.5.1 Describe personal responsibility and goals while identifying situations at home, school, and in the community where these are important
2.CL.5.2 Describe the importance of goals
2.CL.5.3 Set personal goals and progress of assigned responsibilities on a classroom project or extracurricular activity (e.g., star chart)
2.CL.5.4 Give examples of rules at home, in school, and in the community and explain how rules protect individuals and groups
2.CL.6.1 Describe and identify situations where accountability and productivity are important
2.CL.7.1 Identity types of currency (e.g., paper money, coins, etc.)
2.CL.7.2 Describe the function and purpose of money
2.CL.7.3 Identify sources of income
2.CL.7.4 Describe common financial needs
2.CL.7.5 Explain how income affects lifestyle and spending choices
2.CL.7.6 Set financial goals
2-PE-S4.E1.2 .a- Accepts personal responsibility by using equipment and space appropriately with minimal teacher prompting.
2-PE-S4.E1.2.b - Accepts responsibilities by following the rules and parameters of the learning environment.
2-PE-S4.E2.2 - Accepts and responds appropriately to specific corrective feedback from the teacher.
2-PE-S4.E3.2.a – Works independently with others in partner environments
2-PE-S4.E3.2.b - Actively participates with classmates without regard to personal differences
2-PE-S4.E4.2 - Recognizes the role of rules and fair play in teacher designed physical activities.
2-PE-S4.E5.2.a - Works independently and safely in physical education.
2-PE-S4.E5.2 - Work safely with physical education equipment.
2-PE-S4.E6.2.a- Recognizes sun safe practices
2-PE-S4.E6.2.b- Recognizes aquatic safety practices
2-PE-S5.E1.2 – Recognizes the value of good health balance.
2-PE-S5.E2.2 - Compares physical activities that build confidence and provide challenge.
2-PE-S5.E3.2 - Identifies and discusses physical activities that provide enjoyment and/or self-expression.
2-PE-S5.E4.2-Demonstrates socially acceptable conflict resolution skills.
2-VA.CR.1.a. Brainstorm collaboratively (e.g., contributing to and listening to various ideas) multiple approaches to art or design problems (e.g., celebrations, cross- curriculum projects, school events).
2-VA.CR.1.b. Make art or design to explore personal interests, questions, and curiosity.
2-VA.CR.2.a. Explore uses of materials, tools, approaches (e.g., using elements of modern art, applying artistic ideas from diverse cultures) to create works of art or design.
2-VA.CR.2.b. Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.
2-VA.CR.2.c. Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.
2-VA.CR.3.a. Use art vocabulary to describe choices in personal artwork.
2-VA.Pr.4.a. Explain why some objects, artifacts, and artwork are valued over others.
2-VA.Pr.5.a. Give reasonable answers to questions about preserving artworks (e.g., where, when, why, how artwork should be preserved).
2-VA.Pr.6.a. Identify the roles and responsibilities of people who work in and visit museums and other art venues.
2-VA.Re.7.a. Select and describe the subject matter of art (e.g., artworks that illustrate daily life experiences of yourself and others).
2-VA.Re.7.b. Compare images that represent the same subject matter.
2-VA.Re.8.a. Interpret identifying subject matter and describing relevant details.
2-VA.Re.9.a. Classify artwork based on different reasons for preferences (e.g., favorite color, favorite subject matter).
2-VA.Cn.10.a. Identify times, places, and reasons by which students make art outside of school.
2-VA.Cn.11.a. Identify a variety of reasons why people from different places and times make art (e.g., to express themselves, to tell a story, to make things look beautiful, to remember special people and events).
2-PO.1.C1-1.1 Identify that healthy behaviors affect personal health and overall well-being
2-PO.1.C2-1.1 Recognize what the human body is and what it means to be healthy
2-PO.1.C3-1.1 Describe ways to prevent communicable diseases
2-PO.1.C3-2.1 Identify that foods are classified into food groups and that a variety of food is needed for personal health, growth, and development
2-PO.1.C3-3.1. Identify that physical activity is integral to good health
2-PO.1.C4-1.1 List ways to prevent common childhood injuries
2-PO.1.C5-1.1 Describe why it is important to seek health care
2-PO.2.C1-1.1 Identify how the family influences personal health practices and behaviors
2-PO.2.C1-2.1 Recognize how culture influences health practices and behaviors
2-PO.2.C1-3.1 Recognize how peers can influence healthy and unhealthy behaviors
2-PO.2.C1-4.1 Identify what the school can do to support personal health practices and behaviors
2-PO.2.C1-5.1 Describe how the media can influence health behaviors
2-PO.2.C1-6.1 Recognize how technology can influence personal health
2-PO.3.C1-1.1 Identify trusted adults and professionals who can help promote health
2-PO.3.C2-1.1 Identify ways to locate school and community health helpers
2-PO.4.C1-1.1 Demonstrate healthy ways to express needs, wants, and feelings
2-PO.4.C1-2.1 Demonstrate listening skills to enhance health
2-PO.4.C2-1.1 Demonstrate ways to respond when in an unwanted, threatening, or dangerous situation
2-PO.4.C3-1.1 Demonstrate ways to tell a trusted adult if threatened or harmed
2-PO.5.C1-1.1 Identify circumstances that can help or hinder healthy decision making
2-PO.5.C2-1.1 Identify situations when a health-related decision is needed
2-PO.5.C2-2.1 Differentiate between situations when a health-related decision can be made individually or when assistance is needed
2-PO.6.C2-1.1 Identify a short-term personal health goal and take action toward achieving the goal
2-PO.6.C2-2.1 Identify who can help when assistance is needed to achieve a personal health goal
2-PO.7.C2-1.1 Demonstrate healthy practices and behaviors to maintain or improve personal health
2-PO.7.C2-2.1 Demonstrate behaviors that avoid or reduce health risks
2-PO.8.C1-1.1 Make requests to promote personal health
2-PO.8.C1-2.1 Encourage family and peers to make positive health choices
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Arizona State Number and Standard - 3
3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.RL.2 Recount and paraphrase stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in text.
3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
3.RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
3.RL.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
3.RL.6 Distinguish one's own point of view from that of the narrator or those of the characters.
3.RL.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
3.RL.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
3.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 3.
3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.RI.2 Determine the main idea of a text; recount and paraphrase the key details and explain how they support the main idea.
3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
3.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
3.RI.6 Distinguish one's own point of view from that of the author of a text.
3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
3.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 3.
3.RF.3 Know and apply phonics and word analysis skills in decoding one-syllable or multisyllabic words.
3.RF.3.a: Identify and know the meaning of the most common prefixes and derivational suffixes.
3.RF.3.b: Decode words with common Latin suffixes.
3.RF.3.c: Apply knowledge of the six syllable types to read grade-level words accurately.
3.RF.3.d: Read grade-level appropriate irregularly spelled words.
3.RF.4 Read with sufficient accuracy and fluency to support comprehension.
3.RF.4.a: Read grade-level text with purpose and understanding.
3.RF.4.b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
3.RF.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
3.W.1 Write opinion pieces on topics or texts, using reasons to support one's point of view.
3.W.1.a: Introduce the topic or text, state an opinion, and create an organizational structure that lists reasons.
3.W.1.b: Provide reasons that support the opinion.
3.W.1.c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
3.W.1.d: Provide a concluding statement or section
3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
3.W.2.a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
3.W.2.b: Develop the topic with facts, definitions, and details.
3.W.2.c: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
3.W.2.d: Provide a concluding statement or section.
3.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
3.W.3.a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
3.W.3.b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
3.W.3.c: Use temporal words and phrases to signal event order.
3.W.3.d: Provide a sense of closure.
3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
3.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
3.W.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
3.W.7 Conduct short research projects that build knowledge about a topic.
3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
3.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
3.WF.1 Demonstrate and apply handwriting skills.
3.WF.1.a: Read and write cursive letters, upper and lower case.
3.WF.1.b: Transcribe ideas legibly in cursive and manuscript, with appropriate spacing and indentation.
3.WF.3 Know and apply spelling conventions and patterns.
3.WF.3.a: Spell single-syllable words with less common and complex graphemes (e.g., ough, augh, old, -ind, -ost, -ild families).
3.WF.3.b: Identify language of origin for words, as noted in dictionaries.
3.WF.3.c: Spell singular and plural possessives (e.g., teacher's, teachers').
3.WF.3.d: Spell regular two-and three-syllable words that:
3.WF.3.d.1: Combine all basic syllable types: closed, VCe (Vowel-Consonant-silent e), open, vowel team, vowel-r, and consonant le.
3.WF.3.d.2: Include common, transparent prefixes and suffixes (e.g., re-, pre-, sub-, un-, dis-, mis-; -able, -ness, -ful, -tion).
3.WF.3.e: Spell grade-level appropriate words in English, as found in a research-based list, including:
3.WF.3.e.1: Irregular words.
3.WF.3.e.2: Pattern-based words.
3.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
3.L.1.a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
3.L.1.b: Form and use regular and irregular plural nouns.
3.L.1.c: Use abstract nouns (e.g., childhood).
3.L.1.d: Form and use regular and irregular verbs.
3.L.1.e: Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
3.L.1.f: Ensure subject-verb and pronoun-antecedent agreement.
3.L.1.g: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
3.L.1.h: Use coordinating and subordinating conjunctions.
3.L.1.i: Produce simple, compound, and complex sentences.
3.L.1.j: Write one or more paragraphs that explain a main idea within a topic and support it with details and conclusions/closure.
3.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
3.L.2.a: Capitalize appropriate words in titles.
3.L.2.b: Use commas in addresses
3.L.2.c: Use commas and quotation marks in dialogue.
3.L.2.d: Form and use possessives.
3.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
3.L.3.a: Choose words and phrases for effect.
3.L.3.b: Recognize and observe differences between the conventions of spoken and written Standard English.
3.L.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.
3.L.4.a: 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).
3.L.4.b: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
3.L.4.c: Use sentence-level context as a clue to the meaning of a word or phrases.
3.L.4.d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
3.L.5 Demonstrate understanding of word relationships and nuances in word meanings.
3.L.5.a: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
3.L.5.b: Identify real-life connections between words and their uses (e.g., describe people who are friendly or helpful).
3.L.5.c: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, and wondered).
3.L.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).
3.SP1.1 Create and use a chronological sequence of related events to compare developments that happened at the same time
3.SP1.2 Compare life in specific historical time periods to life today.
3.SP1.3 Generate questions about individuals and groups who have impacted history.
3.SP2.1 Explain why individuals and groups have different points of view on the same event.
3.SP3.1 Develop questions about Arizona history, geography, government, and economics.
3.SP3.2 Distinguish between primary and secondary sources.
3.SP3.3 Identify and use evidence that draws information from multiple sources to answer compelling questions about Arizona.
3.SP3.4 Compare information provided by various sources about Arizona.
3.SP3.5 Generate questions about multiple historical sources.
3.SP3.6 Construct arguments and explanations using reasoning, examples, and details from sources.
3.SP3.7 Present summaries of arguments and explanations using print, oral, and digital technologies.
3.SP4.1 Explain probable causes and effects of events.
3.SP4.2 Summarize the central claim in a secondary source.
3.C1.1 Describe civic virtues and democratic principles within a variety of government structures, societies, and/or communities within Arizona.
3.C1.2 Use listening, consensus-building, and voting procedures to decide on and act in their classrooms.
3.C3.1 Describe the origins, functions, and structure of the Arizona Constitution, local governments, and tribal governments.
3.C3.2 Describe ways in which people benefit from and are challenged by working together, including through families, school, workplaces, voluntary organizations, and government.
3.E1.1 Describe and discuss industries and occupations that have shaped Arizona.
3.E1.2 Identify various forms of earning income in the state of Arizona.
3.E1.3 Identify positive and negative incentives that influence financial decisions people make to save and spend money.
3.E2.1 Explain how availability of resources affects decision making in Arizona with respect to water and other natural resources.
3.E2.2 Describe how Arizona is connected to other states, Mexico, and other nations by movement of people, goods, and ideas.
3.G1.1 Use and construct maps and graphs to represent changes in Arizona over time.
3.G2.1 Explain how people modify and adapt to the Arizona environment.
3.G3.1 Describe the movement of people in and out of Arizona over time.
3.G4.1 Describe how Arizona has changed over time.
3.H1.1 Utilize a variety of sources to construct a historical narrative exploring Arizona's cultures, civilizations, and innovations.
3.H2.1 Use primary and secondary sources to generate questions about the causes and effects of conflicts and resolutions throughout Arizona's history.
3.H2.2 Examine how individuals and groups have worked together throughout Arizona's history.
3.H3.1 Evaluate how individual rights, freedoms, and responsibilities can vary based on community, state, and nation.
3.H3.2 Use primary and secondary sources to analyze the changes that have taken place in Arizona which could include the use of current events.
3.OA.A.1 Interpret products of whole numbers as the total number of objects in equal groups (e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each).
3.OA.A.2 Interpret whole number quotients of whole numbers (e.g., interpret 56 ÷ 8 as the number of objects in each group when 56 objects are partitioned equally into 8 groups, or as a number of groups when 56 objects are partitioned into equal groups of 8 objects each).
3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
3.OA.B.5 Apply properties of operations as strategies to multiply and divide. Properties include commutative and associative properties of multiplication and the distributive property. (Students do not need to use the formal terms for these properties.)
3.OA.B.6 Understand division as an unknown-factor problem (e.g., find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8).
3.OA.C.7 Fluently multiply and divide within 100. By the end of Grade 3, know from memory all multiplication products through 10 x 10 and division quotients when both the quotient and divisor are less than or equal to 10.
3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Utilize understanding of the Order of Operations when there are no parentheses.
3.OA.D.9 Identify patterns in the addition table and the multiplication table and explain them using properties of operations (e.g. observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends).
3.OA.D.10 When solving problems, assess the reasonableness of answers using mental computation and estimation strategies including rounding.
3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10 to 90 using strategies based on place value and the properties of operations (e.g., 9 x 80, 5 x 60).
3.NF.A.1 Understand a fraction (1/b) as the quantity formed by one part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.NF.A.2.a: Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Understand that each part has size 1/b and that the end point of the part based at 0 locates the number 1/b on the number line.
3.NF.A.2.b: Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Understand that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line including values greater than 1.
3.NF.A.2.c: Understand a fraction 1/b as a special type of fraction that can be referred to as a unit fraction (e.g. 1/2, 1/4).
3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3.NF.A.3.a: Understand two fractions as equivalent if they have the same relative size compared to 1 whole.
3.NF.A.3.b: Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent.
3.NF.A.3.c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
3.NF.A.3.d: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Understand that comparisons are valid only when the two fractions refer to the same whole. Record results of comparisons with the symbols >, =, or <, and justify conclusions.
3.MD.A.1a 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., representing the problem on a number line diagram).
3.MD.A.1b Solve word problems involving money through $20.00, using symbols $, ".", ¢.
3.MD.A.2 Measure and estimate liquid volumes and masses of objects using metric units. (Excludes compound units such as cm³ and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units. Excludes multiplicative comparison problems (problems involving notions of "times as much").
3.MD.B.3 Create 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.
3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch to the nearest quarter-inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
3.MD.C.5 Understand area as an attribute of plane figures and understand concepts of area measurement.
3.MD.C.5.a: A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.
3.MD.C.5.b: A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
3.MD.C.6 Measure areas by counting unit squares (e.g., square cm, square m, square in, square ft, and improvised units).
3.MD.C.7 Relate area to the operations of multiplication and addition.
3.MD.C.7.a: Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
3.MD.C.7.b: Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
3.MD.C.7.c: Use tiling to show that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
3.MD.C.7.d: Understand that rectilinear figures can be decomposed into non-overlapping rectangles and that the sum of the areas of these rectangles is identical to the area of the original rectilinear figure. Apply this technique to solve problems in real-world contexts.
3.MD.C.8 Solve real-world and mathematical problems involving perimeters of plane figures and areas of rectangles, including finding the perimeter given the side lengths, finding an unknown side length. Represent rectangles with the same perimeter and different areas or with the same area and different perimeters.
3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples quadrilaterals that do not belong to any of these subcategories.
3.G.A.2 Partition shapes into b parts with equal areas. Express the area of each part as a unit fraction 1/b of the whole. (Grade 3 expectations are limited to fractions with denominators b = 2, 3, 4, 6, 8.)
3.P2U1.1 Ask questions and investigate the relationship between light, objects, and the human eye.
3.P2U1.2 Plan and carry out an investigation to explore how sound waves affect objects at varying distances.
3.P4U1.3 Develop and use models to describe how light and sound waves transfer energy.
3.E1U1.4 Construct an explanation describing how the Sun is the primary source of energy impacting Earth systems.
3.L1U1.5 Develop and use models to explain that plants and animals (including humans) have internal and external structures that serve various functions that aid in growth, survival, behavior, and reproduction.
3.L2U1.6 Plan and carry out investigations to demonstrate ways plants and animals react to stimuli.
3.L2U1.7 Develop and use system models to describe the flow of energy from the Sun to and among living organisms.
3.L2U1.8 Construct an argument from evidence that organisms are interdependent.
3-5.1.a. Students, in collaboration with an educator, develop learning goals, select the technology tools to achieve them, and reflect on and revise the learning process as needed to achieve goals.
3-5.1.b. Students, in collaboration with an educator, build a network of experts and peers to customize their environments to enhance their learning, in accordance with school policy.
3-5.1.c. Students, in collaboration with an educator, examine feedback from both people and the features embedded in digital tools, and use age-appropriate technology to share learning.
3-5.1.d. Students explore age-appropriate technologies and begin to transfer their learning to different tools or learning environments.
3-5.2.a. Students demonstrate an understanding of the role a digital identity plays in the digital world and learn the permanence of their decisions when interacting online.
3-5.2.b. Students, in collaboration with an educator, identify and practice safe, legal, and ethical behavior when using technology and interacting online.
3-5.2.c. Students, in collaboration with an educator, examine, use, and demonstrate respect for intellectual property including copyright, permission, and fair use, with both print and digital media when using and sharing the work of others.
3-5.2.d. Students, in collaboration with an educator, demonstrate an understanding of what personal data is, how to keep it private, and how it might be shared online.
3-5.3.a. Students, in collaboration with an educator, employ appropriate research techniques to locate digital resources that will help them in their learning process.
3-5.3.b. Students, in collaboration with an educator, learn how to evaluate sources for accuracy, perspective, credibility, and relevance.
3-5.3.c Students, in collaboration with an educator, use a variety of strategies to collect and organize information and make meaningful connections between resources.
3-5.3.d. Students, in collaboration with an educator, explore real-world problems and issues and collaborate with others to find answers or solutions.
3-5.4.a. Students, in collaboration with an educator, explore and practice a design process by generating ideas to solve a problem by planning, creating and testing innovative products that are shared with others.
3-5.4.b. Students, in collaboration with an educator, use digital and/or non-digital tools to plan and manage a design process.
3-5.4.c. Students, in collaboration with an educator, engage in a cyclical design process to develop, test and refine prototypes and reflect on the role that trial and error plays.
3-5.4.d. Students demonstrate perseverance when working with open-ended problems.
3-5.5.a. Students, in collaboration with an educator, identify, explore or solve problems by selecting technology for data analysis, modeling, and algorithmic thinking.
3-5.5.b. Students, in collaboration with an educator, select effective technology to represent and organize data.
3-5.5.c. Students, in collaboration with an educator, break down problems into smaller parts, identify key information, and propose solutions.
3-5.5.d. Students understand and explore basic concepts related to automation, patterns, and algorithmic thinkin
3-5.6.a. Students, in collaboration with an educator, recognize and utilize the features and functions of a variety of creation or communication tools.
3-5.6.b. Students, in collaboration with an educator, create original works and learn strategies for responsibly repurposing and remixing to create new artifacts.
3-5.6.c. Students, in collaboration with an educator, create digital artifacts using digital tools to communicate ideas visually, graphically, and/or auditorily.
3-5.6.d. Students, in collaboration with an educator, learn about and consider the intended audience when creating and publishing digital artifacts and presentations.
3-5.7.a. Students, in collaboration with an educator, use digital tools to work with other learners, including those from a variety of backgrounds and cultures.
3-5.7.b. Students, in collaboration with an educator, use technology to connect with others, including peers, experts, and community members, to explore different points of view on various topics.
3-5.7.c. Students, in collaboration with an educator, take on various assigned team roles, contributing their knowledge of technology and content to complete a project or solve a problem.
3-5.7.d. Students, in collaboration with an educator, work with others, using technology to explore local and global issues and identify possible solutions.
3.CR.1.a. Adjust body-use to coordinate with a partner or other dancers to safely change levels, directions, and pathway designs through leading and following improvisational strategies.
3.CR.1.b. Explore a given movement problem by combining a variety of movements and manipulating the elements of dance.
3.CR.1.c. Experiment with a variety of self-identified stimuli and build content for choreography using several stimuli (e.g., music/sound, text, objects, images, observed dance, experiences, literary forms, natural phenomena).
3.CR.2.a. Explore and develop basic choreographic structures to create and modify movement material (e.g., devices, forms, principles).
3.CR.2.b. Develop a dance sequence that expresses and communicates an idea or feeling. Discuss the effect of the movement choice.
3.CR.3.a. Revise movement choices in response to feedback from others to improve a short dance study. Describe the changes made to the dance.
3.CR.3.b. Depict the dance elements of body, shape, effort, and space in a dance sequence by drawing a picture map or using symbols (e.g., body actions, spatial pathways, relationships, dynamics, and rhythm).
3.Pr.4.a. Identify symmetrical and asymmetrical body shapes and examine relationships between body parts. Demonstrate shapes with positive and negative space. Move through general space with an awareness of other dancers. Establish relationships with other dancers through focus.
3.Pr.4.b. Dance to a variety of rhythmic patterns. Recognize and respond to tempo changes as they occur in dance and music. Perform movement sequences that show the ability to respond to changes in time.
3.Pr.4.c. Change use of energy/effort and dynamics by modifying movements and applying specific movement qualities to heighten the effect of their intent.
3.Pr.5.a. Demonstrate fundamental dance skills (e.g., alignment, coordination, balance) when replicating and recalling patterns and sequences of locomotor and non-locomotor movements.
3.Pr.5.b. Demonstrate safe body-use practices during movement, technical exercises, and combinations that promote strength, flexibility, and endurance. Identify healthful eating habits.
3.Pr.5.c. Coordinate sequences and timing with other dances and refine spatial relationships that reflect on awareness of self, others, and the environment.
3.Pr.6.a. Identify the main areas of performance space using production terminology (e.g., stage right/left, center stage, up/downstage, downstage). Demonstrate the ability to adapt dance to alternative performance venues by modifying spacing and movements to the performance space.
3.Pr.6.b. Identify, explore, and select a variety of production elements (e.g., costumes, props, music, scenery, lighting, media) to heighten the artistic intent and audience experience of a dance performed in a chosen performance space.
3.Re.7.a. Identify a movement pattern that creates a dance sequence in a dance work.
3.Re.7.b. Demonstrate, explain, and describe the qualities and characteristics of style used in a dance from an established dance genre or your own cultural movement practice, using basic dance terminology.
3.Re.8.a. Explain how the movements in a dance communicate the main idea (e.g., verbally, in writing, visually). Relate movements, ideas, and context to interpret their meaning using basic dance terminology.
3.Re.9.a. Describe and define the characteristics that make a dance artistic and meaningful using basic dance terminology, and develop, understand, and apply artistic criteria for evaluating dance.
3.Cn.10.a. Analyze and compare dance elements that elicit a specific personal response. Discuss ideas and feelings evoked by the dance, and how your response to the work relates to social and cultural experiences.
3.Cn.10.b. Investigate an idea from another discipline of study and express the information through movement. Communicate how the movement expressed the ideas and what was learned from the experience through oral, written, visual, or movement form.
3.Cn.11.a. Investigate the dance literacy skills of dance observation and writing, understanding cultural influences, engaging in dialogue, and utilizing technology and symbol systems in your learning.
3.CS.D.1Identify how internal and external parts of computing devices function to form a system within a single device and hardware that connects to the device to extend capability.
3.CS.HS.1Recognize that hardware (devices) and software (programs/apps) communicate in a special language that the computing system can understand.
3.CS.HS.2Recognize that hardware (devices) can only accomplish the specific tasks the software (programs/apps) is designed to accomplish.
3.CS.T.1Identify and use common troubleshooting strategies to solve simple hardware and software problems.
3.NI.C.1Identify real-world cybersecurity problems and how personal information can be protected.
3.NI. NCO.1Model how information flows in a physical or wireless path to travel to be sent and received is sent and received through a physical or wireless path.
3.DA. CVT.1Select tools from a specified list to collect, organize, and present data visually to highlight relationships and support a claim.
3.DA.S.1Recognize different file extensions.
3.DA.IM .1Use a computational tool to draw conclusions, make predictions, and answer questions utilizing a specified data set.
3.AP.A.1Recognize and compare multiple algorithms for the same task and determine which are effective.
3.AP.V.1Create programs that use variables to store and modify data
3.AP.C.1Create programs that include sequences, events, loops, and/or conditionals.
3.AP.M.1Decompose problems into smaller, manageable subproblems to facilitate the program development process.
3.AP.PD.1With teacher guidance, use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.
3.AP.PD.2Observe intellectual property rights and give appropriate attribution when creating or remixing programs.
3.AP.PD.3Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
3.AP.PD.4With teacher guidance, students take on varying roles, when collaborating with peers during the design, implementation, and review stages of program development.
3.AP.PD.5Describe choices made during program (procedure) development using code comments, presentations, and/or demonstrations.
3.IC.C.1Identify computing technologies that have changed the world.
3.IC.C.2With teacher guidance, brainstorm ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.
3.IC.SI.1Seek opportunities for local collaboration to facilitate communication and innovation.
3.IC. SLE.1Use material that is publicly available and/or permissible to use.
3-MU.CR.1.a. Improvise rhythmic and melodic ideas (e.g., beat, meter, rhythm)
3-MU.CR.1.b. Generate musical ideas (e.g., rhythms, melodies) within specified tonality and/or meter.
3-MU.CR.2.a. Demonstrate selected musical ideas for a simple improvisation or composition.
3-MU.CR.2.b. Use notation to document personal or collective rhythmic and melodic musical ideas (e.g., sequencing).
3-MU.CR.3.a. Apply teacher-provided and collaboratively- developed criteria to evaluate and revise personal musical ideas.
3-MU.CR.3.b. Present the final version of personally or collectively created music to others and explain your creative process.
3-MU.Pr.4.a. Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
3-MU.Pr.4.b. Demonstrate understanding of the form in music selected for performance.
3-MU.Pr.4.c. Red and perform rhythmic patterns and melodic phrases using notation.
3-MU.Pr.4.d. Demonstrate an understanding of musical concepts (e.g., physical, verbal, written response) and how creators use them to convey intent.
3-MU.Pr.5.a. Apply teacher-provided feedback and collaboratively-developed criteria and feedback to evaluate performance.
3-MU.Pr.5.b. With an appropriate level of independence, rehearse to refine technique, expression, and identified performance challenges.
3-MU.Pr.6.a. Perform music with appropriate expression and technique (e.g., mallet placement).
3-MU.Pr.6.b. Demonstrate performance and audience decorum appropriate for the occasion.
3-MU.Re.7.a. Explain how music listening is influenced by personal interest, knowledge, purpose, and context.
3-MU.Re.7.b. Demonstrate and explain how musical concepts and contexts affect responses to music (e.g., personal, social).
3-MU.Re.8.a. Demonstrate knowledge of expressive attributes, and how they support creators’/performers’ expressive intent.
3-MU.Re.9.a. Apply teacher-provided and collaboratively- developed criteria to evaluate musical works and performances.
3-MU.Cn.10.a. Identify pieces of music that are important to your family.
3-MU.Cn.10.b. Explore various uses of music in daily experiences (e.g., songs of celebrations, game songs, marches, T.V., movie, and video game soundtracks, dance music, work songs).
3-MU.Cn.11.a. Explore and describe relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature, science, math, social studies, language arts).
3-MU.Cn.11.b. Describe how context (e.g., social, cultural, historical) can inform performance.
3-MA.CR.1.a. Discover multiple ideas for media artworks through brainstorming and improvising.
3-MA.CR.2.a. Form, share, and test ideas, plans, and models to prepare for media arts productions.
3-MA.CR.3.a. Construct and order various content into unified, purposeful media arts, productions, describing, and applying a defined set of principles (e.g., movement, force).
3-MA.CR.3.b. Practice and analyze how the emphasis of elements alters effect and purpose in refining and completing media artworks.
3-MA.Pr.4.a. Practice combining varied academic, arts, and media forms and content into unified media arts (e.g., animation, music, dance).
3-MA.Pr.5.a. Exhibit developing ability in a variety of artistic design, technical, and organizational roles (e.g., making compositional decisions, manipulating tools, group planning in media arts productions).
3-MA.Pr.5.b. Exhibit basic creative skills to invent new content and solutions within and through media arts productions.
3-MA.Pr.5.c. Exhibit standard use of tools and techniques while constructing media artworks.
3-MA.Pr.6.a. Identify and describe the presentation and conditions, and take on roles and processes in presenting or distributing media artworks.
3-MA.Pr.6.b. Identify and describe the experience, and share results of and improvements for presenting media artworks.
3-MA.Re.7.a. Identify and describe how the messages are created by components in media artworks.
3-MA.Re.7.b. Identify and describe how various forms, methods, and styles in media artworks manage audience experience.
3-MA.Re.8.a. Determine the purposes and meanings of media artworks while describing their context.
3-MA.Re.9.a. Discuss the effectiveness of and improvements for media artworks, considering their context.
3-MA.Cn.10.a. Use personal and external resources (e.g., interests, information, models) to create media artworks.
3-MA.Cn.10.b. Identify and show how media artworks form meaning, situations, and/or culture (e.g., popular media).
3-MA.Cn.11.a. Identify how media artworks and ideas relate to everyday and cultural life and can influence values and online behavior.
3-MA.Cn.11.b. Examine and interact appropriately with media arts tools and environments, considering safety, rules, and fairness.
3-TH.CR.1.a. Create roles, imagined worlds, and improvised stories in a theatrical work.
3-TH.CR.1.b. Visualize and devise ideas for costumes, props, and sets for the environment and characters in a theatrical work.
3-TH.CR.1.c. Collaborate to determine how characters move and speak to support the story and given circumstances in a theatrical work.
3-TH.CR.2.a. Participate in methods of investigation to devise original ideas for a theatrical work.
3-TH.CR.2.b. Compare ideas with peers and make selections that will enhance and deepen group theatrical work.
3-TH.CR.3.a. Collaborate with peers to revise, refine, and adapt ideas to fit the given guidelines of a theatrical work.
3-TH.CR.3.b. Participate and contribute to physical and vocal exploration in an improvised or scripted theatrical work.
3-TH.CR.3.c. Collaboratively create multiple representations of a single/multiple object(s) in a guided theatrical experience (e.g., process drama, story drama, creative drama).
3-TH.Pr.4.a. Explain the elements of dramatic structure in a story to create a theatrical work.
3-TH.Pr.4.b. Apply movement and voice in a theatrical work.
3-TH.Pr.5.a. Demonstrate the relationship between and among body, voice, and mind in a guided theatrical experience (e.g., process drama, story drama, creative drama).
3-TH.Pr.5.b. Discuss technical elements in a guided theatrical work (e.g., process drama, story drama, creative drama).
3-TH.Pr.6.a. With prompting and support, use voice and sound in a dramatic play or a guided theatrical experience (e.g., process drama, story drama, creative drama).
3-TH.Re.7.a. Discuss why artistic choices are made in a theatrical work.
3-TH.Re.8.a. Describe personal reactions and emotions to events presented in a guided theatrical experience (e.g., process drama, story drama, creative drama).
3-TH.Re.8.b. Express multiple ways to develop a character using props of costumes that reflect cultural perspectives in a theatrical work.
3-TH.Re.8.c. Describe connections made between personal emotions and a character’s emotions in a theatrical work.
3-TH.Re.9.a. Explain how to evaluate a theatrical work.
3-TH.Re.9.b. Use props and to enhance theatrical work.
3-TH.Re.9.c. Identify a specific audience or purpose in a theatrical work.
3-TH.Cn.10.a. Use personal experience and knowledge to make connections to community and culture in theatrical work.
3-TH.Cn.10.b. Identify connections to community, social issues, and other content areas in theatrical work.
3-TH.Cn.11.a. Explore how stories are adapted from literature to theatrical work.
3-TH.Cn.11.b. Examine how artists have historically presented the same stories using different art forms, genres, or theatrical conventions.
3-PE-S1.E1.3 – Leaps Using mature pattern.
3-PE-S1.E2.3 – Travels showing differentiation between sprinting and running.
3-PE-S1.E3.3– Jumps and lands in the horizontal & vertical planes using a mature pattern.
3-PE-S1.E4.3 – Performs teacher-selected and developmentally appropriate dance steps and movement pattern.
3-PE-S1.E5.3 - Performs a sequence of locomotor skills, transitioning from one skill to another smoothly and without hesitation.
3-PE-S1.E6.3 - Balances on different bases of support, demonstrating muscular tension and extension of free body parts.
3-PE-S1.E7.3– Transfers weight from feet to hands for momentary weight support.
3-PE-S1.E8.3 – Moves into and out of gymnastics balances with curling, twisting and stretching actions.
3-PE-S1.E9.3 - Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance.
3-PE-S1.E11.3 – Throws overhand, demonstrating 3 of the 5 critical elements of a mature pattern, in non-dynamic environments (closed skills), for distance and/or force.
3-PE-S1.E13.3 – Catches a gently tossed hand-size ball from a partner, demonstrating 4 of the 5 critical elements of mature pattern.
3-PE-S1.E14.3 – Dribbles and travels in general space at slow to moderate jogging speed with control of ball and body.
3-PE-S1.E15.3 – Dribbles with the feet in general space at slow to moderate jogging speed with control of ball and body.
3-PE-S1.E16.3– Passes & receives ball with the insides of the feet to a stationary partner, “giving” on reception before returning the pass.
3-PE-S1.E18.3 – Uses a continuous running approach and intentionally performs a kick along the ground and a kick in the air, demonstrating 4 of the 5 critical elements of a mature pattern for each.
3-PE-S1.E21.3.a– Strikes an object with a short-handled implement sending it forward over a low net or to a wall.
3-PE-S1.E21.3.b - Strikes an object with a short-handled implement while demonstrating 3 of the 5 critical elements of a mature pattern.
3-PE-S1.E22.3 – Strikes a ball with a long-handled implement (e.g., hockey stick, bat, golf club), sending it forward, while using proper grip for the implement. Note: Use batting tee or ball tossed by teacher for batting.
3-PE-S1.E24.3 – Performs intermediate jump rope skills (e.g., a variety of tricks, running in & out of long rope) for both long and short ropes.
3-PE-S2.E1.3– Recognizes the concept of open spaces in a movement context.
3-PE-S2.E2.3– Recognizes locomotor skills specific to a wide variety of physical activities.
3-PE-S2.E3.3– Combined movement concepts (direction, levels, force, time) with skills as directed by the teacher.
3-PE-S2.E4.3.a– Employs the concept of alignment in gymnastics and dance.
3-PE-S2.E4.3.b- Employs the concept of muscular tension with balance in gymnastics and dance.
3-PE-S2.E5.3.a– Applies simple strategies & tactics in chasing activities.
3-PE-S3.E1.3.a – Charts participation in physical activities outside physical education class.
3-PE-S3.E1.3 .b- Identifies physical activity benefits as a way to become healthier.
3-PE-S3.E2.3 – Engages in the activities of physical education class with minimal teacher prompting.
3-PE-S3.E3.3 – Describes the concept of fitness and provides examples of heart rate evaluation methods.
3-PE-S3.E4.3 – Recognizes the importance of warm-up & cool-down relative to vigorous physical activity.
3-PE-S3.E5.3-Identifies the six components of skill related fitness (agility, balance, coordination, speed, reaction time, power).
3-PE-S3.E6.3 – Demonstrates, with teacher direction, the health-related fitness components.
3-PE-S3.E7.3 – Identifies foods that are beneficial for before and after physical activity.
3.CL.1.1 Recognize and solve problems using the best available resources
3.CL.1.2 Identify and follow steps of the decision-making process to solve problems and make choices
3.CL.1.3 Evaluate if a decision is good or bad, appropriate or inappropriate
3.CL.1.4 Use digital web-based resources, gather data to make informed choices and solve problems
3.CL.1.5 Apply critical thinking and problem-solving skills
3.CL.2.1 Use brainstorming techniques individually and in groups to enhance creativity on assigned tasks
3.CL.3.1 Develop collaboration skills to interact cooperatively with others
3.CL.3.2 Demonstrate and explain how collaborative skills support working effectively with others
3.CL.3.3 Demonstrate skills in working together, compromising, expressing opinions, and responding to criticism
3.CL.3.4 Apply collaborative skills to group activities
3.CL.4.1 Develop effective written and/or oral communication skills for face-to-face and online communications
3.CL.4.2 Explain effective communication skills for presenting to an audience
3.CL.4.3 Demonstrate how to communicate with respect for the beliefs and feelings of others
3.CL.4.4 Exhibit grade-level oral and written communication skills that include being courteous, showing respect and empathy for others, cooperating with and assisting others, accepting, and following directions, performing as a team member, and showing respect for cultural diversity, individuals in nontraditional jobs, and individuals with disabilities
3.CL.4.5 Identify personal wants, needs, and feelings, and demonstrate how to communicate them appropriately
3.CL.5.1 Identify modern digital media tools that are used for local and global communication
3.CL.5.2 Discuss examples of digital media communication and how it is used daily in different settings
3.CL.5.3 Identify ways to stay safe online
3.CL.5.4 Use digital media as a communication tool in classroom activities
3.CL.6.1 Describe and identify situations where accountability and productivity are important
3.CL.6.2 Describe the importance of goals
3.CL.6.3 Set and track personal goals related to responsibilities on a classroom project or extracurricular activity
3.CL.6.4 Give examples of rules at home, school, and in the community, and explain how rules can protect people
3.CL.7.1 Identity types of currency (e.g., paper money, coins, etc.)
3.CL.7.2 Describe the function and purpose of money
3.CL.7.3 Identify sources of income
3.CL.7.4 Describe common financial needs
3.CL.7.5 Explain how income affects lifestyle and spending choices
3.CL.7.6 Set financial goals
3-PE-S4.E1.3– Exhibits personal responsibility in teacher-directed activities.
3-PE-S4.E2.3 – Accepts and implements specific corrective feedback from the teacher.
3-PE-S4.E3.3.a – Works cooperatively with others.
3-PE-S4.E3.3.b – Praises others for their success in movement performance.
3-PE-S4.E4.3 – Recognizes the role of rules and etiquette in physical activity with peers.
3-PE-S4.E5.3– Works independently and safely in physical activity settings.
3-PE-S5.E1.3– Discusses the relationship between physical activity and good health.
3-PE-S5.E2.3 – Discusses the challenge that comes from learning a new physical activity.
3-PE-S5.E3.3 – Reflects on the reasons for enjoying selected physical activities.
3-PE-S5.E4.3– Describes the positive social interactions that come when engaged with others in physical activity.
3-VA.CR.1.a. Create an imaginative artwork (e.g., a work that responds to a story or invented fantasy) and add details.
3-VA.CR.1.b. Investigate personal ideas through the art- making process.
3-VA.CR.2.a. Create artwork using a variety of artistic processes, materials, and approaches (e.g., elements and principles of modern art, applying artistic ideas from diverse cultures).
3-VA.CR.2.b. Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes.
3-VA.CR.2.c. Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life.
3-VA.CR.3.a. Elaborate visual information by adding details to an artwork.
3-VA.Pr.4.a. Investigate and discuss possibilities and limitations of spaces (e.g., classroom bulletin board, school lobby, local business, museum, internet) for exhibiting work.
3-VA.Pr.5.a. Identify appropriate exhibit space and prepare works of art for presentation (e.g., counter space, bulletin board, display case, media center) and write an artistic statement (e.g., descriptive sentence).
3-VA.Pr.6.a. Identify and explain how and where different cultures record and illustrate stories and preserve history through art.
3-VA.Re.7.a. Use art-specific vocabulary to speculate about processes an artist used to create a work of art (e.g., pasted paper in a collage and brush marks in a painting)
3-VA.Re.7.b. Determine messages communicated by an image (e.g., a deer in Native American petroglyphs, animal crossing signs, John Deere logo).
3-VA.Re.8.a. Interpret art by referring to contextual information (e.g., the artist’s life and times) and analyzing relevant subject matter, elements, and principles, and use of media.
3-VA.Re.9.a. Distinguish your preference for an artwork from your evaluation of that artwork (e.g., “I like it,” is a preference while “It is good because...” is an evaluation).
3-VA.Cn.10.a. Develop a work of art based on observations of surroundings.
3-VA.Cn.11.a. Recognize that responses to art change depending on knowledge of the time and place in which it was made (e.g., using a t-chart to compare initial responses to those formed after study of the context).
3-PO.1.C1-1.1 Describe the relationship between healthy behaviors and personal health
3-PO.1.C2-1.1 Identify examples of emotional, intellectual, physical, and social health
3-PO.1.C3-1.1 Describe ways in which a safe and healthy school and community environment can promote personal health.
3-PO.1.C3-2.1 Describe the key nutrients contained in the food groups and how these nutrients affect health and learning
3-PO.1.C3-3.1 Describe how physical activity impacts health
3-PO.1.C4-1.1 Describe ways to prevent common childhood injuries and health problems
3-PO.1.C5-1.1 Describe when it is important to seek health care
3-PO.2.C1-1.1 Describe how the family influences personal health practices and behaviors
3-PO.2.C1-2.1 Identify the influence of culture on health practices and behaviors
3-PO.2.C1-3.1 Describe how peers can influence healthy and unhealthy behaviors
3-PO.2.C1-4.1 Describe how the school and community can support personal health practices and behaviors
3-PO.2.C1-5.1 Explain how media influences thoughts, feelings, and health behaviors
3-PO.2.C1-6.1 Describe ways that technology can influence personal health
3-PO.3.C1-1.1 Identify characteristics of valid health information, products, and services
3-PO.3.C2-1.1 Locate resources from home, school, and community that provide valid health information
3-PO.4.C1-1.1 Demonstrate effective verbal and nonverbal communication skills to enhance health
3-PO.4.C2-1.1 Demonstrate nonviolent strategies to manage or resolve conflict
3-PO.4.C3-1.1 Demonstrate how to ask for assistance to enhance personal health
3-PO.5.C1-1.1 Identify circumstances that can help or hinder healthy decision making
3-PO.5.C2-1.1 Identify health-related situations that might require a thoughtful decision
3-PO.5.C2-2.1 Analyze when assistance is needed when making a health- related decision
3-PO.5.C2-3.1 List healthy options to health-related issues or problems
3-PO.5.C2-4.1 Predict the potential outcomes of each option when making a health-related decision
3-PO.5.C2-5.1 Choose a healthy option when making a decision
3-PO.5.C2-6.1 Describe the outcomes of a health-related decision
3-PO.6.C2-1.1 Set a personal health goal and track progress toward its achievement
3-PO.6.C2-2.1 Identify resources to assist in achieving a personal health goal
3-PO.7.C1-1.1 Identify responsible personal health behaviors
3-PO.7.C2-1.1 Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health
3-PO.7.C2-2.1 Demonstrate a variety of behaviors that avoid or reduce health risks
3-PO.8.C1-1.1 Express opinions and give accurate information about health issues
3-PO.8.C1-2.1 Encourage others to make positive health choices
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Arizona State Number and Standard - 4
4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
4.RL.4 Determine the meaning of words, phrases, and figurative language found in stories, poetry, myths, and traditional literature from different cultures, including those that allude to significant characters.
4.RL.5 Explain the overall structure and major differences between poetry, drama, and prose.
4.RL.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narrations.
4.RL.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
4.RL.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
4.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 4.
4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text.
4.RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus, and the information provided.
4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text.
4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 4.
4.RF.3 Know and apply phonics and word analysis skills in decoding multisyllabic words in context and out of context.
4.RF.3.a: Use combined knowledge of all letter-sound correspondences to read unfamiliar multisyllabic words accurately.
4.RF.3.b: Apply knowledge of the six syllable patterns to read grade level words accurately.
4.RF.3.c: Use combined knowledge of morphology (e.g., roots and affixes) to read grade level words accurately.
4.RF.4 Read with sufficient accuracy and fluency to support comprehension.
4.RF.4.a: Read grade-level text with purpose and understanding.
4.RF.4.b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
4.RF.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
4.W.1.a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
4.W.1.b: Provide reasons that are supported by facts and details.
4.W.1.c: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
4.W.1.d: Provide a concluding statement or section related to the opinion presented.
4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
4.W.2.a: Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
4.W.2.b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
4.W.2.c: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
4.W.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
4.W.2.e: Provide a concluding statement or section related to the information or explanation presented.
4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
4.W.3.a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
4.W.3.b: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
4.W.3.c: Use a variety of transitional words and phrases to manage the sequence of events.
4.W.3.d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
4.W.3.e: Provide a conclusion that follows from the narrated experiences or events.
4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
4.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to complete a writing task.
4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, categorize information, and provide a list of sources.
4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
4.W.9.a: Apply grade 4 Reading standards to literature.
4.W.9.b: Apply grade 4 Reading standards to informational texts.
4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
4.WF.1 Demonstrate and apply handwriting skills.
4.WF.1.a: Read and write cursive letters, upper and lower case.
4.WF.1.b: Transcribe ideas legibly and fluently with appropriate spacing and indentation.
4.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
4.L.1.a: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
4.L.1.b: Form and use the progressive verb tenses (e.g., I was walking; I am walking; I will be walking).
4.L.1.c: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
4.L.1.d: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
4.L.1.e: Form and use prepositional phrases.
4.L.1.f: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
4.L.1.g: Correctly use frequently confused words (e.g., to, too, two; there, their).
4.L.1.h: Write and organize one or more paragraphs that contain: a topic sentence, supporting details, and a conclusion that is appropriate to the writing task.
4.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
4.L.2.a: Use correct capitalization.
4.L.2.b: Use commas and quotation marks to mark direct speech and quotations from a text.
4.L.2.c: Use a comma before a coordinating conjunction in a compound sentence.
4.L.2.d: Spell grade-appropriate words correctly, consulting references as needed.
4.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
4.L.3.a: Choose words and phrases to convey ideas precisely.
4.L.3.b: Choose punctuation for effect.
4.L.3.c: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
4.L.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.
4.L.4.a: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
4.L.4.b: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
4.L.4.c: Consult reference materials (e.g., dictionaries, glossaries, thesauri), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
4.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
4.L.5.a: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
4.L.5.b: Recognize and explain the meaning of common idioms, adages, and proverbs.
4.L.5.c: Demonstrate understanding of words by relating them to their synonyms and antonyms.
4.L.6 Acquire and accurately use 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).
4.SP1.1 Create and use a chronological sequence of related events to compare developments that happened at the same time.
4.SP1.2 Compare life in specific historical time periods to life today.
4.SP1.3 Generate questions about individuals and groups who have shaped significant historical events.
4.SP2.1 Explain why individuals and groups during the same historical period differed in their perspectives on issues and events.
4.SP2.2 Explain connections among historical contexts and people's perspectives at the time.
4.SP3.1 Develop questions about events and developments in the Americas.
4.SP3.2 Compare information provided by various sources about events and developments in the Americas.4.SP3.3 Generate questions about multiple sources and their relationships to events and developments in the Americas.
4.SP3.3 Generate questions about multiple sources and their relationships to events and developments in the Americas.
4.SP3.4 Use information about a source including the author, date, place of origin, intended audience, and purpose to evaluate the extent to which the source is useful for studying a topic.
4.SP3.5 Construct and present arguments and explanations using reasoning, examples, and details with relevant information and data from multiple sources.
4.SP3.6 Present summaries of arguments and explanations using print, oral, and digital technologies.
4.SP4.1 Explain probable causes and effects of events and developments.
4.SP4.2 Summarize the central claim in a secondary work of history.
4.SP4.3 Use evidence from multiple sources to develop and communicate claims about the causes and effects of events.
4.C1.1 Analyze civic virtues and democratic principles or lack thereof within a variety of government structures, societies, and/or communities within the Americas.
4.C2.1 Use primary and secondary sources to generate questions about the concepts and ideas such as liberty, justice, equality, and individual rights.
4.E2.1 Examine concepts of scarcity, choice, opportunity cost, and risk.
4.E3.1 Compare different industries, occupations, and resources as well as different forms of income earned or received that have shaped the Americas.
4.G1.1 Use and construct maps and graphs to represent changes in the Americas over time.
4.G2.1 Compare the diverse ways people or groups of people have impacted, modified, or adapted to the environment of the Americas.
4.G3.1 Explain how the location and use of resources affects human settlement and movement
4.G4.1 Explain the positive and negative effects of increasing economic interdependence on distinct groups, countries, and new settlements.
4.H1.1 Utilizing a variety of multi-genre primary and secondary sources, construct historical narratives about cultures, civilizations, and innovations in the Americas
4.H2.1 Describe the cycles of conflict and compromise that occurred in the Americas during the convergence of Europeans, American Indians, and Africans in the Americas before and after European exploration.
4.H2.2 Analyze the different approaches used by the Spanish, Portuguese, British, and the French in their interactions with American Indians.
4.H3.1 Examine how economic, political, and religious ideas and institutions have influenced the development of individual rights, freedoms, and responsibilities in the Americas.
4.OA.A.1 Represent verbal statements of multiplicative comparisons as multiplication equations. Interpret a multiplication equation as a comparison (e.g., 35 is the number of objects in 5 groups, each containing 7 objects, and is also the number of objects in 7 groups, each containing 5 objects).
4.OA.A.2 Multiply or divide within 1000 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).
4.OA.A.3 Solve multistep word problems using the four operations, including problems in which remainders must be interpreted. Understand how the remainder is a fraction of the divisor. Represent these problems using equations with a letter standing for the unknown quantity.
4.OA.B.4 Find all factor pairs for a whole number in the range 1 to 100 and understand that a whole number is a multiple of each of its factors.
4.OA.C.5 Generate a number pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself and explain the pattern informally (e.g., 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).
4.OA.C.6 When solving problems, assess the reasonableness of answers using mental computation and estimation strategies including rounding.
4.NBT.A.1 Apply concepts of place value, multiplication, and division to understand that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place.
4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using a standard algorithm.
4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
4.NBT.B.6 Demonstrate understanding of division by finding whole-number quotients and remainders with up to four-digit dividends and one-digit divisors.
4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x 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 understand and generate equivalent fractions.
4.NF.A.2 Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators and by comparing to a benchmark fraction).
4.NF.A.2.a: Understand that comparisons are valid only when the two fractions refer to the same size whole.
4.NF.A.2.b: Record the results of comparisons with symbols >, =, or <, and justify the conclusions.
4.NF.B.3 Understand a fraction a/b with a > 1 as a sum of unit fractions (1/b).
4.NF.B.3.a: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
4.NF.B.3.b: Decompose a fraction into a sum of fractions with the same denominator in more than one way (e.g., 3/8 = 1/8 + 1/8+ 1/8; 3/8 = 2/8 + 1/8; 2 1/8 = 1 + 1 + 1/8; or 2 1/8 = 8/8 + 8/8 + 1/8).
4.NF.B.3.c: Add and subtract mixed numbers with like denominators (e.g., by using properties of operations and the relationship between addition and subtraction and/or by replacing each mixed number with an equivalent fraction).
4.NF.B.3.d: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators.
4.NF.B.4.a: Understand a fraction a/b as a multiple of a unit fraction 1/b. In general, a/b = a x 1/b.
4.NF.B.4.b: Understand a multiple of a/b as a multiple of a unit fraction 1/b, and use this understanding to multiply a whole number by a fraction. In general, n x a/b = n x a/b.
4.NF.B.4.c: Solve word problems involving multiplication of a whole number by a fraction.
4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 (tenths) and 100 (hundredths).
4.NF.C.6 Use decimal notation for fractions with denominators 10 (tenths) or 100 (hundredths), and locate these decimals on a number line.
4.NF.C.7 Compare two decimals to hundredths by reasoning about their size. Understand that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <.
4.MD.A.1 Know relative sizes of measurement units within one system of units which could include 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 and in a smaller unit in terms of a larger unit.
4.MD.A.2 Use the four operations to solve word problems and problems in real-world context involving distances, intervals of time (hr, min, sec), liquid volumes, masses of objects, and money, including decimals and problems involving fractions with like denominators, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using a variety of representations, including number lines that feature a measurement scale.
4.MD.A.3 Apply the area and perimeter formulas for rectangles in mathematical problems and problems in real-world contexts including problems with unknown side lengths.
4.MD.B.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.
4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
4.MD.C.5.a: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles.
4.MD.C.5.b: An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
4.MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
4.MD.C.7 Understand angle measures 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 within mathematical problems as well as problems in real-world contexts.
4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size (e.g., understand right triangles as a category, and identify right triangles).
4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
4.P4U1.1 Develop and use a model to demonstrate how a system transfers energy from one object to another even when the objects are not touching.
4.P4U1.2 Develop and use a model that explains how energy is moved from place to place through electric currents.
4.P2U1.3 Develop and use a model to demonstrate magnetic forces.
4.P4U3.4 Engage in argument from evidence on the use and impact of renewable and nonrenewable resources to generate electricity.
4.E1U1.5 Use models to explain seismic waves and their effect on the Earth.
4.E1U1.6 Plan and carry out an investigation to explore and explain the interactions between Earth's major systems and the impact on Earth's surface materials and processes
4.E1U1.7 Develop and/or revise a model using various rock types, fossil location, and landforms to show evidence that Earth's surface has changed over time.
4.E1U1.8 Collect, analyze, and interpret data to explain weather and climate patterns.
4.E1U3.9 Construct and support an evidence-based argument about the availability of water and its impact on life
4.E1U2.10 Define problem(s) and design solution(s) to minimize the effects of natural hazards
4.L4U1.11Analyze and interpret environmental data to demonstrate that species either adapt and survive, or go extinct over time.
3-5.1.a. Students, in collaboration with an educator, develop learning goals, select the technology tools to achieve them, and reflect on and revise the learning process as needed to achieve goals.
3-5.1.b. Students, in collaboration with an educator, build a network of experts and peers to customize their environments to enhance their learning, in accordance with school policy.
3-5.1.c. Students, in collaboration with an educator, examine feedback from both people and the features embedded in digital tools, and use age-appropriate technology to share learning.
3-5.1.d. Students explore age-appropriate technologies and begin to transfer their learning to different tools or learning environments.
3-5.2.a. Students demonstrate an understanding of the role a digital identity plays in the digital world and learn the permanence of their decisions when interacting online.
3-5.2.b. Students, in collaboration with an educator, identify and practice safe, legal, and ethical behavior when using technology and interacting online.
3-5.2.c. Students, in collaboration with an educator, examine, use, and demonstrate respect for intellectual property including copyright, permission, and fair use, with both print and digital media when using and sharing the work of others.
3-5.2.d. Students, in collaboration with an educator, demonstrate an understanding of what personal data is, how to keep it private, and how it might be shared online.
3-5.3.a. Students, in collaboration with an educator, employ appropriate research techniques to locate digital resources that will help them in their learning process.
3-5.3.b. Students, in collaboration with an educator, learn how to evaluate sources for accuracy, perspective, credibility, and relevance.
3-5.3.c Students, in collaboration with an educator, use a variety of strategies to collect and organize information and make meaningful connections between resource
3-5.3.d. Students, in collaboration with an educator, explore real-world problems and issues and collaborate with others to find answers or solutions.
3-5.4.a. Students, in collaboration with an educator, explore and practice a design process by generating ideas to solve a problem by planning, creating and testing innovative products that are shared with others.
3-5.4.b. Students, in collaboration with an educator, use digital and/or non-digital tools to plan and manage a design process.
3-5.4.c. Students, in collaboration with an educator, engage in a cyclical design process to develop, test and refine prototypes and reflect on the role that trial and error plays.
3-5.4.d. Students demonstrate perseverance when working with open-ended problems.
3-5.5.a. Students, in collaboration with an educator, identify, explore or solve problems by selecting technology for data analysis, modeling, and algorithmic thinking.
3-5.5.b. Students, in collaboration with an educator, select effective technology to represent and organize data.
3-5.5.c. Students, in collaboration with an educator, break down problems into smaller parts, identify key information, and propose solutions.
3-5.5.d. Students understand and explore basic concepts related to automation, patterns, and algorithmic thinking.
3-5.6.a. Students, in collaboration with an educator, recognize and utilize the features and functions of a variety of creation or communication tools.
3-5.6.b. Students, in collaboration with an educator, create original works and learn strategies for responsibly repurposing and remixing to create new artifacts.
3-5.6.c. Students, in collaboration with an educator, create digital artifacts using digital tools to communicate ideas visually, graphically, and/or auditorily.
3-5.6.d. Students, in collaboration with an educator, learn about and consider the intended audience when creating and publishing digital artifacts and presentations.
3-5.7.a. Students, in collaboration with an educator, use digital tools to work with other learners, including those from a variety of backgrounds and cultures.
3-5.7.b. Students, in collaboration with an educator, use technology to connect with others, including peers, experts, and community members, to explore different points of view on various topics.
3-5.7.c. Students, in collaboration with an educator, take on various assigned team roles, contributing their knowledge of technology and content to complete a project or solve a problem.
3-5.7.d. Students, in collaboration with an educator, work with others, using technology to explore local and global issues and identify possible solutions.
4.CR.1.a. Adjust body-use to coordinate with a partner or other dancers to safely change levels, directions, and pathway designs through leading and following improvisational strategies.
4.CR.1.b. Explore a given movement problem by combining a variety of movements and manipulating the elements of dance.
4.CR.1.c. Experiment with a variety of self-identified stimuli and build content for choreography using several stimuli (e.g., music/sound, text, objects, images, observed dance, experiences, literary forms, natural phenomena).
4.CR.2.a. Explore and develop basic choreographic structures to create and modify movement material (e.g., devices, forms, principles).
4.CR.2.b. Develop a dance sequence that expresses and communicates an idea or feeling. Discuss the effect of the movement choice.
4.CR.3.a. Revise movement choices in response to feedback from others to improve a short dance study. Describe the changes made to the dance.
4.CR.3.b. Depict the dance elements of body, shape, effort, and space in a dance sequence by drawing a picture map or using symbols (e.g., body actions, spatial pathways, relationships, dynamics, and rhythm).
4.Pr.4.a. Identify symmetrical and asymmetrical body shapes and examine relationships between body parts. Demonstrate shapes with positive and negative space. Move through general space with an awareness of other dancers. Establish relationships with other dancers through focus.
4.Pr.4.b. Dance to a variety of rhythmic patterns. Recognize and respond to tempo changes as they occur in dance and music. Perform movement sequences that show the ability to respond to changes in time.
4.Pr.4.c. Change use of energy/effort and dynamics by modifying movements and applying specific movement qualities to heighten the effect of their intent.
4.Pr.5.a. Demonstrate fundamental dance skills (e.g., alignment, coordination, balance) when replicating and recalling patterns and sequences of locomotor and non-locomotor movements.
4.Pr.5.b. Demonstrate safe body-use practices during movement, technical exercises, and combinations that promote strength, flexibility, and endurance. Identify healthful eating habits.
4.Pr.5.c. Coordinate sequences and timing with other dances and refine spatial relationships that reflect on awareness of self, others, and the environment.
4.Pr.6.a. Identify the main areas of performance space using production terminology (e.g., stage right/left, center stage, up/downstage, downstage). Demonstrate the ability to adapt dance to alternative performance venues by modifying spacing and movements to the performance space.
4.Pr.6.b. Identify, explore, and select a variety of production elements (e.g., costumes, props, music, scenery, lighting, media) to heighten the artistic intent and audience experience of a dance performed in a chosen performance space.
4.Re.7.a. Identify a movement pattern that creates a dance sequence in a dance work.
4.Re.7.b. Demonstrate, explain, and describe the qualities and characteristics of style used in a dance from an established dance genre or your own cultural movement practice, using basic dance terminology.
4.Re.8.a. Explain how the movements in a dance communicate the main idea (e.g., verbally, in writing, visually). Relate movements, ideas, and context to interpret their meaning using basic dance terminology.
4.Re.9.a. Describe and define the characteristics that make a dance artistic and meaningful using basic dance terminology, and develop, understand, and apply artistic criteria for evaluating dance.
4.Cn.10.a. Analyze and compare dance elements that elicit a specific personal response. Discuss ideas and feelings evoked by the dance, and how your response to the work relates to social and cultural experiences.
4.Cn.10.b. Investigate an idea from another discipline of study and express the information through movement. Communicate how the movement expressed the ideas and what was learned from the experience through oral, written, visual, or movement form.
4.Cn.11.a. Investigate the dance literacy skills of dance observation and writing, understanding cultural influences, engaging in dialogue, and utilizing technology and symbol systems in your learning.
4.CS.D.1With teacher guidance, model how internal and external parts of computing connect multiple devices in a computing system.
4.CS.HS.1Recognize that bits serve as the basic unit of data in computing systems and can represent a variety of information.
4.CS.HS.2Recognize that a single piece of hardware can accomplish different tasks depending on its software.
4.CS.T.1Develop and apply simple troubleshooting strategies to solve simple hardware and software problems.
4.NI.C.1Discuss real-world cybersecurity problems and how personal information can be protected.
4.NI. NCO.1Model how information is decomposed, transmitted as packets through multiple devices over networks and reassembled at the destination.
4.DA. CVT.1Select tools to collect, organize, and present data visually to highlight relationships and support a claim.
4.DA.S.1Recognize different file extensions and the different amounts of storage required for each type.
4.DA.IM. 1Use a computational tool to manipulate data to draw conclusions, make predictions, and answer questions.
4.AP.A.1Compare and refine multiple algorithms for the same task and determine which is the most effective.
4.AP.V.1Create programs that use variables to store and modify data
4.AP.C.1Create programs that include sequences, events, loops, and/or conditionals.
4.AP.M.1Decompose problems into smaller, manageable subproblems to facilitate the program development process.
4.AP.M.2Modify, remix, or incorporate portions of an existing program into one's own work to add more advanced features.
4.AP.PD.1Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.
4.AP.PD.2Observe intellectual property rights and give appropriate attribution when creating or remixing programs.
4.AP.PD.3Test and debug (identify and fix errors) a program/app or algorithm to ensure it runs as intended.
4.AP.PD.4With teacher guidance, students take on varying roles when collaborating with peers during the design, implementation, and review stages of program development.
4.AP.PD.5Describe choices made during program development using code comments, presentations, and/or demonstrations.
4.IC.C.Identify and discuss computing technologies that have changed the world.
4.IC.C.2Brainstorm ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.
4.IC.SI.1Seek opportunities for local and nationally collaboration to facilitate communication and innovation
4.IC.SLE. 1Use material that is publicly available and/or permissible to use.
4-MU.CR.1.a. Improvise rhythmic, melodic, and harmonic ideas (e.g., beat, meter, rhythm, harmony, tonality).
4-MU.CR.1.b. Generate musical ideas (e.g., rhythms, melodies, simple accompaniment patterns) within related tonalities (e.g., major, minor) and meters.
4-MU.CR.2.a. Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition.
4-MU.CR.2.b. Use notation to document personal or collective rhythmic, melodic, and simple harmonic musical ideas (e.g., chords).
4-MU.CR.3.a. Apply teacher-provided and collaboratively- developed criteria and feedback to evaluate, revise, and document changes in personal musical ideas over time.
4-MU.CR.3.b. Present the final version of personally or collectively created music to others and explain your creative process.
4-MU.Pr.4.a. Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
4-MU.Pr.4.b. Demonstrate understanding of the form in music selected for performance.
4-MU.Pr.4.c. Read and perform using notation (e.g., syncopation).
4-MU.Pr.4.d. Demonstrate an understanding of musical concepts (e.g., physical, verbal, written responses) and how creators use them to convey expressive intent.
4-MU.Pr.5.a. Apply teacher-provided and collaboratively- developed criteria and feedback to evaluate personal and ensemble performance.
4-MU.Pr.5.b. With an appropriate level of independence, rehearse to refine technique, expression, and identified performance challenges.
4-MU.Pr.6.a. Perform music with appropriate expression, technique, and interpretation.
4-MU.Pr.6.b. Demonstrate performance and audience decorum appropriate for the occasion.
4-MU.Re.7.a. Explain how music listening is influenced by personal interest, knowledge, purpose, and context.
4-MU.Re.7.b. Demonstrate and explain how musical concepts and contexts affect responses to music.
4-MU.Re.8.a. Demonstrate and describe expressive attributes, and how they support creators’/performers’ expressive intent.
4-MU.Re.9.a. Apply teacher-provided and collaboratively- developed criteria to evaluate musical works and performances.
4-MU.Cn.10.a. Identify pieces of music that are important to your family or cultural heritage.
4-MU.Cn.10.b. Describe the roles and impact various music plays in your life and the lives of others.
4-MU.Cn.11.a. Explore and describe relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature, science, math, social studies, language arts).
4-MU.Cn.11.b. Describe how context (e.g., social, cultural, historical) can inform a performance.
4-MA.CR.1.a. Develop multiple ideas for media artworks using a variety of methods and/or materials.
4-MA.CR.2.a. Form, discuss, test, and assemble ideas, plans, and models for media arts productions, considering the artistic goals and the presentation.
4-MA.CR.3.a. Structure and arrange various content and components to convey purpose and meaning in different media arts productions, applying sets of associated principles (e.g., balance, contrast).
4-MA.CR.3.b. Demonstrate intentional effects in refining media artworks, emphasizing elements for a purpose.
4-MA.Pr.4.a. Demonstrate how a variety of academic, arts, and media forms and content may be mixed and coordinated into media artworks (e.g., narrative, dance, and media).
4-MA.Pr.5.a. Practice foundational artistic, design, technical, and soft skills (e.g., format technique, equipment usage, production, collaboration in media arts productions) through performing teacher-identified roles in producing media artworks.
4-MA.Pr.5.b. Practice foundational innovative abilities (e.g., design thinking) in addressing problems within and through media arts productions.
4-MA.Pr.5.c. Exhibit standard and novel ways of using tools and techniques while constructing media artworks.
4-MA.Pr.6.a. Compare qualities and purposes of presentation formats and fulfill a role and associated processes in presentation and/or distribution of media artworks.
4-MA.Pr.6.b. Explain results of and improvements for presenting media artworks.
4-MA.Re.7.a. Identify, describe, and explain how messages are created by components in media artworks.
4-MA.Re.7.b. Identify, describe, and explain how various forms, methods, and styles in media artworks manage audience experience.
4-MA.Re.8.a. Determine and explain reactions and interpretations to a variety of media artworks, considering their purpose and context.
4-MA.Re.9.a. Identify basic criteria for and evaluate media artworks, considering possible improvements and context
4-MA.Cn.10.a. Examine and use personal and external resources (e.g., interests, research, and cultural understanding) to create media artworks).
4-MA.Cn.10.b. Examine and show how media artworks form meanings, situations, and/or cultural experiences (e.g., online spaces).
4-MA.Cn.11.a. Explain verbally and/or in media artworks, how media artworks and ideas relate to everyday and cultural life (e.g., fantasy and reality, technology use).
4-MA.Cn.11.b. Examine and interact appropriately with media arts tools and environments, considering ethics, rules, fairness, media literacy, and social media.
4-TH.CR.1.a. Articulate the visual details of imagined worlds and improvised stories that support the given circumstances in a theatrical work.
4-TH.CR.1.b. Invent and design technical elements that support the story and given circumstances in a theatrical work.
4-TH.CR.1.c. Imagine how a character moves and speaks to support the story and given circumstances in a theatrical work.
4-TH.CR.2.a. Collaborate to devise original ideas for a theatrical work by asking questions about characters and plot.
4-TH.CR.2.b. Make and discuss group decisions and identify responsibilities required to present a theatrical work to peers.
4-TH.CR.3.a. Discuss and revise an improvised or scripted theatrical work through repetition and collaborative review.
4-TH.CR.3.b. Develop physical and vocal exercise techniques for an improvised or scripted theatrical work.
4-TH.CR.3.c. Collaborate on solutions to technical issues that arise in rehearsal for a theatrical work.
4-TH.Pr.4.a. Modify the dialogue and action to change the story in a theatrical work.
4-TH.Pr.4.b. Discuss physical choices to develop a character in a theatrical work.
4-TH.Pr.5.a. Participate in a variety of acting exercises and techniques.
4-TH.Pr.5.b. Propose the use of technical elements in a theatrical work.
4-TH.Pr.6.a. With prompting and support, use voice and sound in a dramatic play or a guided theatrical experience (e.g., process drama, story drama, creative drama).
4-TH.Re.7.a. Identify artistic choices made in a theatrical work through participation and observation.
4-TH.Re.8.a. Compare and contrast multiple personal experiences when participating in or observing a theatrical work.
4-TH.Re.8.b. Demonstrate the physical characteristics and environment of characters in a theatrical work.
4-TH.Re.8.c. Identify and discuss psychological changes connected to character’s emotions in theatrical work.
4-TH.Re.9.a. With specific criteria, evaluate character in a theatrical work.
4-TH.Re.9.b. Explain how technical elements may support a theme or idea in a theatrical work.
4-TH.Re.9.c. Explain how a character’s choices impact an audience member’s perspective in a theatrical work.
4-TH.Cn.10.a. Explain how a theatrical work connects yourself to a community or culture.
4-TH.Cn.10.b. Respond to community and social issues and incorporate other content areas in theatrical work.
4-TH.Cn.11.a. Investigate cross-cultural approaches to storytelling in a theatrical work.
4-TH.Cn.11.b. Compare the theatrical conventions of a given time period with those of the present.
4-PE-S1.E1.4 – Uses various locomotor skills in a variety of small-sided practice tasks, dance and educational gymnastics experiences.
4-PE-S1.E2.4– Runs for distance using a mature pattern.
4-PE-S1.E3.4 – Uses spring-and-step takeoffs and landings in gymnastic based skills.
4-PE-S1.E4.4 – Combines locomotor movement patterns and dance steps to create and perform an original dance.
4-PE-S1.E5.4 - Combines traveling with manipulative skills of dribbling, throwing, catching and striking in teacher- and/or student-designed small-sided practice tasks and games.
4-PE-S1.E6.4 - Balances on different bases of support on apparatus, demonstrating levels and shapes.
4-PE-S1.E7.4 – Transfer weight by rolling in a variety directions using different body shapes.
4-PE-S1.E8.4 – Moves into and out of balances on apparatus with curling, twisting and stretching actions.
4-PE-S1.E9.4 - Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance with a partner.
4-PE-S1.E11.4.a - Throws overhand using mature pattern in a non-dynamic environment (closed skills).
4-PE-S1.E11.4.b - Throws overhand to a partner or at a target with accuracy at a reasonable distance.
4-PE-S1.E12.4 – Throws to a moving partner with reasonable accuracy in non-dynamic environment (closed skills).
4-PE-S1.E13.4 – Catches a thrown ball above the head, at chest or waist level, and below the waist using a mature pattern in a non-dynamic environment (closed skills).
4-PE-S1.E14.4.a – Dribbles in self- space with both the preferred and non-preferred hand using a mature pattern.
4-PE-S1.E14.4.b - Dribbles in general space with control of ball and body while increasing and decreasing speed.
4-PE-S1.E15.4 – Dribbles with the feet in general space with control of ball and body while increasing and decreasing speed.
4-PE-S1.E16.4.a – Passes & receives ball with the insides of the feet to a moving partner in a non-dynamic environment (closed skills).
4-PE-S1.E16.4.b - Receives and passes a ball with the outsides and insides of the feet to a stationary partner, “giving” on reception before returning the pass.
4-PE-S1.E18.4 – Kicks along the ground and in the air, and punts using mature patterns.
4-PE-S1.E19.4 – Volleys underhand using a mature pattern, in a dynamic environment using small modified games.
4-PE-S1.E20.4 – Volleys a ball with a two-hand overhead pattern, sending it upward, demonstrating 4 of the 5 critical elements of a mature pattern.
4-PE-S1.E21.4.a – Strikes an object with a short-handled implement while demonstrating a mature pattern.
4-PE-S1.E21.4.b - Strikes an object with a short-handled implement, alternating hits with a partner over a low net or against a wall.
4-PE-S1.E22.4 – Strikes an object with a long-handled implement (e.g., hockey stick, golf club, bat, tennis or badminton racket) while demonstrating 3 to 5 critical elements of a mature pattern for the implement (grip, stance, body orientation, swing plane, and follow-through).
4-PE-S1.E23.4 – Combines traveling with the manipulative skills of dribbling, throwing, catching and striking in teacher and/or student designed small-sided practice-task environments.
4-PE-S2.E1.4.a– Applies the concept of open spaces to combination skills involving traveling (e.g., dribbling and traveling).
4-PE-S2.E1.4.b- Applies the concept of closing spaces in small sided practices.
4-PE-S2.E1.4.c- Dribbles in general space with changes in direction and speed.
4-PE-S2.E2.4– Combines movement concepts with skills in small-sided practice tasks, gymnastics and dance environments.
4-PE-S2.E3.4.a – Applies movement concepts of speed, endurance and pacing for running.
4-PE-S2.E3.4.b- Applies the concept of direction and force when striking an object with a short-handled implement, sending it toward a designated target.
4-PE-S2.E4.4– Applies skill.
4-PE-S2.E5.4.a– Applies simple offensive strategies & tactics in chasing & fleeing activities.
4-PE-S2.E5.4.b- Applies simple defensive strategies & tactics in chasing & fleeing activities.
4-PE-S2.E5.4.c- Recognizes the type of kicks needed for different games and sports situations.
4-PE-S3.E1.4 – Analyzes opportunities for participating in physical activity outside physical education class.
4-PE-S3.E2.4 – Actively engages in the activities of physical education class, both teacher-directed and independent.
4-PE-S3.E3.4 – Identifies the components of health-related fitness.
4-PE-S3.E4.4 – Demonstrates warm-up & cool-down relative to cardiorespiratory fitness assessment.
4-PE-S3.E5.4-Identifies the six components of skill related fitness (agility, balance, coordination, speed, reaction time, power).
4-PE-S3.E6.4.a – Completes fitness assessments (pre & post).
4-PE-S3.E6.4.b - Identifies areas of needed remediation from personal test and, with teacher assistance, identifies strategies for progress in those areas.
4-PE-S3.E7.4 – Discusses the importance of hydration and hydration choices relative to physical activities.
4.CL.1.1 Recognize and solve problems using the best available resources
4.CL.1.2 Identify and follow steps of the decision-making process to solve problems and make choices
4.CL.1.3 Evaluate if a decision is good or bad, appropriate or inappropriate
4.CL.1.4 Use digital web-based resources, gather data to make informed choices and solve problems
4.CL.1.5 Apply critical thinking and problem-solving skills
4.CL.2.1 Use brainstorming techniques individually and in groups to enhance creativity on assigned tasks
4.CL.3.1 Develop collaboration skills to interact cooperatively with others
4.CL.3.2 Demonstrate and explain how collaborative skills support working effectively with others
4.CL.3.3 Demonstrate skills in working together, compromising, expressing opinions, and responding to criticism
4.CL.3.4 Apply collaborative skills to group activities
4.CL.4.1 Develop effective written and/or oral communication skills for face-to-face and online communications
4.CL.4.2 Explain effective communication skills for presenting to an audience
4.CL.4.3 Demonstrate how to communicate with respect for the beliefs and feelings of others
4.CL.4.4 Exhibit grade-level oral and written communication skills that include being courteous, showing respect and empathy for others, cooperating with and assisting others, accepting, and following directions, performing as a team member, and showing respect for cultural diversity, individuals in nontraditional jobs, and individuals with disabilities
4.CL.4.5 Identify personal wants, needs, and feelings, and demonstrate how to communicate them appropriately
4.CL.5.1 Identify modern digital media tools that are used for local and global communication
4.CL.5.2 Discuss examples of digital media communication and how it is used daily in different settings
4.CL.5.3 Identify ways to stay safe online
4.CL.5.4 Use digital media as a communication tool in classroom activities
4.CL.6.1 Describe and identify situations where accountability and productivity are important
4.CL.6.2 Describe the importance of goals
4.CL.6.3 Set and track personal goals related to responsibilities on a classroom project or extracurricular activity
4.CL.6.4 Give examples of rules at home, school, and in the community, and explain how rules can protect people
4.CL.7.1 Identity types of currency (e.g., paper money, coins, etc.)
4.CL.7.2 Describe the function and purpose of money
4.CL.7.3 Identify sources of income
4.CL.7.4 Describe common financial needs
4.CL.7.5 Explain how income affects lifestyle and spending choices
4.CL.7.6 Set financial goals
4-PE-S4.E1.4 – Exhibits responsible behavior in independent group situations.
4-PE-S4.E2.4 – Listens respectfully to corrective feedback from others (e.g., peers, adults).
4-PE-S4.E3.4.a – Praises the movement performance of others both more and less-skilled.
4-PE-S4.E3.4.b – Accepts players of all skill levels into the physical activity.
4-PE-S4.E4.4 – Exhibits etiquette and adherence to rules in a variety of physical activities.
4-PE-S4.E5.4 – Works safely with peers and equipment in physical activity settings.
4-PE-S5.E1.4 – Examines the health benefits of participating in physical activity.
4-PE-S5.E2.4 – Rates the enjoyment of participating in challenging and mastered physical activities.
4-PE-S5.E3.4 – Ranks the enjoyment of participating in different physical activities.
4-PE-S5.E4.4 – Describes & compares the positive social interactions when engaged in partner, small group and large group physical activities.
4-VA.CR.1.a. Independently brainstorm multiple approaches to solve a creative art or design problem.
4-VA.CR.1.b. Collaboratively set goals and create artwork that is meaningful and has purpose to the makers (e.g., individual works with a similar purpose or group work with shared goals).
4-VA.CR.2.a. Develop technical skills and explore art-making approaches (e.g., using elements and principles of modern art, applying artistic norms of diverse cultures).
4-VA.CR.2.b. When making works of art, utilize and care for materials, tools, and equipment, and practice safe and responsible digital posting/sharing with awareness of image ownership.
4-VA.CR.2.c. Describe and visually represent regional constructed environments (e.g., school, playground, park, street, store).
4-VA.CR.3.a. Revise artwork in progress on the basis of insights gained through peer discussion.
4-VA.Pr.4.a. Analyze how past, present, and emerging technologies have impacted the presentation of artwork (e.g., photographic/digital reproductions, posters, postcards, printouts, photocopies).
4-VA.Pr.5.a. Analyze the various considerations for presenting and protecting art (e.g., the work of indigenous peoples in archeological sites or museums, indoor or outdoor public art in various settings, other art in temporary or permanent forms both in physical or digital formats).
4-VA.Pr.6.a. Compare purposes of exhibiting art in virtual museums, art museums, art galleries, community art centers, or other venues (e.g., school lobbies, bulletin boards, local businesses).
4-VA.Re.7.a. Use art-specific vocabulary compare responses to a work of art before and after working in similar media.
4-VA.Re.7.b. Analyze components (e.g., elements and principles in modern art, visual traditions of indigenous peoples) in imagery that convey messages.
4-VA.Re.8.a. Interpret art by referring to contextual information and analyzing relevant subject matter, use of media, and elements and principles, or artistic norms of the culture within which the artwork is made.
4-VA.Re.9.a. Evaluate an artwork based on given criteria (e.g., realism, usefulness, expressiveness, formal excellence, craftmanship).
4-VA.Cn.10.a. Create a work of art that reflects community or cultural traditions.
4-VA.Cn.11.a. Through observation, infer information about time, place, and culture in which a work of art was created (e.g., examining genre scenes, cityscapes, portraits from different eras).
4-PO.6.C2-1.1 Set a personal health goal and track progress toward its achievement
4-PO.6.C2-2.1 Identify resources to assist in achieving a personal health goal
4-PO.7.C1-1.1 Identify responsible personal health behaviors
4-PO.7.C2-1.1 Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health
4-PO.7.C2-2.1 Demonstrate a variety of behaviors that avoid or reduce health risks
4-PO.8.C1-1.1 Express opinions and give accurate information about health issues
4-PO.8.C1-2.1 Encourage others to make positive health choices
4-PO.5.C1-1.1 Identify circumstances that can help or hinder healthy decision making
4-PO.5.C2-1.1 Identify health-related situations that might require a thoughtful decision
4-PO.5.C2-2.1 Analyze when assistance is needed when making a health- related decision
4-PO.5.C2-3.1 List healthy options to health-related issues or problems
4-PO.5.C2-4.1 Predict the potential outcomes of each option when making a health-related decision
4-PO.5.C2-5.1 Choose a healthy option when making a decision
4-PO.5.C2-6.1 Describe the outcomes of a health-related decision
4-PO.1.C1-1.1 Describe the relationship between healthy behaviors and personal health
4-PO.1.C2-1.1 Identify examples of emotional, intellectual, physical, and social health
4-PO.1.C3-1.1 Describe ways in which a safe and healthy school and community environment can promote personal health.
4-PO.1.C3-2.1 Describe the key nutrients contained in the food groups and how these nutrients affect health and learning
4-PO.1.C3-3.1 Describe how physical activity impacts health
4-PO.1.C4-1.1 Describe ways to prevent common childhood injuries and health problems
4-PO.1.C5-1.1 Describe when it is important to seek health care
4-PO.2.C1-1.1 Describe how the family influences personal health practices and behaviors
4-PO.2.C1-2.1 Identify the influence of culture on health practices and behaviors
4-PO.2.C1-3.1 Describe how peers can influence healthy and unhealthy behaviors
4-PO.2.C1-4.1 Describe how the school and community can support personal health practices and behaviors
4-PO.2.C1-5.1 Explain how media influences thoughts, feelings, and health behaviors
4-PO.2.C1-6.1 Describe ways that technology can influence personal health
4-PO.3.C1-1.1 Identify characteristics of valid health information, products, and services
4-PO.3.C2-1.1 Locate resources from home, school, and community that provide valid health information
4-PO.4.C1-1.1 Demonstrate effective verbal and nonverbal communication skills to enhance health
4-PO.4.C1-2.1 Demonstrate refusal skills that avoid or reduce health risks
4-PO.4.C2-1.1 Demonstrate nonviolent strategies to manage or resolve conflict
4-PO.4.C3-1.1 Demonstrate how to ask for assistance to enhance personal health
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Arizona State Number and Standard - 5
5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RL.2 Determine a theme of a story, drama, or poem from details of the text; include how characters in story or drama respond to challenges, how the speaker in a poem reflects upon a topic, and a summary of the text.
5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.RL.6 Describe how a narrator's or speaker's point of view influences how events are described.
5.RL.7 Analyze how visual and multimedia elements contribute to the purpose, meaning, or tone of the text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem).
5.RL.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
5.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 5.
5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text, based on specific information in the text.
5.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5.RI.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts.
5.RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
5.RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
5.RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
5.RI.10 By the end of the year, proficiently and independently read and comprehend informational text, including history/social studies, science and technological texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 5.
5.RF.3 Know and apply phonics and word analysis skills in decoding multisyllabic words in context and out of context.
5.RF.3.a: Use combined knowledge of all letter-sound correspondences to accurately read unfamiliar multisyllabic words.
5.RF.3.b: Apply knowledge of the six syllable patterns to read grade level words accurately.
5.RF.3.c: Use combined knowledge of morphology to read grade level words accurately.
5.RF.3.d: Know and apply common, grade-appropriate Greek and Latin affixes and roots to accurately read unfamiliar words.
5.RF.4 Read with sufficient accuracy and fluency to support comprehension.
5.RF.4.a: Read grade-level text with purpose and understanding.
5.RF.4.b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
5.RF.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
5.W.1.a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
5.W.1.b: Provide logically ordered reasons that are supported by facts and details.
5.W.1.c: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
5.W.1.d: Provide a concluding statement or section related to the opinion presented.
5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
5.W.2.a: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
5.W.2.b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
5.W.2.c: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
5.W.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
5.W.2.e: Provide a concluding statement or section related to the information or explanation presented.
5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
5.W.3.a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
5.W.3.b: Use narrative techniques, such as dialogue and description, to develop experiences and events or show the responses of characters to situations.
5.W.3.c: Use a variety of transitional words and phrases to manage the sequence of events.
5.W.3.d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
5.W.3.e: Provide a conclusion that follows from the narrated experiences or events.
5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
5.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
5.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills in order to complete a writing task.
5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic and to answer a specific question.
5.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
5.W.9.a: Apply grade 5 Reading standards to literature.
5.W.9.b: Apply grade 5 Reading standards to informational texts.
5.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
5.WF.1 Demonstrate and apply handwriting skills.
5.WF.1.a: Read and write cursive letters, upper and lower case.
5.WF.1.b: Transcribe ideas legibly and fluently with appropriate spacing and indentation.
5.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
5.L.1.a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
5.L.1.b: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
5.L.1.c: Use verb tense to convey various times, sequences, states, and conditions.
5.L.1.d: Recognize and correct inappropriate shifts in verb tense.
5.L.1.e: Use correlative conjunctions (e.g., either/or, neither/nor).
5.L.1.f: Write and organize one or more paragraphs that contain: a topic sentence, supporting details, and a conclusion that is appropriate to the writing task (Reference Writing standards 1-3).
5.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
5.L.2.a: Use punctuation to separate items in a series.
5.L.2.b: Use a comma to separate an introductory element from the rest of the sentence.
5.L.2.c: Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
5.L.2.d: Use underlining, quotation marks, or italics to indicate titles of works.
5.L.2.e: Spell grade-appropriate words correctly, consulting references as needed.
5.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
5.L.3.a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
5.L.3.b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
5.L.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.
5.L.4.a: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
5.L.4.b: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
5.L.4.c: 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.
5.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
5.L.5.a: Interpret figurative language, including similes and metaphors, in context.
5.L.5.b: Recognize and explain the meaning of common idioms, adages, and proverbs.
5.L.5.c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
5.L.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).
5.SP1.1 Create and use a chronological sequence of related events to compare developments that happened at the same time.
5.SP1.2 Explain how events of the past affect students' lives and society.
5.SP1.3 Generate questions about individuals and groups who have shaped significant historical changes and continuities.
5.SP2.1 Explain why individuals and groups during the same historical period differed in their perspectives.
5.SP3.1 Develop compelling and supporting questions about the United States that are open to different interpretations.
5.SP3.2 Use distinctions among fact and opinion to determine the credibility of multiple sources.
5.SP3.3 Compare information provided by multiple sources about events and developments in the United States.
5.SP3.4 Infer the intended audience and purpose of a source from information within the source itself.
5.SP3.5 Use information about a historical source including the author, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a topic and evaluate the credibility of the source.
5.SP3.6 Construct and present arguments using claims and evidence from multiple sources.
5.SP3.7 Construct and present explanations using reasoning, correct sequence, examples and details with relevant information and data.
5.SP4.1 Explain probable causes and effects of events and developments in United States history from the revolutionary period to the rise of industry and urbanization.
5.SP4.2 Use evidence to develop a claim about the past.
5.SP4.3 Summarize the central claim in a secondary source.
5.C2.1 Explain how a republic relies on people's responsible participation within the context of key historical events pre-American Revolution to Industrialization.
5.C3.1 Describe the origins, functions, and structure of the United States Constitution and the three branches of government.
5.C4.1 Using primary and secondary sources to examine historical and contemporary means of changing society through laws and policies in order to address public problems.
5.C4.2 Use a range of deliberative and democratic procedures to make decisions about and act on issues and civic problems in their classrooms and schools.
5.E1.1 Give examples of financial risks that individuals and households face within the context of the time period studied.
5.E2.1 Compare the benefits and costs of individual choices within the context of key historical events.
5.E3.1 Develop an understanding of the characteristics of entrepreneurship within a market economy and apply these characteristics to individuals during the time-period studied.
5.E4.1 Describe how government decisions on taxation, spending, protections, and regulation affected the national economy during the time-period being studied.
5.E4.2 Analyze how agriculture, new industries, innovative technologies, changes in transportation, and labor impacted the national economy including productivity, supply and demand, and price during the time-period being studied.
5.E5.1 Generate questions to explain how trade leads to increasing economic interdependence on different nations.
5.G1.1 Use and construct maps and graphs to represent changes in the United States.
5.G2.1 Describe how natural and human-caused changes to habitats or climate can impact our world.
5.G3.1 Use key historical events with geographic tools to analyze the causes and effects of environmental and technological events on human settlements and migration.
5.G4.1 Describe how economic activities, natural phenomena, and human-made events in one place or region are impacted by interactions with nearby and distant places or regions.
5.H2.1 Use primary and secondary sources to summarize the causes and effects of conflicts, resolutions, and social movements throughout the historical timeframe.
5.H4.1 Use primary and secondary sources to describe how diverse groups (racial, ethnic, class, gender, regional, immigrant/migrant) shaped the United States' multicultural society within the historical timeframe.
5.OA.A.1 Use parentheses and brackets in numerical expressions, and evaluate expressions with these symbols (Order of Operations).
5.OA.A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them (e.g., express the calculation "add 8 and 7, then multiply by 2" as 2 x (8 + 7). Recognize that 3 x (18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product).
5.OA.B.3 Generate two numerical patterns using two given rules (e.g., generate terms in the resulting sequences). Identify and explain the 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 (e.g., 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).
5.OA.B.4 Understand primes have only two factors and decompose numbers into prime factors.
5.NBT.A.1 Apply concepts of place value, multiplication, and division to understand 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.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10.
5.NBT.A.3 Read, write, and compare decimals to thousandths.
5.NBT.A.3.a: Read and write decimals to thousandths using base-ten numerals, number names, and expanded form.
5.NBT.A.3.b: Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
5.NBT.A.4 Use place value understanding to round decimals to any place.
5.NBT.B.5 Fluently multiply multi-digit whole numbers using a standard algorithm.
5.NBT.B.6 Apply and extend understanding of division to find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors.
5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, connecting objects or drawings to strategies based on place value, properties of operations, and/or the relationship between operations. Relate the strategy to a written form.
5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators (e.g., 2/3 + 5/4 = 8/12 + 15/12 = 23/12).
5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators by using a variety of representations, equations, and visual models to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers (e.g. recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2).
5.NF.B.3 Interpret a fraction as the number that results from dividing the whole number numerator by the whole number denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.
5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number and a fraction by a fraction.
5.NF.B.4.a: Interpret the product (a/b) x q as a parts of a partition of q into b equal parts.
5.NF.B.4.b: Interpret the product of a fraction multiplied by a fraction (a/b) x (c/d). Use a visual fraction model and create a story context for this equation.
5.NF.B.4.c: Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
5.NF.B.5 Interpret multiplication as scaling (resizing)
5.NF.B.5.a: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
5.NF.B.5.b: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number; explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n x a)/(n x b) to the effect of multiplying a/b by 1.
5.NF.B.6 Solve problems in real-world contexts involving multiplication of fractions, including mixed numbers, by using a variety of representations including equations and models.
5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
5.NF.B.7.a: Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. Use the relationship between multiplication and division to justify conclusions
5.NF.B.7.b: Interpret division of a whole number by a unit fraction, and compute such quotients.
5.NF.B.7.c: Solve problems in real-world context involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, using a variety of representations.
5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step, real-world problems.
5.MD.B.2 Make a line plot to display a data set of measurements in fractions of a unit (1/8, 1/2, 3/4). Use operations on fractions for this grade to solve problems involving information presented in line plots.
5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
5.MD.C.3.a: A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume.
5.MD.C.3.b: A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5.MD.C.5 Relate volume to the operations of multiplication and addition and solve mathematical problems and problems in real-world contexts involving volume.
5.MD.C.5.a: Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes (e.g., to represent the associative property of multiplication).
5.MD.C.5.b: Understand and use the formulas V = l x w x h and V = Bh, where in this case B is the area of the base (B = l x w), for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths to solve mathematical problems and problems in real-world contexts.
5.MD.C.5.c: Understand volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms, applying this technique to solve mathematical problems and problems in real-world contexts.
5.G.A.1 Understand and describe a coordinate system as perpendicular number lines, called axes, that intersect at the origin (0, 0). Identify a given point in the first quadrant of the coordinate plane using an ordered pair of numbers, called coordinates. Understand that the first number (x) indicates the distance traveled on the horizontal axis, and the second number (y) indicates the distance traveled on the vertical axis.
5.G.A.2 Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
5.G.B.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.
5.G.B.4 Classify two-dimensional figures in a hierarchy based on properties.
5.P1U1.1Analyze and interpret data to explain that matter of any type can be subdivided into particles too small to see and, in a closed system, if properties change or chemical reactions occur, the amount of matter stays the same
5.P1U1.2 Plan and carry out investigations to demonstrate that some substances combine to form new substances with different properties and others can be mixed without taking on new properties
5.P2U1.3 Construct an explanation using evidence to demonstrate that objects can affect other objects even when they are not touching.
5.P3U1.4 Obtain, analyze, and communicate evidence of the effects that balanced and unbalanced forces have on the motion of objects.
5.P3U2.5 Define problems and design solutions pertaining to force and motion.
5.P4U1.6 Analyze and interpret data to determine how and where energy is transferred when objects move.
5.E2U1.7 Develop, revise, and use models based on evidence to construct explanations about the movement of the Earth and Moon within our solar system.
5.E2U1.8 Obtain, analyze, and communicate evidence to support an explanation that the gravitational force of Earth on objects is directed toward the planet's center.
5.L3U1.9 Obtain, evaluate, and communicate information about patterns between the offspring of plants, and the offspring of animals (including humans); construct an explanation of how genetic information is passed from one generation to the next.
5.L3U1.10 Construct an explanation based on evidence that the changes in an environment can affect the development of the traits in a population of organisms.
5.L4U3.11 Obtain, evaluate, and communicate evidence about how natural and human-caused changes to habitats or climate can impact populations.
5.L4U3.12 Construct an argument based on evidence that inherited characteristics can be affected by behavior and/or environmental conditions.
3-5.1.a. Students, in collaboration with an educator, develop learning goals, select the technology tools to achieve them, and reflect on and revise the learning process as needed to achieve goals.
3-5.1.b. Students, in collaboration with an educator, build a network of experts and peers to customize their environments to enhance their learning, in accordance with school policy.
3-5.1.c. Students, in collaboration with an educator, examine feedback from both people and the features embedded in digital tools, and use age-appropriate technology to share learning.
3-5.1.d. Students explore age-appropriate technologies and begin to transfer their learning to different tools or learning environments.
3-5.2.a. Students demonstrate an understanding of the role a digital identity plays in the digital world and learn the permanence of their decisions when interacting online.
3-5.2.b. Students, in collaboration with an educator, identify and practice safe, legal, and ethical behavior when using technology and interacting online.
3-5.2.c. Students, in collaboration with an educator, examine, use, and demonstrate respect for intellectual property including copyright, permission, and fair use, with both print and digital media when using and sharing the work of others.
3-5.2.d. Students, in collaboration with an educator, demonstrate an understanding of what personal data is, how to keep it private, and how it might be shared online.
3-5.3.a. Students, in collaboration with an educator, employ appropriate research techniques to locate digital resources that will help them in their learning process.
3-5.3.b. Students, in collaboration with an educator, learn how to evaluate sources for accuracy, perspective, credibility, and relevance.
3-5.3.c Students, in collaboration with an educator, use a variety of strategies to collect and organize information and make meaningful connections between resources.
3-5.3.d. Students, in collaboration with an educator, explore real-world problems and issues and collaborate with others to find answers or solutions.
3-5.4.a. Students, in collaboration with an educator, explore and practice a design process by generating ideas to solve a problem by planning, creating and testing innovative products that are shared with others.
3-5.4.b. Students, in collaboration with an educator, use digital and/or non-digital tools to plan and manage a design process.
3-5.4.c. Students, in collaboration with an educator, engage in a cyclical design process to develop, test and refine prototypes and reflect on the role that trial and error plays.
3-5.4.d. Students demonstrate perseverance when working with open-ended problems.
3-5.5.a. Students, in collaboration with an educator, identify, explore or solve problems by selecting technology for data analysis, modeling, and algorithmic thinking.
3-5.5.b. Students, in collaboration with an educator, select effective technology to represent and organize data.
3-5.5.c. Students, in collaboration with an educator, break down problems into smaller parts, identify key information, and propose solutions.
3-5.5.d. Students understand and explore basic concepts related to automation, patterns, and algorithmic thinking.
3-5.6.a. Students, in collaboration with an educator, recognize and utilize the features and functions of a variety of creation or communication tools.
3-5.6.b. Students, in collaboration with an educator, create original works and learn strategies for responsibly repurposing and remixing to create new artifacts.
3-5.6.c. Students, in collaboration with an educator, create digital artifacts using digital tools to communicate ideas visually, graphically, and/or auditorily.
3-5.6.d. Students, in collaboration with an educator, learn about and consider the intended audience when creating and publishing digital artifacts and presentations.
3-5.7.a. Students, in collaboration with an educator, use digital tools to work with other learners, including those from a variety of backgrounds and cultures.
3-5.7.b. Students, in collaboration with an educator, use technology to connect with others, including peers, experts, and community members, to explore different points of view on various topics.
3-5.7.c. Students, in collaboration with an educator, take on various assigned team roles, contributing their knowledge of technology and content to complete a project or solve a problem.
3-5.7.d. Students, in collaboration with an educator, work with others, using technology to explore local and global issues and identify possible solutions.
5.CR.1.a. Adjust body-use to coordinate with a partner or other dancers to safely change levels, directions, and pathway designs through leading and following improvisational strategies.
5.CR.1.b. Explore a given movement problem by combining a variety of movements and manipulating the elements of dance.
5.CR.1.c. Experiment with a variety of self-identified stimuli and build content for choreography using several stimuli (e.g., music/sound, text, objects, images, observed dance, experiences, literary forms, natural phenomena).
5.CR.2.a. Explore and develop basic choreographic structures to create and modify movement material (e.g., devices, forms, principles).
5.CR.2.b. Develop a dance sequence that expresses and communicates an idea or feeling. Discuss the effect of the movement choice.
5.CR.3.a. Revise movement choices in response to feedback from others to improve a short dance study. Describe the changes made to the dance.
5.CR.3.b. Depict the dance elements of body, shape, effort, and space in a dance sequence by drawing a picture map or using symbols (e.g., body actions, spatial pathways, relationships, dynamics, and rhythm).
5.Pr.4.a. Identify symmetrical and asymmetrical body shapes and examine relationships between body parts. Demonstrate shapes with positive and negative space. Move through general space with an awareness of other dancers. Establish relationships with other dancers through focus.
5.Pr.4.b. Dance to a variety of rhythmic patterns. Recognize and respond to tempo changes as they occur in dance and music. Perform movement sequences that show the ability to respond to changes in time.
5.Pr.4.c. Change use of energy/effort and dynamics by modifying movements and applying specific movement qualities to heighten the effect of their intent.
5.Pr.5.a. Demonstrate fundamental dance skills (e.g., alignment, coordination, balance) when replicating and recalling patterns and sequences of locomotor and non-locomotor movements.
5.Pr.5.b. Demonstrate safe body-use practices during movement, technical exercises, and combinations that promote strength, flexibility, and endurance. Identify healthful eating habits.
5.Pr.5.c. Coordinate sequences and timing with other dances and refine spatial relationships that reflect on awareness of self, others, and the environment.
5.Pr.6.a. Identify the main areas of performance space using production terminology (e.g., stage right/left, center stage, up/downstage, downstage). Demonstrate the ability to adapt dance to alternative performance venues by modifying spacing and movements to the performance space.
5.Pr.6.b. Identify, explore, and select a variety of production elements (e.g., costumes, props, music, scenery, lighting, media) to heighten the artistic intent and audience experience of a dance performed in a chosen performance space.
5.Re.7.a. Identify a movement pattern that creates a dance sequence in a dance work.
5.Re.7.b. Demonstrate, explain, and describe the qualities and characteristics of style used in a dance from an established dance genre or your own cultural movement practice, using basic dance terminology.
5.Re.8.a. Explain how the movements in a dance communicate the main idea (e.g., verbally, in writing, visually). Relate movements, ideas, and context to interpret their meaning using basic dance terminology.
5.Re.9.a. Describe and define the characteristics that make a dance artistic and meaningful using basic dance terminology, and develop, understand, and apply artistic criteria for evaluating dance.
5.Cn.10.a. Analyze and compare dance elements that elicit a specific personal response. Discuss ideas and feelings evoked by the dance, and how your response to the work relates to social and cultural experiences.
5.Cn.10.b. Investigate an idea from another discipline of study and express the information through movement. Communicate how the movement expressed the ideas and what was learned from the experience through oral, written, visual, or movement form.
5.Cn.11.a. Investigate the dance literacy skills of dance observation and writing, understanding cultural influences, engaging in dialogue, and utilizing technology and symbol systems in your learning.
5.CS.D.1Analyze and model how internal and external parts of computing devices communicate as a system.
5.CS.D.2Explain how computing devices affect humans in positive and negative ways.
5.CS.HS.1Model how information is transformed into binary digits to be stored or processed.
5.CS.HS.2Demonstrate and explain how hardware can accomplish different tasks depending on the software.
5.CS.T.1Apply potential solutions and solve simple hardware and software problems using common troubleshooting strategies.
5.NI.C.1Identify solutions to real-world cybersecurity problems and how personal information can be protected.
5.NI. NCO.1Analyze the advantages and disadvantages of various network types.
5.DA. CVT.1Select tools to collect, organize, manipulate, and present data visually through multiple representations to highlight relationships and support a claim.
5.DA.S.1Discuss different file extensions and how they are stored and retrieved on a computing device.
5.DA.IM. 1Use data to propose cause-and-effect relationships, predict outcomes, or communicate an idea.
5.AP.A.1Compare, test, and refine multiple algorithms for the same task and determine which is the most effective.
5.AP.V.1Recognizing that the data type determines the values that can be stored and the operations that can be performed on the data.
5.AP.C.1Create programs that include sequences, events, loops, and conditionals.
5.AP.M.1Decompose problems into manageable subproblems to facilitate the program development process.
5.AP.M.2Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.
5.AP.PD.1Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.
5.AP.PD.2Observe intellectual property rights and give appropriate attribution when creating or remixing programs.
5.AP.PD.3Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
5.AP.PD.4Take on varying roles when collaborating with peers during the design, implementation, and review stages of program development.
5.AP.PD.5Describe choices made during program development using code comments, presentations, and demonstrations.
5.IC.C.1Discuss computing technologies that have changed the world.
5.IC.C.2Design ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.
5.IC.SI.1Seek opportunities for local and global collaboration to facilitate communication and innovation.
5.IC. SLE.1Use public domain or creative commons media, and refrain from copying or using material created by others without permission.
5-MU.CR.1.a. Improvise rhythmic, melodic, and harmonic ideas (e.g., beat, meter, rhythm, harmony, tonality).
5-MU.CR.1.b. Generate musical ideas (e.g., rhythms, melodies, accompaniment patterns) within related tonalities, meters, and simple chord changes.
5-MU.CR.2.a. Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions.
5-MU.CR.2.b. Use notation to document personal or collective rhythmic, melodic, and two- or three-chord harmonic musical ideas (e.g., chords).
5-MU.CR.3.a. Describe the rationale for making revisions to the music based on evaluation criteria and feedback from your teacher.
5-MU.CR.3.a. Describe the rationale for making revisions to the music based on evaluation criteria and feedback from your teacher.
5-MU.CR.3.b. Present the final version of personally or collectively created music to others and explain your creative process.
5-MU.Pr.4.a. Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
5-MU.Pr.4.b. Demonstrate understanding of the form in music selected for performance.
5-MU.Pr.4.c. Read and perform using notation (e.g., syncopations).
5-MU.Pr.4.d. Demonstrate an understanding of musical concepts (e.g., physical, verbal, written responses) and how creators use them to convey expressive intent.
5-MU.Pr.5.a. Apply teacher-provided and collaboratively- developed criteria and feedback to evaluate personal and ensemble performance.
5-MU.Pr.5.b. With an appropriate level of independence, rehearse to refine technique, expression, and identified performance challenges.
5-MU.Pr.6.a. Perform music with appropriate expression, technique, and interpretation.
5-MU.Pr.6.b. Demonstrate performance and audience decorum appropriate for the occasion.
5-MU.Re.7.a. Explain how music listening is influenced by personal interest, knowledge, purpose, and context.
5-MU.Re.7.b. Demonstrate and explain how musical concepts and contexts affect responses to music.
5-MU.Re.8.a. Demonstrate and describe expressive attributes, and how they support creators’/performers’ expressive intent.
5-MU.Re.9.a. Apply teacher-provided and collaboratively- developed criteria to evaluate musical works and performances.
5-MU.Cn.10.a. Explain why particular pieces of music are important to your family or cultural heritage.
5-MU.Cn.10.b. Describe the roles and impact various music plays in your life and the lives of others.
5-MU.Cn.11.a. Explain relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature, science, math, social studies, language arts).
5-MU.Cn.11.b. Describe how context (e.g., social, cultural, historical) can inform a performance.
5-MA.CR.1.a. Conceive original artistic goals for media artworks using a variety of creative methods (e.g., brainstorming and modeling).
5-MA.CR.2.a. Develop, present, and test ideas, plans, models, and proposals for media arts productions, considering the artistic goals and audience.
5-MA.CR.3.a. Create content and combine components to convey expression, purpose, and meaning in a variety of media arts productions, utilizing sets of associated principles (e.g., emphasis, exaggeration).
5-MA.CR.3.b. Determine how elements and components can be altered for clear communication and intentional effects and refine media artworks to improve clarity and purpose.
5-MA.Pr.4.a. Create media artworks through the integration of multiple contents and forms (e.g., media broadcast).
5-MA.Pr.5.a. Practice fundamental ability in artistic, design, technical, and soft skills (e.g., formal technique, production, collaboration in media arts productions) through various assigned roles in producing media artworks.
5-MA.Pr.5.b. Practice fundamental creative and innovative abilities (e.g., expanding conventions) in addressing problems within and through media arts productions.
5-MA.Pr.5.c. Demonstrate how tools and techniques could be used in standard and experimental ways in constructing media artworks.
5-MA.Pr.6.a. Compare qualities and purposes of presentation formats and fulfill a role and associated processes in presentation and/or distribution of media artworks.
5-MA.Pr.6.b. Compare results of and improvements for presenting media artworks.
5-MA.Re.7.a. Identify, describe, and differentiate how message and meaning are created by components in media artworks.
5-MA.Re.7.b. Identify, describe, and differentiate how various forms, methods, and styles in media artworks manage audience experience.
5-MA.Re.8.a. Determine and compare personal and group interpretations of a variety of media artworks, considering their intention and context.
5-MA.Re.9.a. Identify and apply basic criteria for evaluating and improving media artworks and production processes, considering context.
5-MA.Cn.10.a. Access and use internal and external resources to create media artworks (e.g., interests, knowledge, experiences).
5-MA.Cn.10.b. Examine and show how media artworks form meanings, situations, and cultural experiences (e.g., news and cultural even
5-MA.Cn.11.a. Research and show how media artworks and ideas relate to personal, social, and community life (e.g., exploring commercial and information purposes, history, and ethics).
5-MA.Cn.11.b. Examine, discuss, and interact appropriately with media arts tools and environments, considering ethics, rules, media literacy, and social media.
5-TH.CR.1.a. Identify physical qualities that reveal a character’s inner traits in the imagined world of a theatrical work.
5-TH.CR.1.b. Propose design ideas that support the story and given circumstances in a theatrical work.
5-TH.CR.1.c. Depict how a character’s inner thoughts impact the story and given circumstances in a theatrical work.
5-TH.CR.2.a. Devise original ideas for a theatrical work that reflect collective inquiry about characters and their given circumstances.
5-TH.CR.2.b. Participate in defined responsibilities required to present a theatrical work informally to peers.
5-TH.CR.3.a. Discuss and revise an improvised or scripted theatrical work through repetition and self- reflection.
5-TH.CR.3.b. Create technical elements that occur in rehearsal for a theatrical work (e.g., lighting, sound, scenery, props, costumes, makeup, media).
5-TH.CR.3.c. Identify effective physical and vocal traits of characters in an improvised or scripted theatrical work.
5-TH.Pr.4.a. Describe the essential events in a story or script that make up the dramatic structure in a theatrical work.
5-TH.Pr.4.b. Experiment with various physical choices to communicate character in a theatrical work.
5-TH.Pr.5.a. Participate in a variety of acting exercises and techniques.
5-TH.Pr.5.b. Articulate how technical elements are integrated into a theatrical work.
5-TH.Pr.6.a. Use movement and gestures to communicate emotions in a guided theatrical experience (e.g., process drama, story drama, creative drama).
5-TH.Re.7.a. List ways to develop characters using physical characteristics and design choices that reflect cultural perspectives in theatrical work.
5-TH.Re.8.a. Describe how to make choices based on personal experiences in a theatrical work.
5-TH.Re.8.b. Describe how cultural perspectives influence theatrical work.
5-TH.Re.8.c. Discuss and demonstrate the effects of emotions on posture, gesture, breathing, and vocal intonation in a theatrical work.
5-TH.Re.9.a. With specific criteria, evaluate a theatrical work.
5-TH.Re.9.b. Assess how technical elements represent the theme of a theatrical work.
5-TH.Re.9.c. Recognize how a character’s circumstances impact an audience member’s perspective in a theatrical work.
5-TH.Cn.10.a. Identify the ways a theatrical work reflects the perspectives of a community or culture.
5-TH.Cn.10.b. Investigate historical, global, and social issues expressed in theatrical work.
5-TH.Cn.11.a. Analyze commonalities and differences between stories set in different cultures in preparation for a theatrical work.
5-TH.Cn.11.b. Identify historical sources that explain theatrical terminology and conventions.
5-PE-S1.E1.5.a - Demonstrates mature patterns of locomotor skills in dynamic small-sided games, practice tasks, gymnastics and dance.
5-PE-S1.E1.5.b - Combines locomotor and manipulative skills in a variety of small-sided practice tasks in game environments.
5-PE-S1.E1.5.c - Combines traveling with manipulative skills for execution to a target.
5-PE-S1.E1.5.d - Combines locomotor and non-locomotor skills to create rhythmic and gymnastics routines.
5-PE-S1.E2.5 - Applies appropriate pacing for a variety of running distances.
5-PE-S1.E3.5 -Combines jumping and landing patterns with locomotors and manipulative skills in dance, educational gymnastics and small modified games and games environments.
5-PE-S1.E4.5.a - Combines locomotor skills in cultural as well as creative dances (self and group) with correct rhythm and p
5-PE-S1.E4.5.b - Combines locomotor movement patterns and dance steps to create and perform an original dance.
5-PE-S1.E4.5.d - Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, and time, flow) to create and perform a dance with a group.
5-PE-S1.E6.5.a - Demonstrates a sequence of balance and weight transfer movements in gymnastics or dance sequence with a partner.
5-PE-S1.E6.5.b - Combines actions, balances and weight transfers to create a gymnastics sequence with a partner on equipment or apparatus.
5-PE-S1.E7.5 – Transfers weight from feet to hands, varying speed and using large extensions. (e.g., mule kick, handstand, cartwheel)
5-PE-S1.E8.5 - Performs curling, twisting & stretching actions with correct application in dance, gymnastics, and small modified games in games environments.
5-PE-S1.E9.5 -Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance with a group.
5-PE-S1.E10.5.a - Throws underhand using a mature pattern in non-dynamic environments (closed skills), with different sizes and types of objects.
5-PE-S1.E10.5.b - Throws underhand to a large target with accuracy
5-PE-S1.E11.5.a - Throws overhand using a mature pattern in non-dynamic environments (closed skills), with different sizes and types of objects.
5-PE-S1.E11.5.b - Throws overhand to large target with accuracy.
5-PE-S1.E12.5.a - Throws with accuracy, both partners moving.
5-PE-S1.E12.5.b - Throws with reasonable accuracy in dynamic, small modified games.
5-PE-S1.E13.5.a - Catches a batted ball above the head, at chest or waist level, and along the ground using a mature pattern in a non-dynamic environment (closed skills).
5-PE-S1.E13.5.b - Catches with accuracy, both partners moving.
5-PE-S1.E13.5.c - Catches with reasonable accuracy in dynamic, small-sided games.
5-PE-S1.E14.5.a. – Combines hand dribbling with other skills during 1v1 practice tasks.
5-PE-S1.E14.5.b– Dribbling with an implement while showing change of direction, speed and control.
5-PE-S1.E15.5 – Combines foot dribbling with other skills in 1v1 practice tasks.
5-PE-S1.E16.5.a - Passes with the feet using a mature pattern as both partners travel.
5-PE-S1.E16.5.b - Receives a pass with the foot using a mature pattern as both partners travel.
5-PE-S1.E17.5 –Dribbles with hands or feet with mature patterns in a variety of small-sided games.
5-PE-S1.E18.5 –Demonstrates mature patterns in kicking and punting in small-sided practice task environments.
5-PE-S1.E20.5 – Volleys a ball using a mature two-hand overhead pattern sending it upward to a target.
5-PE-S1.E21.5 – Strikes an object consecutively, with a partner, using a short-handled implement, over a net or against a wall, in either a competitive or cooperative game environment.
5-PE-S1.E22.5.a - Strikes a pitched ball with a bat using a mature pattern.
5-PE-S1.E22.5.b - Combines striking with a long implement (e.g., bat, hockey stick) with receiving and traveling skills in a small-sided game.
5-PE-S1.E23.5 - Combines manipulative skills and traveling for execution to a target (e.g., scoring in soccer, hockey, and basketball).
5-PE-S1.E24.5 – Creates a jump rope routine with a partner, using either a short or long rope.
5-PE-S2.E1.5.a- Applies the concept of open spaces to combination skills involving locomotor and non locomotor movements for small groups.
5-PE-S2.E1.5.b- Applies the concept of closing spaces in small sided practices.
5-PE-S2.E1.5.c- Identify boundaries and apply knowledge to small games.
5-PE-S2.E2.5 - Combines movement concepts with skills in small sided practice tasks in game environments, gymnastics and dance with self-direction.
5-PE-S2.E3.5.a- Applies movement concepts to strategy in game situations.
5-PE-S2.E3.5.b- Applies the concept of direction and force to strike an object with a long handled implement.
5-PE-S2.E3.5.c- Analyze movement situations and applies movement concepts (e.g., force, direction, speed, pathways, extensions) in small sided practice tasks in game environments, dance and gymnastics .
5-PE-S2.E4.5.a - Applies skills of alignment in all forms of movement.
5-PE-S2.E4.5.b- Employs the concept of muscular tension with balance in all forms of movement.
5-PE-S2.E5.5.a- Applies basic offensive and defensive strategies and tactics in invasion small-sided practice tasks.
5-PE-S2.E5.5.b- Applies basic offensive and defensive strategies and tactics in net/wall small-sided practice tasks.
5-PE-S2.E5.5.c - Recognizes the type of throw, volley or striking action needed for different games and sports situations.
5-PE-S3.E1.5 - Charts and analyzes physical activity outside physical education class for fitness benefits of activities.
5-PE-S3.E2.5 - Actively engages in all the activities of physical education.
5-PE-S3.E3.5- Evaluate heart rate during exercise utilizing methods such as manual, pulse checking, perceived exertion index or heart rate monitors.
5-PE-S3.E4.5.a - List, define, and demonstrates the five components of health related fitness.
5-PE-S3.E4.5.b - Identifies the need for warm-up & cool-down relative to various physical activities.
5-PE-S3.E4.5.c - Identify and apply FITT to a fitness plan (frequency, intensity, time, type).
5-PE-S3.E4.5.d - Identify major muscles.
5-PE-S3.E4.5.e - Experience how the muscular and skeletal systems work together to allow movement.
5-PE-S3.E5.5-Identifies the six components of skill related fitness (agility, balance, coordination, speed, reaction time, power).
5-PE-S3.E5.5.a - Analyzes results of fitness assessment (pre- & post-), comparing results to fitness components for good health.
5-PE-S3.E5.5.b - Perform a nationally recognized, criterion references, health related fitness assessment that includes muscular strength, muscular endurance, flexibility, cardiovascular endurance, body composition.
5-PE-S3.E5.5.c - Identify strategies for progress in fitness areas using FITT strategies.
5-PE-S3.E7.5 - Analyzes the impact of food choices relative to physical activity, youth sports & personal health.
5.CL.1.1 Compare and contrast current and past employer hiring and employment practices related to substance use (e.g., tobacco, drugs, and alcohol)
5.CL.1.2 Explain what is meant by “jobs” and “careers,” and examine how each tends to be distributed regionally, nationally, and globally
5.CL.1.3 Inventory the requirements for entering different career areas of interest using online job information and determining why those requirements are needed for success in a chosen career
5.CL.1.4 Compare and contrast how traditional and non-traditional occupational roles have changed or remained the same regionally, nationally, and globally
5.CL.1.5 Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career selection
5.CL.1.6 Identify common knowledge, skills, and abilities needed within career clusters
5.CL.1.7 Relate academic achievement and course planning to secondary opportunities
5.CL.2.1 Develop strategies for productive behaviors that impact critical thinking and problem-solving skills
5.CL.2.2 Implement problem-solving strategies to solve a problem in school or real-world situations
5.CL.2.3 Compare and contrast different strategies used in various organizations to solve problems
5.CL.2.4 Design and implement a personal problem-solving plan using one or more problem-solving strategies
5.CL.3.1 Determine an individual’s responsibility for personal actions and contributions to group activities
5.CL.3.2 Demonstrate the use of compromise, negotiation, and community-building strategies for carrying out tasks, assignments, and projects
5.CL.3.3 Model leadership skills during classroom and extracurricular activities
5.CL.4.1 Demonstrate the ability to understand others using verbal and non-verbal communication
5.CL.4.2 Use effective communication skills in person and online interactions with peers and adults from home and from diverse cultures
5.CL.4.3 Examine how communication in different cultures and generations in the workplace may result in misunderstanding
5.CL.4.4 Use digital media effectively to enhance communication
5.CL.5.1 Explore the role of technology in the workplace
5.CL.5.2 Examine how technology has impacted the workplace (i.e. skills, jobs)
5.CL.5.3 Explore industry-recognized technology tools (i.e. Microsoft Office, etc.)
5.CL.5.4 Engage in positive, safe, legal, and ethical behavior when using technology including social interactions online
5.CL.6.1 Demonstrate and describe appropriate work habits and interpersonal skills needed to obtain and retain employment
5.CL.6.2 Demonstrate and describe ethical and unethical behavior
5.CL.7.1 Identify the importance of personal appearance in a variety of settings
5.CL.7.2 Demonstrate effective time management
5.CL.7.3 Explain financial wants vs. needs
5.CL.7.4 Analyze the relationship between education, income, and job opportunities
5.CL.7.5 Create and examine the benefits of a budget
5-PE-S4.E1.5 - Engages in physical activity with responsible interpersonal behavior (e.g., peer to peer, student to teacher, student to referee).
5-PE-S4.E2.5 - Gives and receives corrective feedback respectfully to peers and adults.
5-PE-S4.E3.5.a-Praises the movement performance of others both more and less-skilled.
5-PE-S4.E3.5.b-Accepts players of all skill levels into the physical activity.
5-PE-S4.E4.5 - Assesses adherence to rules, etiquette, and fair play of various games and activities.
5-PE-S4.E5.5 - Applies safety principles with age-appropriate physical activities.
5-PE-S4.E6.5.a-Apply sun safe practices.
5-PE-S4.E6.5.b-Identify appropriate water safety practices.
5-PE-S5.E1.5 - Compares the health benefits of participation in selected physical activities.
5-PE-S5.E2.5 - Analyzes the personal benefits to participating in an activity that is challenging.
5-PE-S5.E3.5 - Analyzes the personal benefits to participating in an activity that is enjoyable.
5-PE-S5.E4.5 - Analyzes the positive impact of verbal and non-verbal encouragement in physical activity.
5-VA.CR.1.a. Combine ideas to generate an innovative idea for art making.
5-VA.CR.1.b. Identify and demonstrate diverse methods of artistic investigation (e.g., researching subject matter, techniques, the work of other artists) to choose an approach for beginning a work of art.
5-VA.CR.2.a. Develop skills in multiple art-making techniques and experiment with approaches (e.g., using elements and principles of modern art, applying artistic norms of diverse cultures through practice.
5-VA.CR.2.b. Demonstrate quality craftmanship through care and use of materials, tools, and equipment.
5-VA.CR.2.c. Describe and visually document places and/or objects of personal significance.
5-VA.CR.3.a. Create an artistic statement using art vocabulary to describe personal choices in art-making.
5-VA.Pr.4.a. Define the roles and responsibilities of museum professionals (e.g., museum educator, curator, security guard, conservator, docent, exhibition designer). Explain the skills and knowledge needed in maintaining and presenting objects, artifacts, and artwork.
5-VA.Pr.5.a. Develop a logical argument for safe and effective use of materials and techniques for preparing and presenting artwork (e.g., debating or writing about the care and transportation of personal artwork, care of family heirlooms, unprotected Native American petroglyphs).
5-VA.Pr.6.a. Cite evidence about how an exhibition in a museum or other venue (e.g., school lobby, bulletin board, local business) presents ideas and provides information about a specific concept or topic.
5-VA.Re.7.a. Use art-specific vocabulary to compare how artworks made in different cultures reflect the times and places in which they were made.
5-VA.Re.7.b. Identify and analyze cultural associations suggested by visual imagery (e.g., skulls and skeletons used in Day of the Dead festivals, dancing dragons used in Chinese New Year celebrations, broken chain as symbol of freedom).
5-VA.Re.8.a. Distinguish between relevant and non-relevant contextual information (e.g., artist’s life and times) to support an interpretation of the mood, message, or meaning of that artwork.
5-VA.Re.9.a. Recognize differences in criteria used to evaluate works of art depending on styles (e.g., Cubist, Anasazi, Harlem Renaissance), genres (e.g., portrait, still life, landscape), and media.
5-VA.Cn.10.a. Create a work of art that reflects or is inspired by the natural and/or built environment in a new way.
5-VA.Cn.11.a. Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society (e.g., religious art can illustrate a group’s beliefs, community murals can reflect concerns of the neighborhood, an advertising image can be persuasive).
5-PO.6.C2-1.1 Set a personal health goal and track progress toward its achievement
5-PO.6.C2-2.1 Identify resources to assist in achieving a personal health goal
5-PO.7.C1-1.1 Identify responsible personal health behaviors
5-PO.7.C2-1.1 Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health
5-PO.7.C2-2.1 Demonstrate a variety of behaviors that avoid or reduce health risks
5-PO.8.C1-1.1 Express opinions and give accurate information about health issues
5-PO.8.C1-2.1 Encourage others to make positive health choices
5-PO.5.C1-1.1 Identify circumstances that can help or hinder healthy decision making
5-PO.5.C2-1.1 Identify health-related situations that might require a thoughtful decision
5-PO.5.C2-2.1 Analyze when assistance is needed when making a health- related decision
5-PO.5.C2-3.1 List healthy options to health-related issues or problems
5-PO.5.C2-4.1 Predict the potential outcomes of each option when making a health-related decision
5-PO.5.C2-5.1 Choose a healthy option when making a decision
5-PO.5.C2-6.1 Describe the outcomes of a health-related decision
5-PO.1.C1-1.1 Describe the relationship between healthy behaviors and personal health
5-PO.1.C2-1.1 Identify examples of emotional, intellectual, physical, and social health
5-PO.1.C3-1.1 Describe ways in which a safe and healthy school and community environment can promote personal health.
5-PO.1.C3-2.1 Describe the key nutrients contained in the food groups and how these nutrients affect health and learning
5-PO.1.C3-3.1 Describe how physical activity impacts health
5-PO.1.C4-1.1 Describe ways to prevent common childhood injuries and health problems
5-PO.1.C5-1.1 Describe when it is important to seek health care
5-PO.2.C1-1.1 Describe how the family influences personal health practices and behaviors
5-PO.2.C1-2.1 Identify the influence of culture on health practices and behaviors
5-PO.2.C1-3.1 Describe how peers can influence healthy and unhealthy behaviors
5-PO.2.C1-4.1 Describe how the school and community can support personal health practices and behaviors
5-PO.2.C1-5.1 Explain how media influences thoughts, feelings, and health behaviors
5-PO.2.C1-6.1 Describe ways that technology can influence personal health
5-PO.3.C1-1.1 Identify characteristics of valid health information, products, and services
5-PO.3.C2-1.1 Locate resources from home, school, and community that provide valid health information
5-PO.4.C1-1.1 Demonstrate effective verbal and nonverbal communication skills to enhance health
5-PO.4.C1-2.1 Demonstrate refusal skills that avoid or reduce health risks
5-PO.4.C2-1.1 Demonstrate nonviolent strategies to manage or resolve conflict
5-PO.4.C3-1.1 Demonstrate how to ask for assistance to enhance personal health
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Arizona State Number and Standard - 6
6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6.RL.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
6.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
6.RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
6.RL.6 Explain how an author develops the point of view of the narrator or speaker in a text.
6.RL.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.
6.RL.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
6.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 6.
6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6.RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements.
6.RI.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and developed in a text (e.g., through examples or anecdotes).
6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
6.RI.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
6.RI.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
6.RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
6.RI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
6.RI.9 Compare and contrast one author's presentation of events with that of another author.
6.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 6.
6.W.1 Write arguments to support claims with clear reasons and relevant evidence.
6.W.1.a: Introduce claim(s) and organize the reasons and evidence clearly.
6.W.1.b: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
6.W.1.c: Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
6.W.1.d: Establish and maintain a formal style.
6.W.1.e: Provide a concluding statement or section that follows from the argument presented.
6.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
6.W.2.a: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
6.W.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
6.W.2.c: Use appropriate transitions to clarify the relationships among ideas and concepts.
6.W.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
6.W.2.e: Establish and maintain a formal style.
6.W.2.f: Provide a concluding statement or section that follows from the information or explanation presented.
6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
6.W.3.a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6.W.3.b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
6.W.3.c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
6.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
6.W.3.e: Provide a conclusion that follows from the narrated experiences or events.
6.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6.W.6 Use technology, including the internet, to type and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to complete a writing task in a single sitting.
6.W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
6.W.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
6.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
6.W.9.a: Apply grade 6 Reading standards to literature.
6.W.9.b: Apply grade 6 Reading standards to literary nonfiction.
6.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
6.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
6.L.1.a: Ensure that pronouns are in the proper case (subjective, objective, and possessive).
6.L.1.b: Use intensive pronouns (e.g., myself, ourselves).
6.L.1.c: Recognize and correct inappropriate shifts in pronoun number and person
6.L.1.d: Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
6.L.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.
6.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
6.L.2.a: Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
6.L.2.b: Use correct spelling.
6.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
6.L.3.a: Vary sentence patterns for meaning, reader/listener interest, and style.
6.L.3.b: Maintain consistent style and tone.
6.L.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.
6.L.4.a: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
6.L.4.b: 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.
6.L.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.
6.L.4.d: Verify the preliminary determination of the meaning of a word or phrase.
6.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6.L.5.a: Interpret figures of speech (e.g., personification) in context.
6.L.5.b: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
6.L.5.c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
6.L.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.
6.SP1.1 Examine ways that historians and social scientists know about the past.
6.SP1.2 Analyze connections among events and developments in various geographic and cultural contexts.
6.SP1.3 Classify a series of historical events and developments as examples of change and/or continuity.
6.SP1.4 Evaluate the significance of past events and their effect on students' lives and society.
6.SP2.1 Explain how and why perspectives of people have changed throughout different historical eras.
6.SP2.2 Analyze how people's perspective influenced what information is available in the historical sources they created.
6.SP3.1 Define and frame compelling and supporting questions about issues and events in the time-period and region studied.
6.SP3.2 Use evidence to develop claims and counterclaims in response to compelling questions in the time period and region studied.
6.SP3.3 Classify the kinds of historical sources used in secondary interpretations.
6.SP3.4 Use information about a historical source including the author, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a topic and evaluate the credibility of the source.
6.SP3.5 Use questions generated about multiple sources to identify further areas of inquiry and additional sources.
6.SP3.6 Construct and present arguments using claims and evidence from multiple sources.
6.SP3.7 Construct and present explanations using reasoning, correct sequence, examples and details with relevant information and data.
6.SP4.1 Explain the multiple causes and effects of events and developments in the past.
6.SP4.2 Organize applicable evidence into a coherent argument about the past.
6.C2.1 Analyze the beliefs, experiences, perspectives, and values that underlie points of view regarding civic issues in the time period and regions studied.
6.C4.1 Explain challenges and opportunities people and groups face when solving local, regional, and/or global problems.
6.C4.2 Describe and apply civic virtues including deliberative processes that contribute to the common good and democratic principles in school, community, and government.
6.E1.1 Analyze the relationship between education, income, and job opportunities within the context of the time period and region studied.
6.E1.2 Give examples of financial risks that individuals and households face within the context of the time period and region studied.
6.E3.1 Describe the relationship between various costs and benefits of economic production.
6.E3.2 Explain the influence the factors of production have on the manufacture of goods and services within different cultures, regions, and communities.
6.E3.3 Analyze the influence of specialization and trade within diverse cultures and communities in regions studied.
6.E5.1 Describe the factors that influence trade between countries or cultures.
6.E5.2 Explain the effects of increasing economic interdependence within distinct groups.
6.G1.1 Use and construct maps, graphs, and other representations to explain relationships between locations of places and regions.
6.G2.1 Compare diverse ways people or groups of people have impacted, modified, or adapted to the environment of the Eastern Hemisphere.
6.SP2.2 Analyze how people's perspective influenced what information is available in the historical sources they created.
6.SP3.1 Define and frame compelling and supporting questions about issues and events in the time-period and region studied.
6.SP3.2 Use evidence to develop claims and counterclaims in response to compelling questions in the time period and region studied.
6.SP3.3 Classify the kinds of historical sources used in secondary interpretations.
6.SP3.4 Use information about a historical source including the author, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a topic and evaluate the credibility of the source.
6.SP3.5 Use questions generated about multiple sources to identify further areas of inquiry and additional sources.
6.SP3.6 Construct and present arguments using claims and evidence from multiple sources.
6.SP3.7 Construct and present explanations using reasoning, correct sequence, examples and details with relevant information and data.
6.SP4.1 Explain the multiple causes and effects of events and developments in the past.
6.SP4.2 Organize applicable evidence into a coherent argument about the past.
6.C2.1 Analyze the beliefs, experiences, perspectives, and values that underlie points of view regarding civic issues in the time period and regions studied.
6.C4.1 Explain challenges and opportunities people and groups face when solving local, regional, and/or global problems.
6.C4.2 Describe and apply civic virtues including deliberative processes that contribute to the common good and democratic principles in school, community, and government.
6.E1.1 Analyze the relationship between education, income, and job opportunities within the context of the time period and region studied.
6.E1.2 Give examples of financial risks that individuals and households face within the context of the time period and region studied.
6.E3.1 Describe the relationship between various costs and benefits of economic production.
6.E3.2 Explain the influence the factors of production have on the manufacture of goods and services within different cultures, regions, and communities.
6.E3.3 Analyze the influence of specialization and trade within diverse cultures and communities in regions studied.
6.E5.1 Describe the factors that influence trade between countries or cultures.
6.E5.2 Explain the effects of increasing economic interdependence within distinct groups.
6.G1.1 Use and construct maps, graphs, and other representations to explain relationships between locations of places and regions.
6.G2.1 Compare diverse ways people or groups of people have impacted, modified, or adapted to the environment of the Eastern Hemisphere.
6.G3.1 Analyze how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.
6.G3.2 Analyze the influence of location, use of natural resources, catastrophic environmental events, and technological developments on human settlement and migration.
6.G4.1 Explain why environmental characteristics vary among different world regions.
6.G4.2 Describe how natural and human-made catastrophic events and economic activities in one place affect people living in nearby and distant places.
6.H1.1 Compare the development and characteristics of historical cultures and civilizations from different global regions within designated time periods.
6.H1.2 Explain the causes and effects of interactions between cultures and civilizations.
6.H2.1 Evaluate the causes and effects of conflict and resolution among different societies and cultures.
6.H3.1 Analyze the impact of religious, government, and civic groups over time.
6.H3.2 Generate questions to examine the similarities and differences between major world religions and the role of religion in the formation of regions and their cultural, political, economic, and social identity.
6.H3.3 Explain why communities, states, and nations have different motivations for their choices including individual rights, freedoms, and responsibilities.
6.H4.1 Describe how different group identities such as racial, ethnic, class, gender, regional, and immigrant/migration status emerged and contributed to societal and regional development, characteristics, and interactions over time.
6.P1U1.1Analyze and interpret data to show that changes in states of matter are caused by different rates of movement of atoms in solids, liquids, and gases (Kinetic Theory)
6.P1U1.2Plan and carry out an investigation to demonstrate that variations in temperature and/or pressure affect changes in state of matter.
6.P1U1.3Develop and use models to represent that matter is made up of smaller particles called atoms.
6.P2U1.4Develop and use a model to predict how forces act on objects at a distance.
6.P4U2.5Analyze how humans use technology to store (potential) and/or use (kinetic) energy.
6.E1U1.6Investigate and construct an explanation demonstrating that radiation from the Sun provides energy and is absorbed to warm the Earth's surface and atmosphere.
6.E2U1.7Use ratios and proportions to analyze and interpret data related to scale, properties, and relationships among objects in our solar system.
6.E2U1.8Develop and use models to explain how constellations and other night sky patterns appear to move due to Earth's rotation and revolution.
6.E2U1.9Develop and use models to construct an explanation of how eclipses, moon phases, and tides occur within the Sun-Earth-Moon system.
6.E2U1.10Use a model to show how the tilt of Earth's axis causes variations in the length of the day and gives rise to seasons.
6.L2U3.11Use evidence to construct an argument regarding the impact of human activities on the environment and how they positively and negatively affect the competition for energy and resources in ecosystems.
6.L2U3.12Engage in argument from evidence to support a claim about the factors that cause species to change and how humans can impact those factors.
6.L2U1.13Develop and use models to demonstrate the interdependence of organisms and their environment including biotic and abiotic factors.
6.L2U1.14Construct a model that shows the cycling of matter and flow of energy in ecosystems.
6.RP.A.1 Understand the concept of a ratio as comparing two quantities multiplicatively or joining/composing the two quantities in a way that preserves a multiplicative relationship. Use ratio language to describe a ratio relationship between two quantities.
6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language (e.g., for every, for each, for each 1, per) in the context of a ratio relationship. (Complex fraction notation is not an expectation for unit rates in this grade level.)
6.RP.A.3 Use ratio and rate reasoning to solve mathematical problems and problems in real-world context (e.g., by reasoning about data collected from measurements, tables of equivalent ratios, tape diagrams, double number line diagrams, or equations).
6.RP.A.3.a: Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
6.RP.A.3.b: Solve unit rate problems including those involving unit pricing and constant speed.
6.RP.A.3.c: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity). Solve percent problems with the unknown in all positions of the equation.
6.RP.A.3.d: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
6.NS.A.1 Interpret and compute quotients of fractions to solve mathematical problems and problems in real-world context involving division of fractions by fractions using visual fraction models and equations to represent the problem.
6.NS.B.2 Fluently divide multi-digit numbers using a standard algorithm.
6.NS.B.3 Fluently add, subtract, multiply, and divide multi-digit decimals using a standard algorithm for each operation.
6.NS.B.4 Use previous understanding of factors to find the greatest common factor and the least common multiple.
6.NS.B.4.a: Find the greatest common factor of two whole numbers less than or equal to 100.
6.NS.B.4.b: Find the least common multiple of two whole numbers less than or equal to 12.
6.NS.B.4.c: Use the distributive property to express a sum of two whole numbers 1 to 100 with a common factor as a multiple of a sum of two whole numbers with no common factor.
6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values. Use positive and negative numbers to represent quantities in real-world context, explaining the meaning of 0 in each situation.
6.NS.C.6 Understand a rational number can be represented 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.C.6.a: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself and that 0 is its own opposite.
6.NS.C.6.b: Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
6.NS.C.6.c: Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
6.NS.C.7 Understand ordering and absolute value of rational numbers.
6.NS.C.7.a: Interpret statements of inequality as statements about the relative position of two numbers on a number line.
6.NS.C.7.b: Write, interpret, and explain statements of order for rational numbers in real-world context
6.NS.C.7.c: Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in real-world context.
6.NS.C.7.d: Distinguish comparisons of absolute value from statements about order in mathematical problems and problems in real-world context.
6.NS.C.8 Solve mathematical problems and problems in real-world context 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.
6.EE.A.1 Write and evaluate numerical expressions involving whole-number exponents.
6.EE.A.2 Write, read, and evaluate algebraic expressions.
6.EE.A.2.a: Write expressions that record operations with numbers and variables.
6.EE.A.2.b: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, and coefficient); view one or more parts of an expression as a single entity.
6.EE.A.2.c: Evaluate expressions given specific values of their variables. Include expressions that arise from formulas used to solve mathematical problems and problems in real-world context. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).
6.EE.A.3 Apply the properties of operations to generate equivalent expressions.
6.EE.A.4 Identify when two expressions are equivalent.
6.EE.B.5 Understand solving an equation or inequality as a process of reasoning to find the value(s) of the variables that make that equation or inequality true. Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
6.EE.B.6 Use variables to represent numbers and write expressions when solving mathematical problems and problems in real-world context; understand that a variable can represent an unknown number or any number in a specified set.
6.EE.B.7 Solve mathematical problems and problems in real-world context by writing and solving equations of the form x + p = q, x - p = q, px = q, and x/p = q for cases in which p, q and x are all non-negative rational numbers.
6.EE.B.8 Write an inequality of the form x > c, x < c, x ≥ c, or x ≤ c to represent a constraint or condition to solve mathematical problems and problems in real-world context. Recognize that inequalities have infinitely many solutions; represent solutions of such inequalities on number lines.
6.EE.C.9 Use variables to represent two quantities that change in relationship to one another to solve mathematical problems and problems in real-world context. Write an equation to express one quantity (the dependent variable) in terms of the other quantity (the independent variable). Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques to solve mathematical problems and problems in real-world context.
6.G.A.2 Interpret the product of a fraction multiplied by a fraction (a/b) x (c/d). Use a visual fraction model and create a story context for this equation.
6.G.A.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques to solve mathematical problems and problems in a real-world context.
6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques to solve mathematical problems and problems in real-world context
6.SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for variability in the answers.
6.SP.A.2 Understand that a set of data collected to answer a statistical question has a distribution whose general characteristics can be described by its center, spread, and overall shape.
6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation uses a single number to describe the spread of the data set.
6.SP.B.4 Display and interpret numerical data by creating plots on a number line including histograms, dot plots, and box plots.
6.SP.B.5 Summarize numerical data sets in relation to their context
6.SP.B.5.a: Reporting the number of observations.
6.SP.B.5.b: Describing the nature of the attribute under investigation including how it was measured and its units of measurement.
6.SP.B.5.c: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
6.SP.B.5.d: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
6-8.1.a. Students articulate personal learning goals, select, and manage appropriate technologies to achieve them, and reflect on their successes and areas of improvement in working toward their goals.
6-8.1.b. Students identify and begin to develop online networks of experts and peers to customize their learning environments in accordance with school policy.
6-8.1.c. Students integrate feedback from people and digital tools to improve their learning process, and they select technology to demonstrate their learning in a variety of ways.
6-8.1.d. Students navigate a variety of technologies and transfer their skills to troubleshoot and learn how to use new technologies.
6-8.2.a. Students cultivate their digital identities and reputations within a digital environment and understand that digital actions are permanent.
6-8.2.b. Students demonstrate and advocate for positive, safe, legal, and ethical behavior when using technology and when interacting with others online.
6-8.2.c. Students demonstrate and advocate for an understanding of intellectual property including copyright, permission, and fair use by including appropriate citation and attribution elements.
6-8.2.d. Students demonstrate an understanding of what personal data is, how it is collected, and how to keep it private and secure, including the awareness of current technology terms and processes.
6-8.3.a. Students practice and improve research strategies to locate information and other resources for their intellectual or creative pursuits.
6-8.3.b. Students practice evaluating the accuracy, perspective, credibility, and relevance of information, media, data or other resources.
6-8.3.c. Students locate and collect a variety of resources and organize information to make meaningful connections.
6-8.3.d. Students explore real-world problems and issues and actively pursue solutions for them.
6-8.4.a. Students engage in a design process for generating and testing ideas and developing innovative products to solve problems.
6-8.4.b. Students select and use digital tools to support a design process and expand their understanding to identify constraints and trade-offs and to weigh risks.
6-8.4.c. Students engage in a design process to develop, test, and revise prototypes, embrace the iterative process of trial and error, and understand setbacks as potential opportunities for improvement.
6-8.4.d. Students demonstrate an ability to persevere and handle greater ambiguity as they work to solve open-ended problems.
6-8.5.a. Students practice defining and solving problems by selecting technology for data analysis, modeling, and algorithmic thinking.
6-8.5.b. Students find and organize data and use technology to analyze and represent it to solve problems and make decisions.
6-8.5.c. Students break problems into component parts, identify key pieces, and use that information to solve problems.
6-8.5.d. Students understand how automation works and apply algorithmic thinking to design and automate solutions.
6-8.6.a. Students select appropriate platforms and tools to create, share, and communicate their work effectively.
6-8.6.b. Students create original works or responsibly repurpose digital resources into new creative works.
6-8.6.c. Students create artifacts using digital tools to communicate complex ideas textually, visually, graphically, and auditorily.
6-8.6.d. Students publish or present content designed for intended audiences and select platforms that effectively convey their ideas.
6-8.7.a. Students use digital tools to interact with others to develop a richer understanding of different perspectives and cultures.
6-8.7.b. Students use collaborative technologies to connect with others, including peers, experts and community members, to learn about issues and problems or to gain a broader perspective.
6-8.7.c. Students perform a variety of roles within a team, using age-appropriate technology to complete a project or solve a problem.
6-8.7.d. Students work with others, using collaborative technologies to explore local and global issues and investigate and advocate for possible solutions.
6.CR.1.a. Explore relationships of movement components and concepts through creative processes by investigating various improvisational approaches.
6.CR.1.b. Construct and solve movement problems to develop choreographic content.
6.CR.1.c. Create movement from a variety of stimuli (e.g., music/sound, observed dance, literary forms, natural phenomena, current news, social events) that expands movement vocabulary and develops artistic expression. Use movement to create an original dance study.
6.CR.2.a. Explore choreographic elements, structures, and processes to develop a dance study. Explain the choreographic intent of the movement.
6.CR.2.b. Choreograph a dance study that communicates personal or cultural meaning.
6.CR.3.a. Revise dance compositions using collaboratively developed artistic criteria. Explain reasons for revisions and how choices made relate to artistic intent.
6.CR.3.b. Explore or invent a system to record a dance sequence through writing, symbols, or form of media technology (e.g., Laban motif symbols, creative writing, etc.).
6.Pr.4.a. Refine partner ensemble skills through the development of kinesthetic awareness while performing diverse pathways, levels, and patterns in space. Maintain focus with partner or group in near and far space. Convert inward focus to outward focus for projecting out to far space.
6.Pr.4.b. Use combinations of sudden and sustained timing as it relates to both the time and the dynamics of a sequence or dance work. Accurately use accented and unaccented beats in 3/4 and 4/4 meter. Use timing accents to add rhythmic interest to movement.
6.Pr.4.c. Incorporate energy/effort and dynamics to technique exercises and dance performance. Use energy and dynamics to enhance and project movements.
6.Pr.5.a. Apply technical dance skills (e.g., alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement) to accurately execute changes of direction, weight shifts, flexibility/range of motion, elevations and landings, extensions of limbs, and movement transitions within dance sequences.
6.Pr.5.b. Identify and evaluate healthful practices, including nutrition and basic anatomical knowledge, which promote safe and healthful strategies when warming up, dancing, and in everyday life.
6.Pr.5.c. Apply movement principles. such as movement initiation and use of imagery. while performing dance sequences and movement studies.
6.Pr.6.a. Demonstrate leadership qualities (e.g., commitment, dependability, responsibility, and cooperation) when preparing for performances. Use performance etiquette and performance practices during class, rehearsal, and performance. Document efforts and create a plan for ongoing improvements. Accept post-performance notes from choreographer and apply corrections to future performances.
6.Pr.6.b. Identify and select production elements that would intensify and heighten the artistic intent of the work and explain reasons for the decisions made using production terminology. Explore possibilities of producing dance in a variety of venues or for different audiences. Provide evidence of how the production elements would be handled in different situations.
6.Re.7.a. Describe, demonstrate, and compare dance sequences within a dance in context of their artistic intent.
6.Re.7.b. Explain and compare how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent using genre-specific dance terminology.
6.Re.8.a. Interpret and provide evidence on how artistic expression of dance is achieved through the relationships among the components of dance using genre-specific terminology.
6.Re.9.a. Use artistic criteria to determine what makes an effective dance work. Utilize criteria to evaluate a specific dance work and consider content, context, genre, style, or cultural movement practice to comprehend artistic expression using genre- specific dance terminology.
6.Cn.10.a. Analyze and compare various movement sources (e.g., personal, cross-cultural, styles and genres of movement) and their dance elements. Interpret the movement observed in regard to the development of your attitudes, knowledge, experiences, and/or personal movement preferences.
6.Cn.10.b. Research an aspect or contrasting aspects from the cultural, social, or historical development of a dance genre or style, and/or the dance elements. Share the findings and discuss how these reinforced or changed personal views and understandings. Document the process of investigation.
6.Cn.11.a. Investigate the dance literacy skills of dance observation, writing, and critique; understanding cultural influences; engaging in dialogue; and utilizing technology and symbols in your learning.
6.CS.D.1Compare computing device designs based on how humans interact with them.
6.CS.HS.1Explain how hardware and software can be used to collect and exchange data.
6.CS.T.1Identify problems that can occur in computing devices and their components within a system.
6.NI.C.1Identify multiple methods of encryption to secure the transmission of information.
6.NI.C.2Identify different physical and digital security measures that protect electronic information.
6.NI. NCO.1Discuss how protocols are used in transmitting data across networks and the Internet.
6.DA. CVT.1Compare different computational tools used to collect, analyze and present data that is meaningful and useful.
6.DA.S.1Identify multiple encoding schemes used to represent data, including binary and ASCII.
6.DA. IM.1Discuss the validity of a computational model based on the reliability of the data.
6.AP.A.1Identify planning strategies such as flowcharts or pseudocode, to simulate algorithms that solve problems.
6.AP.V.1Identify variables that represent different data types and perform operations on their values.
6.AP.C.1Design programs that combine control structures, including nested loops and compound conditionals.
6.AP.M.1Decompose problems into parts to facilitate the design, implementation, and review of programs.
6.AP.M.2Use procedures to organize code and make it easier to reuse.
6.AP.PD.1Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
6.AP.PD.2Incorporate existing code into programs and give attribution.
6.AP.PD.3Test programs using a range of inputs and identify expected outputs.
6.AP.PD.4Maintain a timeline with specific tasks while collaboratively developing computational artifacts.
6.AP.PD.5Document programs in order to make them easier to follow, test, and debug.
6.IC.C.1Identify some of the tradeoffs associated with computing technologies that can affect people's everyday activities and career options.
6.IC.C.2Identify issues of bias and accessibility in the design of existing technologies.
6.IC.SI.1Identify the advantages of creating a computational product by collaborating with others using digital technologies.
6.IC. SLE.1Describe how some digital information can be public or can be kept private and secure.
6-MU.CR.1.a. Improvise rhythmic, melodic, and harmonic ideas within a specified form (e.g., AB, ABA, rondo, theme and variations, etc.).
6-MU.CR.1.b. Generate musical ideas (e.g., rhythms, melodies, accompaniment patterns) within related tonalities, meters, and simple chord changes within a specified form.
6-MU.CR.2.a. Demonstrate selected and developed ideas for improvisations, arrangements, or compositions (e.g., with defined beginning, middle, and ending).
6-MU.CR.2.b. Use notation to document personal or collective rhythmic, melodic, and two- or three-chord harmonic musical ideas (e.g., chords).
6-MU.CR.3.a. Describe the rationale for making revisions to the music based on evaluation criteria and feedback from your teacher.
6-MU.CR.3.b. Present the final version of personally or collectively created music to others and explain your creative process.
6-MU.Pr.4.a. Select music to perform using teacher-provided criteria.
6-MU.Pr.4.b. Demonstrate understanding of the form in music selected for performance.
6-MU.Pr.4.c. Read and perform using notation (e.g., syncopation).
6-MU.Pr.4.d. Explain how interpretation is connected to expressive intent (e.g., context).
6-MU.Pr.5.a. Apply teacher-provided and collaboratively- developed criteria and feedback to evaluate personal and ensemble performance.
6-MU.Pr.5.b. With an appropriate level of independence, rehearse to refine technique, expression, and identified performance challenges.
6-MU.Pr.6.a. Perform music with appropriate expression, technique, interpretation.
6-MU.Pr.6.b. Demonstrate performance and audience decorum appropriate for the occasion.
6-MU.Re.7.a. Compare and contrast your listening preferences with those of others.
6-MU.Re.7.b. Demonstrate and explain how musical concepts and context affect responses to music.
6-MU.Re.8.a. Demonstrate and describe expressive attributes, and context, and how they support creators’/performers’ expressive intent.
6-MU.Re.9.a. Apply teacher-provided and collaboratively- developed criteria to evaluate musical works and performances.
6-MU.Cn.10.a. Explain why particular pieces of music are important to your family or cultural heritage.
6-MU.Cn.10.b. Reflect on and discuss the roles and impact various music plays in your life and the lives of others.
6-MU.Cn.11.a. Explain relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature, science, math, social studies, language arts).
6-MU.Cn.11.b. Identify and describe how context (e.g., social, cultural, historical) can inform a performance.
6-MA.CR.1.1. Generate and Conceptualize Artistic Ideas a. Envision original ideas and innovations for media artworks using personal experiences and/or the work of others.
6-MA.CR.2.a. Develop, organize, propose, and evaluate artistic ideas, plans, prototypes, and production processes for media arts productions, considering purposeful intent.
6-MA.CR.3.a. Experiment with multiple approaches to produce content and components for determined purpose and meaning in media arts productions, utilizing a range of associated principles (e.g., point of view, perspective).
6-MA.CR.3.b. Evaluate how elements and components can be altered for intentional effects and audience, and refine media artworks to reflect purpose and audience.
6-MA.Pr.4.a. Validate how integrating multiple contents and forms can support a central idea in a media artwork (e.g., media narratives, performance).
6-MA.Pr.5.a. Develop a variety of artistic, design, technical, and soft skills (e.g., invention, formal technique, production, self-initiative, and problem solving) through performing various assigned roles in producing media arts.
6-MA.Pr.5.b. Utilize teacher-identified creative and adaptive innovation techniques (e.g., testing constraints) for developing solutions in media arts productions.
6-MA.Pr.5.c. Demonstrate adaptability using tools and techniques in standard and experimental ways in constructing media artworks.
6-MA.Pr.6.a. Analyze various presentation formats and fulfill various tasks and defined processes in the presentation and/or distribution of media artworks.
6-MA.Pr.6.b. Analyze results of and improvements for presenting media artworks.
6-MA.Re.7.a. Identify, describe, and analyze how message and meaning are created by components in media artworks.
6-MA.Re.7.b. Identify, describe, and analyze how various forms, methods, and styles in media artworks manage audience experience.
6-MA.Re.8.a. Analyze the intent and message of a variety of media artworks, using given criteria.
6-MA.Re.9.a. Determine and apply criteria for evaluating media artworks and production processes, considering context, and practicing constructive feedback.
6-MA.Cn.10.a. Access, evaluate, and use internal and external resources to create media artworks (e.g., knowledge, experiences, interests, research).
6-MA.Cn.10.b. Explain and show how media artworks form new meanings, situations, and cultural experiences (e.g., historical events).
6-MA.Cn.11.a. Research and show how media artworks and ideas relate to personal life, and social, community, and cultural situations (e.g., personal identity, history, entertainment).
6-MA.Cn.11.b. Analyze and interact appropriately with media arts tools and environments, considering fair use and copyright ethics, and media literacy, social media, virtual worlds, and digital identity.
6-TH.CR.1.a. Identify blocking based on a character in a theatrical work.
6-TH.CR.1.b. Identify solutions to design challenges in a theatrical work.
6-TH.CR.1.c. Explore a scripted or improvised character by imagining the given circumstances in a theatrical work.
6-TH.CR.2.a. Analyze original ideas and artistic choices to improve, refine, and evolve a devised or scripted work.
6-TH.CR.2.b. Contribute ideas and accept and incorporate the ideas of others in preparing or devising theatrical work.
6-TH.CR.3.a. Discuss and identify artistic choices to refine a devised or scripted theatrical work.
6-TH.CR.3.b. Discuss a planned technical design during the rehearsal process for a devised or scripted theatrical work (e.g., lighting, sound, scenery, props, costumes, makeup, media).
6-TH.CR.3.c. Use physical and vocal exploration for character development in an improvised or scripted theatrical work.
6-TH.Pr.4.a. Describe the underlying thoughts and emotions that create dialogue and action in a theatrical work.
6-TH.Pr.4.b. Demonstrate physical choices to create meaning in a theatrical work.
6-TH.Pr.5.a. Participate in a variety of acting exercises and techniques that can be applied for a theatrical work.
6-TH.Pr.5.b. Choose a variety of technical elements that can be applied to a design in a theatrical work.
6-TH.Pr.6.a. Incorporate voice, movement, and gestures to communicate emotions in a guided theatrical experience (e.g., process drama, story drama, creative drama).
6-TH.Re.7.a. Describe and record personal reactions to artistic choices in a theatrical work.
6-TH.Re.8.a. Justify responses based on personal experiences when participating in or observing a theatrical work.
6-TH.Re.8.b. Identify multiple cultural perspectives that influence a theatrical work.
6-TH.Re.8.c. Identify and discuss personal aesthetics, preferences, and beliefs through participation in or observation of theatrical work.
6-TH.Re.9.a. Use supporting evidence and criteria to evaluate a theatrical work.
6-TH.Re.9.b. Use one or more production element(s) in a theatrical work to assess aesthetic choices.
6-TH.Re.9.c. Evaluate and analyze issues and situations in a theatrical work from an audience member’s perspective.
6-TH.Cn.10.a. Examine a community issue through multiple perspectives in a theatrical work.
6-TH.Cn.10.b. Identify universal themes or common social issues and express them through a theatrical work.
6-TH.Cn.11.a. Research and analyze two different versions of the same theatrical story to determine differences and similarities in the visual and aural world of each story.
6-TH.Cn.11.b. Investigate the time period and place of a theatrical work to understand performance and design choices.
6-PE-S1.M1.6– Demonstrates correct rhythm and pattern for 1 of the following dance forms: folk, social, creative, line or world dance.
6-PE-S1.M2.6 – Throws with a mature pattern for distance or power appropriate to the practice task (e.g., distance = outfield to home plate; power = 2nd base to 1st base).
6-PE-S1.M3.6 – Catches with a mature pattern from a variety of trajectories using different objects in varying practice tasks.
6-PE-S1.M4.6 – Passes and receives with hands in combination with locomotor patterns of running and change of direction & speed with competency in modified invasion games such as basketball, flag football, speedball, or team handball.
6-PE-S1.M5.6– Throws, while stationary, a lead pass to a moving target.
6-PE-S1.M6.6 – Performs pivots, fakes and jab steps designed to create open space during practice tasks.
6-PE-S1.M7.6 – Performs the following offensive skills without defensive pressure: pivot, give & go, and fakes.
6-PE-S1.M8.6 – Dribbles with dominant hand using a change of speed and direction in a variety of practice tasks.
6-PE-S1.M9.6– Foot-dribbles or dribbles with an implement with control, changing speed and direction in a variety of practice tasks.
6-PE-S1.M10.6 – Shoots on goal with power in a dynamic environment as appropriate to the activity.
6-PE-S1.M11.6 – Maintains defensive ready position with weight on balls of feet, arms extended, and eyes on midsection of the offensive player.
6-PE-S1.M12.6 – Performs a legal underhand serve with control for net/wall games such as badminton, volleyball, pickleball.
6-PE-S1.M13.6– Strikes, with a mature overarm pattern in a non-dynamic environment (closed skills) for net/wall games such as volleyball, handball, badminton or tennis.
6-PE-S1.M14.6 – Demonstrates the mature form of forehand and backhand strokes with a short-handled implement in net games such as paddleball, pickleball or short-handled racket tennis.
6-PE-S1.M15.6 – Transfers weight with correct timing for the striking pattern.
6-PE-S1.M16.6 – Forehand volleys with mature form and control using a short-handled implement.
6-PE-S1.M17.6– Two-hand volleys with control in a variety of practice tasks.
6-PE-S1.M18.6 – Demonstrates a mature underhand pattern for a modified target games such as bowling, bocce, or horseshoes.
6-PE-S1.M19.6 – Strikes, with an implement, a stationary object for accuracy in activities such as croquet, shuffleboard or golf.
6-PE-S1.M20.6 – Strikes a pitched ball with an implement with force in a variety of practice tasks.
6-PE-S1.M21.6– Catches, with mature pattern, from different trajectories using a variety of objects in varying practice tasks.
6-PE-S1.M22.6 – Demonstrates correct technique for basic skills in at least 1 self-selected outdoor activity.
6-PE-S1.M23.6- Preferably taught at elementary or secondary levels. However, availability of facilities might dictate when swimming and water safety are offered in the curriculum.
6-PE-S1.M24.6 – Demonstrates correct technique for basic skills in at 1 self-selected individual-performance activity.
6-PE-S2.M1.6– Creates open space by using locomotor movements (e.g., walking, running, jumping & landing) in combination with movement (e.g., varying pathways; change of speed, direction or pace).
6-PE-S2.M2.6– Executes at least 1 of the following offensive tactics to create open space: moves to open space without the ball; uses a variety of passes, pivots and fakes; give & go.
6-PE-S2.M3.6– Creates open space by using the width and length of the field/court on offense.
6-PE-S2.M4.6– Reduces open space on defense by making the body larger and reducing passing angles.
6-PE-S2.M5.6– Reduces open space by not allowing the catch (denial) or by allowing the catch but not the return pass.
6-PE-S2.M6.6– Transitions from offense to defense or defense to offense by recovering quickly.
6-PE-S2.M7.6– Creates open space in net/wall games with short- handled implement by varying force and direction.
6-PE-S2.M8.6– Reduces offensive options for opponents by returning to midcourt position.
6-PE-S2.M9.6– Selects appropriate shot and/or club based on location of the object in relation to the target.
6-PE-S2.M10.6 – Identifies open spaces and attempts to strike object into that space.
6-PE-S2.M11.6– Identifies the correct defensive play based on the situation (e.g., number of outs).
6-PE-S2.M12.6 – Varies application of force during dance or gymnastic activities.
6-PE-S2.M13.6– Makes appropriate decisions based on weather, level of difficulty due to the conditions, or ability to ensure safety of self and others.
6-PE-S3.M1.6 – Describes how being physically active leads to a healthy body.
6-PE-S3.M2.6 – Participates in self-selected physical activity outside of physical education class.
6-PE-S3.M3.6 – Participates in a variety of self-selected cardio vascular-fitness activities.
6-PE-S3.M4.6 – Participates in a variety of cardio vascular-fitness activities using technology such as Dance Dance Revolution or Wii Fit.
6-PE-S3.M5.6 – Participates in a variety of lifetime recreational team sports, outdoor pursuits or dance activities.
6-PE-S3.M6.6 – Participates in moderate to vigorous physical activity that includes intermittent or continuous cardio vascular physical activity of both moderate and vigorous intensity for at least 60 minutes per day.
6-PE-S3.M7.6 – Identifies the components of skill-related fitness.
6-PE-S3.M8.6 – Sets and monitors a self-selected physical-activity goal for cardio vascular and/or muscle- and bone-strengthening activity based on current fitness level.
6-PE-S3.M9.6 – Employs correct techniques and methods of stretching.
6-PE-S3.M10.6 – Differentiates between aerobic and anaerobic capacity and between muscular strength and endurance.
6-PE-S3.M11.6 – Identifies each of the components of the overload principle (FITT formula: frequency, intensity, time & type) for different types of physical activity (cardio vascular, muscular fitness, and flexibility).
6-PE-S3.M12.6 – Describes the role of warm-up/ cool-down regimen for a self-selected physical activity.
6-PE-S3.M13.6 – Defines resting heart rate and describes its relationship to cardio vascular fitness and the Borg Rating of Perceived Exertion (RPE) Scale.
6-PE-S3.M14.6 – Identifies major muscles used in selected physical activities.
6-PE-S3.M15.6 – Designs and implements a program of remediation for any areas of weakness based on the results of health-related fitness assessment.
6-PE-S3.M16.6 – Maintains physical activity log for at least 2 weeks and reflects on activity levels as documented in the log.
6-PE-S3.M17.6 – Identifies foods within each of the basic food groups and selects appropriate servings and portions for his/her age and physical activity levels.
6-PE-S3.M18.6 – Identifies positive and negative results of stress and appropriate ways of dealing with each.
6.CL.1.1 Compare and contrast current and past employer hiring and employment practices related to substance use (e.g., tobacco, drugs, and alcohol)
6.CL.1.2 Explain what is meant by “jobs” and “careers,” and examine how each tends to be distributed regionally, nationally, and globally
6.CL.1.3 Inventory the requirements for entering different career areas of interest using online job information and determining why those requirements are needed for success in a chosen career
6.CL.1.4 Compare and contrast how traditional and non-traditional occupational roles have changed or remained the same regionally, nationally, and globally
6.CL.1.5 Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career selection
6.CL.1.6 Identify common knowledge, skills, and abilities needed within career clusters
6.CL.1.7 Relate academic achievement and course planning to secondary opportunities
6.CL.2.1 Develop strategies for productive behaviors that impact critical thinking and problem-solving skills
6.CL.2.2 Implement problem-solving strategies to solve a problem in school or real-world situations
6.CL.2.3 Compare and contrast different strategies used in various organizations to solve problems
6.CL.2.4 Design and implement a personal problem-solving plan using one or more problem-solving strategies
6.CL.3.1 Determine an individual’s responsibility for personal actions and contributions to group activities
6.CL.3.2 Demonstrate the use of compromise, negotiation, and community-building strategies for carrying out tasks, assignments, and projects
6.CL.3.3 Model leadership skills during classroom and extracurricular activities
6.CL.4.1 Demonstrate the ability to understand others using verbal and non-verbal communication
6.CL.4.2 Use effective communication skills in person and online interactions with peers and adults from home and from diverse cultures
6.CL.4.3 Examine how communication in different cultures and generations in the workplace may result in misunderstanding
6.CL.4.4 Use digital media effectively to enhance communication
6.CL.5.1 Explore the role of technology in the workplace
6.CL.5.2 Examine how technology has impacted the workplace (i.e. skills, jobs)
6.CL.5.3 Explore industry-recognized technology tools (i.e. Microsoft Office, etc.)
6.CL.5.4 Engage in positive, safe, legal, and ethical behavior when using technology including social interactions online
6.CL.6.1 Demonstrate and describe appropriate work habits and interpersonal skills needed to obtain and retain employment
6.CL.6.2 Demonstrate and describe ethical and unethical behavior
6.CL.7.1 Identify the importance of personal appearance in a variety of settings
6.CL.7.2 Demonstrate effective time management
6.CL.7.3 Explain financial wants vs. needs
6.CL.7.4 Analyze the relationship between education, income, and job opportunities
6.CL.7.5 Create and examine the benefits of a budget
6-PE-S4.M1.6– Exhibits personal responsibility by using appropriate etiquette, demonstrating respect for facilities, and exhibiting safe behaviors.
6-PE-S4.M2.6 – Identifies and uses appropriate strategies to self-reinforce positive fitness behaviors, such as positive self-talk.
6-PE-S4.M3.6 – Demonstrates self-responsibility by implementing specific corrective feedback to improve performance.
6-PE-S4.M4.6 – Accepts differences among classmates in physical development, maturation, and varying skill levels by providing encouragement and positive feedback.
6-PE-S4.M5.6– Cooperates with a small group of classmates during adventure activities, game play, or team-building activities.
6-PE-S4.M6.6 – Identifies the rules and etiquette for physical activities, games and dance activities.
6-PE-S4.M7.6 – Uses physical activity and fitness equipment appropriately and safely, with the teacher’s guidance.
6-PE-S5.M1.6– Describes how being physically active leads to a healthy body.
6-PE-S5.M2.6 – Identifies components of physical activity that provide opportunities for reducing stress and for social interaction.
6-PE-S5.M3.6 – Recognizes individual challenges and copes in a positive way, such as extending effort, asking for help or feedback, or modifying the task.
6-PE-S5.M4.6– Describes how moving competently in a physical activity setting creates enjoyment.
6-PE-S5.M5.6– Identifies how self-expression and physical activity are related.
6-PE-S5.M6.6– Demonstrate respect for self and others in activities and games by following the rules, encouraging others and playing in the spirit of the game or activity.
6-VA.CR.1.a. Combine ideas to generate an innovative idea for art making.
6-VA.CR.1.b. Identify and demonstrate diverse methods of artistic investigation (e.g., researching subject matter, techniques, the work of other artists) to choose an approach for beginning a work of art.
6-VA.CR.2.a. Develop skills in multiple art-making techniques and experiment with approaches (e.g., using elements and principles of modern art, applying artistic norms of diverse cultures through practice.
6-VA.CR.2.b. Demonstrate quality craftmanship through care and use of materials, tools, and equipment.
6-VA.CR.2.c. Describe and visually document places and/or objects of personal significance.
6-VA.CR.3.a. Create an artistic statement using art vocabulary to describe personal choices in art-making.
6-VA.Pr.4.a. Define the roles and responsibilities of museum professionals (e.g., museum educator, curator, security guard, conservator, docent, exhibition designer). Explain the skills and knowledge needed in maintaining and presenting objects, artifacts, and artwork.
6-VA.Pr.5.a. Develop a logical argument for safe and effective use of materials and techniques for preparing and presenting artwork (e.g., debating or writing about the care and transportation of personal artwork, care of family heirlooms, unprotected Native American petroglyphs).
6-VA.Pr.6.a. Cite evidence about how an exhibition in a museum or other venue (e.g., school lobby, bulletin board, local business) presents ideas and provides information about a specific concept or topic.
6-VA.Re.7.a. Use art-specific vocabulary to compare how artworks made in different cultures reflect the times and places in which they were made.
6-VA.Re.7.b. Identify and analyze cultural associations suggested by visual imagery (e.g., skulls and skeletons used in Day of the Dead festivals, dancing dragons used in Chinese New Year celebrations, broken chain as symbol of freedom).
6-VA.Re.8.a. Distinguish between relevant and non-relevant contextual information (e.g., artist’s life and times) to support an interpretation of the mood, message, or meaning of that artwork.
6-VA.Re.9.a. Recognize differences in criteria used to evaluate works of art depending on styles (e.g., Cubist, Anasazi, Harlem Renaissance), genres (e.g., portrait, still life, landscape), and media.
6-VA.Cn.10.a. Create a work of art that reflects or is inspired by the natural and/or built environment in a new way.
6-VA.Cn.11.a. Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society (e.g., religious art can illustrate a group’s beliefs, community murals can reflect concerns of the neighborhood, an advertising image can be persuasive).
6-PO.6.C1-1.1 Assess personal health practices
6-PO.6.C2-1.1 Develop a goal to adopt, maintain, or improve a personal health practice
6-PO.6.C2-2.1 Apply strategies and skills needed to attain a personal health goal
6-PO.6.C2-3.1 Describe how personal health goals can vary with changing abilities, priorities, and responsibilities
6-PO.7.C1-1.1 Explain the importance of assuming responsibility for personal health behaviors
6-PO.7.C2-1.1 Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others
6-PO.7.C2-2.1 Demonstrate behaviors that avoid or reduce health risks to self and others
6-PO.8.C1-1.1 State a health enhancing position on a topic and support it with accurate information
6-PO.8.C1-2.1 Demonstrate how to influence and support others to make positive health choices
6-PO.8.C2-1.1 Demonstrate how to work cooperatively to advocate for healthy individuals, families, and schools
6-PO.8.C3-1.1 Identify ways in which health messages and communication techniques can be altered for different audiences
6-PO.5.C1-1.1 Identify circumstances that can help or hinder healthy decision making
6-PO.5.C2-1.1 Determine when health- related situations require the application of a thoughtful decision-making process
6-PO.5.C2-2.1 Distinguish when individual or collaborative decision making is appropriate
6-PO.5.C2-3.1 Distinguish between healthy and unhealthy alternatives to health-related issues or problems
6-PO.5.C2-4.1 Predict the potential short-term impact of each alternative on self and others
6-PO.5.C2-5.1 Choose healthy alternatives over unhealthy alternatives when making a decision
6-PO.5.C2-6.1 Analyze the outcomes of a health-related decision
6-PO.1.C1-1.1 Analyze the relationship between healthy behaviors and personal health
6-PO.1.C2-1.1 Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence
6-PO.1.C3-1.1 Analyze how the environment affects personal health
6-PO.1.C3-2.1 Analyze how food provides energy and nutrients for growth and development, that nutrition requirements vary from person to person, and how food intake affects health
6-PO.1.C3-3.1 Analyze how physical activity contributes to disease prevention
6-PO.1.C3-4.1 Describe how family history can affect personal health
6-PO.1.C4-1.1 Describe ways to reduce or prevent injuries and other adolescent health problems
6-PO.1.C5-1.1 Explain how appropriate health care can promote personal health
6-PO.1.C6-1.1 Describe the benefits of and barriers to practicing healthy behaviors
6-PO.1.C6-2.1 Examine the likelihood of injury or illness if engaging in unhealthy behaviors
6-PO.1.C6-3.1 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors
6-PO.2.C1-1.1 Examine how the family influences the health of adolescents
6-PO.2.C1-2.1 Describe the influence of culture on health beliefs, practices, and behaviors
6-PO.2.C1-3.1 Analyze how peers influence healthy and unhealthy behaviors
6-PO.2.C1-4.1 Analyze how the school and community can affect personal health practices and behaviors
6-PO.2.C1-5.1 Analyze how messages from media influence health behaviors
6-PO.2.C1-6.1 Analyze the influence of technology on personal and family health
6-PO.2.C2-1.1 Explain how the perceptions of norms influence healthy and unhealthy behaviors
6-PO.2.C2-2.1 Explain the influence of personal values and beliefs on individual health practices and behaviors
6-PO.2.C2-3.1 Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors
6-PO.2.C3-1.1 Examine and explain how school and public health policies can influence health promotion and disease prevention
6-PO.3.C1-1.1 Analyze the validity of health information, products, and services
6-PO.3.C2-1.1 Access valid health information from home, school, and community
6-PO.3.C2-2.1 Determine the accessibility of products that enhance health
6-PO.3.C2-3.1 Describe situations that may require professional health services
6-PO.3.C2-4.1 Locate valid and reliable health products and services
6-PO.4.C1-1.1 Apply effective verbal and nonverbal communication skills to enhance health
6-PO.4.C1-2.1 Demonstrate refusal and negotiation skills that avoid or reduce health risks
6-PO.4.C2-1.1 Identify effective conflict management or resolution strategies
6-PO.4.C3-1.1 Identify ways to ask for assistance to enhance the health of self and others
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Arizona State Number and Standard - 7
7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
7.RL.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
7.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
7.RL.5 Analyze the structure of a text, including how a drama or poem's form or structure contributes to its meaning.
7.RL.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
7.RL.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
7.RL.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
7.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 7.
7.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7.RI.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
7.RI.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
7.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone.
7.RI.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
7.RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
7.RI.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
7.RI.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
7.RI.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
7.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 7.
7.W.1 Write arguments to support claims with clear reasons and relevant evidence.
7.W.1.a: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
7.W.1.b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
7.W.1.c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
7.W.1.d: Establish and maintain a formal style.
7.W.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
7.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
7.W.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
7.W.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
7.W.2.c: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
7.W.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
7.W.2.e: Establish and maintain a formal style.
7.W.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
7.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
7.W.3.a: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
7.W.3.b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
7.W.3.c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
7.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
7.W.3.e: Provide a conclusion that follows from and reflects on the narrated experiences or events.
7.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
7.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
7.W.6 Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others.
7.W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
7.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
7.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
7.W.9.a: Apply grade 7 Reading standards to literature.
7.W.9.b: Apply grade 7 Reading standards to literary nonfiction.
7.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
7.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
7.L.1.a: Explain the function of phrases and clauses in general and their function in specific sentences
7.L.1.b: Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
7.L.1.c: Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
7.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
7.L.2.a: Use a comma to separate coordinate adjectives.
7.L.2.b: Use correct spelling.
7.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
7.L.3.a: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
7.L.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.
7.L.4.a: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
7.L.4.b: 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.
7.L.4.c: 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.
7.L.4.d: Verify the preliminary determination of the meaning of a word or phrase.
7.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
7.L.5.a: Interpret figures of speech (e.g., literary, religious, and mythological allusions) in context.
7.L.5.b: Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
7.L.5.c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
7.L.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.
7.SP1.1 Analyze connections among events and developments in broader historical contexts.
7.SP1.2 Classify a series of historical events and developments as examples of change and/or continuity.
7.SP1.3 Evaluate the significance of past events and their effect on students' lives and global society.
7.SP1.4 Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are historically significant.
7.SP2.1 Analyze multiple factors that influence the perspectives of people during different historical eras.
7.SP2.2 Explain how and why perspectives of people have changed over time.
7.SP2.3 Analyze how people's perspectives influenced what information is available in the historical sources they created.
7.SP3.1 Create compelling questions and supporting questions that reflect enduring issues about the world, past and present.
7.SP3.2 Use evidence drawn from multiple sources to develop and support claims and counterclaims in response to compelling questions.
7.SP3.3 Detect possible limitations in the historical record based on evidence collected from various kinds of historical sources.
7.SP3.4 Use questions generated about multiple sources, including international sources, to identify further areas of inquiry and additional sources.
7.SP3.5 Evaluate the relevance and utility of sources based on information such as author, date, origin, intended audience, and purpose.
7.SP3.6 Construct and present arguments based on claims and counterclaims while pointing out the strengths and limitations of those arguments.
7.SP3.7 Construct and present explanations using reasoning, correct sequence, examples and details, while acknowledging the strengths and weaknesses of the explanations.
7.SP4.1 Explain the multiple causes and effects of events and developments in the past and present.
7.SP4.2 Evaluate the influence of various causes of events and developments in the past and present.
7.SP4.3 Organize applicable evidence into a coherent argument.
7.SP4.4 Compare the central arguments in multiple secondary sources on a related topic using multiple types of sources.
7.C2.1 Explain how revolutions and other changes in government impact citizens' rights.
7.C4.1 Compare historical and contemporary means of changing societies to promote the common good.
7.C4.2 Assess specific rules and laws (both actual and proposed) as a means of addressing public problems.
7.C4.3 Analyze the purpose, process, implementation, and consequences of decision making and public policies in multiple settings.
7.C4.4 Explain challenges people face and opportunities they create in addressing local, regional, and global problems at various times and places. Apply a range of deliberative and democratic procedures to make decisions and act in local, regional, and global communities.
7.E2.1 Explain how economic decisions affect the well-being of individuals, businesses, and society.
7.E2.2 Evaluate current economic issues in terms of benefits and costs for distinct groups in society.
7.E3.1 Explain the roles of buyers, sellers, and profits in product, labor, and financial markets.
7.E3.2 Analyze the relationship between supply, demand, and competition with emphasis on how they influence prices, wages, and production.
7.E3.3 Analyze the influence of institutions such as corporations, non-profits, and labor unions on the economy in a market system.
7.E3.4 Explain ways in which money facilitates exchange.
7.E5.1 Explain the interdependence of trade and how trade barriers influence trade among nations.
7.E5.2 Compare the various economic systems.
7.E5.3 Explain the benefits and the costs of trade policies to individuals, businesses, and society.
7.G1.1 Use and construct maps and other geographic representations to explain the spatial patterns of cultural and environmental characteristics.
7.G1.2 Analyze various geographic representations and use geographic tools to explain relationships between the location of places and their environments.
7.G2.1 Explain how cultural demographic patterns, economic decisions, and human adaptations shape the identity of nearby and distant places.
7.G2.2 Analyze cultural and environmental characteristics that make places both similar and different.
7.G3.1 Explain how changes in transportation, communication, and technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices.
7.G3.2 Analyze how relationships between humans and environments extend or contract patterns of settlement and movement.
7.G3.3 Evaluate the influences of long-term, human-induced environmental change on spatial patterns and how it may cause conflict and promote cooperation.
7.G3.4 Evaluate human population and movement may cause conflict or promote cooperation.
7.G4.1 Analyze cultural and environmental characteristics among various places and regions of the world.
7.G4.2 Explain how the relationship between the human and physical characteristics of places and production of goods influences patterns of world trade.
7.G4.3 Analyze how changes in population distribution patterns affect changes in land use in places and regions.
7.G4.4 Explain an issue in terms of its scale (local, regional, state, national, or global).
7.H1.1 Analyze the rise and decline, interactions between, and blending of cultures and societies.
7.H1.2 Trace the development and impact of scientific, technological, and educational innovations within historical time periods.
7.H2.1 Investigate how conflict can be both unifying and divisive throughout communities, societies, nations, and the world.
7.H2.2 Compare the multiple causes and effects of conflict and approaches to peacemaking.
7.H3.1 Compare the origins and spread of influential ideologies and both religious and non-religious worldviews.
7.H3.2 Analyze how economic and political motivations impact people and events.
7.H3.3 Trace how individual rights, freedoms, and responsibilities have evolved over time.
7.H3.4 Explain the influence of individuals, groups, and institutions on people and events in historical and contemporary settings.
7.H3.5 Investigate a significant historical topic from global history that has significance to an issue or topic today.
7.H4.1 Evaluate how the diversity of a society impacts its social and political norms.
7.H4.2 Evaluate the changing patterns of class, ethnic, racial, and gender structures and relations; consider immigration, migration, and social mobility.
7.P2U1.1Collect and analyze data demonstrating how electromagnetic forces can be attractive or repulsive and can vary in strength.
7.P2U1.2Develop and use a model to predict how forces act on objects at a distance.
7.P3U1.3Plan and carry out an investigation that can support an evidence-based explanation of how objects on Earth are affected by gravitational force.
7.P3U1.4Use non-algebraic mathematics and computational thinking to explain Newton's laws of motion.
7.E1U1.5Construct a model that shows the cycling of matter and flow of energy in the atmosphere, hydrosphere, and geosphere.
7.E1U1.6Construct a model to explain how the distribution of fossils and rocks, continental shapes, and seafloor structures provides evidence of the past plate motions.
7.E1U2.7Analyze and interpret data to construct an explanation for how advances in technology has improved weather prediction.
7.L1U1.8Obtain, evaluate, and communicate information to provide evidence that all living things are made of cells, cells come from existing cells, and cells are the basic structural and functional unit of all living things.
7.L1U1.9Construct an explanation to demonstrate the relationship between major cell structures and cell functions (plant and animal).
7.L1U1.10Develop and use a model to explain how cells, tissues, and organ systems maintain life (animals).
7.L1U1.11Explain how organisms maintain internal stability and evaluate the effect of the external factors on organisms' internal stability.
7.L2U1.12Construct an explanation for how some plant cells convert light energy into food energy.
7.RP.A.1 Compute unit rates associated with ratios involving both simple and complex fractions, including ratios of quantities measured in like or different units.
7.RP.A.2 Recognize and represent proportional relationships between quantities.
7.RP.A.2.a: Decide whether two quantities are in a proportional relationship (e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin).
7.RP.A.2.b: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
7.RP.A.2.c: Represent proportional relationships by equations.
7.RP.A.2.d: Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
7.RP.A.3 Use proportional relationships to solve multi-step ratio and percent problems (e.g., simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error).
7.NS.A.1 Add and subtract integers and other rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
7.NS.A.1.a: Describe situations in which opposite quantities combine to make 0.
7.NS.A.1.b: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world context.
7.NS.A.1.c: Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world context.
7.NS.A.1.d: Apply properties of operations as strategies to add and subtract rational numbers.
7.NS.A.2 Multiply and divide integers and other rational numbers.
7.NS.A.2.a: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world context.
7.NS.A.2.b: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world context.
7.NS.A.2.c: Apply properties of operations as strategies to multiply and divide rational numbers.
7.NS.A.2.d: Convert a rational number to decimal form using long division; know that the decimal form of a rational number terminates in 0's or eventually repeats.
7.NS.A.3 Solve mathematical problems and problems in real-world context involving the four operations with rational numbers. Computations with rational numbers extend the rules for manipulating fractions to complex fractions where a/b ÷ c/d when a, b, c, and d are all integers and b, c, and d ≠ 0.
7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
7.EE.A.2 Rewrite an expression in different forms, and understand the relationship between the different forms and their meanings in a problem context.
7.EE.B.3 Solve multi-step mathematical problems and problems in real-world context posed with positive and negative rational numbers in any form. Convert between forms as appropriate and assess the reasonableness of answers.
7.EE.B.4 Use variables to represent quantities in mathematical problems and problems in real-world context, and construct simple equations and inequalities to solve problems.
7.EE.B.4.a: Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
7.EE.B.4.b: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.
7.G.A.1 Solve problems involving scale drawings of geometric figures, such as computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
7.G.A.2 Draw geometric shapes with given conditions using a variety of methods. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
7.G.A.3 Describe the two-dimensional figures that result from slicing three-dimensional figures.
7.G.B.4 Understand and use the formulas for the area and circumference of a circle to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
7.G.B.5 Use facts about supplementary, complementary, vertical, and adjacent angles in multi-step problems to write and solve simple equations for an unknown angle in a figure.
7.G.B.6 Solve mathematical problems and problems in a real-world context involving area of two-dimensional objects composed of triangles, quadrilaterals, and other polygons. Solve mathematical problems and problems in real-world context involving volume and surface area of three-dimensional objects composed of cubes and right prisms.
7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
7.SP.A.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.
7.SP.B.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.
7.SP.B.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.
7.SP.C.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
7.SP.C.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.
7.SP.C.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies. If the agreement is not good, explain possible sources of the discrepancy.
7.SP.C.7.a: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.
7.SP.C.7.b: Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
6-8.1.a. Students articulate personal learning goals, select, and manage appropriate technologies to achieve them, and reflect on their successes and areas of improvement in working toward their goals.
6-8.1.b. Students identify and begin to develop online networks of experts and peers to customize their learning environments in accordance with school policy.
6-8.1.c. Students integrate feedback from people and digital tools to improve their learning process, and they select technology to demonstrate their learning in a variety of ways.
6-8.1.d. Students navigate a variety of technologies and transfer their skills to troubleshoot and learn how to use new technologies.
6-8.2.a. Students cultivate their digital identities and reputations within a digital environment and understand that digital actions are permanent.
6-8.2.b. Students demonstrate and advocate for positive, safe, legal, and ethical behavior when using technology and when interacting with others online.
6-8.2.c. Students demonstrate and advocate for an understanding of intellectual property including copyright, permission, and fair use by including appropriate citation and attribution elements.
6-8.2.d. Students demonstrate an understanding of what personal data is, how it is collected, and how to keep it private and secure, including the awareness of current technology terms and processes.
6-8.3.a. Students practice and improve research strategies to locate information and other resources for their intellectual or creative pursuits.
6-8.3.b. Students practice evaluating the accuracy, perspective, credibility, and relevance of information, media, data or other resources.
6-8.3.c. Students locate and collect a variety of resources and organize information to make meaningful connections.
6-8.3.d. Students explore real-world problems and issues and actively pursue solutions for them.
6-8.4.a. Students engage in a design process for generating and testing ideas and developing innovative products to solve problems.
6-8.4.b. Students select and use digital tools to support a design process and expand their understanding to identify constraints and trade-offs and to weigh risks.
6-8.4.c. Students engage in a design process to develop, test, and revise prototypes, embrace the iterative process of trial and error, and understand setbacks as potential opportunities for improvement.
6-8.4.d. Students demonstrate an ability to persevere and handle greater ambiguity as they work to solve open-ended problems.
6-8.5.a. Students practice defining and solving problems by selecting technology for data analysis, modeling, and algorithmic thinking.
6-8.5.b. Students find and organize data and use technology to analyze and represent it to solve problems and make decisions.
6-8.5.c. Students break problems into component parts, identify key pieces, and use that information to solve problems.
6-8.5.d. Students understand how automation works and apply algorithmic thinking to design and automate solutions.
6-8.6.a. Students select appropriate platforms and tools to create, share, and communicate their work effectively.
6-8.6.b. Students create original works or responsibly repurpose digital resources into new creative works.
6-8.6.c. Students create artifacts using digital tools to communicate complex ideas textually, visually, graphically, and auditorily.
6-8.6.d. Students publish or present content designed for intended audiences and select platforms that effectively convey their ideas.
6-8.7.a. Students use digital tools to interact with others to develop a richer understanding of different perspectives and cultures.
6-8.7.b. Students use collaborative technologies to connect with others, including peers, experts and community members, to learn about issues and problems or to gain a broader perspective.
6-8.7.c. Students perform a variety of roles within a team, using age-appropriate technology to complete a project or solve a problem.
6-8.7.d. Students work with others, using collaborative technologies to explore local and global issues and investigate and advocate for possible solutions.
7.CR.1.a. Explore relationships of movement components and concepts through creative processes by investigating various improvisational approaches.
7.CR.1.b. Construct and solve movement problems to develop choreographic content.
7.CR.1.c. Create movement from a variety of stimuli (e.g., music/sound, observed dance, literary forms, natural phenomena, current news, social events) that expands movement vocabulary and develops artistic expression. Use movement to create an original dance study.
7.CR.2.a. Explore choreographic elements, structures, and processes to develop a dance study. Explain the choreographic intent of the movement.
7.CR.2.b. Choreograph a dance study that communicates personal or cultural meaning.
7.CR.3.a. Revise dance compositions using collaboratively developed artistic criteria. Explain reasons for revisions and how choices made relate to artistic intent.
7.CR.3.b. Explore or invent a system to record a dance sequence through writing, symbols, or form of media technology (e.g., Laban motif symbols, creative writing, etc.).
7.Pr.4.a. Refine partner ensemble skills through the development of kinesthetic awareness while performing diverse pathways, levels, and patterns in space. Maintain focus with partner or group in near and far space. Convert inward focus to outward focus for projecting out to far space.
7.Pr.4.b. Use combinations of sudden and sustained timing as it relates to both the time and the dynamics of a sequence or dance work. Accurately use accented and unaccented beats in 3/4 and 4/4 meter. Use timing accents to add rhythmic interest to movement.
7.Pr.4.c. Incorporate energy/effort and dynamics to technique exercises and dance performance. Use energy and dynamics to enhance and project movements.
7.Pr.5.a. Apply technical dance skills (e.g., alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement) to accurately execute changes of direction, weight shifts, flexibility/range of motion, elevations and landings, extensions of limbs, and movement transitions within dance sequences.
7.Pr.5.b. Identify and evaluate healthful practices, including nutrition and basic anatomical knowledge, which promote safe and healthful strategies when warming up, dancing, and in everyday life.
7.Pr.5.c. Apply movement principles. such as movement initiation and use of imagery. while performing dance sequences and movement studies.
7.Pr.6.a. Demonstrate leadership qualities (e.g., commitment, dependability, responsibility, and cooperation) when preparing for performances. Use performance etiquette and performance practices during class, rehearsal, and performance. Document efforts and create a plan for ongoing improvements. Accept post-performance notes from choreographer and apply corrections to future performances.
7.Pr.6.b. Identify and select production elements that would intensify and heighten the artistic intent of the work and explain reasons for the decisions made using production terminology. Explore possibilities of producing dance in a variety of venues or for different audiences. Provide evidence of how the production elements would be handled in different situations.
7.Re.7.a. Describe, demonstrate, and compare dance sequences within a dance in context of their artistic intent.
7.Re.7b. Explain and compare how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent using genre-specific dance terminology.
7.Re.8.a. Interpret and provide evidence on how artistic expression of dance is achieved through the relationships among the components of dance using genre-specific terminology.
7.Re.9.a. Use artistic criteria to determine what makes an effective dance work. Utilize criteria to evaluate a specific dance work and consider content, context, genre, style, or cultural movement practice to comprehend artistic expression using genre- specific dance terminology.
7.Cn.10.a. Analyze and compare various movement sources (e.g., personal, cross-cultural, styles and genres of movement) and their dance elements. Interpret the movement observed in regard to the development of your attitudes, knowledge, experiences, and/or personal movement preferences.
7.Cn.10.b. Research an aspect or contrasting aspects from the cultural, social, or historical development of a dance genre or style, and/or the dance elements. Share the findings and discuss how these reinforced or changed personal views and understandings. Document the process of investigation.
7.Cn.11.a. Investigate the dance literacy skills of dance observation, writing, and critique; understanding cultural influences; engaging in dialogue; and utilizing technology and symbols in your learning.
7.CS.D.1Identify some advantages, disadvantages, and consequences with the design of computer devices based on an analysis of how users interact with devices.
7.CS.HS.1Design projects that combine hardware and software to collect and exchange data.
7.CS.T.1Evaluate strategies to fix problems with computing devices and their components within a system.
7.NI.C.1Evaluate multiple methods of encryption for the secure transmission of information.
7.NI.C.2Explain how physical and digital security measures protect electronic information.
7.NI. NCO.1Compare and contrast models to understand the many protocols used for data transmission.
7.DA. CVT.1Collect and analyze data using computational tools to create models that are meaningful and useful.
7.DA.S.1Use multiple encoding schemes to represent data, including binary and ASCII.
7.DA.IM. 1Use computational models and determine the reliability and validity of data they generate.
7.AP.A.1Use planning strategies, such as flowcharts or pseudocode, to develop algorithms to address complex problems.
7.AP.V.1Compare and contrast variables that represent different data types and perform operations on their values.
7.AP.C.1Design and develop programs that combine control structures, including nested loops and compound conditionals.
7.AP.M.1Decompose problems into parts to facilitate the design, implementation, and review of programs.
7.AP.M.2Use procedures with parameters to organize code and make it easier to reuse.
7.AP.PD.1Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
7.AP.PD.2Incorporate existing code and media into programs, and give attribution.
7.AP.PD.3Systematically test and refine programs using a range of possible inputs.
7.AP.PD.4Distribute and execute tasks while maintaining a project timeline when collaboratively developing computational artifacts.
7.AP.PD.5Document programs to make them easier to follow, test, and debug.
7.IC.C.1Explain how some of the tradeoffs associated with computing technologies can affect people's everyday activities and career options.
7.IC.C.2Discuss how bias and accessibility issues can impact the functionality of existing technologies.
7.IC.SI.1Describe the process for creating a computational product by collaborating with others using digital technologies.
7.IC. SLE.1Identify the benefits and risks associated with sharing information digitally.
7-MU.CR.1.a. Improvise rhythmic, melodic, and harmonic phrases within a specified form (e.g., AB, ABA, rondo, theme and variations, etc.).
7-MU.CR.1.b. Generate coherent musical ideas (e.g., rhythms, melodies, accompaniment patterns) within related tonalities, meters, and simple chord changes within a specified form.
7-MU.CR.2.a. Demonstrate and document selected and developed ideas for improvisations, arrangements, or compositions (e.g., with unity and variety).
7-MU.CR.2.b. Use notation to document personal or collective rhythmic phrases, melodic phrases, and harmonic sequences.
7-MU.CR.3.a. Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others (e.g., teacher, peers).
7-MU.CR.3.b. Present the final version of your documented personally or collectively created music to others and explain your creative process and intent.
7-MU.Pr.4.a. Select music to perform using teacher-provided criteria and explain reasons for choices.
7-MU.Pr.4.b. Demonstrate understanding of the form in music selected for performance.
6-MU.Pr.4.c. Read and perform using notation (e.g., syncopation).
7-MU.Pr.4.d. Explain how interpretation is connected to expressive intent in various music.
7-MU.Pr.5.a. Apply collaboratively-developed criteria and feedback to evaluate personal and ensemble performance.
7-MU.Pr.5.b. With an appropriate level of independence, rehearse to refine technique, expression, and identified performance challenges.
7-MU.Pr.6.a. Perform music with appropriate expression, technique, and interpretation.
7-MU.Pr.6.b. Demonstrate performance and audience decorum appropriate for the occasion.
7-MU.Re.7.a. Compare and contrast your listening preferences with those of others.
7-MU.Re.7.b. Classify and explain, citing evidence, how musical concepts, design, and contexts affect responses to music (e.g., personal, social).
7-MU.Re.8.a. Classify and describe expressive attributes and context, and how they support creators’/performers’ expressive intent.
7-MU.Re.9.a. Apply collaboratively-developed criteria to evaluate musical works and performances.
7-MU.Cn.10.a. Identify examples of how music helps to create a sense of identity, community, and solidarity.
7-MU.Cn.10.b. Reflect on and discuss the roles and impact various music plays in your life and the lives of others.
7-MU.Cn.11.a. Synthesize relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature, science, math, social studies, language arts).
7-MU.Cn.11.b. Identify and explain how context (e.g., social, cultural, historical) can inform a performance.
7-MA.CR.1.a. Formulate variations of goals and solutions for media artworks by practicing chosen creative processes (e.g., sketching, improvising, brainstorming).
7-MA.CR.2.a. Design, propose, and evaluate artistic ideas, plans, prototypes, and production processes for media arts productions, considering expressive intent and resources.
7-MA.CR.3.a. Coordinate production processes to integrate content and components for determined purpose and meaning in media arts productions, demonstrating understanding of associated principles (e.g., narrative structures and composition).
7-MA.CR.3.b. Improve and refine media artworks by intentionally emphasizing particular expressive elements to reflect an understanding of purpose, audience, or place.
7-MA.Pr.4.a. Integrate multiple contents and forms into unified media arts productions that convey consistent perspectives and narratives (e.g., interactive video game).
7-MA.Pr.4.a. Integrate multiple contents and forms into unified media arts productions that convey consistent perspectives and narratives (e.g., interactive video game).
7-MA.Pr.5.a. Exhibit an increasing set of artistic, design, technical, and soft skills (e.g., creative problem solving, organizing) through performing various roles in producing media artworks.
7-MA.Pr.5.b. Exhibit an increasing set of creative and adaptive innovation techniques (e.g., exploratory processes) for developing solutions within and through media arts productions.
7-MA.Pr.5.c. Demonstrate adaptability using tools and techniques in standard and experimental ways to achieve an assigned purpose in constructing media artworks.
7-MA.Pr.6.a. Evaluate various presentation formats in order to fulfill various tasks and teacher-defined processes in the presentation and/or distribution of media artworks.
7-MA.Pr.6.b. Evaluate the results of and improvements for presenting media artworks, considering impacts on personal growth.
7-MA.Re.7.a. Describe, compare, and analyze the qualities of and relationships between the components in media artworks.
7-MA.Re.7.b. Describe, compare, and analyze how various forms, methods, and styles in media artworks interact with personal preferences in influencing audience experience.
7-MA.Re.8.a. Analyze the intent and message of a variety of media artworks, using self-developed criteria.
7-MA.Re.9.a. Develop and apply criteria to evaluate various media artworks and production processes, considering context, and practicing constructive feedback.
7-MA.Cn.10.a. Access, evaluate, and use internal and external resources to inform the creation of media artworks (e.g., experiences, interests, research, exemplary works).
7-MA.Cn.10.b. Explain and show how media artworks form new meanings, knowledge, situations, and cultural experiences (e.g., learning, new information)
7-MA.Cn.11.a. Research and demonstrate how media artworks and ideas relate to various purposes, values, cultures, and contexts (e.g., community, vocations, social media).
7-MA.Cn.11.b. Analyze and interact appropriately with media arts tools and responsibly interact with media arts tools and environments, considering copyright, ethics, media literacy, social media, virtual worlds, and digital identity.
7-TH.CR.1.a. Investigate multiple perspectives and solutions to staging challenges in a theatrical work.
7-TH.CR.1.b. Present and explain solutions to design challenges in a theatrical work.
7-TH.CR.1.c. Envision and describe a scripted or improvised character’s inner thoughts and objectives in a theatrical work.
7-TH.CR.2.a. Examine and justify original ideas and artistic choices in a theatrical work based on critical analysis, background knowledge, and historical and cultural context.
7-TH.CR.2.b. Demonstrate mutual respect for self and others and their roles in preparing or devising a theatrical work.
7-TH.CR.3.a. Analyze and refine artistic choices in a devised or scripted theatrical work.
7-TH.CR.3.b. Research multiple technical design elements for a devised or scripted theatrical work (e.g., lighting, sound, scenery, props, costumes, makeup, media).
7-TH.CR.3.c. Demonstrate effective physical and vocal traits of characters in an improvised or scripted theatrical work.
7-TH.Pr.4.a. Discuss various character objectives (choices) in a theatrical work.
7-TH.Pr.4.b. Discuss various staging choices to enhance the story in a theatrical work.
7-TH.Pr.5.a. Participate in a variety of acting exercises and techniques that can be applied for a theatrical work.
7-TH.Pr.5.b. Demonstrate the use of technical elements in a theatrical work.
7-TH.Pr.6.a. Perform in a group guided theatrical experience and present it informally to an audience.
7-TH.Re.7.a. Compare recorded personal and peer reactions to artistic choices in a theatrical work.
7-TH.Re.8.a. Discuss other artist’s character choices based on personal experiences.
7-TH.Re.8.b. Describe how specific cultural perspectives can influence theatrical work.
7-TH.Re.8.c. Interpret and discuss how personal aesthetics, preferences, and beliefs are used in a theatrical work.
7-TH.Re.9.a. Explain preferences, using supporting evidence and criteria, to evaluate a theatrical work.
7-TH.Re.9.b. Describe how specific cultural perspectives can influence theatrical work.
7-TH.Re.9.c. Interpret and discuss how personal aesthetics, preferences, and beliefs are used in a theatrical work.
7-TH.Cn.10.a. Explain how the actions and motivations of characters in a theatrical work impact the perspectives of a community or culture.
7-TH.Cn.10.b. Use different forms of theatrical work to examine contemporary social, cultural, or global issues.
7-TH.Cn.11.a. Research and discuss how a playwright might have intended a theatrical work to be produced.
7-TH.Cn.11.b. Examine artifacts from a time period and geographic location to better understand performance and design choices in a theatrical work.
7-PE-S1.M1.7 – Demonstrates correct rhythm and pattern for a different dance form from among folk, social, creative, line or world dance.
7-PE-S1.M2.7 – Throws with a mature pattern for distance or power appropriate to the activity in a dynamic environment.
7-PE-S1.M3.7 – Catches with a mature pattern from a variety of trajectories using different objects in small-sided game play.
7-PE-S1.M4.7 – Passes and receives with feet in combination with locomotor patterns of running and change of direction and speed with competency in modified invasion games such as soccer or speedball.
7-PE-S1.M5.7 – Throws, while moving, a leading pass to a moving target.
7-PE-S1.M6.7 – Executes at least 1 of the following designed to create open space during small-sided game play: pivots, fakes, jab steps.
7-PE-S1.M7.7 – Performs the following offensive skills with defensive pressure: pivot, give and go, and fakes.
7-PE-S1.M8.7 – Dribbles with dominant and non-dominant hand using a change of speed and direction in a variety of practice tasks.
7-PE-S1.M9.7 – Foot-dribbles or dribbles with an implement combined with passing in a variety of practice tasks
7-PE-S1.M10.7 – Shoots on goal with power and accuracy during small-sided game play.
7-PE-S1.M11.7 – Slides in all directions while on defense without crossing feet.
7-PE-S1.M12.7 – Executes consistently (at least 70% of the time) a legal underhand serve to a predetermined target for net/wall games such as badminton, volleyball, pickleball.
7-PE-S1.M13.7 – Strikes, with a mature overarm pattern in a dynamic environment for net/wall games such as volleyball, handball, badminton or tennis.
7-PE-S1.M14.7 – Demonstrates the mature form of forehand and backhand strokes with a long-handled implement in net games such as badminton or tennis.
7-PE-S1.M15.7 – Transfer weight with correct timing using low-to-high striking pattern with a short-handled implement on the forehand side.
7-PE-S1.M16.7 – Forehand and backhand volleys with a mature form and control using a short-handled implement.
7-PE-S1.M17.7 – Two-hand volleys with control in a dynamic environment.
7-PE-S1.M18.7 – Executes consistently (70% of the time) a mature underhand pattern for target games such as bowling, bocce, or horseshoes.
7-PE-S1.M19.7 – Strikes, with an implement, a stationary object for accuracy and distance in activities such as croquet, shuffleboard or golf.
7-PE-S1.M20.7 – Strikes a pitched ball with an implement for power to open space in a variety of practice tasks.
7-PE-S1.M21.7 – Catches, with a mature pattern, from different trajectories using a variety of objects in a small-sided game play.
7-PE-S1.M22.7 – Demonstrates correct technique for a variety of skills in at least 1 self-selected outdoor activity.
7-PE-S1.M23.7 - Preferably taught at elementary or secondary levels. However, availability of facilities might dictate when swimming and water safety are offered in the curriculum.
7-PE-S1.M24.7 – Demonstrates correct technique for a variety of skills in 1 self-selected individual-performance activity.
7-PE-S2.M1.7–Reduces open space by using locomotor movements (e.g., walking, running, jumping & landing, changing size and shape of body) in combination with movement concepts (e.g., reducing the angle in space, reducing the angle in the space, reducing distance between player and goal).
7-PE-S2.M2.7– Executes at least 2 of the following offensive tactics to create open space: uses a variety of passes, pivots and fakes; give & go.
7-PE-S2.M3.7– Creates open space by staying spread on offense, cutting and passing quickly.
7-PE-S2.M4.7 –Reduces open space on defense by staying close to the opponent as he/she nears the goal.
7-PE-S2.M5.7– Reduces open space by not allowing the catch (denial) and anticipating the speed of the object or person for the purpose of interception or deflection.
7-PE-S2.M6.7– Transitions from offense to defense or defense to offense by recovering quickly, communicating with teammates.
7-PE-S2.M7.7 – Creates open space in net/wall games with long- handled implement by varying force and direction, and moving opponent from side to side.
7-PE-S2.M8.7–Selects offensive shot based on opponent’s location (hit where opponent is not).
7-PE-S2.M9.7– Varies the speed and/or trajectory of the shot based on location of the object in relation to the target.
7-PE-S2.M10.7 –Uses a variety of shots (e.g., slap & run, bunt, line drive, high arc) to hit to open space.
7-PE-S2.M11.7–Selects the correct defensive play based on the situation (e.g., number of outs).
7-PE-S2.M12.7–Identifies and applies Newton’s law of motion to various dance or movement activities.
7-PE-S2.M13.7 –Analyzes the situation and makes adjustments to ensure safety of self and others.
7-PE-S3.M1.7 –Identifies barriers related to maintaining a physically active lifestyle and seeks solutions for eliminating those barriers.
7-PE-S3.M2.7 –Participates in a physical activity twice a week outside of physical education class.
7-PE-S3.M3.7 –Participates in a variety of strength and endurance-fitness activities such as weight or resistance training.
7-PE-S3.M4.7 –Participates in a variety of strength and endurance-fitness activities such as weight or resistance training.
7-PE-S3.M5.7 – Participates in a variety of lifetime dual and individual sports, martial arts or aquatic activities.
7-PE-S3.M6.7 – Participates in moderate to vigorous muscle- and bone-strengthening physical activity at least 3 times a week.
7-PE-S3.M7.7 – Distinguishes between health- and skill- related fitness.
7-PE-S3.M8.7 – Adjusts physical activity based on quantity of exercise need for a minimal health standard and/or optimal functioning based on current fitness level.
7-PE-S3.M9.7 – Describes and demonstrates the difference between dynamic and static stretches.
7-PE-S3.M10.7 – Describes the role of exercise and nutrition in weight management.
7-PE-S3.M11.7 –Describes the overload principle (FITT formula) for different types of physical activity, the training principles on which the formula is based and how the formula and principles affect fitness.
7-PE-S3.M12.7 – Designs a warm up/cool down regimen for a self-selected physical activity.
7-PE-S3.M13.7 – Defines how the RPE scale can be used to determine the perception of the work effort or intensity of exercise.
7-PE-S3.M14.7 –Describes how muscles pull on bones to create movement in pairs by relaxing and contracting.
7-PE-S3.M15.7 – Designs and implements a program of remediation for 2 areas of weakness based on the results of health-related fitness assessment.
7-PE-S3.M16.7 – Maintains physical activity and nutrition log for at least 2 weeks and reflects on activity levels and nutrition as documented in the log.
7-PE-S3.M17.7 – Develops strategies for balancing healthy food, snacks and water intake, along with daily physical activity.
7-PE-S3.M18.7 – Practices strategies for dealing with stress, such as deep breathing, guided visualization, and cardio vascular exercise.
7.CL.1.1 Compare and contrast current and past employer hiring and employment practices related to substance use (e.g., tobacco, drugs, and alcohol)
7.CL.1.2 Explain what is meant by “jobs” and “careers,” and examine how each tends to be distributed regionally, nationally, and globally
7.CL.1.3 Inventory the requirements for entering different career areas of interest using online job information and determining why those requirements are needed for success in a chosen career
7.CL.1.4 Compare and contrast how traditional and non-traditional occupational roles have changed or remained the same regionally, nationally, and globally
7.CL.1.5 Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career selection
7.CL.1.6 Identify common knowledge, skills, and abilities needed within career clusters
7.CL.1.7 Relate academic achievement and course planning to secondary opportunities
7.CL.2.1 Develop strategies for productive behaviors that impact critical thinking and problem-solving skills
7.CL.2.2 Implement problem-solving strategies to solve a problem in school or real-world situations
7.CL.2.3 Compare and contrast different strategies used in various organizations to solve problems
7.CL.2.4 Design and implement a personal problem-solving plan using one or more problem-solving strategies
7.CL.3.1 Determine an individual’s responsibility for personal actions and contributions to group activities
7.CL.3.2 Demonstrate the use of compromise, negotiation, and community-building strategies for carrying out tasks, assignments, and projects
7.CL.3.3 Model leadership skills during classroom and extracurricular activities
7.CL.4.1 Demonstrate the ability to understand others using verbal and non-verbal communication
7.CL.4.2 Use effective communication skills in person and online interactions with peers and adults from home and from diverse cultures
7.CL.4.3 Examine how communication in different cultures and generations in the workplace may result in misunderstanding
7.CL.4.4 Use digital media effectively to enhance communication
7.CL.5.1 Explore the role of technology in the workplace
7.CL.5.2 Examine how technology has impacted the workplace (i.e. skills, jobs)
7.CL.5.3 Explore industry-recognized technology tools (i.e. Microsoft Office, etc.)
7.CL.5.4 Engage in positive, safe, legal, and ethical behavior when using technology including social interactions online
7.CL.6.1 Demonstrate and describe appropriate work habits and interpersonal skills needed to obtain and retain employment
7.CL.6.2 Demonstrate and describe ethical and unethical behavior
7.CL.7.1 Identify the importance of personal appearance in a variety of settings
7.CL.7.2 Demonstrate effective time management
7.CL.7.3 Explain financial wants vs. needs
7.CL.7.4 Analyze the relationship between education, income, and job opportunities
7.CL.7.5 Create and examine the benefits of a budget
7-PE-S4.M1.7 –Exhibits responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates.
7-PE-S4.M2.7 –Demonstrates both intrinsic and extrinsic motivation by selecting opportunities to participate in physical activity outside of class.
7-PE-S4.M3.7 –Provides corrective feedback to a peer using teacher-generated guidelines and incorporating appropriate tone and other communication skills.
7-PE-S4.M4.7 –Demonstrates cooperation skills by establishing rules and guidelines for resolving conflicts.
7-PE-S4.M5.7 – Problem solves with a small group of classmates during adventure activities, small-group initiatives, or game play.
7-PE-S4.M6.7 – Demonstrates knowledge of rules and etiquette by self-officiating modified physical activities and games or following parameters to create or modify a dance.
7-PE-S4.M7.7 – Independently uses physical activity and exercises equipment appropriately and safely.
7-PE-S5.M1.7 –Identifies different types of physical activities and describes how each exerts a positive impact on health.
7-PE-S5.M2.7 –Identifies positive mental and emotional aspects of participating in a variety of physical activities.
7-PE-S5.M3.7 –Generates positive strategies such as offering suggestions or assistance, leading or following others and providing possible solutions when faced with a group challenge.
7-PE-S5.M4.7 –Identifies why self-selected physical activities create enjoyment.
7-PE-S5.M5.7 –Explains the relationship between self-expression and lifelong enjoyment through physical activity.
7-PE-S5.M6.7 – Demonstrates the importance of social interaction by helping and encouraging others, avoiding trash talk and providing support to classmates.
7-VA.CR.1.a. Apply strategies to overcome creative blocks (e.g., redefine view from different perspective, take a break and look at classmates’ work).
7-VA.CR.1.b. Develop criteria (e.g., identifying the desired qualities of the final artwork) to guide making a work of art or design to meet an identified goal.
7-VA.CR.2.a. Demonstrate persistence in developing skills with various materials, methods, and approaches (e.g., using elements and principles of modern art, applying artistic norms of diverse cultures, addressing social issues in contemporary art) in creating works of art or design.
7-VA.CR.2.b. Apply standards of craftmanship with tools, materials, and processes, and demonstrate awareness of ethical responsibility to yourself and others with posting and sharing images and other materials through the internet, social media, and other communication formats.
7-VA.CR.2.c. Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
7-VA.CR.3.a. Reflect on and explain important information about personal artwork in an artist statement or another format (e.g., essay, story, poem).
7-VA.Pr.4.a. Compare how technologies have changed the way artwork is presented and experienced (e.g., audio tours, interactive screens, digital projections, virtual tours).
7-VA.Pr.5.a. Based on criteria (e.g., visual similarities, media, unity of subject matter) analyze and evaluate methods for preparing and presenting artworks in an exhibition (e.g., collection of postcard reproductions, student artwork, objects of visual culture).
7-VA.Pr.6.a. Analyze how preservation and security measures can affect viewing and experiencing art.
7-VA.Re.7.a. Explain how the location of artworks/artifacts (e.g., katsinas in museums or in ceremonial sites) influence how they are perceived and valued.
7-VA.Re.7.b. Analyze multiple ways that images influence specific audiences (e.g., flags at the opening ceremony of the Olympic games, athletic logos at sporting events, costumes as sci-fi convention).
7-VA.Re.8.a. Cite specific evidence from an artwork (e.g., subject matter, media, artistic norms of diverse cultures, social issues in contemporary art) and relevant evidence from the context (e.g., artist life and times) to support an interpretation of the mood, message, or meaning of that artwork.
7-VA.Re.9.a. Compare and explain the difference between an evaluation of an artwork based on articulated personal criteria and an evaluation of an artwork based on a set of criteria established by art specialists (e.g., curators, art historians, reviewers, other artists).
7-VA.Cn.10.a. Make art inspired by community art and/or by art made by local artists.
7-VA.Cn.11.a. Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources (e.g., American folk portraits made for everyday people available before photography, Stonehenge built with massive stones from far away) and cultural uses (e.g., expressing religious concerns, promoting political points of view, showcasing economic status, celebrating scientific discoveries).
7-PO.6.C1-1.1 Assess personal health practices
7-PO.6.C2-1.1 Develop a goal to adopt, maintain, or improve a personal health practice
7-PO.6.C2-2.1 Apply strategies and skills needed to attain a personal health goal
7-PO.6.C2-3.1 Describe how personal health goals can vary with changing abilities, priorities, and responsibilities
7-PO.7.C1-1.1 Explain the importance of assuming responsibility for personal health behaviors
7-PO.7.C2-1.1 Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others
7-PO.7.C2-2.1 Demonstrate behaviors that avoid or reduce health risks to self and others
7-PO.8.C1-1.1 State a health enhancing position on a topic and support it with accurate information
7-PO.8.C1-2.1 Demonstrate how to influence and support others to make positive health choices
7-PO.8.C2-1.1 Demonstrate how to work cooperatively to advocate for healthy individuals, families, and schools
7-PO.8.C3-1.1 Identify ways in which health messages and communication techniques can be altered for different audiences
7-PO.5.C1-1.1 Identify circumstances that can help or hinder healthy decision making
7-PO.5.C2-1.1 Determine when health- related situations require the application of a thoughtful decision-making process
7-PO.5.C2-2.1 Distinguish when individual or collaborative decision making is appropriate
7-PO.5.C2-3.1 Distinguish between healthy and unhealthy alternatives to health-related issues or problems
7-PO.5.C2-4.1 Predict the potential short-term impact of each alternative on self and others
7-PO.5.C2-5.1 Choose healthy alternatives over unhealthy alternatives when making a decision
7-PO.5.C2-6.1 Analyze the outcomes of a health-related decision
7-PO.1.C1-1.1 Analyze the relationship between healthy behaviors and personal health
7-PO.1.C2-1.1 Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence
7-PO.1.C3-1.1 Analyze how the environment affects personal health
7-PO.1.C3-2.1 Analyze how food provides energy and nutrients for growth and development, that nutrition requirements vary from person to person, and how food intake affects health
7-PO.1.C3-3.1 Analyze how physical activity contributes to disease prevention
7-PO.1.C3-4.1 Describe how family history can affect personal health
7-PO.1.C4-1.1 Describe ways to reduce or prevent injuries and other adolescent health problems
7-PO.1.C5-1.1. Explain how appropriate health care can promote personal health
7-PO.1.C6-1.1 Describe the benefits of and barriers to practicing healthy behaviors
7-PO.1.C6-2.1 Examine the likelihood of injury or illness if engaging in unhealthy behaviors
7-PO.1.C6-3.1 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors
7-PO.2.C1-1.1 Examine how the family influences the health of adolescents
7-PO.2.C1-2.1 Describe the influence of culture on health beliefs, practices, and behaviors
7-PO.2.C1-3.1 Analyze how peers influence healthy and unhealthy behaviors
7-PO.2.C1-4.1 Analyze how the school and community can affect personal health practices and behaviors
7-PO.2.C1-5.1 Analyze how messages from media influence health behaviors
7-PO.2.C1-6.1 Analyze the influence of technology on personal and family health
7-PO.2.C2-1.1 Explain how the perceptions of norms influence healthy and unhealthy behaviors
7-PO.2.C2-2.1 Explain the influence of personal values and beliefs on individual health practices and behaviors
7-PO.2.C2-3.1 Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors
7-PO.2.C3-1.1 Examine and explain how school and public health policies can influence health promotion and disease prevention
7-PO.3.C1-1.1 Analyze the validity of health information, products, and services
7-PO.3.C2-1.1 Access valid health information from home, school, and community
7-PO.3.C2-2.1 Determine the accessibility of products that enhance health
7-PO.3.C2-3.1 Describe situations that may require professional health services
7-PO.3.C2-4.1 Locate valid and reliable health products and services
7-PO.4.C1-1.1 Apply effective verbal and nonverbal communication skills to enhance health
7-PO.4.C1-2.1 Demonstrate refusal and negotiation skills that avoid or reduce health risks
7-PO.4.C2-1.1 Identify effective conflict management or resolution strategies
7-PO.4.C3-1.1 Identify ways to ask for assistance to enhance the health of self and others
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Arizona State Number and Standard - 8
8.RL.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
8.RL.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
8.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
8.RL.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
8.RL.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
8.RL.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
8.RL.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories or religious works, including describing how the material is rendered new.
8.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 8.
8.RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8.RI.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
8.RI.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories
8.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
8.RI.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
8.RI.6 Determine an author's point of view, perspective and purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
8.RI.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
8.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
8.RI.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
8.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 8.
8.W.1 Write arguments to support claims with clear reasons and relevant evidence.
8.W.1.a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
8.W.1.b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
8.W.1.c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
8.W.1.d: Establish and maintain a formal style.
8.W.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
8.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
8.W.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
8.W.2.b: Develop the topic with well-chosen, relevant facts, definitions, concrete details, quotations, or other information and examples.
8.W.2.c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
8.W.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
8.W.2.e: Establish and maintain a formal style
8.W.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
8.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
8.W.3.a: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
8.W.3.b: Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
8.W.3.c: Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
8.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
8.W.3.e: Provide a conclusion that follows from and reflects on the narrated experiences or events.
8.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
8.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
8.W.6 Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
8.W.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
8.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
8.W.9.a: Apply grade 8 Reading standards to literature.
8.W.9.b: Apply grade 8 Reading standards to literary nonfiction.
8.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
8.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
8.L.1.a: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
8.L.1.b: Form and use verbs in the active and passive voice.
8.L.1.c: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
8.L.1.d: Recognize and correct inappropriate shifts in verbals, voice, and mood.
8.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing
8.L.2.a: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
8.L.2.b: Use an ellipsis to indicate an omission
8.L.2.c: Use correct spelling.
8.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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).
8.L.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.
8.L.4.a: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede).
8.L.4.b: 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.
8.L.4.c: 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.
8.L.4.d: Verify the preliminary determination of the meaning of a word or phrase.
8.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
8.L.5.a: Interpret figures of speech (e.g. verbal irony, puns) in context.
8.L.5.b: Use the relationship between particular words to better understand each of the words
8.L.5.c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
8.L.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.
8.SP1.1 Analyze connections among events and developments in broader historical contexts.
8.SP1.2 Classify a series of historical events and developments as examples of change and/or continuity.
8.SP1.3 Evaluate the significance of past events and their effect on students' lives and society.
8.SP1.4 Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are historically significant.
8.SP2.1 Analyze multiple factors that influence the perspectives of people during different historical eras.
8.SP2.2 Explain how and why perspectives of people have changed over time.
8.SP2.3 Analyze how people's perspectives influenced what information is available in the historical sources they created.
8.SP3.1 Create and answer compelling and supporting questions that reflect enduring issues in the field of history and social science.
8.SP3.2 Detect possible limitations in the historical record based on evidence collected from various kinds of historical sources.
8.SP3.3 Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.
8.SP3.4 Evaluate the relevance and utility of historical sources based on information such as author, date, origin, intended audience, and purpose
8.SP3.5 Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the source to guide the selection to support claims and counterclaims.
8.SP3.6 Construct and present arguments based on claims and counterclaims while pointing out the strengths and limitations of the arguments.
8.SP3.7 Construct and present explanations using reasoning, correct sequence, examples, details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
8.SP3.8 Present arguments and explanations on topics of interest to others to reach multiple audiences in and outside of the classroom print, oral, and digital technologies.
8.SP4.1 Explain the multiple causes and effects of events and developments in the past.
8.SP4.2 Evaluate the influence of various causes of events and developments in the past.
8.SP4.3 Organize applicable evidence into a coherent argument about the multiple causes and effects of events and issues.
8.SP4.4 Compare the credibility, and authenticity of central arguments in secondary works of history on related topics in multiple media.
8.C4.5 Analyze how a specific problem can manifest itself at the local, regional, and global levels, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem. Apply a range of deliberative and democratic procedures to take action and solve the problem.
8.E1.1 Analyze the relationship between education, income, and job opportunities.
8.E1.2 Analyze the relationship between interest rates, saving, and use of credit.
8.E1.3 Analyze the relationship between investment and return.
8.E1.4 Examine the factors that influence spending decisions.
8.E1.5 Create a budget and examine the benefits of budgeting.
8.E1.6 Analyze the impact of debt on individuals.
8.E1.7 Understand several types of financial investments and calculate rates of return.
8.E1.8 Identify ways insurance may minimize personal financial risk.
8.E2.1 Explain how economic decisions affect the well-being of individuals, businesses, and society.
8.E2.2 Evaluate current economic issues in terms of benefits and costs for distinct groups.
8.E3.1 Explain the roles of buyers, sellers, and profits in product, labor, and financial markets.
8.E3.2 Analyze the relationship between supply, demand, and competition and their influence on prices, wages, and production.
8.E3.3 Analyze the influence of institutions such as corporations, non-profits, and labor unions in a market economy.
8.E4.1 Explain how inflation, deflation, and unemployment affect distinct groups.
8.E4.2 Explain the influence of changes in interest rates on borrowing and investing.
8.E4.3 Explain the effect of productivity on standard of living.
8.E5.1 Explain the interdependence of trade and how trade barriers influence trade among nations.
8.E5.2 Compare various economic systems such as command, mixed, and free market.
8.E5.3 Explain the benefits and the costs of trade policies to individuals, businesses, and society.
8.G1.1 Use geographic tools and representations to analyze historical and modern political and economic issues and events.
8.G2.1 Examine impact of and responses to environmental issues such as air, water, and land pollution, deforestation, urban sprawl, and changes to climate.
8.G2.2 Evaluate how political, social, and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
8.G3.1 Evaluate the impact of economic, political, and social decisions that have caused conflict or promoted cooperation throughout time.
8.G4.1 Take an active stance on a geographic issue reflecting its scale (local, regional, state, national, or global).
8.H2.1 Explain how different beliefs about the government's role in social and economic life have affected political debates and policies in the United States.
8.H2.2 Investigate how conflict can be both unifying and divisive both domestically and internationally.
8.H2.3 Explain how geographic and environmental factors shaped communities and how competition over resources have affected government policies.
8.H3.1 Explain how and why prevailing civil, social, religious, and political movements changed the United States during the 20th and 21st centuries.
8.H3.2 Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions.
8.H3.3 Compare how individual rights, freedoms, and responsibilities have evolved over time around the world.
8.H3.4 Investigate a significant historical topic from United States History that has significance to an issue or topic today.
8.P1U1.2Obtain and evaluate information regarding how scientists identify substances based on unique physical and chemical properties
8.P4U1.3Construct an explanation on how energy can be transferred from one energy store to another.
8.P4U1.4Develop and use mathematical models to explain wave characteristics and interactions.
8.P4U2.5Develop a solution to increase efficiency when transferring energy from one source to another.
8.E1U1.6Analyze and interpret data about the Earth's geological column to communicate relative ages of rock layers and fossils.
8.E1U3.7Obtain, evaluate, and communicate information about data and historical patterns to predict natural hazards and other geological events.
8.E1U3.8Construct and support an argument about how human consumption of limited resources impacts the biosphere.
8.L3U1.9Construct an explanation of how genetic variations occur in offspring through the inheritance of traits or through mutations.
8.L3U3.10Communicate how advancements in technology have furthered the field of genetic research and use evidence to support an argument about the positive and negative effects of genetic research on human lives.
8.L4U1.11Develop and use a model to explain how natural selection may lead to increases and decreases of specific traits in populations over time.
8.L4U1.12Gather and communicate evidence on how the process of natural selection provides an explanation of how new species can evolve.
8.NS.A.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion. Know that numbers whose decimal expansions do not terminate in zeros or in a repeating sequence of fixed digits are called irrational.
8.NS.A.2 Use rational approximations of irrational numbers to compare the size of irrational numbers. Locate them approximately on a number line diagram, and estimate their values.
8.NS.A.3 Understand that given any two distinct rational numbers, a < b, there exist a rational number c and an irrational number d such that a < c < b and a < d < b. Given any two distinct irrational numbers, a < b, there exist a rational number c and an irrational number d such that a < c < b and a < d < b.
8.EE.A.1 Understand and apply the properties of integer exponents to generate equivalent numerical expressions.
8.EE.A.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. Know that √2 is irrational.
8.EE.A.2.a: Evaluate square roots of perfect squares less than or equal to 225.
8.EE.A.2.b: Evaluate cube roots of perfect cubes less than or equal to 1000.
8.EE.A.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and express how many times larger or smaller one is than the other.
8.EE.A.4 Perform operations with numbers expressed in scientific notation including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities.
8.EE.B.5 Graph proportional relationships interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.
8.EE.B.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane. Derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at (0, b).
8.EE.C.7 Fluently solve linear equations and inequalities in one variable.
8.EE.C.7.a: Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solution. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
8.EE.C.7.b: Solve linear equations and inequalities with rational number coefficients, including solutions that require expanding expressions using the distributive property and collecting like terms.
8.EE.C.8 Analyze and solve pairs of simultaneous linear equations.
8.EE.C.8.a: Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
8.EE.C.8.b: Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations including cases of no solution and infinite number of solutions. Solve simple cases by inspection.
8.EE.C.8.c: Solve mathematical problems and problems in real-world context leading to two linear equations in two variables.
8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
8.F.A.3 Interpret the equation y = mx + b as defining a linear function whose graph is a straight line; give examples of functions that are not linear.
8.F.B.4 Given a description of a situation, generate 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 a graph. Track how the values of the two quantities change together. Interpret the rate of change and initial value of a linear function in terms of the situation it models, its graph, or its table of values.
8.F.B.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations. Properties include: lines are taken to lines, line segments are taken to line segments of the same length, angles are taken to angles of the same measure, parallel lines are taken to parallel lines.
8.G.A.2 Understand that a two-dimensional figure is congruent to another if one can be obtained from the other by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that demonstrates congruence.
8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
8.G.A.4 Understand that a two-dimensional figure is similar to another if, and only if, one can be obtained from the other by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that demonstrates similarity.
8.G.A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
8.G.B.6 Understand the Pythagorean Theorem and its converse.
8.G.B.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world context and mathematical problems in two and three dimensions.
8.G.B.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
8.G.C.9 Understand and use formulas for volumes of cones, cylinders and spheres and use them to solve real-world context and mathematical problems.
8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate and describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
8.SP.A.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
8.SP.A.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.
8.SP.A.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.
8.SP.B.5 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
8.SP.B.5.a: Understand that the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
8.SP.B.5.b: Represent sample spaces for compound events using organized lists, tables, tree diagrams and other methods. Identify the outcomes in the sample space which compose the event.
8.SP.B.5.c: Design and use a simulation to generate frequencies for compound events.
6-8.1.a. Students articulate personal learning goals, select, and manage appropriate technologies to achieve them, and reflect on their successes and areas of improvement in working toward their goals.
6-8.1.b. Students identify and begin to develop online networks of experts and peers to customize their learning environments in accordance with school policy.
6-8.1.c. Students integrate feedback from people and digital tools to improve their learning process, and they select technology to demonstrate their learning in a variety of ways.
6-8.1.d. Students navigate a variety of technologies and transfer their skills to troubleshoot and learn how to use new technologies.
6-8.2.a. Students cultivate their digital identities and reputations within a digital environment and understand that digital actions are permanent.
6-8.2.b. Students demonstrate and advocate for positive, safe, legal, and ethical behavior when using technology and when interacting with others online.
6-8.2.c. Students demonstrate and advocate for an understanding of intellectual property including copyright, permission, and fair use by including appropriate citation and attribution elements.
6-8.2.d. Students demonstrate an understanding of what personal data is, how it is collected, and how to keep it private and secure, including the awareness of current technology terms and processes.
6-8.3.a. Students practice and improve research strategies to locate information and other resources for their intellectual or creative pursuits.
6-8.3.b. Students practice evaluating the accuracy, perspective, credibility, and relevance of information, media, data or other resources.
6-8.3.c. Students locate and collect a variety of resources and organize information to make meaningful connections.
6-8.3.d. Students explore real-world problems and issues and actively pursue solutions for them.
6-8.4.a. Students engage in a design process for generating and testing ideas and developing innovative products to solve problems.
6-8.4.b. Students select and use digital tools to support a design process and expand their understanding to identify constraints and trade-offs and to weigh risks.
6-8.4.c. Students engage in a design process to develop, test, and revise prototypes, embrace the iterative process of trial and error, and understand setbacks as potential opportunities for improvement.
6-8.4.d. Students demonstrate an ability to persevere and handle greater ambiguity as they work to solve open-ended problems.
6-8.5.a. Students practice defining and solving problems by selecting technology for data analysis, modeling, and algorithmic thinking.
6-8.5.b. Students find and organize data and use technology to analyze and represent it to solve problems and make decisions.
6-8.5.c. Students break problems into component parts, identify key pieces, and use that information to solve problems.
6-8.5.d. Students understand how automation works and apply algorithmic thinking to design and automate solutions.
6-8.6.a. Students select appropriate platforms and tools to create, share, and communicate their work effectively.
6-8.6.b. Students create original works or responsibly repurpose digital resources into new creative works.
6-8.6.c. Students create artifacts using digital tools to communicate complex ideas textually, visually, graphically, and auditorily.
6-8.6.d. Students publish or present content designed for intended audiences and select platforms that effectively convey their ideas.
6-8.7.a. Students use digital tools to interact with others to develop a richer understanding of different perspectives and cultures.
6-8.7.b. Students use collaborative technologies to connect with others, including peers, experts and community members, to learn about issues and problems or to gain a broader perspective.
6-8.7.c. Students perform a variety of roles within a team, using age-appropriate technology to complete a project or solve a problem.
6-8.7.d. Students work with others, using collaborative technologies to explore local and global issues and investigate and advocate for possible solutions.
8.CR.1.a. Explore relationships of movement components and concepts through creative processes by investigating various improvisational approaches.
8.CR.1.b. Construct and solve movement problems to develop choreographic content.
8.CR.1.c. Create movement from a variety of stimuli (e.g., music/sound, observed dance, literary forms, natural phenomena, current news, social events) that expands movement vocabulary and develops artistic expression. Use movement to create an original dance study.
8.CR.2.a. Explore choreographic elements, structures, and processes to develop a dance study. Explain the choreographic intent of the movement.
8.CR.2.b. Choreograph a dance study that communicates personal or cultural meaning.
8.CR.3.a. Revise dance compositions using collaboratively developed artistic criteria. Explain reasons for revisions and how choices made relate to artistic intent.
8.CR.3.b. Explore or invent a system to record a dance sequence through writing, symbols, or form of media technology (e.g., Laban motif symbols, creative writing, etc.).
8.Pr.4.a. Refine partner ensemble skills through the development of kinesthetic awareness while performing diverse pathways, levels, and patterns in space. Maintain focus with partner or group in near and far space. Convert inward focus to outward focus for projecting out to far space.
8.Pr.4.b. Use combinations of sudden and sustained timing as it relates to both the time and the dynamics of a sequence or dance work. Accurately use accented and unaccented beats in 3/4 and 4/4 meter. Use timing accents to add rhythmic interest to movement.
8.Pr.4.c. Incorporate energy/effort and dynamics to technique exercises and dance performance. Use energy and dynamics to enhance and project movements.
8.Pr.5.a. Apply technical dance skills (e.g., alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement) to accurately execute changes of direction, weight shifts, flexibility/range of motion, elevations and landings, extensions of limbs, and movement transitions within dance sequences.
8.Pr.5.b. Identify and evaluate healthful practices, including nutrition and basic anatomical knowledge, which promote safe and healthful strategies when warming up, dancing, and in everyday life.
8.Pr.5.c. Apply movement principles. such as movement initiation and use of imagery. while performing dance sequences and movement studies.
8.Pr.6.a. Demonstrate leadership qualities (e.g., commitment, dependability, responsibility, and cooperation) when preparing for performances. Use performance etiquette and performance practices during class, rehearsal, and performance. Document efforts and create a plan for ongoing improvements. Accept post-performance notes from choreographer and apply corrections to future performances.
8.Pr.6.b. Identify and select production elements that would intensify and heighten the artistic intent of the work and explain reasons for the decisions made using production terminology. Explore possibilities of producing dance in a variety of venues or for different audiences. Provide evidence of how the production elements would be handled in different situations.
8.Re.7.a. Describe, demonstrate, and compare dance sequences within a dance in context of their artistic intent.
8.Re.7.b. Explain and compare how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent using genre-specific dance terminology.
8.Re.8.a. Interpret and provide evidence on how artistic expression of dance is achieved through the relationships among the components of dance using genre-specific terminology.
8.Re.9.a. Use artistic criteria to determine what makes an effective dance work. Utilize criteria to evaluate a specific dance work and consider content, context, genre, style, or cultural movement practice to comprehend artistic expression using genre- specific dance terminology.
8.Cn.10.a. Analyze and compare various movement sources (e.g., personal, cross-cultural, styles and genres of movement) and their dance elements. Interpret the movement observed in regard to the development of your attitudes, knowledge, experiences, and/or personal movement preferences.
8.Cn.10.b. Research an aspect or contrasting aspects from the cultural, social, or historical development of a dance genre or style, and/or the dance elements. Share the findings and discuss how these reinforced or changed personal views and understandings. Document the process of investigation.
8.Cn.11.a. Investigate the dance literacy skills of dance observation, writing, and critique; understanding cultural influences; engaging in dialogue; and utilizing technology and symbols in your learning.
8.CS.D.1Improve the design of computing devices based on an analysis of how users interact them, and consider unintended consequences.
8.CS.HS.1Design and evaluate projects that combine hardware and software components to collect and exchange data.
8.CS.T.1Systematically identify and develop strategies to fix problems with computing devices and their components.
8.NI.C.1Apply multiple methods of encryption to model the secure transmission of information.
8.NI.C.2Evaluate how various physical and digital security measures protect electronic information and how a lack of such measures could lead to vulnerabilities.
8.NI. NCO.1Develop models to illustrate the role of protocols in transmitting data across networks and the Internet.
8.DA. CVT.1Collect data using computational tools and transform the data to make it more meaningful and useful.
8.DA.S.1Represent data using multiple encoding schemes including binary and ASCII.
8.DA.IM. 1Design computational models and evaluate them based on the reliability and validity of the data they generate.
8.AP.A.1Develop planning strategies, such as flowcharts or pseudocode, to develop algorithms to address complex problems.
8.AP.V.1Create named variables that represent different data types and perform operations on their values.
8.AP.C.1Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
8.AP.M.1Decompose problems into parts to facilitate the design, implementation, and review of programs.
8.AP.M.2Create procedures with parameters to organize code and make it easier to reuse.
8.AP.PD.1Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
8.AP.PD.2Incorporate existing code, media, and libraries into original programs, and give attribution.
8.AP.PD.3Systematically test and refine programs using a range of possible inputs.
8.AP.PD.4Distribute and execute tasks while maintaining a project timeline when collaboratively developing computational artifacts.
8.AP.PD.5Document programs to make them easier to follow, test, and debug.
8.IC.C.1Compare and contrast tradeoffs associated with computing technologies that affect people's everyday activities and career options.
8.IC.C.2Develop a solution to address an issue of bias or accessibility in the design of existing technologies.
8.IC.SI.1Collaborate with contributors by using digital technologies when creating a computational product.
8.IC. SLE.1Evaluate the benefits and risks associated with sharing information digitally.
8-MU.CR.1.a. Improvise rhythmic, melodic, and harmonic ideas within expanded forms (e.g., introductions, transitions, codas, etc.).
8-MU.CR.1.b. Generate coherent musical ideas (e.g., rhythms, melodies, accompaniment patterns) within related tonalities, meters, and simple chord changes within a specified form.
8-MU.CR.2.a. Demonstrate and document selected and developed ideas for improvisations, arrangements, or compositions (e.g., vocal, variety, balance, tension/release).
8-MU.CR.2.b. Use notation to document personal or collective rhythmic phrases, melodic phrases, and harmonic sequences.
8-MU.CR.3.a. Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others (e.g., teacher, peers).
8-MU.CR.3.b. Present the final version of your documented personally or collectively created music to others and explain your creative process and intent.
8-MU.Pr.4.a. Select music to perform using personally- developed criteria and explain reasons for choices.
8-MU.Pr.4.b. Compare and contrast the form in music selected for performance.
8-MU.Pr.4.c. Read and perform using notation (e.g., syncopation).
8-MU.Pr.4.d. Explain how interpretation is connected to expressive intent in various music.
8-MU.Pr.5.a. Apply personally and/or collaboratively- developed criteria and feedback to evaluate personal and ensemble performance.
8-MU.Pr.5.b. With an appropriate level of independence, rehearse to refine technique, expression, and identified performance challenges.
8-MU.Pr.6.a. Perform music with appropriate expression, technique, and interpretation.
8-MU.Pr.6.b. Demonstrate performance and audience decorum appropriate for the occasion.
8-MU.Re.7.a. Compare and contrast your listening preferences with those of others.
8-MU.Re.7.b. Classify and explain, citing evidence, how musical concepts, design, and contexts affect responses to music.
8-MU.Re.8.a. Classify and describe expressive attributes and context, and how they support creators’/performers’ expressive intent.
8-MU.Re.9.a. Explain how music helps to create a sense of identity, community, and solidarity.
8-MU.Cn.10.a. Explain how music helps to create a sense of identity, community, and solidarity.
8-MU.Cn.10.b. Reflect on and discuss the roles and impact various music plays in your life and the lives of others.
8-MU.Cn.11.a. Synthesize relationships between music and other content areas (e.g., dance, visual art, dramatic arts, literature, science, math, social studies, language arts).
8-MU.Cn.11.b. Identify and explain how context (e.g., social, cultural, historical) can inform a performance.
8-MA.CR.1.a. Produce a variety of ideas and solutions for media artworks through application of chosen inventive processes (e.g., concept modeling., prototyping).
8-MA.CR.2.a. Design, structure and critique ideas, plans, prototypes, and production processes for media arts productions, considering intent, resources, and the presentation context.
8-MA.CR.3.a. Implement production processes to integrate content and stylistic conventions for determined meaning in media arts productions, demonstrating understanding of associated principles (e.g., theme, unity).
8-MA.CR.3.b. Refine and modify media artworks, improving technical quality and intentionally accentuating selected expressive and stylistic elements, to reflect an understanding of purpose, audience, and place.
8-MA.Pr.4.a. Integrate multiple contents and forms into unified media arts productions that convey specific themes or ideas (e.g., interdisciplinary projects, multimedia theatre).
8-MA.Pr.5.a. Demonstrate a teacher-defined range of artistic, design, technical, and soft skills, through performing specified roles in producing media artworks (e.g., strategizing, collaborative communication).
8-MA.Pr.5.b. Demonstrate a teacher-defined range of creative and adaptive innovation techniques (e.g., divergent solutions, bending conventions) in developing new solutions for identified problems within and through media arts productions.
8-MA.Pr.5.c. Demonstrate adaptability using tools, techniques, and content in standard and experimental ways to communicate intent in the production of media artworks.
8-MA.Pr.6.a. Design the presentation and distribution of media artworks through multiple formats and/or contexts.
8-MA.Pr.6.b. Evaluate the results of and implement improvements for presenting media artworks, considering impacts on personal growth and external effects.
8-MA.Re.7.a. Compare, contrast, and analyze the qualities of and relationships between the components and style in media artworks.
8-MA.Re.7.b. Compare, contrast, and analyze how various forms, methods, and styles in media artworks manage audience experience and create intention.
8-MA.Re.8.a. Analyze the intent, message, and meanings of a variety of media artworks, focusing on intentions, forms, and various contexts.
8-MA.Re.9.a. Evaluate media art works and production processes with developed criteria, considering context and artistic goals.
8-MA.Cn.10.a. Access, evaluate, and use internal and external resources to inform the creation of media artworks (e.g., cultural and societal knowledge, research, exemplary works).
8-MA.Cn.10.b. Explain and demonstrate how media artworks expand meaning and knowledge, and create cultural experiences (e.g., local and global events).
8-MA.Cn.11.a. Demonstrate and explain how media artworks and ideas relate to various purposes, values, cultures, and contexts (e.g., democracy, environment, connecting people and places).
8-MA.Cn.11.b. Analyze and responsibly interact with media arts tools, environments, legal, and technological contexts, considering ethics, media literacy, social media, virtual worlds, and digital identity.
8-TH.CR.1.a. Investigate and explore multiple perspectives and solutions to staging problems in a theatrical work.
8-TH.CR.1.b. Explore and discuss solutions to design challenges of a performance space in a theatrical work.
8-TH.CR.1.c. Develop a scripted or improvised character by discussing the character’s inner thoughts, objectives, and motivations in a theatrical work.
8-TH.CR.2.a. Articulate and apply critical analysis, background knowledge, research, and historical and cultural context to the development of original ideas for a theatrical work.
8-TH.CR.2.b. Share responsibilities and leadership roles to develop collaborative goals when preparing or devising theatrical work.
8-TH.CR.3.a. Use rehearsal and analysis to refine a devised or scripted theatrical work.
8-TH.CR.3.b. Implement a planned technical design using simple technology for devised or scripted theatrical work (e.g., lighting, sound, scenery, props, costumes, makeup, media).
8-TH.CR.3.c. Refine effective physical and vocal traits of characters in an improvised or scripted theatrical work.
8-TH.Pr.4.a. Demonstrate character choices using given circumstances in a theatrical work.
8-TH.Pr.4.b. Describe how character relationships assist in telling a story in a theatrical work.
8-TH.Pr.5.a. Practice various acting techniques to expand skills in a rehearsal or theatrical performance.
8-TH.Pr.5.b. Use a variety of technical elements to create a design for a rehearsal or theatrical work.
8-TH.Pr.6.a. Perform a rehearsed theatrical work for an audience.
8-TH.Re.7.a. a. Apply criteria to the evaluation of artistic choices in a theatrical work.
8-TH.Re.8.a. Apply character choices based on other artist’s or personal experiences in a theatrical work.
8-TH.Re.8.b. Analyze how cultural perspectives influence the evaluation of a theatrical work.
8-TH.Re.8.c. Apply personal aesthetics, preferences, and beliefs to evaluate a theatrical work.
8-TH.Re.9.a. Respond to a theatrical work using supporting evidence, personal aesthetics, and artistic criteria.
8-TH.Re.9.b. Evaluate the production elements used in a theatrical work to assess aesthetic choices.
8-TH.Re.9.c. Assess the impact of a theatrical work on a specific audience.
8-TH.Cn.10.a. Incorporate multiple perspectives and diverse community ideas in a theatrical work.
8-TH.Cn.10.b. Incorporate music, dance, art, and/or media to strengthen the meaning and conflict in a theatrical work with a particular cultural, global, or historical context.
8-TH.Cn.11.a. Research the story elements of a staged theatrical work and compare them to another production of the same work.
8-TH.Cn.11.b. Identify and use artifacts from a time period and place to develop performance and design choices in a theatrical work.
8-PE-S1.M1.8 - Exhibits command of rhythm and timing by creating a movement sequence to music as an individual or in a group.
8-PE-S1.M2.8 - Throws with a mature pattern for distance or power appropriate to the activity during small-sided game play.
8-PE-S1.M3.8 - Catches using an implement in a dynamic environment or modified game play.
8-PE-S1.M4.8- Passes and receives with an implement in combination with locomotor patterns of running and change of direction, speed, and/or level with competency in modified invasion games, such as lacrosse or hockey.
8-PE-S1.M5.8 - Throws a lead pass to a moving target off a dribble or pass with hands, feet, or an implement.
8-PE-S1.M6.8 - Executes at least 2 of the following to create open space during modified game play: pivots, fakes, jab steps, and/or screens.
8-PE-S1.M7.8 - Executes the following offensive skills during small-sided game play: pivots, give and go, and fakes.
8-PE-S1.M8.8 - Dribbles with dominant and non-dominant hand using a change of speed and direction in small-sided game play.
8-PE-S1.M9.8 - Foot dribbles or dribbles with an implement with control changing speed and direction during small-sided game play.
8-PE-S1.M10.8 - Shots on goal with power and accuracy during small-sided game play.
8-PE-S1.M11.8 - Maintains defensive ready position appropriate to the sport in a small-sided invasion game.
8-PE-S1.M12.8 - Executes consistently (at least 70%of the time) a legal underhand serve for distance and accuracy for net/wall games such as badminton, volleyball, pickle ball.
8-PE-S1.M13.8 - Strikes, with a mature overarm pattern, in a modified game for one of the following net/wall games; volleyball, handball, badminton, tennis, pickleball, spikeball, etc.
8-PE-S1.M14.8 - Demonstrates the mature form of forehand and backhand strokes with a short- or long-handled implement with power and accuracy in net games such as pickleball, tennis, badminton, or paddle ball.
8-PE-S1.M15.8 - Transfers weight with correct timing using low to high striking pattern with a short- or long-handed implement on the forehand or backhand side.
8-PE-S1.M16.8 - Forehand and backhand volleys with a mature form and control using a short- handed implement during modified game play.
8-PE-S1.M17.8 - Two-handed volleys with control in a small-sided game.
8-PE-S1.M18.8 - Performs consistently (70% of the time) a mature underhand pattern with accuracy and control for target games such as bowling or bocce.
8-PE-S1.M19.8 - Strikes, with an implement, a stationary object for accuracy, distance, and power in such activities as croquet, shuffleboard or golf.
8-PE-S1.M20.8 - Strikes pitched ball with an implement for power to open space in a variety of small-sided games.
8-PE-S1.M21.8 - Catches, with or without an implement, from different trajectories and speeds in a dynamic environment or modified game play.
8-PE-S1.M22.8 - Demonstrates correct technique for basic skills on at least 2 self- selected outdoor activities.
8-PE-S1.M23.8 - Preferably taught at elementary or secondary levels. However, availability of facilities might dictate when swimming and water safety are offered in the curriculum.
8-PE-S1.M24.8 - Demonstrates correct technique for basic skills in at least 2 self-selected individual performance activities.
8-PE-S2.M1.8- Opens and closes space during small-sided game play by combining locomotor movements with movement concepts.
8-PE-S2.M2.8- Executes at least 3 of the following offensive tactics to create open space: moves to create open space on and off the ball; uses a variety of passes, fakes, and pathways, and give and go.
8-PE-S2.M3.8- Creates open space by staying spread on offense, cutting and passing quickly, and using fakes off the ball.
8-PE-S2.M4.8- Reduces open space on defense by staying on the goal side of the offensive player and reducing the distance between you and your opponent (3rd party perspective).
8-PE-S2.M5.8- Reduces open space by not allowing the catch (denial) and anticipating the speed of the object or person for the purpose of interception or deflection.
8-PE-S2.M6.8- Transitions from offense to defense or defense to offense by recovering quickly, communicating with teammates, and capitalizing on the advantage.
8-PE-S2.M7.8- Creates open space in net/wall games with a long- or short-handled implement by varying force or direction or by, moving opponent side to side and/or forward and back.
8-PE-S2.M8.8 - Varies placement, force, and timing of return to prevent anticipation by opponent.
8-PE-S2.M9.8- Varies the speed, force and trajectory of the shot based on location of the object in relation to the target.
8-PE-S2.M10.8- Identifies sacrifice situations and attempts to advance a teammate.
8-PE-S2.M11.8- Reduces open spaces in the field by working with teammates to maximize coverage.
8-PE-S2.M12.8 - Describes and applies the mechanical principles for a variety of movement patterns.
8-PE-S2.M13.8- Implements safe protocols in self-selected outdoor activities.
8-PE-S3.M1.8 - Identifies the 5 components of health-related fitness (muscular strength, muscular endurance, flexibility, cardiovascular endurance, body composition) and explains the connections between fitness and overall physical and mental health.
8-PE-S3.M2.8 - Values participation in physical activity three times a week outside of physical education class.
8-PE-S3.M3.8 - Values participation in a variety of self-selected cardio vascular fitness activities outside of school such as walking, jogging, biking, skating, dancing, and swimming.
8-PE-S3.M4.8 - Plans and implements a program which may include the use of technology, cardio vascular, strength and endurance, and flexibility.
8-PE-S3.M5.8 - Values participation in a variety of self-selected lifetime activities outside of the school day. E.g. Recreational team sports, outdoor pursuits, martial arts, aquatic activities, dance, etc.
8-PE-S3.M6.8 - Values participation in moderate to vigorous cardio vascular and/or muscle and bone-strengthening physical activity at least 60 minutes per day at least three times a week.
8-PE-S3.M7.8 - Compares and contrasts health- and skill- related fitness components.
8-PE-S3.M8.8 - Uses available technology to self-monitor quantity of exercise needed for a minimal health standard and/or optimal functioning based current fitness level.
8-PE-S3.M9.8 - Describes, demonstrates, and employs a variety of appropriate static stretching techniques for all major muscle groups.
8-PE-S3.M10.8 - Describes the role of a variety of fitness-related concepts. E.g. Aerobic and anaerobic capacity, muscular strength and endurance, nutrition and weight management, flexibility and injury prevention.
8-PE-S3.M11.8 - Uses the overload principle (FITT formula) in preparing a personal workout.
8-PE-S3.M12.8 - Designs and implements a warm up/cool down regimen for a self-selected physical activity.
8-PE-S3.M13.8 - Defines resting heart rate and how the RPE scale can be used to adjust workout intensity during physical activity.
8-PE-S3.M14.8 - Explains how body systems interact with each other (e.g. Blood transports nutrients from the respiratory system during physical activity).
8-PE-S3.M15.8 - Designs and implements a program of remediation for 3 areas of weakness based on the results of health-related fitness assessment.
8-PE-S3.M16.8 - Designs and implements a program to improve levels of health related fitness and nutrition.
8-PE-S3.M17.8 - Describe the relationship between poor nutrition and health risk factors.
8-PE-S3.M18.8 - Demonstrates basic movements used in other stress reducing activities such as yoga, tai chi, and deep breathing.
8.CL.1.1 Compare and contrast current and past employer hiring and employment practices related to substance use (e.g., tobacco, drugs, and alcohol)
8.CL.1.2 Explain what is meant by “jobs” and “careers,” and examine how each tends to be distributed regionally, nationally, and globally
8.CL.1.3 Inventory the requirements for entering different career areas of interest using online job information and determining why those requirements are needed for success in a chosen career
8.CL.1.4 Compare and contrast how traditional and non-traditional occupational roles have changed or remained the same regionally, nationally, and globally
8.CL.1.5 Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career selection
8.CL.1.6 Identify common knowledge, skills, and abilities needed within career clusters
8.CL.1.7 Relate academic achievement and course planning to secondary opportunities
8.CL.2.1 Develop strategies for productive behaviors that impact critical thinking and problem-solving skills
8.CL.2.2 Implement problem-solving strategies to solve a problem in school or real-world situations
8.CL.2.3 Compare and contrast different strategies used in various organizations to solve problems
8.CL.2.4 Design and implement a personal problem-solving plan using one or more problem-solving strategies
8.CL.3.1 Determine an individual’s responsibility for personal actions and contributions to group activities
8.CL.3.2 Demonstrate the use of compromise, negotiation, and community-building strategies for carrying out tasks, assignments, and projects
8.CL.3.3 Model leadership skills during classroom and extracurricular activities
8.CL.4.1 Demonstrate the ability to understand others using verbal and non-verbal communication
8.CL.4.2 Use effective communication skills in person and online interactions with peers and adults from home and from diverse cultures
8.CL.4.3 Examine how communication in different cultures and generations in the workplace may result in misunderstanding
8.CL.4.4 Use digital media effectively to enhance communication
8.CL.5.1 Explore the role of technology in the workplace
8.CL.5.2 Examine how technology has impacted the workplace (i.e. skills, jobs)
8.CL.5.3 Explore industry-recognized technology tools (i.e. Microsoft Office, etc.)
8.CL.5.4 Engage in positive, safe, legal, and ethical behavior when using technology including social interactions online
8.CL.6.1 Demonstrate and describe appropriate work habits and interpersonal skills needed to obtain and retain employment
8.CL.6.2 Demonstrate and describe ethical and unethical behavior
8.CL.7.1 Identify the importance of personal appearance in a variety of settings
8.CL.7.2 Demonstrate effective time management
8.CL.7.3 Explain financial wants vs. needs
8.CL.7.4 Analyze the relationship between education, income, and job opportunities
8.CL.7.5 Create and examine the benefits of a budget
8-PE-S4.M1.8 - Accepts responsibility for individual improvement of levels of physical activity and fitness (physical, emotional, and social).
8-PE-S4.M2.8 - Uses effective self-monitoring skills to incorporate opportunities for physical activity in and outside of school.
8-PE-S4.M3.8 - Provides encouragement and corrective feedback to peers without prompting from the teacher.
8-PE-S4.M4.8.a - Responds appropriately to ethical and unethical behavior of participants during physical activity by using the rules and guidelines for conflict resolution.
8-PE-S4.M4.8.b - Accepts differences among classmates in physical development, maturation, and varying skill levels by providing encouragement and positive feedback.
8-PE-S4.M5.8 - Cooperates with multiple classmates on problem solving initiatives including adventure activities, large group initiatives, and game play.
8-PE-S4.M6.8 - Applies rules and fair play by acting as an official for modified physical activities, games and/or creating dance routines within a given set of parameters.
8-PE-S4.M7.8 - Independently uses physical activity and fitness equipment appropriately and identifies specific safety concerns associated with the activity.
8-PE-S4.M8.8.a-Applies sun safe practices.
8-PE-S4.M9.8.b-Applies water safety practices.
8-PE-S5.M1.8 - Identifies the 5 components of health-related fitness (muscular strength, muscular endurance, flexibility, CV endurance, and body composition) and explains the connections between fitness and overall physical and mental health.
8-PE-S5.M2.8 - Analyzes the empowering consequences of being physically active.
8-PE-S5.M3.8 - Develops a plan of action and makes appropriate decisions based on that plan when faced with an individual challenge.
8-PE-S5.M4.8 - Discusses how enjoyment could be increased in self-selected physical activities.
8-PE-S5.M5.8 - Identifies and participates in an enjoyable activity that prompts individual self-expression.
8-PE-S5.M6.8 - Demonstrates respect for self and others by asking for help and helping others, following the rules, playing in the spirit of the game, encouraging others, and providing support to classmates in various physical activities.
8-VA.CR.1.a. Document early stages of the creative process with images or words in traditional or new media (e.g., sketchbook/journal, digital recordkeeping).
8-VA.CR.1.b. Collaboratively shape an artistic investigation of an aspect of present-day life using contemporary practices of art and design.
8-VA.CR.2.a. Take risks to pursue ideas, themes, meanings, and approaches (e.g., using elements and principles of modern art, applying artistic norms of diverse cultures, addressing social issues in contemporary art) that emerge in the process of art-making or designing.
8-VA.CR.2.b. Use tools, materials, and processes purposefully and demonstrate awareness of practices, issues, and ethics of appropriation, fair use, copyright, open source, and creative commons as they apply to creating works of art and design.
8-VA.CR.2.c. Select, organize, and design images and words to make visually clear and compelling presentations.
8-VA.CR.3.a. Apply relevant criteria (e.g., craftmanship, originality, well-organized composition) to examine, reflect on, and plan revisions for a work of art or design in progress.
8-VA.Pr.4.a. Develop and apply criteria for evaluating a collection of artworks for presentation (e.g., grouping strategies, consideration of eye level, measuring).
8-VA.Pr.5.a. Collaboratively prepare and present selected theme-based (e.g., joy, celebration, protest, environment) artwork for display, and formulate exhibition narratives (e.g., text panel, video introduction, docent talk) for the viewer.
8-VA.Pr.6.a. Analyze how the choice of what art or design to preserve reflects the values of the community.
8-VA.Re.7.a. Explain how artists’ choices of visual characteristics (e.g., elements and principles in Western art or other culture’s visual traditions) are influenced by the culture and environment in which they live.
8-VA.Re.7.b. Compare and contrast contexts (e.g., video games, music concerts, powwows) in which viewers encounter images that influence ideas, emotions, and actions.
8-VA.Re.8.a. Create a convincing and logical argument to support an evaluation of art by citing both evidence visible in the artwork (a primary source) and published verbal information (either primary or secondary sources/s) about the artwork or about the artist who made it.
8-VA.Re.9.a. Create a convincing and logical argument to support an evaluation of art by citing both primary and secondary sources.
8-VA.Cn.10.a. Make art collaboratively to reflect on and reinforce positive aspects of group identity.
8-VA.Cn.11.a. Distinguish different ways art is used to represent, establish, reinforce, and reflect group identity (e.g., examining art related to musical groups, international costumes, sports teams, special interest clubs).
8-PO.6.C1-1.1 Assess personal health practices
8-PO.6.C2-1.1 Develop a goal to adopt, maintain, or improve a personal health practice
8-PO.6.C2-2.1 Apply strategies and skills needed to attain a personal health goal
8-PO.6.C2-3.1 Describe how personal health goals can vary with changing abilities, priorities, and responsibilities
8-PO.7.C1-1.1 Explain the importance of assuming responsibility for personal health behaviors
8-PO.7.C2-1.1 Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others
8-PO.7.C2-2.1 Demonstrate behaviors that avoid or reduce health risks to self and others
8-PO.8.C1-1.1 State a health enhancing position on a topic and support it with accurate information
8-PO.8.C1-2.1 Demonstrate how to influence and support others to make positive health choices
8-PO.8.C2-1.1 Demonstrate how to work cooperatively to advocate for healthy individuals, families, and schools
8-PO.8.C3-1.1 Identify ways in which health messages and communication techniques can be altered for different audiences
8-PO.5.C1-1.1 Identify circumstances that can help or hinder healthy decision making
8-PO.5.C2-1.1 Determine when health- related situations require the application of a thoughtful decision-making process
8-PO.5.C2-2.1 Distinguish when individual or collaborative decision making is appropriate
8-PO.5.C2-3.1 Distinguish between healthy and unhealthy alternatives to health-related issues or problems
8-PO.5.C2-4.1 Predict the potential short-term impact of each alternative on self and others
8-PO.5.C2-5.1 Choose healthy alternatives over unhealthy alternatives when making a decision
8-PO.5.C2-6.1 Analyze the outcomes of a health-related decision
8-PO.1.C1-1.1 Analyze the relationship between healthy behaviors and personal health
8-PO.1.C2-1.1 Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence
8-PO.1.C3-1.1 Analyze how the environment affects personal health
8-PO.1.C3-2.1 Analyze how food provides energy and nutrients for growth and development, that nutrition requirements vary from person to person, and how food intake affects health
8-PO.1.C3-3.1 Analyze how physical activity contributes to disease prevention
8-PO.1.C3-4.1 Describe how family history can affect personal health
8-PO.1.C4-1.1 Describe ways to reduce or prevent injuries and other adolescent health problems
8-PO.1.C5-1.1. Explain how appropriate health care can promote personal health
8-PO.1.C6-1.1 Describe the benefits of and barriers to practicing healthy behaviors
8-PO.1.C6-2.1 Examine the likelihood of injury or illness if engaging in unhealthy behaviors
8-PO.1.C6-3.1 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors
8-PO.2.C1-1.1 Examine how the family influences the health of adolescents
8-PO.2.C1-2.1 Describe the influence of culture on health beliefs, practices, and behaviors
8-PO.2.C1-3.1 Analyze how peers influence healthy and unhealthy behaviors
8-PO.2.C1-4.1 Analyze how the school and community can affect personal health practices and behaviors
8-PO.2.C1-5.1 Analyze how messages from media influence health behaviors
8-PO.2.C1-6.1 Analyze the influence of technology on personal and family health
8-PO.2.C2-1.1 Explain how the perceptions of norms influence healthy and unhealthy behaviors
8-PO.2.C2-2.1 Explain the influence of personal values and beliefs on individual health practices and behaviors
8-PO.2.C2-3.1 Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors
8-PO.2.C3-1.1 Examine and explain how school and public health policies can influence health promotion and disease prevention
8-PO.3.C1-1.1 Analyze the validity of health information, products, and services
8-PO.3.C2-1.1 Access valid health information from home, school, and community
8-PO.3.C2-2.1 Determine the accessibility of products that enhance health
8-PO.3.C2-3.1 Describe situations that may require professional health services
8-PO.3.C2-4.1 Locate valid and reliable health products and services
8-PO.4.C1-1.1 Apply effective verbal and nonverbal communication skills to enhance health
8-PO.4.C1-2.1 Demonstrate refusal and negotiation skills that avoid or reduce health risks
8-PO.4.C2-1.1 Identify effective conflict management or resolution strategies
8-PO.4.C3-1.1 Identify ways to ask for assistance to enhance the health of self and others
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Arizona State Number and Standard - 9
9.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9.RL.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
9.RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
9.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
9.RL.5 Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.
9.RL.6 Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.
9.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
9.RL.9 Analyze how an author draws on and transforms source material in a specific work.
9.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 9.
9.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9.RI.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
9.RI.3 Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
9.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
9.RI.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
9.RI.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
9.RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
9.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
9.RI.9 Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.
9.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 9.
9.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
9.W.1.a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
9.W.1.b: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
9.W.1.c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
9.W.1.d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
9.W.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
9.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
9.W.2.a: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
9.W.2.b: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
9.W.2.c: Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
9.W.2.d: Use precise language and domain-specific vocabulary to manage the complexity of the topic.
9.W.2.e: Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they are writing.
9.W.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
9.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
9.W.3.a: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
9.W.3.b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
9.W.3.c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
9.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
9.W.3.e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
9.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
9.W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
9.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
9.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
9.W.9.a: Apply grades 9-10 Reading standards to literature.
9.W.9.b: Apply grades 9-10 Reading standards to informational and nonfiction text.
9.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
9.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
9.L.1.a: Use parallel structure.
9.L.1.b: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
9.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
9.L.2.a: Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
9.L.2.b: Use a colon to introduce a list or quotation.
9.L.2.c: Use correct spelling.
9.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
9.L.3.a: Write and edit work so that it conforms to the guidelines in a style manual.
9.L.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.
9.L.4.a: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
9.L.4.b: 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.
9.L.4.c: 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.
9.L.4.d: Verify the preliminary determination of the meaning of a word or phrase.
9.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
9.L.5.a: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
9.L.5.b: Analyze nuances in the meaning of words with similar denotations.
9.L.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.
9-12.1.a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.
9-12.1.b. Students build networks of experts and peers to customize their learning environments in ways that support the learning process and in accordance with school policy.
9-12.1.c. Students actively use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
9-12.1.d. Students choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore new technologies.
9-12.2.a. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
9-12.2.b. Students engage in and advocate for positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.
9-12.2.c. Students demonstrate and advocate for an understanding of and respect for the rights and obligations of using and sharing intellectual property.
9-12.2.d. Students manage their personal data to maintain digital privacy and security, and are aware of data-collection technology used to track their navigation online.
9-12.3.a. Students plan and employ effective research strategies to locate information and other resources for their intellectual and/or creative pursuits.
9-12.3.b. Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data or other resources.
9-12.3.c. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
9-12.3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.
9-12.4.a. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
9-12.4.b. Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
9-12.4.c. Students develop, test and refine prototypes as part of a cyclical design process.
9-12.4.d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
9-12.5.a. Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models, and algorithmic thinking in exploring and finding solutions.
9-12.5.b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
9-12.5.c. Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
9-12.5.d. Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
9-12.6.a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
9-12.6.b. Students create original works or responsibly repurpose or remix digital resources into new creations.
9-12.6.c. Students communicate complex ideas clearly using various digital tools to convey the concepts textually, visually, graphically, etc.
9-12.6.d. Students publish or present content that customizes the message and medium for their intended audiences.
9-12.7.a. Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in various ways that broaden mutual understanding and learning.
9-12.7.b. Students use collaborative technologies to work with others, including peers, experts and or community members, to examine issues and problems from multiple viewpoints.
9-12.7.c. Students contribute constructively to project teams, choosing various roles and responsibilities to work effectively toward a common goal.
9-12.7.d. Students explore local and global issues and use collaborative technologies to work with others to investigate, develop, and advocate for solutions.
A1. A-SSE.A.1 Interpret expressions that represent a quantity in terms of its context.
A1. A-SSE.A.2 Use the structure of an expression to identify ways to rewrite it.
A1. A-REI.A.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
A1. A-REI.A.1 Extend from linear to quadratic equations.
A1. A-REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A1. F-IF.A.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
A1. A-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
A1. N.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
A1. F-BF.A.1 Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context.
A1. F-BF.A.1 Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
A1. A-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A1. F-IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
A1. A-CED. Create equations and inequalities in one variable and use them to solve problems. Include problem-solving opportunities utilizing real-world context.
A1. A-CED. Focus on equations and inequalities that are linear, quadratic, or exponential with integer exponents.
A.1. A-SSE.B.3a/ A.1. A-SSE.B.3ab Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
A.1. A-SSE.B.3a/ A.1. A-SSE.B.3ab a. Factor a quadratic expression to reveal the zeros of the function it defines.
A.1. A-SSE.B.3a/ A.1. A-SSE.B.3ab b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
A.1. A-SSE.B.3a/ A.1. A-SSE.B.3ab c. Use the properties of exponents to transform expressions for exponential functions. Focus on expressions with integer exponents.
A1. A-CED.A.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.
A1. A-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. Include problem-solving opportunities utilizing real-world context.
A1. A-CED.A.1 Focus on equations and inequalities that are linear, quadratic, or exponential with integer exponents.
A1. A-CED.A.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.
A1. A-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
A1. A-REI.A.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
A1. A-REI.A.1 Extend from linear to quadratic equations.
A1. A-REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A1. A-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A1. A-CED.A.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.
A1. S-ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
A1.F-LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or input-output pairs.
A1. A-REI.C.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. Include problem solving opportunities utilizing real-world context.
A1. F-IF.A.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
A1. F-IF.A.2 Use function notations, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
A1. F-IF.A.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.
A1. F-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
A1. F-IF.B.4 Include problem-solving opportunities utilizing real-world context.
A1. F-IF.B.4 Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums.
A1. F-IF.B.4 Focus on linear, absolute value, quadratic, and exponential with integer exponents and piecewise-defined functions (limited to the aforementioned functions).
A1. F-IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
A1. F-IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval.
A1. F-IF.B.6 Estimate the rate of change from a graph.
A1. F-IF.B.6 Include problem-solving opportunities utilizing real-world context.
A1. F-IF.B.6 Focus on linear, absolute value, quadratic, and exponential functions, all with integer exponents.
A1. F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include linear, exponential with integer exponents, quadratic, and piecewise-defined functions.
A1. F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).Focus on linear, absolute value, quadratic, exponential with integer exponents and piecewise-defined functions. (limited to the aforementioned functions)
A1. F-BF.A.1 Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context.
A1. F-BF.A.1 Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
A1. F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k·f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
A1. F-LE.A.1b Distinguish between situations that can be modeled with linear functions and with exponential functions.
A1. F-LE.A.1b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
A1. F-LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or input-output pairs
A1. F-LE.B.5 Interpret the parameters in a linear or exponential function with integer exponents in terms of a context.
A1. A-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A1. A-CED.A.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.
A1. A-REI.C.5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
A1. A-REI.C.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. Include problem solving opportunities utilizing real-world context.
A1. A-REI.D.12
A1.A-CED.A.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.
A-REI.D.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately using technology to graph the functions, tables of values, or successive approximations. Focus on cases where f(x) and/or g(x) are linear, absolute value, quadratic and, exponential functions with integer exponents.
A-REI.D.12 Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
A1.F-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
A1.F-IF.B.4 Include problem-solving opportunities utilizing real-world context.
A1.F-IF.B.4 Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums.
A1.F-IF.B.4 Focus on linear, absolute value, quadratic, and exponential with integer exponents and piecewise-defined functions (limited to the aforementioned functions).
A1.F-IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval.
A1.F-IF.B.6 Estimate the rate of change from a graph.
A1.F-IF.B.6 Include problem-solving opportunities utilizing real-world context.
A1.F-IF.B.6 Focus on linear, absolute value, quadratic, and exponential functions, all with integer exponents.
A1.F-IF. C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include linear, exponential with integer exponents, quadratic, and piecewise-defined functions.
A1.F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).Focus on linear, absolute value, quadratic, exponential with integer exponents and piecewise-defined functions. (limited to the aforementioned functions)Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).Focus on linear, absolute value, quadratic, exponential with integer exponents and piecewise-defined functions. (limited to the aforementioned functions)
A1.F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k·f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
N-RN.B.3 Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
A-SSE.A.1a Interpret expressions that represent a quantity in terms of its context.
A-SSE.A.1a a. Interpret parts of an expression, such as terms, factors, and coefficients.
A-SSE.A.1b b. Interpret complicated expressions by viewing one or more of their parts as a single entity.
A-SSE.A.2 Use the structure of an expression to identify ways to rewrite it. Focus on numerical expressions, such as recognizing 532 - 472 as a difference of squares and see an opportunity to rewrite it in the form (53+47)(53-47). Focus on polynomial expressions in one variable, such as seeing an opportunity to rewrite a2 + 9a + 14 as (a+7)(a+2).
A-SSE.B.3a Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
A-SSE.B.3a a. Factor a quadratic expression to reveal the zeros of the function it defines.
A-SSE.B.3b b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
A-APR.A.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
A1.A-APR.B.3 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
A1.A-APR.B.3 Focus on quadratic and cubic polynomials in which linear and quadratic factors are available.
A-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. Include problem-solving opportunities utilizing real-world context.
A-CED.A.1 Focus on equations and inequalities that are linear, quadratic, or exponential with integer exponents.
A-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
A-REI.B.4 Solve quadratic equations in one variable.
A-REI.B.4 a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.
A-REI.B.4 b. Solve quadratic equations by inspection, taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Focus on solutions for quadratic equations that have real roots. Include cases that recognize when a quadratic equation has no real solutions.
A-REI.D.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately using technology to graph the functions, tables of values, or successive approximations. Focus on cases where f(x) and/or g(x) are linear, absolute value, quadratic and, exponential functions with integer exponents.
F-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
F-IF.B.4 Include problem-solving opportunities utilizing real-world context.
F-IF.B.4 Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums.
F-IF.B.4 Focus on linear, absolute value, quadratic, and exponential with integer exponents and piecewise-defined functions (limited to the aforementioned functions).
F-IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval.
F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include linear, exponential with integer exponents, quadratic, and piecewise-defined functions.
F-IF.C.8a Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
F-IF.C.8a Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
A1.F-BF.A.1 Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context.
A1.F-BF.A.1 Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
A1.F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k·f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
A1.F-LE.A.3 Observe, using graphs and tables, that a quantity increasing exponentially eventually exceeds a quantity increasing linearly or quadratically.
A-CED.A.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.
A-REI.D.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
F-IF.A.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
F-IF-A.2 Use function notations, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
F-IF.A.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.
F-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
F-IF.B.4 Include problem-solving opportunities utilizing real-world context.
F-IF.B.4 Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums.
F-IF.B.4 Focus on linear, absolute value, quadratic, and exponential with integer exponents and piecewise-defined functions (limited to the aforementioned functions).
F-IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval.
F-IF.B.6 Estimate the rate of change from a graph.
F-IF.B.6 Include problem-solving opportunities utilizing real-world context.
F-IF.B.6 Focus on linear, absolute value, quadratic, and exponential functions, all with integer exponents.
F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include linear, exponential with integer exponents, quadratic, and piecewise-defined functions.
F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).Focus on linear, absolute value, quadratic, exponential with integer exponents and piecewise-defined functions. (limited to the aforementioned functions)
F-BF.A.1Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context.
F-BF.A.1 Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k·f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
F-LE.A.1a Distinguish between situations that can be modeled with linear functions and with exponential functions.
F-LE.A.1a a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
F-LE.A.1c c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
F-LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or input-output pairs.
F-LE.A.3 Observe, using graphs and tables, that a quantity increasing exponentially eventually exceeds a quantity increasing linearly or quadratically.
F-LE.B.5 Interpret the parameters in a linear or exponential function with integer exponents in terms of a context.
A1.F.LE.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.
A1.F.LE.1a Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
A1.F.LE.1b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
A1.F.LE.1c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
A1.F.LE.2 A1.F.LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or input-output pairs.
A1.F.LE.3 Observe, using graphs and tables, that a quantity increasing exponentially eventually exceeds a quantity increasing linearly or quadratically.
A1.F.LE.5 Interpret the parameters in a linear or exponential function with integer exponents in terms of a context.
A1.F.BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k·f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
A1.F.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).
A1.F.IF.2 Use function notations, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
A1.F.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.
A1.F.IF.4 Include problem-solving opportunities utilizing real-world context.
A1.F.IF.4 Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums.
A1.F.IF.4 Focus on linear, absolute value, quadratic, and exponential with integer exponents and piecewise-defined functions (limited to the aforementioned functions).
A1.F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
A1.F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval.
A1.F.IF.6 Estimate the rate of change from a graph.
A1.F.IF.6 Include problem-solving opportunities utilizing real-world context.
A1.F.IF.6 Focus on linear, absolute value, quadratic, and exponential functions, all with integer exponents.
A1.F.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. Functions include linear, exponential with integer exponents, quadratic, and piecewise-defined functions.
A1.F.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).Focus on linear, absolute value, quadratic, exponential with integer exponents and piecewise-defined functions. (limited to the aforementioned functions)
A1.F-LE.B.5 Interpret the parameters in a linear or exponential function with integer exponents in terms of a context.
S-ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots), for the purpose of comparing statistics between two or more data sets.
S-ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
S-ID.A.3 Interpret differences in shape, center, and spread in the context of the data sets (dot plots, histograms, and box plots), accounting for possible effects of extreme data points (outliers).
S-ID.B.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
S-ID.B.6a Represent data on two quantitative variables on a scatter plot, and describe how the quantities are related.
S-ID.B.6a Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Focus on linear models.
S-ID.B.6b Informally assess the fit of a function by plotting and analyzing residuals.
S-ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
S-ID.C.8 Compute and interpret the correlation coefficient of a linear fit.
S-ID.C.9 Distinguish between correlation and causation.
S-CP.A.1 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.
S-CP.A.2 Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.
HS-Pr-MA.CR.1.a. Use teacher-selected generative methods to formulate multiple ideas, develop artistic goals, and problem solve in media arts creation processes.
HS-Pr-MA.CR.2.a. Apply aesthetic criteria in developing, proposing, and refining artistic ideas, plans, prototypes, and production processes for media arts productions, considering original inspirations, goals, and presentation context.
HS-Pr-MA.CR.3.a. Consolidate production processes to demonstrate deliberate choices in organizing and integrating content and stylistic conventions in media arts productions, demonstrating understanding of associated principles (e.g., emphasis, texture, tone).
HS-Pr-MA.CR.3.b. Refine and modify media artworks, honing aesthetic quality and intentionally accentuating stylistic elements, to reflect an understanding of personal goals and preferences.
HS-Pr-MA.Pr.4.a. Integrate various arts, media arts forms, and content into unified media arts productions, considering the reaction and interaction of the audience (e.g., experiential design).
HS-Pr-MA.Pr.5.a. Demonstrate progression in artistic, design, technical, and soft skills, as a result of selecting and fulfilling specified roles in the production of a variety of media artworks.
HS-Pr-MA.Pr.5.b. Develop and refine a teacher-determined range of creative and adaptive innovation techniques (e.g., design thinking, risk taking) in addressing identified challenges and constraints within and through media arts productions.
HS-Pr-MA.Pr.5.c. Demonstrate adaptation and innovation through the combination of tools, techniques, and content, in standard and innovative ways, to communicate intent in the production of media artworks.
HS-Pr-MA.Pr.6.a. Design the presentation and distribution of collections of media artworks, considering combinations of artworks, formats, and audiences.
HS-Pr-MA.Pr.6.b. Evaluate and implement improvements in presenting media artworks, considering personal and local impacts (e.g., the benefits for self and others).
HS-Pr-MA.Re.7.a. Analyze the qualities of and relationships between the components, style, and preferences communicated by media artworks and artists.
HS-Pr-MA.Re.7.b. Analyze how a variety of media artworks manage audience experience and create intention through multimodal perception; and reflect analysis in production of student work.
HS-Pr-MA.Re.8.a. Analyze the intent, meanings, and reception of a variety of media artworks, focusing on personal and cultural contexts.
HS-Pr-MA.Re.9.a. Evaluate media art works and production processes at decisive stages, using teacher- identified criteria, and considering context and artistic goals.
HS-Pr-MA.Cn.10.a. Access, evaluate, and integrate personal and external resources to inform the creation of original media artworks (e.g., experiences, interests, cultural experiences).
HS-Pr-MA.Cn.10.b. Explain and demonstrate the use of media artworks to expand meaning and knowledge, and create cultural experiences (e.g., learning, sharing through online environments).
HS-Pr-MA.Cn.11.a. Demonstrate and explain how media artworks and ideas relate to various purposes, values, cultures, and contexts (e.g., social trends, power, equality, personal/cultural identity).
HS-Pr-MA.Cn.11.b. Critically evaluate and effectively interact with legal, technological, systemic, and vocational contexts of media arts, considering ethics, media literacy, social media, virtual worlds, and digital identity.
HS.CS.D.1Explain how abstractions hide the underlying implementation details of computing systems embedded in everyday objects.
HS.CS. HS.1Describe levels of abstraction and interactions between application software, system software, and hardware layers.
HS.CS.T.1Develop guidelines that convey systematic troubleshooting strategies that others can use to identify and fix errors.
HS.NI.C.1Describe how sensitive data can be affected by malware and other attacks.
HS.NI.C.2Recommend security measures to address various scenarios based on factors such as efficiency, feasibility, and ethical impacts.
HS.NI.C.3Compare various security measures, considering tradeoffs between the usability and security of a computing system.
HS.NI. NCO.1Evaluate the scalability and reliability of networks, by describing the relationship between routers, switches, servers, topology, and addressing.
HG.DA. CVT.1Create interactive data visualizations using software tools to help others better understand real-world phenomena.
HS.DA.S.1Translate between different bit representations of real-world phenomena, such as characters, numbers, and images.
HS.DA.S.2Evaluate the tradeoffs in how and where data is stored.
HS.DA. IM.1Analyze computational models to better understand real-world phenomena.
HS.AP.A.1Create prototypes that use algorithms for practical intent, personal expression, or to address a societal issue
HS.AP.V.1Use lists to simplify solutions, generalizing computational problems instead of repeatedly using simple variables.
HS.AP.C.1Justify the selection of specific control structures and explain the benefits and drawbacks of choices made, when tradeoffs involve readability and program performance.
HS.AP.C.2Use events that initiate instructions to design and iteratively develop computational artifacts
HS.AP.M. 1Decompose problems into smaller components using constructs such as procedures, modules, and/or objects.
HS.AP.M. 2Use procedures within a program, combinations of data and procedures, or independent but interrelated programs to design and iteratively develop computational artifacts.
HS.AP. PD.1Evaluate and refine computational artifacts to make them more usable and accessible.
HS.AP. PD.2Use team roles and collaborative tools to design and iteratively develop computational artifacts.
HS.AP. PD.3Document design decisions using text, graphics, presentations, and/or demonstrations in the development of complex programs.
HS.IC.C.1Evaluate the ways access to computing impacts personal, ethical, social, economic, and cultural practices.
HS.IC.C.2Test and refine computational artifacts to reduce bias and equity deficits.
HS.IC.C.3Demonstrate ways a given algorithm applies to problems across disciplines.
HS.IC.SI.1 Analyze the impact of collaborative tools and methods that increase social connectivity.
HS.IC. SLE.1Explain the beneficial and harmful effects that intellectual property laws can have on innovation.
HS.IC. SLE.2Explain the privacy concerns related to the collection and generation of data through automated processes that may not be evident to users.
HS.IC. SLE.3Evaluate the social and economic implications of privacy in the context of safety, law, or ethics.
HS-Pr-TH.CR.1.1. Generate and Conceptualize Artistic Ideas a. Apply basic research to construct ideas about the visual composition of a theatrical work.
HS-Pr-TH.CR.1.b. Explore the impact of technology on design choices in a theatrical work.
HS-Pr-TH.CR.1.c. Use script analysis to generate ideas about a character that is believable and convincing in a theatrical work.
HS-Pr-TH.CR.2.a. Discuss the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a theatrical work.
HS-Pr-TH.CR.2.b. Collaborate as the actor, director, playwright, and designers to explore their interdependent roles in a theatrical work.
HS-Pr-TH.CR.3.a. Practice and demonstrate a devised or scripted theatrical work using theatrical staging (blocking, movement).
HS-Pr-TH.CR.3.b. Justify technical design choices to support the story and emotional impact of a devised or scripted theatrical work (e.g., lighting, sound, scenery, props, costumes, makeup, media).
HS-Pr-TH.CR.3.c. Explore physical, vocal, and psychological choices to develop a performance that is believable, authentic, and relevant to a theatrical work.
HS-Pr-TH.Pr.4.a. Research various character objectives and tactics in a theatrical work to overcome an obstacle.
HS-Pr-TH.Pr.4.b. Apply pacing to better communicate the story in a theatrical work.
HS-Pr-TH.Pr.5.a. Use a variety of acting techniques to expand skills in a rehearsal or theatrical performance.
HS-Pr-TH.Pr.5.b. Use researched technical elements to increase the impact of design in a theatrical work.
HS-Pr-TH.Pr.6.a. Perform a rehearsed theatrical work for a specific audience.
HS-Pr-TH.Re.7.a. Respond to what is seen, felt, and heard in a theatrical work to develop criteria for artistic choices.
HS-Pr-TH.Re.8.a. Analyze and compare character choices developed from personal experiences in multiple theatrical works.
HS-Pr-TH.Re.8.b. Identify and compare cultural perspectives and contexts that influence the evaluation of theatrical work.
HS-Pr-TH.Re.8.c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of a theatrical work.
HS-Pr-TH.Re.9.a. Examine a theatrical work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
HS-Pr-TH.Re.9.b. Apply the aesthetics of the production elements in a theatrical work.
HS-Pr-TH.Re.9.c. Describe the playwright’s purpose for an intended audience in a theatrical work.
HS-Pr-TH.Cn.10.a. Investigate how cultural perspectives, community ideas, and personal beliefs impact a theatrical work.
HS-Pr-TH.Cn.10.b. Explore how cultural, global, and historic belief systems affect creative choices in a theatrical work.
HS-Pr-TH.Cn.11.a. Research how other theatre artists apply creative processes to tell stories in a devised or scripted theatrical work.
HS-Pr-TH.Cn.11.b. Use basic theatrical research methods to better understand the social and cultural background of a theatrical work.
HS-PE-S1.H1.L1.Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).
HS-PE-S1.H1.L2.Refines activity-specific movement skills in one or more lifetime activities. (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games)
HS-PE-S1.H2.L1Demonstrates competency in dance forms and rhythmic movements to include dynamic warmups, agility drills as wells as cultural and social occasions such as weddings and parties. Demonstrating competency in 1 form of dance (e.g., ballet, modern, hip hop, tap, etc.).
HS-PE-S1.H2.L2.Demonstrates competency in dance forms and rhythmic movements by choreographing a dance, designing a workout routine or by giving a performance.
HS-PE-S1.H3.L1.Demonstrates competency in one or more specialized skills to include demonstration, application and evaluation in health and skill-related fitness activities.
HS-PE-S1.H3.L2.Demonstrates competency in 2 or more specialized skills including demonstration, application and evaluation in health related fitness activities.
HS-PE-S2.H1.L1.Identifies examples of social and technical dance forms and rhythmic movements.
HS-PE-S2.H1.L2.Identifies and discusses the historical and cultural roles of games, sports and dance in a society.
HS-PE-S2.H2.L1.Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.
HS-PE-S2.H2.L2.Describes the speed/accuracy trade-off in throwing and striking skills.
HS-PE-S2.H3.L1.Create a practice plan to improve performance for a self-selected skill.
HS-PE-S2.H3.L2.Identifies the stages of learning a motor skill.
HS-PE-S2.H4.L1.Identifies examples of social and technical dance forms.
HS-PE-S2.H4.L2.Compares similarities and differences in various dance forms.
HS-PE-S3.H1.L1.Discusses the benefits of a physically active lifestyle as it relates to college or career productivity.
HS-PE-S3.H1.L2.Investigates the relationships among physical activity, nutrition, and body composition.
HS-PE-S3.H2.L1.Evaluates the validity of claims made by commercial products and programs pertaining to fitness and a healthy, active lifestyle.
HS-PE-S3.H2.L2.Analyzes and applies technology and social media as tools for supporting a healthy, active lifestyle.
HS-PE-S3.H3.L1.Identifies issues associated with exercising in heat, humidity, and cold.
HS-PE-S3.H3.L2.Applies rates of perceived exertion and pacing.
HS-PE-S3.H4.L1.Evaluates, according to their benefits, social support network and participation requirements, activities that can be pursued in the local environment.
HS-PE-S3.H4.L2.Investigate and participate in activities that can be pursued in the local environment.
HS-PE-S3.H5.L1.Evaluates risks and safety factors that might affect physical activity preferences throughout the life cycle.
HS-PE-S3.H5.L2.Analyzes the impact of risks and safety factors in life choices, economics, motivation, and accessibility on exercise adherence and successful participation in physical activity in college or career settings.
HS-PE-S3.H6.L1.Participates several times a week in a self-selected lifetime activity, dance or fitness activity outside of the school day.
HS-PE-S3.H6.L2.Creates a plan, trains for and participates in a community event with a focus on physical activity (e.g., 5K, triathlon, tournament, dance performance, cycling event).
HS-PE-S3.H7.L1.Demonstrates appropriate technique in resistance training.
HS-PE-S3.H7.L2.Designs and implements a strength and conditioning program that develops balance in opposing muscles groups (agonist-antagonist) and supports a healthy, active lifestyle.
HS-PE-S3.H8.L1.Relates physiological responses to individual levels of fitness and nutritional balance.
HS-PE-S3.H8.L2.Identifies the different energy systems used in a selected physical activity (e.g., adenosine triphosphate and phosphocreatine, anaerobic/ glycolysis, aerobic).
HS-PE-S3.H9.L1.Understands types of strength exercises (e.g. isometric, isotonic, isokinetic, concentric, eccentric etc.) and stretching exercises (e.g. static, dynamic, PNF, etc.) for personal fitness development (e.g. strength, endurance, range of motion).
HS-PE-S3.H9.L2.Identifies the structure of skeletal muscle and fiber types as they relate to muscle development.
HS-PE-S3.H10.L1.Calculates target heart rate and applies that information to a personal fitness plan.
HS-PE-S3.H10.L2.Adjusts pacing to keep heart rate in the target zone, using available technology (e.g., pedometer, heart rate monitor), to self-monitor cardio vascular intensity.
HS-PE-S3.H11.L1.Designs a fitness program including all components of health-related fitness that relates to college/career productivity.
HS-PE-S3.H11.L2.Develops and maintains a fitness portfolio (e.g., assessment scores, goals for improvement , plan of activities for improvement, log of activities being done to reach goals, timeline for improvement).
HS-PE-S3.H12.L1.Designs a fitness program, including all components of health-related fitness, for a college student and an employee in the learner’s chosen field of work.
HS-PE-S3.H12.L2.Analyzes the components of skill-related fitness in relation to life and career goals and designs an appropriate fitness program for those goals.
HS-PE-S3.H13.L1.Creates a meal plan that demonstrates understanding of the impact of nutrition on the effect of each phase of exercise (e.g. pre, during and post-activity).
HS-PE-S3.H14.L1.Identifies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, cardio vascular exercise, meditation) to reduce stress.
HS-PE-S3.H14.L2.Applies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, cardio vascular exercise, meditation) to reduce stress.
HS.OTE.1. Demonstrate an understanding of the major narratives, characters, stories and poetry contained in biblical texts and how they are used in literature, art and music.
HS.OTE.1.a. Demonstrate comprehension of the variety of literary forms in the biblical text.
HS.OTE.1.b. Identify, analyze and apply knowledge of structures, symbolism, motifs, and the use of language (e.g. diction, imagery, figurative language, alliteration) in biblical text.
HS.OTE.1.c. Understand and explain the influence of the Bible in classic and contemporary art, music and literature, including poetry, drama, and prose.
HS.OTE.2. Participate in discussions related to academic analysis of biblical texts.
HS.OTE.2.a. Analyze the significance of biblical texts.
HS.OTE.2.b. Examine, compare, and contrast various translations.
HS.OTE.2.c. Demonstrate understanding of biblical narratives and analyze their influence on allusions in western literature.
HS.OTE.3. Demonstrate an understanding of biblical text and their impact on the history, religion, government, and law of various cultures.
HS.OTE.3.a. Compare and contrast the events and people from the text to the historical era.
HS.OTE.3.b. Investigate the influences of the texts on contemporary culture, to include history, government, law, customs, morals, and values.
HS.NTE.1. Demonstrate an understanding of the major narratives, characters, stories and poetry contained in biblical texts and how they are used in literature, art and music.
HS.NTE.1.a. Demonstrate comprehension of the variety of literary forms in the biblical text.
HS.NTE.1.b. Identify, analyze and apply knowledge of structures, symbolism, motifs, and the use of language (e.g. diction, imagery, figurative language, alliteration) in biblical text.
HS.NTE.1.c. Understand and explain the influence of the Bible in classic and contemporary art, music and literature, including poetry, drama, and prose.
HS.NTE.2. Participate in discussions related to academic analysis of biblical texts.
HS.NTE.2. a. Analyze the significance of biblical texts.
HS.NTE.2. b. Examine, compare, and contrast various translations.
HS.NTE.2. c. Demonstrate understanding of biblical narratives and analyze their influence on allusions in western literature.
HS.NTE.3. Demonstrate an understanding of biblical text and their impact on the history, religion, government, and law of various cultures.
HS.NTE.3.a. Compare and contrast the events and people from the text to the historical era.
HS.NTE.3.b. Investigate the influences of the texts on contemporary culture, to include history, government, law, customs, morals, and values.
HS-PE-S4.H1.L1-Employs effective self-management skills to analyze barriers and modify physical activity patterns appropriately as needed.
HS-PE-S4.H1.L2-Accepts differences between personal characteristics and the idealized body images and elite performance levels portrayed in various media.
HS-PE-S4.H2.L1-Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance
HS-PE-S4.H2.L2-Examines moral and ethical conduct in specific competitive situations (e.g., intentional fouls, performance-enhancing substances, gambling, current events in sport).
HS-PE-S4.H3.L1-Uses communication skills and strategies that promote team or group dynamics.
HS-PE-S4.H3.L2-Assumes leadership role (e.g., task or group leader, referee, coach) in a physical activity setting.
HS-PE-S4.H4.L1-Solves problems and thinks critically in physical activity or dance settings, both as an individual and in groups.
HS-PE-S4.H4.L2-Accepts others’ ideas, cultural diversity, and body types by engaging in cooperative and collaborative movement projects.
HS-PE-S4.H5.L1-Understands best practices for safe participation in physical activity, exercise and dance (e.g. injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection, aquatic safety, etc.).
HS-PE-S4.H5.L2-Applies best practices for safe participation in physical activity, exercise and dance (e.g. injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection, aquatic safety, etc.).
HS-PE-S5.H1.L1-Analyzes the health benefits of a self-selected physical activity.
HS-PE-S5.H1.L2-If the outcome was not achieved in Level 1, it should be a focus in Level 2.
HS-PE-S5.H2.L2-Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity.
HS-PE-S5.H3.L1-Selects and participates in physical activities or dance that meet the need for self-expression and enjoyment.
HS-PE-S5.H3.L2-Identifies the uniqueness of creative dance and rhythmic movement as a means of self-expression.
HS-PE-S5.H4.L1-Shows respect and acceptance of others with varying ability levels to support a cooperative learning environment.
HS-PE-S5.H4.L2-Participates in inclusive programs that combine students of all ability levels.
HS-Pr-VA.CR.1.a. Use multiple approaches (e.g., exploring artwork from the past, experimenting with materials,expressing a personal concern) to begin creative endeavors.
HS-Pr-VA.CR.1.b. Shape an artistic investigation of an aspect of present-day life using contemporary practice of art or design.
HS-Pr-VA.CR.2.a. Engage in making works of art or design both spontaneously and deliberately (e.g., using elements and principles of modern art, applying artistic norms of diverse cultures, addressing social issues in contemporary art).
HS-Pr-VA.CR.2.b. Explain how traditional and non-traditional materials may impact human health and the environment, and demonstrate safe and skillful handling of materials, tools, and equipment.
HS-Pr-VA.CR.2.c. Collaboratively develop a proposal for an installation, artwork, or space design that transforms the perception and experience of a particular place.
HS-Pr-VA.CR.3.a. Apply traditional, cultural, or contemporary criteria to examine, reflect on, and plan revisions for works of art and design in progress.
HS-Pr-VA.Pr.4.a. Analyze, select, and curate artifacts (e.g., pop culture items, heirlooms, personal collections) and/or artworks for presentation (e.g., spaces in the classroom, digital presentation, school campus, local business, public spaces).
HS-Pr-VA.Pr.5.a. Analyze and evaluate the reasons (e.g., showcasing student artwork, recording the past, provoking thought, learning about other cultures, protecting vulnerable artworks) and ways an exhibition is presented (e.g., examining an exhibition catalogue, visiting an online exhibition, visiting a museum).
HS-Pr-VA.Pr.6.a. Analyze and describe the impact that an exhibition or collection has on personal awareness of social, cultural, or political beliefs and understandings.
HS-Pr-VA.Re.7.a. Speculate about ways in which art impacts people’s perception and understanding of human experiences (e.g., the impact of Diego Rivera’s political murals, Pablo Picasso’s Guernica,” Jacob Lawrence’s “Migration Series”).
HS-Pr-VA.Re.7.b. Analyze how your understanding of the world is affected by experiencing visual imagery (e.g., icons,logos, advertisements).
HS-Pr-VA.Re.8.a. Interpret an artwork or collection of artworks,supported by relevant and sufficient evidence (e.g.,subject matter, media, elements and principles of modern art, artistic norms of diverse cultures, social issues in contemporary art) found in the work and its various contexts (e.g., artists life and times).
HS-Pr-VA.Re.9.a. Establish relevant criteria, as distinct from personal preference, to evaluate a work of art or collection of works.
HS-Pr-VA.Cn.10.a. Document the process of developing ideas that reflect group concerns from early stages to fully elaborate ideas.
HS-Pr-VA.Cn.11.a. Describe how knowledge of culture, traditions, and history may influence personal responses to arts (e.g., compare initial response to an artwork at the beginning of the course and periodically throughout the course to identify changes in perception after study of the context).
9-MU.HM.CR.1.a. Generate melodic, rhythmic, and harmonic ideas for improvisations, compositions (e.g., theme and variation, 12-bar blues) and three-or-more-chord accompaniments in a variety of patterns (e.g., arpeggio, country strumming, finger picking patterns).
9-MU.HM.CR.2.a. Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of improvisations, compositions (e.g., theme and variation, 12-bar blues), and three-or-more-chord accompaniments in a variety of patterns (e.g., arpeggio, country strumming, finger picking patterns).
9-MU.HM.CR.3.a. Develop and apply criteria to critique, improve, and refine drafts of improvisations, compositions (e.g., theme and variation, 12-bar blues), and three- or-more-chord accompaniments in a variety of patterns (e.g., arpeggio, country strumming, finger picking patterns).
9-MU.HM.CR.3.b. Perform final versions of improvisations, compositions (e.g., theme and variation, 12-bar blues), and three-or-more-chord accompaniments in a variety of patterns (e.g., arpeggio, country strumming, finger picking patterns), demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.
9-MU.HM.Pr.4.a. Explain the criteria used when selecting a varied repertoire of music for individual or small group performances that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (e.g., arpeggio, country strumming, finger picking patterns).
9-MU.HM.Pr.4.b. Identify and describe important theoretical and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments in a variety of patterns (e.g., arpeggio, country strumming, finger picking patterns).
9-MU.HM.Pr.4.c. Describe in interpretations an understanding of the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, and chordal accompaniments in a variety of patterns (e.g., arpeggio, country strumming, finger picking patterns).
9-MU.HM.Pr.5.a. Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of patterns (e.g., arpeggio, country strumming, finger picking patterns), and create rehearsal strategies to address performance challenges and refine the performance.
9-MU.HM..Pr.6.a. Perform with expression and technical accuracy in individual and small group performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments (e.g., arpeggio, country strumming, finger picking patterns), demonstrating sensitivity to the audience and an understanding of the context (social, cultural, or historical).
9-MU.HM.Re.7.a. Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.
9-MU.HM.Re.7.b. Compare passages in musical selections and explain how the elements of music and context (social and cultural) inform the response.
9-MU.HM.Re.8.a. Explain and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural), and (when appropriate) the setting of the text.
9-MU.HM.Re.9.a. Develop and apply teacher-provided and established criteria based on personal preference, analysis, and context (personal, social, and cultural) to evaluate individual and small group musical listening.
9-MU.HM.Cn.10.a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creative, performing, and responding to music.
9-MU.HM.Cn.10.b. Apply criteria to select music for specified purposes, supporting choices by citing connections to interest, purpose, and context.
9-MU.HM.Cn.11.a. Explain and analyze how context can inform the expressive intent and meaning of a musical performance.
9-MU.HM.Cn.11.b. Explain and analyze how music is affected by your knowledge outside the arts.
9-MU.PE.CR.1.a. Compose and improvise ideas for melodies and rhythmic passages based on characteristic(s) of music or text(s) studied in rehearsal.
9-MU.PE.CR.2.a. Develop melodies and rhythmic passages that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal.
9-MU.PE.CR.2.b. Preserve draft compositions and improvisations through audio or video recording and through standard notation (using notating in a manner consistent with the genre and with the appropriate skill connected with the level).
9-MU.PE.CR.3.a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and collaboratively-developed criteria.
9-MU.PE.CR.3.b. Share personally developed melodies and rhythmic passages individually or as an ensemble that demonstrate understanding of characteristics of music or texts studied in rehearsal.
9-MU.PE.Pr.4.a. Explain the criteria used in selecting the repertoire to study/perform based on interest, music reading, and performing/technical abilities.
9-MU.PE.Pr.4.b. Use repertoire to demonstrate a developing understanding of various musical structure and context in repertoire performed.
9-MU.PE.Pr.5.a. Develop strategies to address technical and expressive challenges in a varied repertoire of music and other sources to refine performances.
9-MU.PE.Pr.5.b. Use feedback from ensemble peers and other sources to refine performances.
9-MU.PE.Pr.6.a. Demonstrate attention to technical accuracy in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, and genres.
9-MU.PE.Pr.6.b. Demonstrate attention to expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, and genres.
9-MU.PE.Pr.6.c. Demonstrate an understanding of expressive intent by connecting with an audience through prepared performances.
9-MU.PE.Re.7.a. Apply criteria to select music for specified purposes, supporting choices by citing characteristics found in the music.
9-MU.PE.Re.7.b. Explain how the analysis of passages and understanding the way the elements of music are manipulated inform the response to music.
9-MU.PE.Re.8.a. Explain and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context and (when appropriate) the setting of the text.
9-MU.PE.Re.9.a. Evaluate works and performances based on personally- or collaboratively-developed criteria, including analysis of the structure and context.
9-MU.PE.Cn.10.a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creative, performing, and responding to music.
9-MU.PE.Cn.10.b. Apply criteria to select music for specified purposes, supporting choices citing connections to interest, purpose, and context.
9-MU.PE.Cn.11.a. Explain and analyze how context can inform the expressive intent and meaning of a musical performance.
9-MU.PE.Cn.11.b. Explain and analyze how music is affected by your knowledge outside the arts.
9-MU.CTh.CR.1.a. Describe how sounds and short musical ideas can be used to represent personal experiences, moods, visual images, and/or storylines.
9-MU.CTh.CR.2.a. Assemble and organize sounds or short musical ideas to create initial expressions of selected experiences, moods, images, or storylines.
9-MU.CTh.CR.2.b. Identify and describe the development of sounds or short musical ideas in drafts within simple forms (e.g., one-part, cyclical, binary).
9-MU.CTh.CR.3.a. Identify, describe, and apply teacher-provided criteria to assess and refine the technical and expressive aspects of evolving drafts, leading to final versions.
9-MU.CTh.CR.3.b. Share music through the use of notation, performance, or technology, and demonstrate how the elements of music have been employed to realize expressive intent.
9-MU.CTh.CR.3.c. Describe the given context and performance medium for presenting personal works; and how they impact the final composition of the presentation.
9-MU.CTh.Pr.4.a. Identify and select specific excerpts, passages, or sections in musical works that express a personal experience, mood, visual image, or storyline in simple forms (e.g., one-part, cyclical, binary).
9-MU.CTh.Pr.4.b. Analyze how the elements of music (including form) of selected works relate to style and mood, and explain the implications for rehearsal or performance.
9-MU.CTh.Pr.4.c. Develop interpretations of works based on an understanding of the use of elements of music, style, and mood, explaining how the interpretive choices reflect the creators’ intent.
9-MU.CTh.Pr.5.a. Create rehearsal plans for works, identifying repetition and variation within the form.
9-MU.CTh.Pr.5.b. Using established criteria and feedback, identify the way(s) in which performances convey the elements of music, style, and mood.
9-MU.CTh.Pr.5.c. Identify and implement strategies for improving the technical and expressive aspects of multiple works.
9-MU.CTh.Pr.6.a. Share live or recorded performances of works (both personal and others’); and explain how the elements of music are used to convey intent.
9-MU.CTh.Pr.6.b. Identify how compositions are appropriate for an audience or context, and how this will shape future compositions.
9-MU.CTh.Re.7.a. Apply teacher-provided criteria to select music that expresses personal experience, mood, visual image, or storyline in simple forms (e.g., one-part, cyclical, binary), and describe the choices as models for composition.
9-MU.CTh.Re.7.b. Analyze aurally the elements of music (including form) of musical works, relating them to style, mood, and context, and describe how the analysis provides modes for personal growth as a composer, performer, and/or listener.
9-MU.CTh.Re.8.a. Develop and explain interpretations of varied works, demonstrating an understanding of the composers’ intent by citing technical and expressive aspects as well as the style/genre of each work.
9-MU.CTh.Re.9.a. Describe the effectiveness of the technical and expressive aspects of selected music and performance, demonstrating understandings of fundamentals of music theory.
9-MU.CTh.Cn.10.a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
9-MU.CTh.Cn.10.b. Apply criteria to select music for specific purposes, supporting choices by citing connections to interest, purpose, and context.
9-MU.CTh.Cn.11.a. Explain how context can inform the expressive intent and meaning of a musical composition.
9-MU.CTh.Cn.11.b. Explain how music is affected by your knowledge outside the arts.
9-PO.6.C1-1.1 Assess personal health practices and overall health status
9-PO.6.C2-1.1 Develop a plan to attain a personal health goal that addresses strengths, needs, and risks
9-PO.6.C2-2.1 Implement strategies and monitor progress in achieving a personal health goal
9-PO.6.C2-3.1 Formulate an effective long-term personal health plan
9-PO.7.C1-1.1 Analyze the role of individual responsibility in enhancing health
9-PO.7.C2-1.1 Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others
9-PO.7.C2-2.1 Demonstrate a variety of behaviors that avoid or reduce health risks to self and others
9-PO.8.C1-1.1 Use accurate peer and societal norms to formulate a health-enhancing message
9-PO.8.C1-2.1 Influence and support others to make positive health choices
9-PO.8.C2-1.1 Work cooperatively as an advocate for improving personal, family, and community health
9-PO.8.C3-1.1 Adapt health messages and communication techniques to a specific target audience
9-PO.5.C1-1.1 Examine barriers to healthy decision making
9-PO.5.C2-1.1 Determine the value of applying a thoughtful decision- making process in health- related situations
9-PO.5.C2-2.1 Justify when individual or collaborative decision making is appropriate
9-PO.5.C2-3.1 Analyze and propose alternatives to health-related issues or problems
9-PO.5.C2-4.1 Predict the potential short-term and long-term impact of each alternative on self and others
9-PO.5.C2-5.1 Defend the healthy choice when making decisions
9-PO.5.C2-6.1 Evaluate the effectiveness of health-related decisions
9-PO.1.C1-1.1 Predict how healthy behaviors can affect health status
9-PO.1.C2-1.1 Describe the interrelationships of emotional, intellectual, physical, and social health
9-PO.1.C3-1.1 Analyze how environment and personal health are interrelated
9-PO.1.C3-2.1 Evaluate the impact of food and nutrition, including nutrient deficiencies on health
9-PO.1.C3-3.1 Evaluate levels and types of physical activity and how these promote health and contribute to disease prevention
9-PO.1.C3-4.1 Analyze how genetics and family history can impact personal health
9-PO.1.C4-1.1 Propose ways to reduce or prevent injuries and health problems
9-PO.1.C5-1.1 Analyze the relationship between access to health care and health status
9-PO.1.C6-1.1 Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors
9-PO.1.C6-2.1 Analyze personal susceptibility to injury, illness, or death if engaging in unhealthy behaviors
9-PO.1.C6-3.1 Analyze the potential severity of injury or illness if engaging in unhealthy behaviors
9-PO.2.C1-1.1 Analyze how the family influences the health of individuals
9-PO.2.C1-2.1 Analyze how the culture supports and challenges health beliefs, practices, and behaviors
9-PO.2.C1-3.1 Evaluate how peers influence healthy and unhealthy behaviors
9-PO.2.C1-4.1 Evaluate how the school and community can impact personal health practice and behaviors
9-PO.2.C1-5.1 Evaluate the effect of media on personal and family health
9-PO.2.C1-6.1 Evaluate the impact of technology on personal, family, and community health
9-PO.2.C2-1.1 Analyze how the perceptions of norms influence healthy and unhealthy behaviors
9-PO.2.C2-2.1 Analyze the influence of personal values and beliefs on individual health practices and behaviors
9-PO.2.C2-3.1 Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors
9-PO.2.C3-1.1 Analyze how public health policies and government regulations can influence health promotion and disease prevention
9-PO.3.C1-1.1 Evaluate the validity of health information, products, and services
9-PO.3.C2-1.1 Use resources from home, school, and community that provide valid health information
9-PO.3.C2-2.1 Determine the accessibility of products and services that enhance health.
9-PO.3.C2-3.1 Analyze a situation in which professional health services may be required
9-PO.3.C2-4.1 Access valid and reliable health products and services
9-PO.4.C1-1.1 Utilize skills for communicating effectively with family, peers, and others to enhance health
9-PO.4.C1-2.1 Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks
9-PO.4.C2-1.1 Evaluate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others
9-PO.4.C3-1.1 Evaluate effective ways to ask for and offer assistance to enhance the health of self and others
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Arizona State Number and Standard - 10
9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9-10.RL.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
9-10.RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
9-10.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
9-10.RL.5 Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.
9-10.RL.6 Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.
9-10.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
9-10.RL.9 Analyze how an author draws on and transforms source material in a specific work.
9-10.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 10.
9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9-10.RI.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
9-10.RI.3 Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
9-10.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
9-10.RI.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
9-10.RI.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
9-10.RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
9-10.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
9-10.RI.9 Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.
9-10.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 10.
9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
9-10.W.1.a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
9-10.W.1.b: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
9-10.W.1.c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
9-10.W.1.d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
9-10.W.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
9-10.W.2.a: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
9-10.W.2.b: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
9-10.W.2.c: Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
9-10.W.2.d: Use precise language and domain-specific vocabulary to manage the complexity of the topic.
9-10.W.2.e: Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they are writing.
9-10.W.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
9-10.W.3.a: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
9-10.W.3.b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
9-10.W.3.c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
9-10.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
9-10.W.3.e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9-10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
9-10.W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
9-10.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
9-10.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
9-10.W.9.a: Apply grades 9-10 Reading standards to literature.
9-10.W.9.b: Apply grades 9-10 Reading standards to informational and nonfiction text.
9-10.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
9-10.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
9-10.L.1.a: Use parallel structure.
9-10.L.1.b: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
9-10.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
9-10.L.2.a: Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
9-10.L.2.b: Use a colon to introduce a list or quotation.
9-10.L.2.c: Use correct spelling.
9-10.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
9-10.L.3.a: Write and edit work so that it conforms to the guidelines in a style manual.
9-10.L.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.
9-10.L.4.a: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
9-10.L.4.b: 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.
9-10.L.4.c: 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.
9-10.L.4.d: Verify the preliminary determination of the meaning of a word or phrase.
9-10.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
9-10.L.5.a: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
9-10.L.5.b: Analyze nuances in the meaning of words with similar denotations.
9-10.L.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.
9-12.1.a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.
9-12.1.b. Students build networks of experts and peers to customize their learning environments in ways that support the learning process and in accordance with school policy.
9-12.1.c. Students actively use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
9-12.1.d. Students choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore new technologies.
9-12.2.a. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
9-12.2.b. Students engage in and advocate for positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.
9-12.2.c. Students demonstrate and advocate for an understanding of and respect for the rights and obligations of using and sharing intellectual property.
9-12.2.d. Students manage their personal data to maintain digital privacy and security, and are aware of data-collection technology used to track their navigation online.
9-12.3.a. Students plan and employ effective research strategies to locate information and other resources for their intellectual and/or creative pursuits.
9-12.3.b. Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data or other resources.
9-12.3.c. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
9-12.3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.
9-12.4.a. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
9-12.4.b. Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
9-12.4.c. Students develop, test and refine prototypes as part of a cyclical design process.
9-12.4.d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
9-12.5.a. Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models, and algorithmic thinking in exploring and finding solutions.
9-12.5.b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
9-12.5.c. Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
9-12.5.d. Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
9-12.6.a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
9-12.6.b. Students create original works or responsibly repurpose or remix digital resources into new creations.
9-12.6.c. Students communicate complex ideas clearly using various digital tools to convey the concepts textually, visually, graphically, etc.
9-12.6.d. Students publish or present content that customizes the message and medium for their intended audiences.
9-12.7.a. Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in various ways that broaden mutual understanding and learning.
9-12.7.b. Students use collaborative technologies to work with others, including peers, experts and or community members, to examine issues and problems from multiple viewpoints.
9-12.7.c. Students contribute constructively to project teams, choosing various roles and responsibilities to work effectively toward a common goal.
9-12.7.d. Students explore local and global issues and use collaborative technologies to work with others to investigate, develop, and advocate for solutions.
G.N-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays, include utilizing real-world context.
G.N-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.
G.N-Q.A.2 Include problem-solving opportunities utilizing real-world context.
G.N-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities utilizing real-world context.
G.G-CO.A.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
G.G-CO.A.2 Represent and describe transformations in the plane 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.
G.G-CO.A.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
G.G-CO.A.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
G.G-CO.A.5 Given a geometric figure and a rotation, reflection, or translation draw the transformed figure. Specify a sequence of transformations that will carry a given figure onto another.
G.G-CO.B.6 Use geometric definitions 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.
G.G-CO.B.7 Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
G.G-CO.B.8 Explain how the criteria for triangle congruence (ASA, AAS, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
G.G-CO.C.9 Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.
G.G-CO.C.10 Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangle are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.
G.G-CO.C.11 Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and rectangles are parallelograms with congruent diagonals.
G.G-CO.D.12 Make formal geometric constructions with a variety of tools and methods. Constructions include: copying segments; copying angles; bisecting segments; bisecting angles; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
G.G-CO.D.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle; with a variety of tools and methods.
G.G-SRT.A.1 Verify experimentally the properties of dilations given by a center and a scale factor:
G.G-SRT.A.1 a. Dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.
G.G-SRT.A.1 b. The dilation of a line segment is longer or shorter in the ratio given by the scale factor.
G.G-SRT.A.2 Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
G.G-SRT.A.3 Use the properties of similarity transformations to establish the AA, SAS, and SSS criterion for two triangles to be similar.
G.G-SRT.B.4 Prove theorems about triangles. Theorems include: an interior line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.
G.G-SRT.B.5 Use congruence and similarity criteria to prove relationships in geometric figures and solve problems utilizing real-world context.
G.G-SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
G.G-SRT.C.7 Explain and use the relationship between the sine and cosine of complementary angles.
G.G-SRT.C.8 Use trigonometric ratios (including inverse trigonometric ratios) and the Pythagorean Theorem to find unknown measurements in right triangles utilizing real-world context.
G.G-C.A.1 Prove that all circles are similar.
G.G-C.A.2 Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
G.G-C.A.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
G.G-C.B.5 Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. Convert between degrees and radians.
G.G-GPE.A.1 Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.
G.G-GPE.B.4 Use coordinates to algebraically prove or disprove geometric relationships. Relationships include: proving or disproving geometric figures given specific points in the coordinate plane; and proving or disproving if a specific point lies on a given circle.
G.G-GPE.B.5 Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems, including finding the equation of a line parallel or perpendicular to a given line that passes through a given point.
G.G-GPE.B.6 Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
G.G-GPE.B.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles.
G.G-GMD.A.1 Analyze and verify the formulas for the volume of a cylinder, pyramid, and cone.
G.G-GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems utilizing real-world context.
G.G-GMD.B.4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
G.G-MG.A.1 Use geometric shapes, their measures, and their properties to describe objects utilizing real-world context.
G.G-MG.A.2 Apply concepts of density based on area and volume in modeling situations utilizing real-world context.
G.G-MG.A.3 Apply geometric methods to solve design problems utilizing real-world context.
HS-Ac-MA.CR.1.a. Generate ideas, goals, and solutions for original media artworks through application of focused creative processes (e.g., divergent thinking, experimenting).
HS-Ac-MA.CR.2.a. Apply a personal aesthetic in designing, testing, and refining original artistic ideas, prototypes, and production strategies for media arts productions, considering artistic intentions, constraints of resources, and presentation context.
HS-Ac-MA.CR.3.a. Consolidate production processes to demonstrate deliberate choices in organizing and integrating content and stylistic conventions in media arts production, demonstrating understanding of associated principles (e.g., continuity juxtaposition).
HS-Ac-MA.CR.3.b. Refine and elaborate aesthetic elements and technical components to intentionally form impactful expressions in media artworks for specific purposes, intentions, audiences, and contexts.
HS-Ac-MA.Pr.4.a. Integrate various arts, media arts forms, and academic content into unified media arts productions that retain thematic integrity and stylistic continuity (e.g., transmedia productions).
HS-Ac-MA.Pr.5.a. Demonstrate effective command of artistic, design, technical and soft skills in managing and producing media artwo
HS-Ac-MA.Pr.5.b. Demonstrate effective use of creative and adaptive innovation techniques (e.g., iterative design, responsive use of failure) to address sophisticated challenges within and through media arts productions.
HS-Ac-MA.Pr.5.c. Demonstrate the skillful adaptation and combination of tools, styles, techniques, and interactivity to achieve specific expressive goals in the production of a variety of media artworks.
HS-Ac-MA.Pr.6.a. Curate and design the presentation and distribution of collections of media artworks through a variety of contexts (e.g., mass audiences, physical and virtual channels).
HS-Ac-MA.Pr.6.b. Evaluate and implement improvements in presenting media artworks, considering personal, local, and social impacts (e.g., changes that occurred for people, or to a situation).
HS-Ac-MA.Re.7.a. Analyze and synthesize the qualities and relationships of the components in a variety of media artworks, and feedback on how they impact audience.
HS-Ac-MA.Re.7.b. Analyze how a broad range of media artworks manage audience experience, create intention and persuasion through multimodal perception.
HS-Ac-MA.Re.8.a. Analyze the intent, meanings, and influence of a variety of media artworks, based on personal, societal, historical, and cultural contexts.
HS-Ac-MA.Re.9.a. Form and apply defensible evaluations in the constructive and systematic critique of media artworks and production processes.
HS-Ac-MA.Cn.10.a. Synthesize internal and external resources to enhance the creation of persuasive media artworks (e.g., cultural connections, introspection, research, exemplary works).
HS-Ac-MA.Cn.10.b. Explain and demonstrate the use of media artworks to synthesize new meaning and knowledge, and reflect and form cultural experiences (e.g., new connections between themes and ideas, local and global networks, personal influence).
HS-Ac-MA.Cn.11.a. Examine in depth and demonstrate the relationships of media arts ideas and works to various purposes, values, cultures, and contexts (e.g., markets, systems, propaganda, truth).
HS-Ac-MA.Cn.11.b. Critically investigate and ethically interact with legal, technological, systemic, and vocational contexts of media arts, considering ethics, media literacy, digital identity, and artist/audience interactivity.
HS.CS.D.1Explain how abstractions hide the underlying implementation details of computing systems embedded in everyday objects.
HS.CS. HS.1Describe levels of abstraction and interactions between application software, system software, and hardware layers.
HS.CS.T.1Develop guidelines that convey systematic troubleshooting strategies that others can use to identify and fix errors.
HS.NI.C.1Describe how sensitive data can be affected by malware and other attacks.
HS.NI.C.2Recommend security measures to address various scenarios based on factors such as efficiency, feasibility, and ethical impacts.
HS.NI.C.3Compare various security measures, considering tradeoffs between the usability and security of a computing system.
HS.NI. NCO.1Evaluate the scalability and reliability of networks, by describing the relationship between routers, switches, servers, topology, and addressing.
HG.DA. CVT.1Create interactive data visualizations using software tools to help others better understand real-world phenomena.
HS.DA.S.1Translate between different bit representations of real-world phenomena, such as characters, numbers, and images.
HS.DA.S.2Evaluate the tradeoffs in how and where data is stored.
HS.DA. IM.1Analyze computational models to better understand real-world phenomena.
HS.AP.A.1Create prototypes that use algorithms for practical intent, personal expression, or to address a societal issue
HS.AP.V.1Use lists to simplify solutions, generalizing computational problems instead of repeatedly using simple variables.
HS.AP.C.1Justify the selection of specific control structures and explain the benefits and drawbacks of choices made, when tradeoffs involve readability and program performance.
HS.AP.C.2Use events that initiate instructions to design and iteratively develop computational artifacts
HS.AP.M. 1Decompose problems into smaller components using constructs such as procedures, modules, and/or objects.
HS.AP.M. 2Use procedures within a program, combinations of data and procedures, or independent but interrelated programs to design and iteratively develop computational artifacts.
HS.AP. PD.1Evaluate and refine computational artifacts to make them more usable and accessible.
HS.AP. PD.2Use team roles and collaborative tools to design and iteratively develop computational artifacts.
HS.AP. PD.3Document design decisions using text, graphics, presentations, and/or demonstrations in the development of complex programs.
HS.IC.C.1Evaluate the ways access to computing impacts personal, ethical, social, economic, and cultural practices.
HS.IC.C.2Test and refine computational artifacts to reduce bias and equity deficits.
HS.IC.C.3Demonstrate ways a given algorithm applies to problems across disciplines.
HS.IC.SI.1 Analyze the impact of collaborative tools and methods that increase social connectivity.
HS.IC. SLE.1Explain the beneficial and harmful effects that intellectual property laws can have on innovation.
HS.IC. SLE.2Explain the privacy concerns related to the collection and generation of data through automated processes that may not be evident to users.
HS.IC. SLE.3Evaluate the social and economic implications of privacy in the context of safety, law, or ethics.
HS-Ac-TH.CR.1.a. Investigate historical and cultural conventions and their impact on the visual composition of a theatrical work.
HS-Ac-TH.CR.1.b. Implement design solutions for a theatrical work.
HS-Ac-TH.CR.1.c. Use personal experiences and background knowledge to develop a character that is believable and authentic in a theatrical work.
HS-Ac-TH.CR.2.a. Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influence of original ideas applied to a theatrical work.
HS-Ac-TH.CR.2.b. Cooperate as a creative team to make interpretive choices for a theatrical work.
HS-Ac-TH.CR.3.a. Analyze and critique the dramatic concept of a devised or scripted theatrical work.
HS-Ac-TH.CR.3.b. Conceptualize and construct technical design choices to enhance the story and emotional impact of a devised or scripted theatrical work (e.g., lighting, sound, scenery, props, costumes, makeup, media).
HS-Ac-TH.CR.3.c. Research and analyze scripts to revise physical, vocal, and psychological choices which impact the believability and relevance of a theatrical work.
HS-Ac-TH.Pr.4.a. Analyze unique choices and create believable and sustainable characters in a theatrical work.
HS-Ac-TH.Pr.4.b. Identify essential text information, research from various sources, and the director’s concept that influence character choices in a theatrical work.
HS-Ac-TH.Pr.5.a. Refine a range of acting skills to build a believable and sustainable theatrical work.
HS-Ac-TH.Pr.5.b. Interpret and apply contractual royalties to secure rights for a theatrical work.
HS-Ac-TH.Pr.6.a. Present a theatrical work using creative processes that shape the production for a specific audience.
HS-Ac-TH.Re.7.a. Demonstrate an understanding of multiple interpretations of artistic criteria and how each might be used to influence future artistic choices of a theatrical work.
HS-Ac-TH.Re.8.a. Defend character choices when participating in or observing a theatrical work.
HS-Ac-TH.Re.8.b. Apply concepts from a theatrical work for personal realization about cultural perspectives and understanding.
HS-Ac-TH.Re.8.c. Provide multiple aesthetics, preferences, and beliefs through participation in and observation of theatrical work.
HS-Ac-TH.Re.9.a. Analyze and assess a theatrical work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria.
HS-Ac-TH.Re.9.b. Construct meaning in a theatrical work, taking into consideration personal aesthetics and knowledge of production elements while respecting others’ interpretations.
HS-Ac-TH.Re.9.c. Justify how a theatrical work communicates a specific purpose for an audience.
HS-Ac-TH.Cn.10.a. Choose and interpret a theatrical work to reflect or question personal beliefs.
HS-Ac-TH.Cn.10.b. Integrate conventions and knowledge from different art forms and other disciplines to develop a cross-cultural theatrical work.
HS-Ac-TH.Cn.11.a. Formulate creative choices for a devised or scripted theatrical work based on research about the selected topic.
HS-Ac-TH.Cn.11.b. Explore and document how personal beliefs and biases can affect the interpretation of research data applied in theatrical work.
HS-PE-S1.H1.L1.Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).
HS-PE-S1.H1.L2.Refines activity-specific movement skills in one or more lifetime activities. (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games)
HS-PE-S1.H2.L1Demonstrates competency in dance forms and rhythmic movements to include dynamic warmups, agility drills as wells as cultural and social occasions such as weddings and parties. Demonstrating competency in 1 form of dance (e.g., ballet, modern, hip hop, tap, etc.).
HS-PE-S1.H2.L2.Demonstrates competency in dance forms and rhythmic movements by choreographing a dance, designing a workout routine or by giving a performance.
HS-PE-S1.H3.L1.Demonstrates competency in one or more specialized skills to include demonstration, application and evaluation in health and skill-related fitness activities.
HS-PE-S1.H3.L2.Demonstrates competency in 2 or more specialized skills including demonstration, application and evaluation in health related fitness activities.
HS-PE-S2.H1.L1.Identifies examples of social and technical dance forms and rhythmic movements.
HS-PE-S2.H1.L2.Identifies and discusses the historical and cultural roles of games, sports and dance in a society.
HS-PE-S2.H2.L1.Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.
HS-PE-S2.H2.L2.Describes the speed/accuracy trade-off in throwing and striking skills.
HS-PE-S2.H3.L1.Create a practice plan to improve performance for a self-selected skill.
HS-PE-S2.H3.L2.Identifies the stages of learning a motor skill.
HS-PE-S2.H4.L1.Identifies examples of social and technical dance forms.
HS-PE-S2.H4.L2.Compares similarities and differences in various dance forms.
HS-PE-S3.H1.L1.Discusses the benefits of a physically active lifestyle as it relates to college or career productivity.
HS-PE-S3.H1.L2.Investigates the relationships among physical activity, nutrition, and body composition.
HS-PE-S3.H2.L1.Evaluates the validity of claims made by commercial products and programs pertaining to fitness and a healthy, active lifestyle.
HS-PE-S3.H2.L2.Analyzes and applies technology and social media as tools for supporting a healthy, active lifestyle.
HS-PE-S3.H3.L1.Identifies issues associated with exercising in heat, humidity, and cold.
HS-PE-S3.H3.L2.Applies rates of perceived exertion and pacing.
HS-PE-S3.H4.L1.Evaluates, according to their benefits, social support network and participation requirements, activities that can be pursued in the local environment.
HS-PE-S3.H4.L2.Investigate and participate in activities that can be pursued in the local environment.
HS-PE-S3.H5.L1.Evaluates risks and safety factors that might affect physical activity preferences throughout the life cycle.
HS-PE-S3.H5.L2.Analyzes the impact of risks and safety factors in life choices, economics, motivation, and accessibility on exercise adherence and successful participation in physical activity in college or career settings.
HS-PE-S3.H6.L1.Participates several times a week in a self-selected lifetime activity, dance or fitness activity outside of the school day.
HS-PE-S3.H6.L2.Creates a plan, trains for and participates in a community event with a focus on physical activity (e.g., 5K, triathlon, tournament, dance performance, cycling event).
HS-PE-S3.H7.L1.Demonstrates appropriate technique in resistance training.
HS-PE-S3.H7.L2.Designs and implements a strength and conditioning program that develops balance in opposing muscles groups (agonist-antagonist) and supports a healthy, active lifestyle.
HS-PE-S3.H8.L1.Relates physiological responses to individual levels of fitness and nutritional balance.
HS-PE-S3.H8.L2.Identifies the different energy systems used in a selected physical activity (e.g., adenosine triphosphate and phosphocreatine, anaerobic/ glycolysis, aerobic).
HS-PE-S3.H9.L1.Understands types of strength exercises (e.g. isometric, isotonic, isokinetic, concentric, eccentric etc.) and stretching exercises (e.g. static, dynamic, PNF, etc.) for personal fitness development (e.g. strength, endurance, range of motion).
HS-PE-S3.H9.L2.Identifies the structure of skeletal muscle and fiber types as they relate to muscle development.
HS-PE-S3.H10.L1.Calculates target heart rate and applies that information to a personal fitness plan.
HS-PE-S3.H10.L2.Adjusts pacing to keep heart rate in the target zone, using available technology (e.g., pedometer, heart rate monitor), to self-monitor cardio vascular intensity.
HS-PE-S3.H11.L1.Designs a fitness program including all components of health-related fitness that relates to college/career productivity.
HS-PE-S3.H11.L2.Develops and maintains a fitness portfolio (e.g., assessment scores, goals for improvement , plan of activities for improvement, log of activities being done to reach goals, timeline for improvement).
HS-PE-S3.H12.L1.Designs a fitness program, including all components of health-related fitness, for a college student and an employee in the learner’s chosen field of work.
HS-PE-S3.H12.L2.Analyzes the components of skill-related fitness in relation to life and career goals and designs an appropriate fitness program for those goals.
HS-PE-S3.H13.L1.Creates a meal plan that demonstrates understanding of the impact of nutrition on the effect of each phase of exercise (e.g. pre, during and post-activity).
HS-PE-S3.H14.L1.Identifies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, cardio vascular exercise, meditation) to reduce stress.
HS-PE-S3.H14.L2.Applies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, cardio vascular exercise, meditation) to reduce stress.
HS.OTE.1. Demonstrate an understanding of the major narratives, characters, stories and poetry contained in biblical texts and how they are used in literature, art and music.
HS.OTE.1.a. Demonstrate comprehension of the variety of literary forms in the biblical text.
HS.OTE.1.b. Identify, analyze and apply knowledge of structures, symbolism, motifs, and the use of language (e.g. diction, imagery, figurative language, alliteration) in biblical text.
HS.OTE.1.c. Understand and explain the influence of the Bible in classic and contemporary art, music and literature, including poetry, drama, and prose.
HS.OTE.2. Participate in discussions related to academic analysis of biblical texts.
HS.OTE.2.a. Analyze the significance of biblical texts.
HS.OTE.2.b. Examine, compare, and contrast various translations.
HS.OTE.2.c. Demonstrate understanding of biblical narratives and analyze their influence on allusions in western literature.
HS.OTE.3. Demonstrate an understanding of biblical text and their impact on the history, religion, government, and law of various cultures.
HS.OTE.3.a. Compare and contrast the events and people from the text to the historical era.
HS.OTE.3.b. Investigate the influences of the texts on contemporary culture, to include history, government, law, customs, morals, and values.
HS.NTE.1. Demonstrate an understanding of the major narratives, characters, stories and poetry contained in biblical texts and how they are used in literature, art and music.
HS.NTE.1.a. Demonstrate comprehension of the variety of literary forms in the biblical text.
HS.NTE.1.b. Identify, analyze and apply knowledge of structures, symbolism, motifs, and the use of language (e.g. diction, imagery, figurative language, alliteration) in biblical text.
HS.NTE.1.c. Understand and explain the influence of the Bible in classic and contemporary art, music and literature, including poetry, drama, and prose.
HS.NTE.2. Participate in discussions related to academic analysis of biblical texts.
HS.NTE.2.a. Analyze the significance of biblical texts.
HS.NTE.2.b. Examine, compare, and contrast various translations.
HS.NTE.2.c. Demonstrate understanding of biblical narratives and analyze their influence on allusions in western literature.
HS.NTE.3. Demonstrate an understanding of biblical text and their impact on the history, religion, government, and law of various cultures.
HS.NTE.3.a. Compare and contrast the events and people from the text to the historical era.
HS.NTE.3.b. Investigate the influences of the texts on contemporary culture, to include history, government, law, customs, morals, and values.
HS-PE-S4.H1.L1-Employs effective self-management skills to analyze barriers and modify physical activity patterns appropriately as needed.
HS-PE-S4.H1.L2-Accepts differences between personal characteristics and the idealized body images and elite performance levels portrayed in various media.
HS-PE-S4.H2.L1-Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance
HS-PE-S4.H2.L2-Examines moral and ethical conduct in specific competitive situations (e.g., intentional fouls, performance-enhancing substances, gambling, current events in sport).
HS-PE-S4.H3.L1-Uses communication skills and strategies that promote team or group dynamics.
HS-PE-S4.H3.L2-Assumes leadership role (e.g., task or group leader, referee, coach) in a physical activity setting.
HS-PE-S4.H4.L1-Solves problems and thinks critically in physical activity or dance settings, both as an individual and in groups.
HS-PE-S4.H4.L2-Accepts others’ ideas, cultural diversity, and body types by engaging in cooperative and collaborative movement projects.
HS-PE-S4.H5.L1-Understands best practices for safe participation in physical activity, exercise and dance (e.g. injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection, aquatic safety, etc.).
HS-PE-S4.H5.L2-Applies best practices for safe participation in physical activity, exercise and dance (e.g. injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection, aquatic safety, etc.).
HS-PE-S5.H1.L1-Analyzes the health benefits of a self-selected physical activity.
HS-PE-S5.H1.L2-If the outcome was not achieved in Level 1, it should be a focus in Level 2.
HS-PE-S5.H2.L2-Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity.
HS-PE-S5.H3.L1-Selects and participates in physical activities or dance that meet the need for self-expression and enjoyment.
HS-PE-S5.H3.L2-Identifies the uniqueness of creative dance and rhythmic movement as a means of self-expression.
HS-PE-S5.H4.L1-Shows respect and acceptance of others with varying ability levels to support a cooperative learning environment.
HS-PE-S5.H4.L2-Participates in inclusive programs that combine students of all ability levels.
HS-Ac-VA.CR.1.a. Individually or collaboratively formulate new creative problems based on student’s existing artwork.
HS-Ac-VA.CR.1.b. Plan personal artwork or design choosing from a range of traditional and contemporary artistic practices.
HS-Ac-VA.CR.2.a. Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form using various approaches (e.g., using the elements and principles of modern art, applying artistic norms of diverse cultures, addressing social issues in contemporary art).
HS-Ac-VA.CR.2.b. Use art media with skill, purpose, and craftmanship; and demonstrate awareness of ethical implications of making and distributing creative work.
HS-Ac-VA.CR.2.c. Redesign an artwork, everyday object, or place in response to contemporary issues (e.g., “Sun Mad” by Yolanda Lopez, “George Washington Carver Crossing the Delaware” by Robert Colescott, vacant lot as community garden.
HS-Ac-VA.CR.3.a. Engage in constructive critique with peers, then reflect on, re-engage, revise, and refine works of art.
HS-Ac-VA.Pr.4.a. Examine, select, and justify choices of personal artwork for a collection or portfolio presentation.
HS-Ac-VA.Pr.5.a. Evaluate, select, and apply methods or processes appropriate to display and preserve artwork in a specific place (e.g., spaces in the classroom, school campus, local business, public spaces).
HS-Ac-VA.Pr.6.a. Make, explain, and justify connections between artists or artwork and social, cultural, and political history.
HS-Ac-VA.Re.7.a. Use art-specific vocabulary to describe personal aesthetic responses to designed objects and constructed devices (e.g., electronic devices, household appliances, shopping malls.
HS-Ac-VA.Re.7.b. Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific posters, ideal images of women, marketing campaigns).
HS-Ac-VA.Re.8.a. Construct a persuasive interpretation of an artwork or collection informed by the perspective of an art specialist(s) (e.g., art historians, art critics, curators, reviewers, and other artists).
HS-Ac-VA.Re.9.a. Determine the relevance of criteria used by others (e.g., the general public compared to art specialist) to evaluate a work of art or collection of works.
HS-Ac-VA.Cn.10.a. Utilize inquiry methods of observation, research,and experimentation to explore community concerns through art-making.
HS-Ac-VA.Cn.11.a. Compare uses of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary and local contexts.
10-MU.HM.CR.1.a. Generate melodic, rhythmic, and harmonic ideas for compositions (e.g., rounded binary, rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.
10-MU.HM.CR.2.a. Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions (e.g., rounded binary, rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.
10-MU.HM.CR.3.a. Develop and apply criteria to critique, improve, and refine drafts of compositions (e.g., rounded binary, rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies.
10-MU.HM.CR.3.b. Perform final versions of (e.g., rounded binary, rondo), improvisations, accompaniment patterns in a variety of styles, and harmonizations for given melodies, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.
10-MU.HM.Pr.4.a. Develop and apply criteria for selecting a varied repertoire of music for individual and small group performances that include melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.
10-MU.HM.Pr.4.b. Identify and describe important theoretical and structural characteristics and context (social, cultural, historical) in a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.
10-MU.HM.Pr.4.c. Explain in interpretations an understanding of the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, and chordal accompaniments in a variety of styles.
10-MU.HM.Pr.5.a. Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles, and create rehearsal strategies to address performance challenges and refine the performance.
10-MU.HM.Pr.6.a. Perform with expression and technical accuracy in individual and small group performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and historical).
10-MU.HM.Re.7.a. Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and context.
10-MU.HM.Re.7.b. Explain how the analysis of the structures and context (social, cultural, and historical) of contrasting musical selections inform the response.
10-MU.HM.Re.8.a. Explain and support interpretations of the expressive intent and meaning of musical selections, citing evidence the treatment of the elements of music, context (personal, social, and cultural), and (when appropriate) the setting of the text and varied researched sources.
10-MU.HM.Re.9.a. Apply personally-developed and established criteria based on research, personal preference, analysis, interpretation, expressive intent, and musical qualities to evaluate contrasting individuals and small group musical selections for listening.
10-MU.HM.Cn.10.a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creative, performing, and responding to music.
10-MU.HM.Cn.11.a. Analyze how context can inform the expressive intent and meaning of a musical performance.
10-MU.HM.Cn.11.b. Analyze how music is affected by your knowledge outside the arts.
10-MU.PE.CR.1.a. Compose and improvise ideas for arrangements, sections, and short compositions for specified purposes that reflect characteristic(s) of music from a variety of cultures studied in rehearsal.
10-MU.PE.CR.2.a. Select and develop arrangements, sections, and short compositions for specific purposes that demonstrate understanding of characteristic(s) of music from a variety of cultures studied in rehearsal.
10-MU.PE.CR.2.b. Preserve draft compositions and improvisations through audio or video recording and through standard notation (using notating in a manner consistent with the genre and with the appropriate skill connected with the level).
10-MU.PE.CR.3.a. Evaluate and refine draft arrangements, sections, short compositions, and improvisations based on personally-developed criteria, including the extent to which they address the identified purposes.
10-MU.PE.CR.3.b. Share personally-developed melodies, rhythmic passages, and arrangements individually or as an ensemble, that address identified purposes.
10-MU.PE.Pr.4.a. Apply previously established criteria used in selecting the repertoire to study/perform based on interest, music reading, and performing technical abilities.
10-MU.PE.Pr.4.b. Based on an understanding of the theoretical and structural characteristics of music, select a varied repertoire of music to study/perform.
10-MU.PE.Pr.4.c. Demonstrate how understanding of the style, genre, and context of a varied repertoire of music influences prepared and improvised performances as well as your technical ability to connect with the audience.
10-MU.PE.Pr.5.a. Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.
10-MU.PE.Pr.5.b. Use feedback from ensemble peers and other sources to refine performances and develop effective rehearsal strategies.
10-MU.PE.Pr.6.a. Demonstrate mastery of the technical demands of the music in prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods.
10-MU.PE.Pr.6.b. Demonstrate an understanding of expressive qualities of the music in prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods.
10-MU.PE.Pr.6.c. Demonstrate an understanding of intent as a means for connecting with an audience through prepared performances.
10-MU.PE.Re.7.a. Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and context.
10-MU.PE.Re.7.b. Explain how the analysis of the structures and contexts inform the response to music.
10-MU.PE.Re.8.a. Support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and varied researched sources.
10-MU.PE.Re.9.a. Evaluate works and performances based on research as well as personally- and collaboratively- developed criteria, including the analysis and interpretation of the structure and context.
10-MU.PE.Cn.10.a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creative, performing, and responding to music.
10-MU.PE.Cn.10.b. Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the specified purpose and context.
10-MU.PE.Cn.11.a. Analyze how context can inform the expressive intent and meaning of a musical performance.
10-MU.PE.Cn.11.b. Analyze how music is affected by your knowledge outside the arts.
10-MU.CTh.CR.1.a. Describe and demonstrate how sounds and musical ideas can be used to represent sonic events, memories, visual images, concepts, texts, or storylines.
10-MU.CTh.CR.2.a. Assemble and organize multiple sounds or musical ideas to create initial expressive statements of selected sonic events, memories, images, concepts, texts, or storylines.
10-MU.CTh.CR.2.b. Describe the development of sounds and musical ideas in drafts within simple or moderately complex forms (e.g., binary, rondo, ternary).
10-MU.CTh.CR.3.a. Identify, describe, and apply teacher-provided or personally-developed criteria to assess and refine the technical and expressive aspects of evolving drafts, leading to final versions.
10-MU.CTh.CR.3.b. Share music through the use of notation, solo or group performance, or technology, and demonstrate how the elements of music and compositional techniques have been employed to realize expressive intent.
10-MU.CTh.CR.3.c. Describe the selected context and performance medium for presenting personal works; and explain why they impact the final composition of the presentation.
10-MU.CTh.Pr.4.a. Identify and select specific passages, sections, or movements in musical works that express personal experiences and interest, moods, visual images, concepts, texts, or storylines in simple forms (e.g., binary, ternary, rondo) or moderately complex forms.
10-MU.CTh.Pr.4.b. Analyze how the elements of music (including form) of selected works relate to style, function, and context; and explain the implications for rehearsal or performance.
10-MU.CTh.Pr.4.c. Develop interpretations of works based on an understanding of the use of elements of music, style, mood, function, and context, explaining how the interpretive choices reflect the creators’ intent.
10-MU.CTh.Pr.5.a. Create rehearsal plans for works, identifying repetition and variation within the form and the style and historical or cultural context of the work.
10-MU.CTh.Pr.5.b. Using established criteria and feedback, identify the ways in which performances convey formal design, style, and historical/cultural context of the works.
10-MU.CTh.Pr.5.c. Identify and implement strategies for improving the technical and expressive aspects of multiple works.
10-MU.CTh.Pr.6.a. Share live or recorded performances of works (both personal and others’); and explain how the elements of music and compositional techniques are used to convey intent.
10-MU.CTh.Pr.6.b. Explain how compositions are appropriate for both audience and context, and how this will shape future compositions.
10-MU.CTh.Re.7.a. Apply teacher-provide or personally-developed criteria to select music that expresses personal experience and interests, mood, visual image, concepts, texts, or storyline in simple or moderately complex forms, and describe the choices as models for composition.
10-MU.CTh.Re.7.b. Analyze aurally and/or by reading the scores of musical works the elements of music (including form) compositional techniques and procedures, relating them to style, mood, and context; and explain how the analysis provides models for personal growth as a composer, performer, and/or listener.
10-MU.CTh.Re.8.a. Develop and support interpretations of varied works, demonstrating an understanding of the composers’ intent by citing the use of elements of music (including form), compositional techniques, and the style/genre and context of each work.
10-MU.CTh.Re.9.a. Explain the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of music theory as well as compositional techniques and procedures.
10-MU.CTh.Cn.10.a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
10-MU.CTh.Cn.10.b. Apply criteria to select music for specific purposes, justifying choices by citing connections to interest, purpose, and context.
10-MU.CTh.Cn.11.a. Analyze how context can inform the expressive intent and meaning of a musical composition.
10-MU.CTh.Cn.11.b. Analyze how music is affected by your knowledge outside the arts.
10-PO.6.C1-1.1 Assess personal health practices and overall health status
10-PO.6.C2-1.1 Develop a plan to attain a personal health goal that addresses strengths, needs, and risks
10-PO.6.C2-2.1 Implement strategies and monitor progress in achieving a personal health goal
10-PO.6.C2-3.1 Formulate an effective long-term personal health plan
10-PO.7.C1-1.1 Analyze the role of individual responsibility in enhancing health
10-PO.7.C2-1.1 Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others
10-PO.7.C2-2.1 Demonstrate a variety of behaviors that avoid or reduce health risks to self and others
10-PO.8.C1-1.1 Use accurate peer and societal norms to formulate a health-enhancing message
10-PO.8.C1-2.1 Influence and support others to make positive health choices
10-PO.8.C2-1.1 Work cooperatively as an advocate for improving personal, family, and community health
10-PO.8.C3-1.1 Adapt health messages and communication techniques to a specific target audience
10-PO.5.C1-1.1 Examine barriers to healthy decision making
10-PO.5.C2-1.1 Determine the value of applying a thoughtful decision- making process in health- related situations
10-PO.5.C2-2.1 Justify when individual or collaborative decision making is appropriate
10-PO.5.C2-3.1 Analyze and propose alternatives to health-related issues or problems
10-PO.5.C2-4.1 Predict the potential short-term and long-term impact of each alternative on self and others
10-PO.5.C2-5.1 Defend the healthy choice when making decisions
10-PO.5.C2-6.1 Evaluate the effectiveness of health-related decisions
10-PO.1.C1-1.1 Predict how healthy behaviors can affect health status
10-PO.1.C2-1.1 Describe the interrelationships of emotional, intellectual, physical, and social health
10-PO.1.C3-1.1 Analyze how environment and personal health are interrelated
10-PO.1.C3-2.1 Evaluate the impact of food and nutrition, including nutrient deficiencies on health
10-PO.1.C3-3.1 Evaluate levels and types of physical activity and how these promote health and contribute to disease prevention
10-PO.1.C3-4.1 Analyze how genetics and family history can impact personal health
10-PO.1.C4-1.1 Propose ways to reduce or prevent injuries and health problems
10-PO.1.C5-1.1 Analyze the relationship between access to health care and health status
10-PO.1.C6-1.1 Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors
10-PO.1.C6-2.1 Analyze personal susceptibility to injury, illness, or death if engaging in unhealthy behaviors
10-PO.1.C6-3.1 Analyze the potential severity of injury or illness if engaging in unhealthy behaviors
10-PO.2.C1-1.1 Analyze how the family influences the health of individuals
10-PO.2.C1-2.1 Analyze how the culture supports and challenges health beliefs, practices, and behaviors
10-PO.2.C1-3.1 Evaluate how peers influence healthy and unhealthy behaviors
10-PO.2.C1-4.1 Evaluate how the school and community can impact personal health practice and behaviors
10-PO.2.C1-5.1 Evaluate the effect of media on personal and family health
10-PO.2.C1-6.1 Evaluate the impact of technology on personal, family, and community health
10-PO.2.C2-1.1 Analyze how the perceptions of norms influence healthy and unhealthy behaviors
10-PO.2.C2-2.1 Analyze the influence of personal values and beliefs on individual health practices and behaviors
10-PO.2.C2-3.1 Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors
10-PO.2.C3-1.1 Analyze how public health policies and government regulations can influence health promotion and disease prevention
10-PO.3.C1-1.1 Evaluate the validity of health information, products, and services
10-PO.3.C2-1.1 Use resources from home, school, and community that provide valid health information
10-PO.3.C2-2.1 Determine the accessibility of products and services that enhance health.
10-PO.3.C2-3.1 Analyze a situation in which professional health services may be required
10-PO.3.C2-4.1 Access valid and reliable health products and services
10-PO.4.C1-1.1 Utilize skills for communicating effectively with family, peers, and others to enhance health
10-PO.4.C1-2.1 Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks
10-PO.4.C2-1.1 Evaluate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others
10-PO.4.C3-1.1 Evaluate effective ways to ask for and offer assistance to enhance the health of self and others
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Arizona State Number and Standard - 11
11.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
11.RL.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
11.RL.3 Analyze the impact of the author's choices regarding how to develop and connect elements of a story or drama.
11.RL.4 Determine the meaning(s) of words and phrases as they are used in a text, including figurative and connotative meanings, while analyzing the impact of specific choices on meaning and tone.
11.RL.5 Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning, as well as its aesthetic impact.
11.RL.6 Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text.
11.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
11.RL.9 Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics.
11.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 11.
11.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
11.RI.2 Determine and analyze the development and interaction of two or more central ideas over the course of a text to provide a complex analysis or objective summary.
11.RI.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
11.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
11.RI.5 Analyze and evaluate the effectiveness of the author's choice of structural elements and text features.
11.RI.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the effectiveness of the text.
11.RI.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in print in order to address a question or solve a problem.
11.RI.8 Delineate and evaluate the rhetorical effectiveness of the authors' reasoning, premises, purpose, and argument in seminal U.S. and world texts.
11.RI.9 Analyze foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features.
11.RI.10 By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 11.
11.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
11.W.1.a: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence
11.W.1.b: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
11.W.1.c: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
11.W.1.d: Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing.
11.W.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
11.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
11.W.2.a: Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful for comprehension.
11.W.2.b: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
11.W.2.c: Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
11.W.2.d: Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic.
11.W.2.e: Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing.
11.W.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
11.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
11.W.3.a: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
11.W.3.b: Use narrative techniques to develop experiences, events, and/or characters.
11.W.3.c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular tone and outcome.
11.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
11.W.3.e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
11.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
11.W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
11.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
11.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
11.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
11.W.9.a: Apply grades 11-12 Reading standards to literature.
11.W.9.b: Apply grades 11-12 Reading standards to informational and nonfiction text.
11.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
11.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
11.L.1.a: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
11.L.1.b: Resolve issues of complex or contested usage, consulting references as needed.
11.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
11.L.2.a: Use hyphenation conventions.
11.L.2.b: Use correct spelling.
11.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
11.L.3.a: Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
11.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
11.L.4.a: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive, conception, conceivable).
11.L.4.b: 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.
11.L.4.c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
11.L.4.d: Verify the preliminary determination of the meaning of a word or phrase.
11.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
11.L.5.a: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
11.L.5.b: Analyze nuances in the meaning of words with similar denotations.
11.L.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.
9-12.1.a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.
9-12.1.b. Students build networks of experts and peers to customize their learning environments in ways that support the learning process and in accordance with school policy.
9-12.1.c. Students actively use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
9-12.1.d. Students choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore new technologies.
9-12.2.a. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
9-12.2.b. Students engage in and advocate for positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.
9-12.2.c. Students demonstrate and advocate for an understanding of and respect for the rights and obligations of using and sharing intellectual property.
9-12.2.d. Students manage their personal data to maintain digital privacy and security, and are aware of data-collection technology used to track their navigation online.
9-12.3.a. Students plan and employ effective research strategies to locate information and other resources for their intellectual and/or creative pursuits.
9-12.3.b. Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data or other resources.
9-12.3.c. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
9-12.3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.
9-12.4.a. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
9-12.4.b. Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
9-12.4.c. Students develop, test and refine prototypes as part of a cyclical design process.
9-12.4.d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
9-12.5.a. Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models, and algorithmic thinking in exploring and finding solutions.
9-12.5.b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
9-12.5.c. Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
9-12.5.d. Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
9-12.6.a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
9-12.6.b. Students create original works or responsibly repurpose or remix digital resources into new creations.
9-12.6.c. Students communicate complex ideas clearly using various digital tools to convey the concepts textually, visually, graphically, etc.
9-12.6.d. Students publish or present content that customizes the message and medium for their intended audiences.
9-12.7.a. Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in various ways that broaden mutual understanding and learning.
9-12.7.b. Students use collaborative technologies to work with others, including peers, experts and or community members, to examine issues and problems from multiple viewpoints.
9-12.7.c. Students contribute constructively to project teams, choosing various roles and responsibilities to work effectively toward a common goal.
9-12.7.d. Students explore local and global issues and use collaborative technologies to work with others to investigate, develop, and advocate for solutions.
A2. N-CN.A.1 Apply the relation i2 = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers. Write complex numbers in the form (a+bi) with a and b real.
A2. N-CN.C.7 Solve quadratic equations with real coefficients that have complex solutions.
A2. A-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. Include problem-solving opportunities utilizing real-world context.
A2. A-CED.A.1 Focus on equations and inequalities arising from linear, quadratic, rational, and exponential functions with real exponents.
A2. A-REI.B.4 Solve quadratic equations in one variable.
A2. A-REI.C.7 Solve a system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.
A2. A-REI.D.11 Explain why the x-coordinates of the points where the graphs of the equations y=f(x) and y=g(x) intersect are the solutions of the equation f(x) =g(x); find the solutions approximately using technology to graph the functions, tables of values, or successive approximations. Include problem solving opportunities utilizing real-world context. Extend from linear, quadratic, and exponential with integer exponents to cases where f(x) and/or g(x) are polynomial, rational, exponential with real exponent, and logarithmic functions.
A2. F-IF.B.4 or 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. Include problem-solving opportunities utilizing real-world context.
A2. F-IF.B.4 Key features include: intercepts; intervals where the function is increasing, decreasing, positive, negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
A2. F-IF.B.4 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-IF.B.6 Calculate and interpret the average rate of change of a continuous function (presented symbolically or as a table) on a closed interval. Estimate the rate of change from a graph. Include problem-solving opportunities utilizing real-world context.
A2. F-IF.B.6 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include square root, cube root, polynomial, exponential with real exponents, logarithmic, sine, cosine, tangent, and piecewise-defined functions.
A2. F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions.).
A2. F-IF.C.9 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-BF.A.1a Write a function that describes a relationship between two quantities. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents. Include problem-solving opportunities utilizing real-world context.
A2. F-BF.A.1a Determine an explicit expression, a recursive process, or steps for calculation from a context.
A2. F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents.
A2. A-SSE.A.2 Use the structure of an expression to identify ways to rewrite it. Extend polynomial expressions to multivariable expressions. Focus on rational or exponential expressions seeing that (x2 + 4)/(x2 + 3) as ( (x2+3) + 1 )/(x2+3), thus recognizing an opportunity to write it as 1 + 1/(x2 + 3).
A2. A-APR.B.2 Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by (x – a) is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).
A2. A-APR.B.3 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
A2. A-APR.B.3 Focus on quadratic, cubic, and quartic polynomials including polynomials for which factors are not provided.
A2. A-APR.C.4 Prove polynomial identities and use them to describe numerical relationships.
A2. A-APR.D.6 Rewrite 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 a computer algebra system.
A2. F-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Include problem-solving opportunities utilizing real-world context.
A2. F-IF.B.4 Key features include: intercepts; intervals where the function is increasing, decreasing, positive, negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
A2. F-IF.B.4 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-IF. B.6 Calculate and interpret the average rate of change of a continuous function (presented symbolically or as a table) on a closed interval. Estimate the rate of change from a graph. Include problem-solving opportunities utilizing real-world context.
A2. F-IF. B.6 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include square root, cube root, polynomial, exponential with real exponents, logarithmic, sine, cosine, tangent, and piecewise-defined functions.
A2. F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions.).
A2. F-IF.C.9 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-BF-A.1a Write a function that describes a relationship between two quantities. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents. Include problem-solving opportunities utilizing real-world context.
A2. F-BF-A.1a Determine an explicit expression, a recursive process, or steps for calculation from a context.
A2. F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents.
A2. N-RN.A.1 Explain how the definition of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.
A2. N-RN.A.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents.
A2. A-REI.A.1 Explain each step in solving an 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.
A2. A-REI.A.1 Extend from quadratic equations to rational and radical equations.
A2. A-REI.A.2 Solve rational and radical equations in one variable and give examples showing how extraneous solutions may arise.
A2. F-IF.B.6 Calculate and interpret the average rate of change of a continuous function (presented symbolically or as a table) on a closed interval. Estimate the rate of change from a graph. Include problem-solving opportunities utilizing real-world context.
A2. F-IF.B.6 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include square root, cube root, polynomial, exponential with real exponents, logarithmic, sine, cosine, tangent, and piecewise-defined functions.
A2. F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions.).
A2. F-IF.C.9 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-BF.A.1b Write a function that describes a relationship between two quantities. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents. Include problem-solving opportunities utilizing real-world context.
A2. F-BF.A.1b Combine standard function types using arithmetic operations and function composition.
A2. F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents.
A2. F-BF.B.4 Find inverse functions.
A2. F-BF.B.4 a. Understand that an inverse function can be obtained by expressing the dependent variable of one function as the independent variable of another, recognizing that functions f and g are inverse functions if and only if f(x)=y and g(y)=x for all values of x in the domain of f and all values of y in the domain of g.
A2. F-BF.B.4 b. Understand that if a function contains a point (a,b), then the graph of the inverse relation of the function contains the point (b,a); the inverse is a reflection over the line y = x.
A2. A-SSE.A.2 Use the structure of an expression to identify ways to rewrite it. Extend polynomial expressions to multivariable expressions. Focus on rational or exponential expressions seeing that (x2 + 4)/(x2 + 3) as ( (x2+3) + 1 )/(x2+3), thus recognizing an opportunity to write it as 1 + 1/(x2 + 3).
A2. A-SSE.B.3c Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Include problem solving opportunities utilizing real-world context and focus on expressions with rational exponents.
A2. A-SSE.B.3c Use the properties of exponents to transform expressions for exponential functions.
A2. A-SSE.B.4 Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems.
A2. A-REI.A.1 Explain each step in solving an 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.
A2. A-REI.A.1 Extend from quadratic equations to rational and radical equations.
A2. F-IF.B.6 Calculate and interpret the average rate of change of a continuous function (presented symbolically or as a table) on a closed interval. Estimate the rate of change from a graph. Include problem-solving opportunities utilizing real-world context.
A2. F-IF.B.6 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include square root, cube root, polynomial, exponential with real exponents, logarithmic, sine, cosine, tangent, and piecewise-defined functions.
A2. F-IF.C.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
A2. F-IF.C.8 a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
A2. F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions.).
A2. F-IF.C.9 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-BF.A.1a Write a function that describes a relationship between two quantities. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents. Include problem-solving opportunities utilizing real-world context.
A2. F-BF.A.1 a. Determine an explicit expression, a recursive process, or steps for calculation from a context.
A2. F-BF.A.2 Write arithmetic and geometric sequences both recursively and explicitly. Use arithmetic and geometric sequences to model situations, and translate between explicit and recursive forms.
A2. F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents.
A2. F-BF.B.4 Find inverse functions.
A2. F-BF.B.4 a. Understand that an inverse function can be obtained by expressing the dependent variable of one function as the independent variable of another, recognizing that functions f and g are inverse functions if and only if f(x)=y and g(y)=x for all values of x in the domain of f and all values of y in the domain of g.
A2. F-BF.B.4 b. Understand that if a function contains a point (a,b), then the graph of the inverse relation of the function contains the point (b,a); the inverse is a reflection over the line y = x.
A2. F-LE.A.4 For exponential models, express as a logarithm the solution to abct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.
A2. F-LE.B.5 Interpret the parameters in an exponential function with real exponents in terms of a context.
A2. S-ID.C.10 Interpret parameters of exponential models.
A2. F-TF.A.1 Understand radian measure of an angle as the length of the arc on any circle subtended by the angle, measured in units of the circle's radius.
A2. F-TF.B.5 Create and interpret trigonometric functions that model periodic phenomena with specified amplitude, frequency, and midline.
A2. F-TF.C.8 Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
A2. F-TF.A.2 Explain how the unit circle in the coordinate plane enables the extension of sine and cosine functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
A2. S-ID. A.4 Use the mean and standard deviation of a data set and properties of a normal distribution to approximate a normal curve to estimate population percentages.
A2. S-ID. A.4 Recognize and identify data sets for which such a procedure is not appropriate. Consider non-symmetric data sets and presence of outliers.
A2. S-IC.A.1 Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
A2. S-IC.A.2 Explain if a specified model is consistent with results from a given data-generating process.
A2. S-IC.B.3 Recognize the purposes of and differences between designed experiments, sample surveys and observational studies.
A2. S-IC.B.4 Use data from a sample survey to estimate a population mean or proportion; recognize that estimates are unlikely to be correct and the estimates will be more precise with larger sample sizes.
A2. S-ID.B.6 Represent data of two quantitative variables on a scatter plot, and describe how the quantities are related. Extend to polynomial and exponential models.
A2. S-ID.B.6 a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or chooses a function suggested by the context.
A2. S-ID. A.4 Use the mean and standard deviation of a data set to fit it to a normal curve, and use properties of the normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, or tables to estimate areas under the normal curve.
A2. S-IC.A.1 Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
A2. S-IC.A.2 Explain whether a specified model is consistent with results from a given data-generating process.
A2. S-IC.B.3 Recognize the purposes of and differences between designed experiments, sample surveys and observational studies.
A2. S-IC.B.4 Use data from a sample survey to estimate a population mean or proportion; recognize that estimates are unlikely to be correct and the estimates will be more precise with larger sample sizes.
A2.S-CP.A.3 Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.
A2.S-CP.A.4 Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities.
A2.S-CP.A.5 Recognize and explain the concepts of conditional probability and independence utilizing real-world context.
A2.S-CP.B.6 Use Bayes Rule to 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.
A2.S-CP.B.7 Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.
A2.S-CP.B.8 Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.
HS-Ad-MA.CR.1.a. Integrate aesthetic principles with a variety of generative methods to fluently form original ideas, solutions, and innovations in media arts creation processes.
HS-Ad-MA.CR.2.a. Integrate a sophisticated personal aesthetic and knowledge of systems processes in forming, testing, and proposing original artistic ideas, prototypes, and production frameworks, considering complex constraints of goals, time, resources, and personal limitations.
HS-Ad-MA.CR.3.a. Synthesize content, processes, and components to express compelling purpose, story, emotion, or ideas in complex media arts productions, demonstrating mastery of associated principles (e.g., hybridization).
HS-Ad-MA.CR.3.b. Intentionally and consistently refine and elaborate elements and components to form impactful expressions in media artworks, directed at specific purposes, audiences, and contexts.
HS-Ad-MA.Pr.4.a. Synthesize various arts, media arts forms and academic content into unified media arts productions that retain artistic fidelity across platforms (e.g., transdisciplinary productions).
HS-Ad-MA.Pr.5.a. Employ mastered artistic, design, technical, and soft skills in managing and producing media artworks.
HS-Ad-MA.Pr.5.b. Fluently employ mastered creative and innovative adaptability in formulating lines of inquiry and solutions, to address complex challenges within and through media arts productions.
HS-Ad-MA.Pr.5.c. Independently utilize and adapt tools, styles, and systems in standard, innovative, and experimental ways in the production of complex media artworks.
HS-Ad-MA.Pr.6.a. Curate, design, and execute the presentation and distribution of media artworks for intentional impacts, through a variety of contexts (e.g., markets, venues).
HS-Ad-MA.Pr.6.b. Independently evaluate, compare, and integrate improvements in presenting media artworks, considering personal to global impacts (e.g., new understandings that were gained by artist and audience).
HS-Ad-MA.Re.7.a. Analyze and synthesize the qualities and relationships of the components and audience impact in a variety media artworks.
HS-Ad-MA.Re.7.b. Survey an exemplary range of media artworks, analyzing methods for managing audience experience, creating intention and persuasion through multimodal perception, and systemic communications.
HS-Ad-MA.Re.8.a. Analyze the intent, meanings and impacts of diverse media artworks, considering complex factors of context and bias.
HS-Ad-MA.Re.9.a. Independently develop rigorous evaluations of, and strategically seek feedback for media artworks and production processes, considering complex goals and factors.
HS-Ad-MA.Cn.10.a. Independently and proactively access relevant and qualitative resources to inform the creation of clear and convincing media artworks.
HS-Ad-MA.Cn.10.b. Demonstrate and expound on the use of media artworks to accomplish new meaning, knowledge, and impactful cultural experiences.
HS-Ad-MA.Cn.11.a. Demonstrate the relationships of media arts ideas and works to personal and global purposes, values, cultures, and contexts, through relevant and impactful media artworks.
HS-Ad-MA.Cn.11.b. Critically investigate and strategically interact with legal, technological, systemic, and vocational contexts of media arts.
HS.CS.D.1Explain how abstractions hide the underlying implementation details of computing systems embedded in everyday objects.
HS.CS. HS.1Describe levels of abstraction and interactions between application software, system software, and hardware layers.
HS.CS.T.1Develop guidelines that convey systematic troubleshooting strategies that others can use to identify and fix errors.
HS.NI.C.1Describe how sensitive data can be affected by malware and other attacks
HS.NI.C.2Recommend security measures to address various scenarios based on factors such as efficiency, feasibility, and ethical impacts.
HS.NI.C.3Compare various security measures, considering tradeoffs between the usability and security of a computing system.
HS.NI. NCO.1Evaluate the scalability and reliability of networks, by describing the relationship between routers, switches, servers, topology, and addressing.
HG.DA. CVT.1Create interactive data visualizations using software tools to help others better understand real-world phenomena.
HS.DA.S.1Translate between different bit representations of real-world phenomena, such as characters, numbers, and images.
HS.DA.S.2Evaluate the tradeoffs in how and where data is stored.
HS.DA. IM.1Analyze computational models to better understand real-world phenomena.
HS.AP.A.1Create prototypes that use algorithms for practical intent, personal expression, or to address a societal issue
HS.AP.V.1Use lists to simplify solutions, generalizing computational problems instead of repeatedly using simple variables.
HS.AP.C.1Justify the selection of specific control structures and explain the benefits and drawbacks of choices made, when tradeoffs involve readability and program performance.
HS.AP.C.2Use events that initiate instructions to design and iteratively develop computational artifacts
HS.AP.M. 1Decompose problems into smaller components using constructs such as procedures, modules, and/or objects.
HS.AP.M. 2Use procedures within a program, combinations of data and procedures, or independent but interrelated programs to design and iteratively develop computational artifacts.
HS.AP. PD.1Evaluate and refine computational artifacts to make them more usable and accessible.
HS.AP. PD.2Use team roles and collaborative tools to design and iteratively develop computational artifacts
HS.AP. PD.3Document design decisions using text, graphics, presentations, and/or demonstrations in the development of complex programs.
HS.IC.C.1Evaluate the ways access to computing impacts personal, ethical, social, economic, and cultural practices.
HS.IC.C.2Test and refine computational artifacts to reduce bias and equity deficits.
HS.IC.C.3Demonstrate ways a given algorithm applies to problems across disciplines.
HS.IC.SI.1 Analyze the impact of collaborative tools and methods that increase social connectivity.
HS.IC. SLE.1Explain the beneficial and harmful effects that intellectual property laws can have on innovation.
HS.IC. SLE.2Explain the privacy concerns related to the collection and generation of data through automated processes that may not be evident to users.
HS.IC. SLE.3Evaluate the social and economic implications of privacy in the context of safety, law, or ethics.
HS-Ad-TH.CR.1.a. Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies, including rights and royalties, to create the visual composition of a theatrical work.
HS-Ad-TH.CR.1.b. Design and implement a complete design for a theatrical work that incorporates all elements of technology necessary for a piece/production (e.g., lighting, scenery, sound, props, costumes, media, make up, rights, royalties).
HS-Ad-TH.CR.1.c. Integrate cultural and historical contexts with personal experiences to create a character that is believable and authentic in a theatrical work.
HS-Ad-TH.CR.2.a. Develop and synthesize original ideas in a theatrical work utilizing critical analysis, historical and cultural context, research, and western or non- western theatre traditions.
HS-Ad-TH.CR.2.b. Collaborate as a creative artistic team to create artistic solutions and make interpretive choices in a devised or scripted theatrical work.
HS-Ad-TH.CR.3.a. Conceptualize the s, genre, or form in a devised or scripted theatrical work.
HS-Ad-TH.CR.3.b. Employ a high level or technical proficiency to support the story and emotional impact of a devised or scripted theatrical work (e.g., safely utilize technical theatre practices).
HS-Ad-TH.CR.3.b. Perform ideas from script analysis to create a believable, authentic, and relevant piece in a theatrical work.
HS-Ad-TH.Pr.4.a. Apply reliable research of director’s styles to create unique choices for a directorial concept in a theatrical work.
HS-Ad-TH.Pr.4.b. Apply a variety of researched acting techniques to character choices in a theatrical work.
HS-Ad-TH.Pr.5.a. Apply and justify a collection of acting techniques from reliable resources to prepare a believable and sustainable performance.
HS-Ad-TH.Pr.5.b. Explain and justify the selection of technical elements used to build a design that communicates the dramatic concept.
HS-Ad-TH.Pr.6.a. Present a theatrical production for a specific audience that employs research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturg.
HS-Ad-TH.Re.7.a. Use historical and cultural context to structure and justify personal responses to a theatrical work.
HS-Ad-TH.Re.8.a. Modify character choices using the work of others when participating in or observing a theatrical work.
HS-Ad-TH.Re.8.b. Apply new understandings of cultures and contexts to theatrical work.
HS-Ad-TH.Re.8.c. Justify multiple aesthetics, preferences, and beliefs that inform artistic decisions in a theatrical work.
HS-Ad-TH.Re.9.a. Research and synthesize cultural and historical information related to a theatrical work to support of evaluate artistic choices.
HS-Ad-TH.Re.9.b. Analyze and evaluate varied aesthetic interpretations of production elements for a theatrical work.
HS-Ad-TH.Re.9.c. Compare and debate the connection between a theatrical work and contemporary issues that may impact an audience.
HS-Ad-TH.Cn.10.a. Collaborate on a theatrical work that examines a critical global issue using multiple personal, community, and cultural perspectives.
HS-Ad-TH.Cn.10.b. Develop a theatrical work that identifies and questions cultural, global, and historic belief systems.
HS-Ad-TH.Cn.11.a. Justify and document the creative choices made in a devised or scripted theatrical work based on critical interpretation of specific data from research.
HS-Ad-TH.Cn.11.b. Document, present, and support an opinion about the social, cultural, and historical understandings of a theatrical work, based on critical research.
HS-PE-S1.H1.L1.Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).
HS-PE-S1.H1.L2.Refines activity-specific movement skills in one or more lifetime activities. (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games)
HS-PE-S1.H2.L1Demonstrates competency in dance forms and rhythmic movements to include dynamic warmups, agility drills as wells as cultural and social occasions such as weddings and parties. Demonstrating competency in 1 form of dance (e.g., ballet, modern, hip hop, tap, etc.).
HS-PE-S1.H2.L2.Demonstrates competency in dance forms and rhythmic movements by choreographing a dance, designing a workout routine or by giving a performance.
HS-PE-S1.H3.L1.Demonstrates competency in one or more specialized skills to include demonstration, application and evaluation in health and skill-related fitness activities.
HS-PE-S1.H3.L2.Demonstrates competency in 2 or more specialized skills including demonstration, application and evaluation in health related fitness activities.
HS-PE-S2.H1.L1.Identifies examples of social and technical dance forms and rhythmic movements.
HS-PE-S2.H1.L2.Identifies and discusses the historical and cultural roles of games, sports and dance in a society.
HS-PE-S2.H2.L1.Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.
HS-PE-S2.H2.L2.Describes the speed/accuracy trade-off in throwing and striking skills.
HS-PE-S2.H3.L1.Create a practice plan to improve performance for a self-selected skill.
HS-PE-S2.H3.L2.Identifies the stages of learning a motor skill.
HS-PE-S2.H4.L1.Identifies examples of social and technical dance forms.
HS-PE-S2.H4.L2.Compares similarities and differences in various dance forms.
HS-PE-S3.H1.L1.Discusses the benefits of a physically active lifestyle as it relates to college or career productivity.
HS-PE-S3.H1.L2.Investigates the relationships among physical activity, nutrition, and body composition.
HS-PE-S3.H2.L1.Evaluates the validity of claims made by commercial products and programs pertaining to fitness and a healthy, active lifestyle.
HS-PE-S3.H2.L2.Analyzes and applies technology and social media as tools for supporting a healthy, active lifestyle.
HS-PE-S3.H3.L1.Identifies issues associated with exercising in heat, humidity, and cold.
HS-PE-S3.H3.L2.Applies rates of perceived exertion and pacing.
HS-PE-S3.H4.L1.Evaluates, according to their benefits, social support network and participation requirements, activities that can be pursued in the local environment.
HS-PE-S3.H4.L2.Investigate and participate in activities that can be pursued in the local environment.
HS-PE-S3.H5.L1.Evaluates risks and safety factors that might affect physical activity preferences throughout the life cycle.
HS-PE-S3.H5.L2.Analyzes the impact of risks and safety factors in life choices, economics, motivation, and accessibility on exercise adherence and successful participation in physical activity in college or career settings.
HS-PE-S3.H6.L1.Participates several times a week in a self-selected lifetime activity, dance or fitness activity outside of the school day.
HS-PE-S3.H6.L2.Creates a plan, trains for and participates in a community event with a focus on physical activity (e.g., 5K, triathlon, tournament, dance performance, cycling event).
HS-PE-S3.H7.L1.Demonstrates appropriate technique in resistance training.
HS-PE-S3.H7.L2.Designs and implements a strength and conditioning program that develops balance in opposing muscles groups (agonist-antagonist) and supports a healthy, active lifestyle.
HS-PE-S3.H8.L1.Relates physiological responses to individual levels of fitness and nutritional balance.
HS-PE-S3.H8.L2.Identifies the different energy systems used in a selected physical activity (e.g., adenosine triphosphate and phosphocreatine, anaerobic/ glycolysis, aerobic).
HS-PE-S3.H9.L1.Understands types of strength exercises (e.g. isometric, isotonic, isokinetic, concentric, eccentric etc.) and stretching exercises (e.g. static, dynamic, PNF, etc.) for personal fitness development (e.g. strength, endurance, range of motion).
HS-PE-S3.H9.L2.Identifies the structure of skeletal muscle and fiber types as they relate to muscle development.
HS-PE-S3.H10.L1.Calculates target heart rate and applies that information to a personal fitness plan.
HS-PE-S3.H10.L2.Adjusts pacing to keep heart rate in the target zone, using available technology (e.g., pedometer, heart rate monitor), to self-monitor cardio vascular intensity.
HS-PE-S3.H11.L1.Designs a fitness program including all components of health-related fitness that relates to college/career productivity.
HS-PE-S3.H11.L2.Develops and maintains a fitness portfolio (e.g., assessment scores, goals for improvement , plan of activities for improvement, log of activities being done to reach goals, timeline for improvement).
HS-PE-S3.H12.L1.Designs a fitness program, including all components of health-related fitness, for a college student and an employee in the learner’s chosen field of work.
HS-PE-S3.H12.L2.Analyzes the components of skill-related fitness in relation to life and career goals and designs an appropriate fitness program for those goals.
HS-PE-S3.H13.L1.Creates a meal plan that demonstrates understanding of the impact of nutrition on the effect of each phase of exercise (e.g. pre, during and post-activity).
HS-PE-S3.H14.L1.Identifies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, cardio vascular exercise, meditation) to reduce stress.
HS-PE-S3.H14.L2.Applies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, cardio vascular exercise, meditation) to reduce stress.
HS.OTE.1. Demonstrate an understanding of the major narratives, characters, stories and poetry contained in biblical texts and how they are used in literature, art and music.
HS.OTE.1.a. Demonstrate comprehension of the variety of literary forms in the biblical text.
HS.OTE.1.b. Identify, analyze and apply knowledge of structures, symbolism, motifs, and the use of language (e.g. diction, imagery, figurative language, alliteration) in biblical text.
HS.OTE.1.c. Understand and explain the influence of the Bible in classic and contemporary art, music and literature, including poetry, drama, and prose.
HS.OTE.2. Participate in discussions related to academic analysis of biblical texts.
HS.OTE.2.a. Analyze the significance of biblical texts.
HS.OTE.2.b. Examine, compare, and contrast various translations.
HS.OTE.2.c. Demonstrate understanding of biblical narratives and analyze their influence on allusions in western literature.
HS.OTE.3. Demonstrate an understanding of biblical text and their impact on the history, religion, government, and law of various cultures.
HS.OTE.3.a. Compare and contrast the events and people from the text to the historical era.
HS.OTE.3.b. Investigate the influences of the texts on contemporary culture, to include history, government, law, customs, morals, and values.
HS.NTE.1. Demonstrate an understanding of the major narratives, characters, stories and poetry contained in biblical texts and how they are used in literature, art and music.
HS.NTE.1.a. Demonstrate comprehension of the variety of literary forms in the biblical text.
HS.NTE.1.b. Identify, analyze and apply knowledge of structures, symbolism, motifs, and the use of language (e.g. diction, imagery, figurative language, alliteration) in biblical text.
HS.NTE.1.c. Understand and explain the influence of the Bible in classic and contemporary art, music and literature, including poetry, drama, and prose.
HS.NTE.2. Participate in discussions related to academic analysis of biblical texts.
HS.NTE.2.a. Analyze the significance of biblical texts.
HS.NTE.2.b. Examine, compare, and contrast various translations.
HS.NTE.2.c. Demonstrate understanding of biblical narratives and analyze their influence on allusions in western literature.
HS.NTE.3. Demonstrate an understanding of biblical text and their impact on the history, religion, government, and law of various cultures.
HS.NTE.3.a. Compare and contrast the events and people from the text to the historical era.
HS.NTE.3.b. Investigate the influences of the texts on contemporary culture, to include history, government, law, customs, morals, and values.
HS-PE-S4.H1.L1-Employs effective self-management skills to analyze barriers and modify physical activity patterns appropriately as needed.
HS-PE-S4.H1.L2-Accepts differences between personal characteristics and the idealized body images and elite performance levels portrayed in various media.
HS-PE-S4.H2.L1-Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance
HS-PE-S4.H2.L2-Examines moral and ethical conduct in specific competitive situations (e.g., intentional fouls, performance-enhancing substances, gambling, current events in sport).
HS-PE-S4.H3.L1-Uses communication skills and strategies that promote team or group dynamics.
HS-PE-S4.H3.L2-Assumes leadership role (e.g., task or group leader, referee, coach) in a physical activity setting.
HS-PE-S4.H4.L1-Solves problems and thinks critically in physical activity or dance settings, both as an individual and in groups.
HS-PE-S4.H4.L2-Accepts others’ ideas, cultural diversity, and body types by engaging in cooperative and collaborative movement projects.
HS-PE-S4.H5.L1-Understands best practices for safe participation in physical activity, exercise and dance (e.g. injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection, aquatic safety, etc.).
HS-PE-S5.H1.L1-Analyzes the health benefits of a self-selected physical activity.
HS-PE-S5.H1.L2-If the outcome was not achieved in Level 1, it should be a focus in Level 2.
HS-PE-S5.H2.L2-Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity.
HS-PE-S5.H3.L1-Selects and participates in physical activities or dance that meet the need for self-expression and enjoyment.
HS-PE-S5.H3.L2-Identifies the uniqueness of creative dance and rhythmic movement as a means of self-expression.
HS-PE-S5.H4.L1-Shows respect and acceptance of others with varying ability levels to support a cooperative learning environment.
HS-PE-S5.H4.L2-Participates in inclusive programs that combine students of all ability levels.
HS-Ad-VA.CR.1.a. Visualize and hypothesize to generate plans for creating art or design that explores social issues.
HS-Ad-VA.CR.1.b. Follow or break established conventions in the making of multiple works of art or design based on a theme, idea, or concept.
HS-Ad-VA.CR.2.a. Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept.
HS-Ad-VA.CR.2.b. Demonstrate understanding of the importance of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of creative work.
HS-Ad-VA.CR.2.c. Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people’s lives.
HS-Ad-VA.CR.3.a. Reflect on, re-engage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision.
HS-Ad-VA.Pr.4.a. Analyze, select, curate, and present artwork for a specific exhibit or event.
HS-Ad-VA.Pr.5.a. Investigate and compare methods for preserving and protecting art (e.g., conserving/stabilizing, restoring/repairing, repatriating, addressing security concerns).
HS-Ad-VA.Pr.6.a. Curate a collection of objects, artifacts, or artwork to impact the viewer’s understanding of social, cultural, and/or political experiences.
HS-Ad-VA.Re.7.a. Reflect upon how responses to art develop overtime based on knowledge of and experience with art and life.
HS-Ad-VA.Re.7.b. Identify commonalities in visual images made in the same era or culture (e.g., fashion, automotive design, furniture, buildings).
HS-Ad-VA.Re.8.a. Defend a plausible interpretation of an artwork in comparison to the artist’s stated intention for that artwork.
HS-Ad-VA.Re.9.a. Construct evaluations of a work of art or collection of works based on sets of criteria.
HS-Ad-VA.Cn.10.a. Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art or design.
HS-Ad-VA.Cn.11.a. Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society (e.g., Chinese propaganda art, James Montgomery’s Uncle Sam army recruitment poster, Kathe Kollwitz woodcuts, Cesar Chavez’s eagle symbol for the United Farm Workers, Elizabeth Catlett’s “Sharecropper”).
11-12-MU.HM.CR.1.a. Generate melodic, rhythmic, and harmonic ideas for a collection of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies.
11-12-MU.HM.CR.2.a. Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies.
11-12-MU.HM.CR.3.a. Develop and apply criteria to critique, improve, and refine drafts of compositions (representing a variety of forms and styles), improvisations n several different styles, and stylistically appropriate harmonizations for given melodies
11-12-MU.HM.CR.3.b. Perform final versions of a collection of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.
11-12-MU.HM.Pr.4.a. Develop and apply criteria for selecting a varied repertoire of music for individual and small group performances that include melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.
11-12-MU.HM.Pr.4.b. Identify and describe important theoretical and structural characteristics and context (social, cultural, historical) in a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.
11-12-MU.HM.Pr.4.c. Explain in interpretations an understanding of the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, and chordal accompaniments in a variety of styles.
11-12-MU.HM.Pr.5.a. Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles, and create rehearsal strategies to address performance challenges and refine the performance.
11-12-MU.HM.Pr.6.a. Perform with expression and technical accuracy in individual and small group performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and historical).
11-12-MU.HM.Re.7.a. Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and context.
11-12-MU.HM.Re.7.b. Explain how the analysis of the structures and context (social, cultural, and historical) of contrasting musical selections inform the response.
11-12-MU.HM.Re.8.a. Explain and support interpretations of the expressive intent and meaning of musical selections, citing evidence the treatment of the elements of music, context (personal, social, and cultural), and (when appropriate) the setting of the text and varied researched sources.
11-12-MU.HM.Re.9.a. Apply personally-developed and established criteria based on research, personal preference, analysis, interpretation, expressive intent, and musical qualities to evaluate contrasting individuals and small group musical selections for listening.
11-12-MU.HM.Cn.10.a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creative, performing, and responding to music.
11-12-MU.HM.Cn.10.b. Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the specified purpose and context.
11-12-MU.HM.Cn.11.a. Analyze how context can inform the expressive intent and meaning of a musical performance.
11-12-MU.HM.Cn.11.b. Analyze how music is affected by your knowledge outside the arts.
11-12-MU.PE.CR.1.a. Compose and improvise musical ideas for a variety of purposes and contexts.
11-12-MU.PE.CR.2.a. Select and develop melodic and rhythmic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal.
11-12-MU.PE.CR.2.b. Preserve draft compositions and improvisations through audio or video recording and through standard notation (using notating in a manner consistent with the genre and with the appropriate skill connected with the level).
11-12-MU.PE.CR.3.a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.
11-12-MU.PE.CR.3.b. Share personally-developed arrangements, sections, and short compositions individually or as an ensemble that address identified purposes.
11-12-MU.PE.Pr.4.a. Develop and apply criteria to select varied programs to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.
11-12-MU.PE.Pr.4.b. Based on an understanding of the theoretical and structural characteristics of music, select a varied repertoire of music to study/perform.
11-12-MU.PE.Pr.4.c. Demonstrate how understanding of the style, genre, and context of a varied repertoire of music influences prepared and improvised performances as well as your technical ability to connect with the audience.
11-12-MU.PE.Pr.5.a. Develop, apply, and refine appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.
11-12-MU.PE.Pr.5.b. Use feedback from ensemble peers and other sources to refine performances and strengthen effective rehearsal strategies.
11-12-MU.PE.Pr.6.a. Demonstrate an understanding and mastery of the technical demands of the music through prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods in multiple types of ensembles.
11-12-MU.PE.Pr.6.b. Demonstrate an understanding and mastery of the expressive qualities of the music through prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods in multiple types of ensembles.
11-12-MU.PE.Pr.6.c. Demonstrate an understanding of intent as a means for connecting with an audience through prepared performances.
11-12-MU.PE.Re.7.a. Use research and personally-developed criteria to justify choices made when selecting music, citing knowledge of the music.
11-12-MU.PE.Re.7.b. Demonstrate and justify how the analysis of structures, contexts, and performance decisions inform the response to music.
11-12-MU.PE.Re.8.a. Justify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing varied researched sources, including reference to other art forms.
11-12-MU.PE.Re.9.a. Develop and justify evaluations of music, programs of music, and performances based on criteria, personal decision-making, research, and understanding of contexts.
11-12-MU.PE.Cn.10.a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creative, performing, and responding to music.
11-12-MU.PE.Cn.10.b. Use research and personally-developed criteria to justify choices made when selecting music, citing knowledge of the music, and individual and ensemble purpose and context.
11-12-MU.PE.Cn.11.a. Justify how context can inform the expressive intent and meaning of a musical performance.
11-12-MU.PE.Cn.11.b. Analyze how music and other art forms involve and are affected by your knowledge outside the arts.
11-12-MU.CTh.CR.1.a. Describe and demonstrate multiple ways in which sounds and musical ideas can be used to represent extended sonic experiences or abstract ideas.
11-12-MU.CTh.CR.1.a. Assemble and organize multiple sounds or extended musical ideas to create initial statements of selected extended sonic experiences or abstract ideas.
11-12-MU.CTh.CR.1.b. Analyze and demonstrate the development of sounds and extended musical ideas in drafts of music within a variety of moderately complex or complex forms.
11-12-MU.CTh.CR.3.a. Research, identify, describe, and apply personally-developed criteria to assess and refine the technical and expressive aspects of evolving drafts, leading to final versions.
11-12-MU.CTh.CR.3.b. Share music through the use of notation, solo or group performance, or technology, and demonstrate how the elements of music and compositional techniques have been employed to realize expressive intent.
11-12-MU.CTh.CR.3.c. Describe the selected context and performance medium for presenting personal works; and explain why they impact the final composition of the presentation.
11-12-MU.CTh.Pr.4.a. Identify and select specific sections, movements, or entire works that express personal experiences and interest, moods, visual images, concepts, texts, or storylines in moderately complex or complex forms.
11-12-MU.CTh.Pr.4.b. Analyze how the elements of music (including form) of selected works relate to style, function, and context; and explain and support the implications for rehearsal or performance.
11-12-MU.CTh.Pr.4.c. Develop interpretations of works based on an understanding of the use of elements of music (including form), compositional techniques, style, function, and context, explaining how the interpretive choices reflect the creators’ intent.
11-12-MU.CTh.Pr.5.a. Create rehearsal plans for works, identifying repetition and variation within the form and the style and historical or cultural context of the work.
11-12-MU.CTh.Pr.5.b. Using established criteria and feedback, identify the ways in which performances use compositional techniques and convey formal design, style, and historical/cultural context of the works.
11-12-MU.CTh.Pr.5.c. Identify, compare, and implement strategies for improving the technical and expressive aspects of multiple contrasting works.
11-12-MU.CTh.Pr.6.a. Share live or recorded performances of works (both personal and others’); and explain and/or demonstrate understanding of how the expressive intent of the music is conveyed.
11-12-MU.CTh.Pr.6.b. Explain how compositions are appropriate for both audience and context, and how this will shape future compositions.
11-12-MU.CTh.Re.7.a. Apply researched or personally-developed criteria to select music that expresses personal experience and interests, mood, visual image, concepts, texts, or storyline in simple or moderately complex forms, and describe the choices as models for composition.
11-12-MU.CTh.Re.7.b. Analyze aurally and/or by reading the scores of musical works the elements of music (including form) compositional techniques and procedures, relating them to style, mood, and context; and explain how the analysis provides models for personal growth as a composer, performer, and/or listener.
11-12-MU.CTh.Re.8.a. Develop and justify interpretations of varied works, demonstrating an understanding of the composers’ intent by citing the use of elements of music (including form), compositional techniques, and the style/genre and context of each work.
11-12-MU.CTh.Re.9.a. Explain the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of music theory as well as compositional techniques and procedures.
11-12-MU.CTh.Cn.10.a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
11-12-MU.CTh.Cn.10.b. Use research and personally-developed criteria to justify choices made when creating music, citing knowledge of music, and individual and ensemble purpose and context.
11-12-MU.CTh.Cn.11.a. Justify how context can inform the expressive intent and meaning of a musical composition.
11-12-MU.CTh.Cn.11.b. Analyze how music and other art forms involve and are affected by your knowledge outside the arts.
11-PO.6.C1-1.1 Assess personal health practices and overall health status
11-PO.6.C2-1.1 Develop a plan to attain a personal health goal that addresses strengths, needs, and risks
11-PO.6.C2-2.1 Implement strategies and monitor progress in achieving a personal health goal
11-PO.6.C2-3.1 Formulate an effective long-term personal health plan
11-PO.7.C1-1.1 Analyze the role of individual responsibility in enhancing health
11-PO.7.C2-1.1 Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others
11-PO.7.C2-2.1 Demonstrate a variety of behaviors that avoid or reduce health risks to self and others
11-PO.8.C1-1.1 Use accurate peer and societal norms to formulate a health-enhancing message
11-PO.8.C1-2.1 Influence and support others to make positive health choices
11-PO.8.C2-1.1 Work cooperatively as an advocate for improving personal, family, and community health
11-PO.8.C3-1.1 Adapt health messages and communication techniques to a specific target audience
11-PO.5.C1-1.1 Examine barriers to healthy decision making
11-PO.5.C2-1.1 Determine the value of applying a thoughtful decision- making process in health- related situations
11-PO.5.C2-2.1 Justify when individual or collaborative decision making is appropriate
11-PO.5.C2-3.1 Analyze and propose alternatives to health-related issues or problems
11-PO.5.C2-4.1 Predict the potential short-term and long-term impact of each alternative on self and others
11-PO.5.C2-5.1 Defend the healthy choice when making decisions
11-PO.5.C2-6.1 Evaluate the effectiveness of health-related decisions
11-PO.1.C1-1.1 Predict how healthy behaviors can affect health status
11-PO.1.C2-1.1 Describe the interrelationships of emotional, intellectual, physical, and social health
11-PO.1.C3-1.1 Analyze how environment and personal health are interrelated
11-PO.1.C3-2.1 Evaluate the impact of food and nutrition, including nutrient deficiencies on health
11-PO.1.C3-3.1 Evaluate levels and types of physical activity and how these promote health and contribute to disease prevention
11-PO.1.C3-4.1 Analyze how genetics and family history can impact personal health
11-PO.1.C4-1.1 Propose ways to reduce or prevent injuries and health problems
11-PO.1.C5-1.1 Analyze the relationship between access to health care and health status
11-PO.1.C6-1.1 Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors
11-PO.1.C6-2.1 Analyze personal susceptibility to injury, illness, or death if engaging in unhealthy behaviors
11-PO.1.C6-3.1 Analyze the potential severity of injury or illness if engaging in unhealthy behaviors
11-PO.2.C1-1.1 Analyze how the family influences the health of individuals
11-PO.2.C1-2.1 Analyze how the culture supports and challenges health beliefs, practices, and behaviors
11-PO.2.C1-3.1 Evaluate how peers influence healthy and unhealthy behaviors
11-PO.2.C1-4.1 Evaluate how the school and community can impact personal health practice and behaviors
11-PO.2.C1-5.1 Evaluate the effect of media on personal and family health
11-PO.2.C1-6.1 Evaluate the impact of technology on personal, family, and community health
11-PO.2.C2-1.1 Analyze how the perceptions of norms influence healthy and unhealthy behaviors
11-PO.2.C2-2.1 Analyze the influence of personal values and beliefs on individual health practices and behaviors
11-PO.2.C2-3.1 Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors
11-PO.2.C3-1.1 Analyze how public health policies and government regulations can influence health promotion and disease prevention
11-PO.3.C1-1.1 Evaluate the validity of health information, products, and services
11-PO.3.C2-1.1 Use resources from home, school, and community that provide valid health information
11-PO.3.C2-2.1 Determine the accessibility of products and services that enhance health.
11-PO.3.C2-3.1 Analyze a situation in which professional health services may be required
11-PO.3.C2-4.1 Access valid and reliable health products and services
11-PO.4.C1-1.1 Utilize skills for communicating effectively with family, peers, and others to enhance health
11-PO.4.C1-2.1 Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks
11-PO.4.C2-1.1 Evaluate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others
11-PO.4.C3-1.1 Evaluate effective ways to ask for and offer assistance to enhance the health of self and others
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Arizona State Number and Standard - 12
12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
12.RL.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
12.RL.3 Analyze the impact of the author's choices regarding how to develop and connect elements of a story or drama.
12.RL.4 Determine the meaning(s) of words and phrases as they are used in a text, including figurative and connotative meanings, while analyzing the impact of specific choices on meaning and tone.
12.RL.5 Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning, as well as its aesthetic impact.
12.RL.6 Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text.
12.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
12.RL.9 Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics.
12.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.
12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
12.RI.2 Determine and analyze the development and interaction of two or more central ideas over the course of a text to provide a complex analysis or objective summary.
12.RI.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
12.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
12.RI.5 Analyze and evaluate the effectiveness of the author's choice of structural elements and text features.
12.RI.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the effectiveness of the text.
12.RI.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in print in order to address a question or solve a problem.
12.RI.8 Delineate and evaluate the rhetorical effectiveness of the authors' reasoning, premises, purpose, and argument in seminal U.S. and world texts.
12.RI.9 Analyze foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features.
12.RI.10 By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grades 12.
12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
12.W.1.a: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
12.W.1.b: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
12.W.1.c: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
12.W.1.d: Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing.
12.W.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
12.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
12.W.2.a: Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful for comprehension.
12.W.2.b: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
12.W.2.c: Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
12.W.2.d: Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic.
12.W.2.e: Establish and maintain a style and tone appropriate to the norms and conventions of the discipline in which they are writing.
12.W.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
12.W.3.a: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
12.W.3.b: Use narrative techniques to develop experiences, events, and/or characters.
12.W.3.c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and particular tone and outcome.
12.W.3.d: Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
12.W.3.e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
12.W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
12.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
12.W.9.a: Apply grades 11-12 Reading standards to literature.
12.W.9.b: Apply grades 9-10 Reading standards to informational and nonfiction text.
12.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
12.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
12.L.1.a: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
12.L.1.b: Resolve issues of complex or contested usage, consulting references as needed.
12.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
12.L.2.a: Use hyphenation conventions.
12.L.2.b: Use correct spelling.
12.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
12.L.3.a: Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
12.L.4.a: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive, conception, conceivable).
12.L.4.b: 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.
12.L.4.c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
12.L.4.d: Verify the preliminary determination of the meaning of a word or phrase.
12.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
12.L.5.a: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
12.L.5.b: Analyze nuances in the meaning of words with similar denotations.
12.L.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.
9-12.1.a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.
9-12.1.b. Students build networks of experts and peers to customize their learning environments in ways that support the learning process and in accordance with school policy.
9-12.1.c. Students actively use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
9-12.1.d. Students choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore new technologies.
9-12.2.a. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
9-12.2.b. Students engage in and advocate for positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.
9-12.2.c. Students demonstrate and advocate for an understanding of and respect for the rights and obligations of using and sharing intellectual property.
9-12.2.d. Students manage their personal data to maintain digital privacy and security, and are aware of data-collection technology used to track their navigation online.
9-12.3.a. Students plan and employ effective research strategies to locate information and other resources for their intellectual and/or creative pursuits.
9-12.3.b. Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data or other resources.
9-12.3.c. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
9-12.3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.
9-12.4.a. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
9-12.4.b. Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
9-12.4.c. Students develop, test and refine prototypes as part of a cyclical design process.
9-12.4.d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
9-12.5.a. Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models, and algorithmic thinking in exploring and finding solutions.
9-12.5.b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
9-12.5.c. Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
9-12.5.d. Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
9-12.6.a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
9-12.6.b. Students create original works or responsibly repurpose or remix digital resources into new creations.
9-12.6.c. Students communicate complex ideas clearly using various digital tools to convey the concepts textually, visually, graphically, etc.
9-12.6.d. Students publish or present content that customizes the message and medium for their intended audiences.
9-12.7.a. Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in various ways that broaden mutual understanding and learning.
9-12.7.b. Students use collaborative technologies to work with others, including peers, experts and or community members, to examine issues and problems from multiple viewpoints.
9-12.7.c. Students contribute constructively to project teams, choosing various roles and responsibilities to work effectively toward a common goal.
9-12.7.d. Students explore local and global issues and use collaborative technologies to work with others to investigate, develop, and advocate for solutions.
HS-Ad.CR.1.a. Develop creative process strategies that consider complex relationships of movement components and/or diverse choreographic sources for a dance composition (e.g., improvisational approaches).
HS-Ad.CR.1.b. Identify, analyze, and transform movement preferences/salient characteristics of self-and/or others to expand movement possibilities and take risks to discover unexpected solutions.
HS-Ad.CR.1.c. Synthesize content generated from multi-faceted stimuli to choreograph a sophisticated and innovative dance composition. Experiment and take risks to discover a personal voice to communicate artistic intent.
HS-Ad.CR.2.a. Demonstrate fluency of choreographic elements, structures, and processes. Express a personal/collective voice in designing and choreographic original dance compositions. Justify choreographic choices and explain how they are used to support artistry.
HS-Ad.CR.2.b. Choreograph a dance based on a selected theme. Articulate the artistic intent and consider how the meaning drawn by the audience may differ.
HS-Ad.CR.3.a. Refine artistic intent of a dance by manipulating choreographic devices, dance structures/forms, and artistic criteria using self-reflection and feedback from others. Document choices made in the revision process and justify how the refinements support artistic intent.
HS-Ad.CR.3.b. Apply recognized systems of dance documentation and symbol systems to analyze and evaluate the artistry of a dance and apply findings to refine during the creative process.
HS-Ad.Pr.4.a. Develop artistic and expressive clarity while performing alone and with others. Use varied focus to clarify movement and intent. Establish and break relationships with other dancers and audience as appropriate to the dance.
HS-Ad.Pr.4.b. Modulate time factors for artistic interest and expressive acuity. Demonstrate time complexity in phrasing with and without musical accompaniment. Use multiple and complete rhythms (e.g., contrapuntal and or polyrhythmic). Work with and against rhythm of accompaniment or sound environments.
HS-Ad.Pr.4.c. Modulate dynamics and develop effort movement phrasing to clearly express intent while performing dance sequences and choreography. Perform movement sequences expressively using a broad range and employ dynamic skills for establishing relationships with other dancers and projecting to the audience.
HS-Ad.Pr.5.a. Embody body-mind principles to technical dance skills in complex choreography in a variety of dance genres and styles.
HS-Ad.Pr.5.b. Embody complex anatomical principles to technical dance skills and choreography in a variety of dance genres and styles.
HS-Ad.Pr.5.c. Perform complex movement sequences and choreography integrating somatic practices and movement principles.
HS-Ad.Pr.6.a. Demonstrate leadership qualities (e.g., commitment, dependability, responsibility, cooperation) when preparing for performances. Model performance etiquette and performance practices during class, rehearsal, and performance. Enhance performance using a broad repertoire of strategies for dynamic projection. Develop a professional portfolio (e.g., resume, headshot, etc.). Document the rehearsal and performance process with fluence in professional dance terminology and production terminology.
HS-Ad.Pr.6.b. Work collaboratively to produce dance concerts in a variety of venues, and design and organize the production elements that would be necessary to fulfill the artistic intent of the dance works in each of the venues, with regards to the environment, production elements, and audience response.
HS-Ad.Re.7.a. Analyze and interpret how the components of dance contribute to artistic expression across different genres, styles, or cultural movement practices. Provide evidence of your findings. Use genre-specific dance terminology.
HS-Ad.Re.7.b. Provide evidence of how dance communicates aesthetic and cultural values in a variety of genres, styles, or cultural movement practices. Use genre- specific dance terminology.
HS-Ad.Re.8.a. Analyze and interpret how the components of dance contribute to artistic expression across different genres, styles, or cultural movement practices. Provide evidence of your findings. Use genre-specific dance terminology.
HS-Ad.Re.9.a. Define personal artistic preferences to critique dance. Consider societal and personal values, and a range of artistic expressions. Discuss perspectives with peers and justify views.
HS-Ad.Cn.10.a. Review choreography developed over time with respect to its content and context, and its relationship to your personal perspectives. Reflect upon and analyze the components that contributed to changes in your personal growth.
HS-Ad.Cn.10.b. Collaborate to research and compare multiple aspects of the cross-cultural, social, or historical development, and/or dance elements of two or more dance genres or styles. Compare and synthesize contrasting viewpoints and identify the tensions between them. Apply the findings to a collaborative project and document the process of investigation and application.
HS-Ad.Cn.11.a. Integrate developed dance literacy skills to contribute in meaningful and positive ways to your culture (e.g., dance observation, writing, and critique; understanding history and culture; implementing processes of evaluation; recognizing meaning and values of dance experiences; engaging in dialogue; contributing knowledge.
HS-Ad-MA.CR.1.a. Integrate aesthetic principles with a variety of generative methods to fluently form original ideas, solutions, and innovations in media arts creation processes.
HS-Ad-MA.CR.2.a. Integrate a sophisticated personal aesthetic and knowledge of systems processes in forming, testing, and proposing original artistic ideas, prototypes, and production frameworks, considering complex constraints of goals, time, resources, and personal limitations.
HS-Ad-MA.CR.3.a. Synthesize content, processes, and components to express compelling purpose, story, emotion, or ideas in complex media arts productions, demonstrating mastery of associated principles (e.g., hybridization).
HS-Ad-MA.CR.3.b. Intentionally and consistently refine and elaborate elements and components to form impactful expressions in media artworks, directed at specific purposes, audiences, and contexts.
HS-Ad-MA.Pr.4.a. Synthesize various arts, media arts forms and academic content into unified media arts productions that retain artistic fidelity across platforms (e.g., transdisciplinary productions).
HS-Ad-MA.Pr.5.a. Employ mastered artistic, design, technical, and soft skills in managing and producing media artworks.
HS-Ad-MA.Pr.5.b. Fluently employ mastered creative and innovative adaptability in formulating lines of inquiry and solutions, to address complex challenges within and through media arts productions.
HS-Ad-MA.Pr.5.c. Independently utilize and adapt tools, styles, and systems in standard, innovative, and experimental ways in the production of complex media artworks.
HS-Ad-MA.Pr.6.a. Curate, design, and execute the presentation and distribution of media artworks for intentional impacts, through a variety of contexts (e.g., markets, venues).
HS-Ad-MA.Pr.6.b. Independently evaluate, compare, and integrate improvements in presenting media artworks, considering personal to global impacts (e.g., new understandings that were gained by artist and audience).
HS-Ad-MA.Re.7.a. Analyze and synthesize the qualities and relationships of the components and audience impact in a variety media artworks.
HS-Ad-MA.Re.7.b. Survey an exemplary range of media artworks, analyzing methods for managing audience experience, creating intention and persuasion through multimodal perception, and systemic communications.
HS-Ad-MA.Re.8.a. Analyze the intent, meanings and impacts of diverse media artworks, considering complex factors of context and bias.
HS-Ad-MA.Re.9.a. Independently develop rigorous evaluations of, and strategically seek feedback for media artworks and production processes, considering complex goals and factors.
HS-Ad-MA.Cn.10.a. Independently and proactively access relevant and qualitative resources to inform the creation of clear and convincing media artworks.
HS-Ad-MA.Cn.10.b. Demonstrate and expound on the use of media artworks to accomplish new meaning, knowledge, and impactful cultural experiences.
HS-Ad-MA.Cn.11.a. Demonstrate the relationships of media arts ideas and works to personal and global purposes, values, cultures, and contexts, through relevant and impactful media artworks.
HS-Ad-MA.Cn.11.b. Critically investigate and strategically interact with legal, technological, systemic, and vocational contexts of media arts.
HS-Ad-TH.CR.1.a. Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies, including rights and royalties, to create the visual composition of a theatrical work.
HS-Ad-TH.CR.1.b. Design and implement a complete design for a theatrical work that incorporates all elements of technology necessary for a piece/production (e.g., lighting, scenery, sound, props, costumes, media, make up, rights, royalties).
HS-Ad-TH.CR.1.c. Integrate cultural and historical contexts with personal experiences to create a character that is believable and authentic in a theatrical work.
HS-Ad-TH.CR.2.a. Develop and synthesize original ideas in a theatrical work utilizing critical analysis, historical and cultural context, research, and western or non- western theatre traditions.
HS-Ad-TH.CR.2.b. Collaborate as a creative artistic team to create artistic solutions and make interpretive choices in a devised or scripted theatrical work.
HS-Ad-TH.CR.3.a. Conceptualize the s, genre, or form in a devised or scripted theatrical work.
HS-Ad-TH.CR.3.b. Employ a high level or technical proficiency to support the story and emotional impact of a devised or scripted theatrical work (e.g., safely utilize technical theatre practices).
HS-Ad-TH.CR.3.b. Perform ideas from script analysis to create a believable, authentic, and relevant piece in a theatrical work.
HS-Ad-TH.Pr.4.a. Apply reliable research of director’s styles to create unique choices for a directorial concept in a theatrical work.
HS-Ad-TH.Pr.4.b. Apply a variety of researched acting techniques to character choices in a theatrical work.
HS-Ad-TH.Pr.5.a. Apply and justify a collection of acting techniques from reliable resources to prepare a believable and sustainable performance.
HS-Ad-TH.Pr.5.b. Explain and justify the selection of technical elements used to build a design that communicates the dramatic concept.
HS-Ad-TH.Pr.6.a. Present a theatrical production for a specific audience that employs research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturg.
HS-Ad-TH.Re.7.a. Use historical and cultural context to structure and justify personal responses to a theatrical work.
HS-Ad-TH.Re.8.a. Modify character choices using the work of others when participating in or observing a theatrical work.
HS-Ad-TH.Re.8.b. Apply new understandings of cultures and contexts to theatrical work.
HS-Ad-TH.Re.8.c. Justify multiple aesthetics, preferences, and beliefs that inform artistic decisions in a theatrical work.
HS-Ad-TH.Re.9.a. Research and synthesize cultural and historical information related to a theatrical work to support of evaluate artistic choices.
HS-Ad-TH.Re.9.b. Analyze and evaluate varied aesthetic interpretations of production elements for a theatrical work.
HS-Ad-TH.Re.9.c. Compare and debate the connection between a theatrical work and contemporary issues that may impact an audience.
HS-Ad-TH.Cn.10.a. Collaborate on a theatrical work that examines a critical global issue using multiple personal, community, and cultural perspectives.
HS-Ad-TH.Cn.10.b. Develop a theatrical work that identifies and questions cultural, global, and historic belief systems.
HS-Ad-TH.Cn.11.a. Justify and document the creative choices made in a devised or scripted theatrical work based on critical interpretation of specific data from research.
HS-Ad-TH.Cn.11.b. Document, present, and support an opinion about the social, cultural, and historical understandings of a theatrical work, based on critical research.
HS.CS.D.1Explain how abstractions hide the underlying implementation details of computing systems embedded in everyday objects
HS.CS. HS.1Describe levels of abstraction and interactions between application software, system software, and hardware layers.
HS.CS.T.1Develop guidelines that convey systematic troubleshooting strategies that others can use to identify and fix errors.
HS.NI.C.1Describe how sensitive data can be affected by malware and other attacks.
HS.NI.C.2Recommend security measures to address various scenarios based on factors such as efficiency, feasibility, and ethical impacts.
HS.NI.C.3Compare various security measures, considering tradeoffs between the usability and security of a computing system.
HS.NI. NCO.1Evaluate the scalability and reliability of networks, by describing the relationship between routers, switches, servers, topology, and addressing.
HG.DA. CVT.1Create interactive data visualizations using software tools to help others better understand real-world phenomena.
HS.DA.S.1Translate between different bit representations of real-world phenomena, such as characters, numbers, and images.
HS.DA.S.2Evaluate the tradeoffs in how and where data is stored.
HS.DA. IM.1Analyze computational models to better understand real-world phenomena
HS.AP.A.1Create prototypes that use algorithms for practical intent, personal expression, or to address a societal issue
HS.AP.V.1Use lists to simplify solutions, generalizing computational problems instead of repeatedly using simple variables.
HS.AP.C.1Justify the selection of specific control structures and explain the benefits and drawbacks of choices made, when tradeoffs involve readability and program performance.
HS.AP.C.2Use events that initiate instructions to design and iteratively develop computational artifacts
HS.AP.M. 1Decompose problems into smaller components using constructs such as procedures, modules, and/or objects.
HS.AP.M. 2Use procedures within a program, combinations of data and procedures, or independent but interrelated programs to design and iteratively develop computational artifacts.
HS.AP. PD.1Evaluate and refine computational artifacts to make them more usable and accessible.
HS.AP. PD.2Use team roles and collaborative tools to design and iteratively develop computational artifacts.
HS.AP. PD.3Document design decisions using text, graphics, presentations, and/or demonstrations in the development of complex programs.
HS.IC.C.1Evaluate the ways access to computing impacts personal, ethical, social, economic, and cultural practices.
HS.IC.C.2Test and refine computational artifacts to reduce bias and equity deficits.
HS.IC.C.3Demonstrate ways a given algorithm applies to problems across disciplines.
HS.IC.SI.1 Analyze the impact of collaborative tools and methods that increase social connectivity.
HS.IC. SLE.1Explain the beneficial and harmful effects that intellectual property laws can have on innovation.
HS.IC. SLE.2Explain the privacy concerns related to the collection and generation of data through automated processes that may not be evident to users.
HS.IC. SLE.3Evaluate the social and economic implications of privacy in the context of safety, law, or ethics.
HS-PE-S1.H1.L1.Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).
HS-PE-S1.H1.L2.Refines activity-specific movement skills in one or more lifetime activities. (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games)
HS-PE-S1.H2.L1Demonstrates competency in dance forms and rhythmic movements to include dynamic warmups, agility drills as wells as cultural and social occasions such as weddings and parties. Demonstrating competency in 1 form of dance (e.g., ballet, modern, hip hop, tap, etc.).
HS-PE-S1.H2.L2.Demonstrates competency in dance forms and rhythmic movements by choreographing a dance, designing a workout routine or by giving a performance.
HS-PE-S1.H3.L1.Demonstrates competency in one or more specialized skills to include demonstration, application and evaluation in health and skill-related fitness activities.
HS-PE-S1.H3.L2.Demonstrates competency in 2 or more specialized skills including demonstration, application and evaluation in health related fitness activities.
HS-PE-S2.H1.L1.Identifies examples of social and technical dance forms and rhythmic movements.
HS-PE-S2.H1.L2.Identifies and discusses the historical and cultural roles of games, sports and dance in a society.
HS-PE-S2.H2.L1.Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.
HS-PE-S2.H2.L2.Describes the speed/accuracy trade-off in throwing and striking skills.
HS-PE-S2.H3.L1.Create a practice plan to improve performance for a self-selected skill.
HS-PE-S2.H3.L2.Identifies the stages of learning a motor skill.
HS-PE-S2.H4.L1.Identifies examples of social and technical dance forms.
HS-PE-S2.H4.L2.Compares similarities and differences in various dance forms.
HS-PE-S3.H1.L1.Discusses the benefits of a physically active lifestyle as it relates to college or career productivity.
HS-PE-S3.H1.L2.Investigates the relationships among physical activity, nutrition, and body composition.
HS-PE-S3.H2.L1.Evaluates the validity of claims made by commercial products and programs pertaining to fitness and a healthy, active lifestyle.
HS-PE-S3.H2.L2.Analyzes and applies technology and social media as tools for supporting a healthy, active lifestyle.
HS-PE-S3.H3.L1.Identifies issues associated with exercising in heat, humidity, and cold.
HS-PE-S3.H3.L2.Applies rates of perceived exertion and pacing.
HS-PE-S3.H4.L1.Evaluates, according to their benefits, social support network and participation requirements, activities that can be pursued in the local environment.
HS-PE-S3.H4.L2.Investigate and participate in activities that can be pursued in the local environment.
HS-PE-S3.H5.L1.Evaluates risks and safety factors that might affect physical activity preferences throughout the life cycle.
HS-PE-S3.H5.L2.Analyzes the impact of risks and safety factors in life choices, economics, motivation, and accessibility on exercise adherence and successful participation in physical activity in college or career settings.
HS-PE-S3.H6.L1.Participates several times a week in a self-selected lifetime activity, dance or fitness activity outside of the school day.
HS-PE-S3.H6.L2.Creates a plan, trains for and participates in a community event with a focus on physical activity (e.g., 5K, triathlon, tournament, dance performance, cycling event).
HS-PE-S3.H7.L1.Demonstrates appropriate technique in resistance training.
HS-PE-S3.H7.L2.Designs and implements a strength and conditioning program that develops balance in opposing muscles groups (agonist-antagonist) and supports a healthy, active lifestyle.
HS-PE-S3.H8.L1.Relates physiological responses to individual levels of fitness and nutritional balance.
HS-PE-S3.H8.L2.Identifies the different energy systems used in a selected physical activity (e.g., adenosine triphosphate and phosphocreatine, anaerobic/ glycolysis, aerobic).
HS-PE-S3.H9.L1.Understands types of strength exercises (e.g. isometric, isotonic, isokinetic, concentric, eccentric etc.) and stretching exercises (e.g. static, dynamic, PNF, etc.) for personal fitness development (e.g. strength, endurance, range of motion).
HS-PE-S3.H9.L2.Identifies the structure of skeletal muscle and fiber types as they relate to muscle development.
HS-PE-S3.H10.L1.Calculates target heart rate and applies that information to a personal fitness plan.
HS-PE-S3.H10.L2.Adjusts pacing to keep heart rate in the target zone, using available technology (e.g., pedometer, heart rate monitor), to self-monitor cardio vascular intensity.
HS-PE-S3.H11.L1.Designs a fitness program including all components of health-related fitness that relates to college/career productivity.
HS-PE-S3.H11.L2.Develops and maintains a fitness portfolio (e.g., assessment scores, goals for improvement , plan of activities for improvement, log of activities being done to reach goals, timeline for improvement).
HS-PE-S3.H12.L1.Designs a fitness program, including all components of health-related fitness, for a college student and an employee in the learner’s chosen field of work.
HS-PE-S3.H12.L2.Analyzes the components of skill-related fitness in relation to life and career goals and designs an appropriate fitness program for those goals.
HS-PE-S3.H13.L1.Creates a meal plan that demonstrates understanding of the impact of nutrition on the effect of each phase of exercise (e.g. pre, during and post-activity).
HS-PE-S3.H14.L1.Identifies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, cardio vascular exercise, meditation) to reduce stress.
HS-PE-S3.H14.L2.Applies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, cardio vascular exercise, meditation) to reduce stress.
HS.OTE.1. Demonstrate an understanding of the major narratives, characters, stories and poetry contained in biblical texts and how they are used in literature, art and music.
HS.OTE.1.a. Demonstrate comprehension of the variety of literary forms in the biblical text.
HS.OTE.1.b. Identify, analyze and apply knowledge of structures, symbolism, motifs, and the use of language (e.g. diction, imagery, figurative language, alliteration) in biblical text.
HS.OTE.1.c. Understand and explain the influence of the Bible in classic and contemporary art, music and literature, including poetry, drama, and prose.
HS.OTE.2. Participate in discussions related to academic analysis of biblical texts.
HS.OTE.2.a. Analyze the significance of biblical texts.
HS.OTE.2.b. Examine, compare, and contrast various translations.
HS.OTE.2.c. Demonstrate understanding of biblical narratives and analyze their influence on allusions in western literature.
HS.OTE.3. Demonstrate an understanding of biblical text and their impact on the history, religion, government, and law of various cultures.
HS.OTE.3.a. Compare and contrast the events and people from the text to the historical era.
HS.OTE.3.b. Investigate the influences of the texts on contemporary culture, to include history, government, law, customs, morals, and values.
HS.NTE.1. Demonstrate an understanding of the major narratives, characters, stories and poetry contained in biblical texts and how they are used in literature, art and music.
HS.NTE.1.a. Demonstrate comprehension of the variety of literary forms in the biblical text.
HS.NTE.1.b. Identify, analyze and apply knowledge of structures, symbolism, motifs, and the use of language (e.g. diction, imagery, figurative language, alliteration) in biblical text.
HS.NTE.1.c. Understand and explain the influence of the Bible in classic and contemporary art, music and literature, including poetry, drama, and prose.
HS.NTE.2. Participate in discussions related to academic analysis of biblical texts.
HS.NTE.2.a. Analyze the significance of biblical texts.
HS.NTE.2.b. Examine, compare, and contrast various translations.
HS.NTE.2.c. Demonstrate understanding of biblical narratives and analyze their influence on allusions in western literature.
HS.NTE.3. Demonstrate an understanding of biblical text and their impact on the history, religion, government, and law of various cultures.
HS.NTE.3.a. Compare and contrast the events and people from the text to the historical era.
HS.NTE.3.b. Investigate the influences of the texts on contemporary culture, to include history, government, law, customs, morals, and values.
HS-PE-S4.H1.L1-Employs effective self-management skills to analyze barriers and modify physical activity patterns appropriately as needed.
HS-PE-S4.H1.L2-Accepts differences between personal characteristics and the idealized body images and elite performance levels portrayed in various media.
HS-PE-S4.H2.L1-Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance
HS-PE-S4.H2.L2-Examines moral and ethical conduct in specific competitive situations (e.g., intentional fouls, performance-enhancing substances, gambling, current events in sport).
HS-PE-S4.H3.L1-Uses communication skills and strategies that promote team or group dynamics.
HS-PE-S4.H3.L2-Assumes leadership role (e.g., task or group leader, referee, coach) in a physical activity setting.
HS-PE-S4.H4.L1-Solves problems and thinks critically in physical activity or dance settings, both as an individual and in groups.
HS-PE-S4.H4.L2-Accepts others’ ideas, cultural diversity, and body types by engaging in cooperative and collaborative movement projects.
HS-PE-S4.H5.L1-Understands best practices for safe participation in physical activity, exercise and dance (e.g. injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection, aquatic safety, etc.).
HS-PE-S5.H1.L1-Analyzes the health benefits of a self-selected physical activity.
HS-PE-S5.H1.L2-If the outcome was not achieved in Level 1, it should be a focus in Level 2.
HS-PE-S5.H2.L2-Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity.
HS-PE-S5.H3.L1-Selects and participates in physical activities or dance that meet the need for self-expression and enjoyment.
HS-PE-S5.H3.L2-Identifies the uniqueness of creative dance and rhythmic movement as a means of self-expression.
HS-PE-S5.H4.L1-Shows respect and acceptance of others with varying ability levels to support a cooperative learning environment.
HS-PE-S5.H4.L2-Participates in inclusive programs that combine students of all ability levels.
HS-Ad-VA.CR.1.a. Visualize and hypothesize to generate plans for creating art or design that explores social issues.
HS-Ad-VA.CR.1.b. Follow or break established conventions in the making of multiple works of art or design based on a theme, idea, or concept.
HS-Ad-VA.CR.2.a. Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept.
HS-Ad-VA.CR.2.b. Demonstrate understanding of the importance of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of creative work.
HS-Ad-VA.CR.2.c. Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people’s lives.
HS-Ad-VA.CR.3.a. Reflect on, re-engage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision.
HS-Ad-VA.Pr.4.a. Analyze, select, curate, and present artwork for a specific exhibit or event.
HS-Ad-VA.Pr.5.a. Investigate and compare methods for preserving and protecting art (e.g., conserving/stabilizing, restoring/repairing, repatriating, addressing security concerns).
HS-Ad-VA.Pr.6.a. Curate a collection of objects, artifacts, or artwork to impact the viewer’s understanding of social, cultural, and/or political experiences.
HS-Ad-VA.Re.7.a. Reflect upon how responses to art develop overtime based on knowledge of and experience with art and life.
HS-Ad-VA.Re.7.b. Identify commonalities in visual images made in the same era or culture (e.g., fashion, automotive design, furniture, buildings).
HS-Ad-VA.Re.8.a. Defend a plausible interpretation of an artwork in comparison to the artist’s stated intention for that artwork.
HS-Ad-VA.Re.9.a. Construct evaluations of a work of art or collection of works based on sets of criteria.
HS-Ad-VA.Cn.10.a. Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art or design.
HS-Ad-VA.Cn.11.a. Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society (e.g., Chinese propaganda art, James Montgomery’s Uncle Sam army recruitment poster, Kathe Kollwitz woodcuts, Cesar Chavez’s eagle symbol for the United Farm Workers, Elizabeth Catlett’s “Sharecropper”).
11-12-MU.HM.CR.1.a. Generate melodic, rhythmic, and harmonic ideas for a collection of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies.
11-12-MU.HM.CR.2.a. Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies.
11-12-MU.HM.CR.3.a. Develop and apply criteria to critique, improve, and refine drafts of compositions (representing a variety of forms and styles), improvisations n several different styles, and stylistically appropriate harmonizations for given melodies
11-12-MU.HM.CR.3.b. Perform final versions of a collection of compositions (representing a variety of forms and styles), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.
11-12-MU.HM.Pr.4.a. Develop and apply criteria for selecting a varied repertoire of music for individual and small group performances that include melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.
11-12-MU.HM.Pr.4.b. Identify and describe important theoretical and structural characteristics and context (social, cultural, historical) in a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles.
11-12-MU.HM.Pr.4.c. Explain in interpretations an understanding of the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, and chordal accompaniments in a variety of styles.
11-12-MU.HM.Pr.5.a. Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles, and create rehearsal strategies to address performance challenges and refine the performance.
11-12-MU.HM.Pr.6.a. Perform with expression and technical accuracy in individual and small group performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments, demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and historical).
11-12-MU.HM.Re.7.a. Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and context.
11-12-MU.HM.Re.7.b. Explain how the analysis of the structures and context (social, cultural, and historical) of contrasting musical selections inform the response.
11-12-MU.HM.Re.8.a. Explain and support interpretations of the expressive intent and meaning of musical selections, citing evidence the treatment of the elements of music, context (personal, social, and cultural), and (when appropriate) the setting of the text and varied researched sources.
11-12-MU.HM.Re.9.a. Apply personally-developed and established criteria based on research, personal preference, analysis, interpretation, expressive intent, and musical qualities to evaluate contrasting individuals and small group musical selections for listening.
11-12-MU.HM.Cn.10.a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creative, performing, and responding to music.
11-12-MU.HM.Cn.10.b. Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the specified purpose and context.
11-12-MU.HM.Cn.11.a. Analyze how context can inform the expressive intent and meaning of a musical performance.
11-12-MU.HM.Cn.11.b. Analyze how music is affected by your knowledge outside the arts.
11-12-MU.PE.CR.1.a. Compose and improvise musical ideas for a variety of purposes and contexts.
11-12-MU.PE.CR.2.a. Select and develop melodic and rhythmic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal.
11-12-MU.PE.CR.2.b. Preserve draft compositions and improvisations through audio or video recording and through standard notation (using notating in a manner consistent with the genre and with the appropriate skill connected with the level).
11-12-MU.PE.CR.3.a. Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.
11-12-MU.PE.CR.3.b. Share personally-developed arrangements, sections, and short compositions individually or as an ensemble that address identified purposes.
11-12-MU.PE.Pr.4.a. Develop and apply criteria to select varied programs to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance.
11-12-MU.PE.Pr.4.b. Based on an understanding of the theoretical and structural characteristics of music, select a varied repertoire of music to study/perform.
11-12-MU.PE.Pr.4.c. Demonstrate how understanding of the style, genre, and context of a varied repertoire of music influences prepared and improvised performances as well as your technical ability to connect with the audience.
11-12-MU.PE.Pr.5.a. Develop, apply, and refine appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.
11-12-MU.PE.Pr.5.b. Use feedback from ensemble peers and other sources to refine performances and strengthen effective rehearsal strategies.
11-12-MU.PE.Pr.6.a. Demonstrate an understanding and mastery of the technical demands of the music through prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods in multiple types of ensembles.
11-12-MU.PE.Pr.6.b. Demonstrate an understanding and mastery of the expressive qualities of the music through prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods in multiple types of ensembles.
11-12-MU.PE.Pr.6.c. Demonstrate an understanding of intent as a means for connecting with an audience through prepared performances.
11-12-MU.PE.Re.7.a. Use research and personally-developed criteria to justify choices made when selecting music, citing knowledge of the music.
11-12-MU.PE.Re.7.b. Demonstrate and justify how the analysis of structures, contexts, and performance decisions inform the response to music.
11-12-MU.PE.Re.8.a. Justify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing varied researched sources, including reference to other art forms.
11-12-MU.PE.Re.9.a. Develop and justify evaluations of music, programs of music, and performances based on criteria, personal decision-making, research, and understanding of contexts.
11-12-MU.PE.Cn.10.a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creative, performing, and responding to music.
11-12-MU.PE.Cn.10.b. Use research and personally-developed criteria to justify choices made when selecting music, citing knowledge of the music, and individual and ensemble purpose and context.
11-12-MU.PE.Cn.11.a. Justify how context can inform the expressive intent and meaning of a musical performance.
11-12-MU.PE.Cn.11.b. Analyze how music and other art forms involve and are affected by your knowledge outside the arts.
11-12-MU.CTh.CR.1.a. Describe and demonstrate multiple ways in which sounds and musical ideas can be used to represent extended sonic experiences or abstract ideas.
11-12-MU.CTh.CR.1.a. Assemble and organize multiple sounds or extended musical ideas to create initial statements of selected extended sonic experiences or abstract ideas.
11-12-MU.CTh.CR.1.b. Analyze and demonstrate the development of sounds and extended musical ideas in drafts of music within a variety of moderately complex or complex forms.
11-12-MU.CTh.CR.3.a. Research, identify, describe, and apply personally-developed criteria to assess and refine the technical and expressive aspects of evolving drafts, leading to final versions.
11-12-MU.CTh.CR.3.b. Share music through the use of notation, solo or group performance, or technology, and demonstrate how the elements of music and compositional techniques have been employed to realize expressive intent.
11-12-MU.CTh.CR.3.c. Describe the selected context and performance medium for presenting personal works; and explain why they impact the final composition of the presentation.
11-12-MU.CTh.Pr.4.a. Identify and select specific sections, movements, or entire works that express personal experiences and interest, moods, visual images, concepts, texts, or storylines in moderately complex or complex forms.
11-12-MU.CTh.Pr.4.b. Analyze how the elements of music (including form) of selected works relate to style, function, and context; and explain and support the implications for rehearsal or performance.
11-12-MU.CTh.Pr.4.c. Develop interpretations of works based on an understanding of the use of elements of music (including form), compositional techniques, style, function, and context, explaining how the interpretive choices reflect the creators’ intent.
11-12-MU.CTh.Pr.5.a. Create rehearsal plans for works, identifying repetition and variation within the form and the style and historical or cultural context of the work.
11-12-MU.CTh.Pr.5.b. Using established criteria and feedback, identify the ways in which performances use compositional techniques and convey formal design, style, and historical/cultural context of the works.
11-12-MU.CTh.Pr.5.c. Identify, compare, and implement strategies for improving the technical and expressive aspects of multiple contrasting works.
11-12-MU.CTh.Pr.6.a. Share live or recorded performances of works (both personal and others’); and explain and/or demonstrate understanding of how the expressive intent of the music is conveyed.
11-12-MU.CTh.Pr.6.b. Explain how compositions are appropriate for both audience and context, and how this will shape future compositions.
11-12-MU.CTh.Re.7.a. Apply researched or personally-developed criteria to select music that expresses personal experience and interests, mood, visual image, concepts, texts, or storyline in simple or moderately complex forms, and describe the choices as models for composition.
11-12-MU.CTh.Re.7.b. Analyze aurally and/or by reading the scores of musical works the elements of music (including form) compositional techniques and procedures, relating them to style, mood, and context; and explain how the analysis provides models for personal growth as a composer, performer, and/or listener.
11-12-MU.CTh.Re.8.a. Develop and justify interpretations of varied works, demonstrating an understanding of the composers’ intent by citing the use of elements of music (including form), compositional techniques, and the style/genre and context of each work.
11-12-MU.CTh.Re.9.a. Explain the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of music theory as well as compositional techniques and procedures.
11-12-MU.CTh.Cn.10.a. Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
11-12-MU.CTh.Cn.10.b. Use research and personally-developed criteria to justify choices made when creating music, citing knowledge of music, and individual and ensemble purpose and context.
11-12-MU.CTh.Cn.11.a. Justify how context can inform the expressive intent and meaning of a musical composition.
11-12-MU.CTh.Cn.11.b. Analyze how music and other art forms involve and are affected by your knowledge outside the arts.
12-PO.6.C1-1.1 Assess personal health practices and overall health status
12-PO.6.C2-1.1 Develop a plan to attain a personal health goal that addresses strengths, needs, and risks
12-PO.6.C2-2.1 Implement strategies and monitor progress in achieving a personal health goal
12-PO.6.C2-3.1 Formulate an effective long-term personal health plan
12-PO.7.C1-1.1 Analyze the role of individual responsibility in enhancing health
12-PO.7.C2-1.1 Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others
12-PO.7.C2-2.1 Demonstrate a variety of behaviors that avoid or reduce health risks to self and others
12-PO.8.C1-1.1 Use accurate peer and societal norms to formulate a health-enhancing message
12-PO.8.C1-2.1 Influence and support others to make positive health choices
12-PO.8.C2-1.1 Work cooperatively as an advocate for improving personal, family, and community health
12-PO.8.C3-1.1 Adapt health messages and communication techniques to a specific target audience
12-PO.5.C1-1.1 Examine barriers to healthy decision making
12-PO.5.C2-1.1 Determine the value of applying a thoughtful decision- making process in health- related situations
12-PO.5.C2-2.1 Justify when individual or collaborative decision making is appropriate
12-PO.5.C2-3.1 Analyze and propose alternatives to health-related issues or problems
12-PO.5.C2-4.1 Predict the potential short-term and long-term impact of each alternative on self and others
12-PO.5.C2-5.1 Defend the healthy choice when making decisions
12-PO.5.C2-6.1 Evaluate the effectiveness of health-related decisions
12-PO.1.C1-1.1 Predict how healthy behaviors can affect health status
12-PO.1.C2-1.1 Describe the interrelationships of emotional, intellectual, physical, and social health
12-PO.1.C3-1.1 Analyze how environment and personal health are interrelated
12-PO.1.C3-2.1 Evaluate the impact of food and nutrition, including nutrient deficiencies on health
12-PO.1.C3-3.1 Evaluate levels and types of physical activity and how these promote health and contribute to disease prevention
12-PO.1.C3-4.1 Analyze how genetics and family history can impact personal health
12-PO.1.C4-1.1 Propose ways to reduce or prevent injuries and health problems
12-PO.1.C5-1.1 Analyze the relationship between access to health care and health status
12-PO.1.C6-1.1 Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors
12-PO.1.C6-2.1 Analyze personal susceptibility to injury, illness, or death if engaging in unhealthy behaviors
12-PO.1.C6-3.1 Analyze the potential severity of injury or illness if engaging in unhealthy behaviors
12-PO.2.C1-1.1 Analyze how the family influences the health of individuals
12-PO.2.C1-2.1 Analyze how the culture supports and challenges health beliefs, practices, and behaviors
12-PO.2.C1-3.1 Evaluate how peers influence healthy and unhealthy behaviors
12-PO.2.C1-4.1 Evaluate how the school and community can impact personal health practice and behaviors
12-PO.2.C1-5.1 Evaluate the effect of media on personal and family health
12-PO.2.C1-6.1 Evaluate the impact of technology on personal, family, and community health
12-PO.2.C2-1.1 Analyze how the perceptions of norms influence healthy and unhealthy behaviors
12-PO.2.C2-2.1 Analyze the influence of personal values and beliefs on individual health practices and behaviors
12-PO.2.C2-3.1 Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors
12-PO.2.C3-1.1 Analyze how public health policies and government regulations can influence health promotion and disease prevention
12-PO.3.C1-1.1 Evaluate the validity of health information, products, and services
12-PO.3.C2-1.1 Use resources from home, school, and community that provide valid health information
12-PO.3.C2-2.1 Determine the accessibility of products and services that enhance health.
12-PO.3.C2-3.1 Analyze a situation in which professional health services may be required
12-PO.3.C2-4.1 Access valid and reliable health products and services
12-PO.4.C1-1.1 Utilize skills for communicating effectively with family, peers, and others to enhance health
12-PO.4.C1-2.1 Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks
12-PO.4.C2-1.1 Evaluate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others
12-PO.4.C3-1.1 Evaluate effective ways to ask for and offer assistance to enhance the health of self and others
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Arizona State Standards - Geometry
G.N-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays, include utilizing real-world context.
G.N-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.
G.N-Q.A.2 Include problem-solving opportunities utilizing real-world context.
G.N-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities utilizing real-world context.
G.G-CO.A.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
G.G-CO.A.2 Represent and describe transformations in the plane 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.
G.G-CO.A.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
G.G-CO.A.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
G.G-CO.A.5 Given a geometric figure and a rotation, reflection, or translation draw the transformed figure. Specify a sequence of transformations that will carry a given figure onto another.
G.G-CO.B.6 Use geometric definitions 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.
G.G-CO.B.7 Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
G.G-CO.B.8 Explain how the criteria for triangle congruence (ASA, AAS, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
G.G-CO.C.9 Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.
G.G-CO.C.10 Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangle are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.
G.G-CO.C.11 Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and rectangles are parallelograms with congruent diagonals.
G.G-CO.D.12 Make formal geometric constructions with a variety of tools and methods. Constructions include: copying segments; copying angles; bisecting segments; bisecting angles; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
G.G-CO.D.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle; with a variety of tools and methods.
G.G-SRT.A.1 Verify experimentally the properties of dilations given by a center and a scale factor:
G.G-SRT.A.1 a. Dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.
G.G-SRT.A.1 b. The dilation of a line segment is longer or shorter in the ratio given by the scale factor.
G.G-SRT.A.2 Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
G.G-SRT.A.3 Use the properties of similarity transformations to establish the AA, SAS, and SSS criterion for two triangles to be similar.
G.G-SRT.B.4 Prove theorems about triangles. Theorems include: an interior line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.
G.G-SRT.B.5 Use congruence and similarity criteria to prove relationships in geometric figures and solve problems utilizing real-world context.
G.G-SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
G.G-SRT.C.7 Explain and use the relationship between the sine and cosine of complementary angles.
G.G-SRT.C.8 Use trigonometric ratios (including inverse trigonometric ratios) and the Pythagorean Theorem to find unknown measurements in right triangles utilizing real-world context.
G.G-C.A.1 Prove that all circles are similar.
G.G-C.A.2 Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
G.G-C.A.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
G.G-C.B.5 Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. Convert between degrees and radians.
G.G-GPE.A.1 Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.
G.G-GPE.B.4 Use coordinates to algebraically prove or disprove geometric relationships. Relationships include: proving or disproving geometric figures given specific points in the coordinate plane; and proving or disproving if a specific point lies on a given circle.
G.G-GPE.B.5 Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems, including finding the equation of a line parallel or perpendicular to a given line that passes through a given point.
G.G-GPE.B.6 Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
G.G-GPE.B.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles.
G.G-GMD.A.1 Analyze and verify the formulas for the volume of a cylinder, pyramid, and cone.
G.G-GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems utilizing real-world context.
G.G-GMD.B.4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
G.G-MG.A.1 Use geometric shapes, their measures, and their properties to describe objects utilizing real-world context.
G.G-MG.A.2 Apply concepts of density based on area and volume in modeling situations utilizing real-world context.
G.G-MG.A.3 Apply geometric methods to solve design problems utilizing real-world context.
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Arizona State Standards - Algebra 2
A2. F-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Include problem-solving opportunities utilizing real-world context.
A2. F-IF.B.4 Key features include: intercepts; intervals where the function is increasing, decreasing, positive, negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
A2. F-IF.B.4 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
A2. F-IF.B.6 Calculate and interpret the average rate of change of a continuous function (presented symbolically or as a table) on a closed interval. Estimate the rate of change from a graph. Include problem-solving opportunities utilizing real-world context.
A2. F-IF.B.6 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include square root, cube root, polynomial, exponential with real exponents, logarithmic, sine, cosine, tangent, and piecewise-defined functions.
A2. F-IF.C.8.a Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph
A2. F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions.).
A2. F-IF.C.9 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-BF.A.1a Write a function that describes a relationship between two quantities. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents. Include problem-solving opportunities utilizing real-world context.
A2. F-BF.A.1 a. Determine an explicit expression, a recursive process, or steps for calculation from a context.
A2. F-BF.A.1 b. Combine standard function types using arithmetic operations and function composition.
A2. F-BF.A.2 Write arithmetic and geometric sequences both recursively and explicitly. Use arithmetic and geometric sequences to model situations, and translate between explicit and recursive forms.
A2. F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents.
A2. F-BF.B.4. Find inverse functions.
A2. F-BF.B.4. a. Understand that an inverse function can be obtained by expressing the dependent variable of one function as the independent variable of another, recognizing that functions f and g are inverse functions if and only if f(x)=y and g(y)=x for all values of x in the domain of f and all values of y in the domain of g.
A2. F-BF.B.4. b. Understand that if a function contains a point (a,b), then the graph of the inverse relation of the function contains the point (b,a); the inverse is a reflection over the line y = x.
A2. N-CN.A.1 Apply the relation i2 = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers. Write complex numbers in the form (a+bi) with a and b real.
A2. N-CN.C.7 Solve quadratic equations with real coefficients that have complex solutions.
A2. A-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. Include problem-solving opportunities utilizing real-world context.
A2. A-CED.A.1 Focus on equations and inequalities arising from linear, quadratic, rational, and exponential functions with real exponents.
A2. A-REI.B.4 Solve quadratic equations in one variable.
A2. A-REI.B.4b. Solve quadratic equations by inspection taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
A2. A-REI.C.7 Solve a system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.
A2. A-REI.D.11Explain 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 using technology to graph the functions, tables of values, or successive approximations. Include problem solving opportunities utilizing real-world context. Extend from linear, quadratic, and exponential with integer exponents to cases where f(x) and/or g(x) are polynomial, rational, exponential with real exponent, and logarithmic functions.
A2. F-IF.B.4 or 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. Include problem-solving opportunities utilizing real-world context.
A2. F-IF.B.4 Key features include: intercepts; intervals where the function is increasing, decreasing, positive, negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
A2. F-IF.B.4 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-IF.B.6 Calculate and interpret the average rate of change of a continuous function (presented symbolically or as a table) on a closed interval. Estimate the rate of change from a graph. Include problem-solving opportunities utilizing real-world context.
A2. F-IF.B.6 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include square root, cube root, polynomial, exponential with real exponents, logarithmic, sine, cosine, tangent, and piecewise-defined functions.
A2. F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions.).
A2. F-IF.C.9 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-BF.A.1a Write a function that describes a relationship between two quantities. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents. Include problem-solving opportunities utilizing real-world context.
A2. F-BF.A.1a a. Determine an explicit expression, a recursive process, or steps for calculation from a context.
A2. F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents.
A2. A-SSE.A.2 Use the structure of an expression to identify ways to rewrite it. Extend polynomial expressions to multivariable expressions. Focus on rational or exponential expressions seeing that (x2 + 4)/(x2 + 3) as ( (x2+3) + 1 )/(x2+3), thus recognizing an opportunity to write it as 1 + 1/(x2 + 3).
A2. A-APR.B.2 Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by (x – a) is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).
A2. A-APR.B.3 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
A2. A-APR.B.3 Focus on quadratic, cubic, and quartic polynomials including polynomials for which factors are not provided.
A2. A-APR.C.4 Prove polynomial identities and use them to describe numerical relationships.
A2. A-APR.D.6 Rewrite 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 a computer algebra system.
A2. F-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Include problem-solving opportunities utilizing real-world context.
A2. F-IF.B.4 Key features include: intercepts; intervals where the function is increasing, decreasing, positive, negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
A2. F-IF.B.4 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-IF. B.6 Calculate and interpret the average rate of change of a continuous function (presented symbolically or as a table) on a closed interval. Estimate the rate of change from a graph. Include problem-solving opportunities utilizing real-world context.
A2. F-IF. B.6 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include square root, cube root, polynomial, exponential with real exponents, logarithmic, sine, cosine, tangent, and piecewise-defined functions.
A2. F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions.).
A2. F-IF.C.9 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-BF-A.1a Write a function that describes a relationship between two quantities. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents. Include problem-solving opportunities utilizing real-world context.
A2. F-BF-A.1 a. Determine an explicit expression, a recursive process, or steps for calculation from a context.
A2. F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents.
A2. N-RN.A.1 Explain how the definition of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.
A2. N-RN.A.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents.
A2. A-REI.A.1 Explain each step in solving an 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.
A2. A-REI.A.1 Extend from quadratic equations to rational and radical equations.
A2. A-REI.A.2 Solve rational and radical equations in one variable and give examples showing how extraneous solutions may arise.
A2. F-IF.B.6 Calculate and interpret the average rate of change of a continuous function (presented symbolically or as a table) on a closed interval. Estimate the rate of change from a graph. Include problem-solving opportunities utilizing real-world context.
A2. F-IF.B.6 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include square root, cube root, polynomial, exponential with real exponents, logarithmic, sine, cosine, tangent, and piecewise-defined functions.
A2. F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions.).
A2. F-IF.C.9 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-BF.A.1b Write a function that describes a relationship between two quantities. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents. Include problem-solving opportunities utilizing real-world context.
A2. F-BF.A.1b. Combine standard function types using arithmetic operations and function composition.
A2. F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents.
A2. F-BF.B.4 Find inverse functions.
A2. F-BF.B.4 a. Understand that an inverse function can be obtained by expressing the dependent variable of one function as the independent variable of another, recognizing that functions f and g are inverse functions if and only if f(x)=y and g(y)=x for all values of x in the domain of f and all values of y in the domain of g.
A2. F-BF.B.4 b. Understand that if a function contains a point (a,b), then the graph of the inverse relation of the function contains the point (b,a); the inverse is a reflection over the line y = x.
A2. A-SSE.A.2 Use the structure of an expression to identify ways to rewrite it. Extend polynomial expressions to multivariable expressions. Focus on rational or exponential expressions seeing that (x2 + 4)/(x2 + 3) as ( (x2+3) + 1 )/(x2+3), thus recognizing an opportunity to write it as 1 + 1/(x2 + 3).
A2. A-SSE.B.3c Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Include problem solving opportunities utilizing real-world context and focus on expressions with rational exponents.
A2. A-SSE.B.3 c. Use the properties of exponents to transform expressions for exponential functions.
A2. A-SSE.B.4 Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems.
A2. A-REI.A.1 Explain each step in solving an 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.
A2. A-REI.A.1 Extend from quadratic equations to rational and radical equations.
A2. F-IF.B.6 Calculate and interpret the average rate of change of a continuous function (presented symbolically or as a table) on a closed interval. Estimate the rate of change from a graph. Include problem-solving opportunities utilizing real-world context.
A2. F-IF.B.6 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include square root, cube root, polynomial, exponential with real exponents, logarithmic, sine, cosine, tangent, and piecewise-defined functions.
A2. F-IF.C.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
A2. F-IF.C.8 a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
A2. F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions.).
A2. F-IF.C.9 Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, tangent, and exponential functions with real exponents.
A2. F-BF.A.1a
A2. F-BF.A.1 a. Write a function that describes a relationship between two quantities. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents. Include problem-solving opportunities utilizing real-world context. Determine an explicit expression, a recursive process, or steps for calculation from a context.
A2. F-BF.A.2 Write arithmetic and geometric sequences both recursively and explicitly. Use arithmetic and geometric sequences to model situations, and translate between explicit and recursive forms.
A2. F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Extend from linear, quadratic and exponential with integer exponents to include polynomial, radical, logarithmic, rational, piecewise-defined, sine, cosine, and exponential functions with real exponents.
A2. F-BF.B.4 Find inverse functions.
A2. F-BF.B.4 a. Understand that an inverse function can be obtained by expressing the dependent variable of one function as the independent variable of another, recognizing that functions f and g are inverse functions if and only if f(x)=y and g(y)=x for all values of x in the domain of f and all values of y in the domain of g.
A2. F-BF.B.4 b. Understand that if a function contains a point (a,b), then the graph of the inverse relation of the function contains the point (b,a); the inverse is a reflection over the line y = x.
A2. F-LE.A.4 For exponential models, express as a logarithm the solution to abct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.
A2. F-LE.B.5 Interpret the parameters in an exponential function with real exponents in terms of a context.
A2. S-ID.C.10 Interpret parameters of exponential models.
A2. F-TF.A.1 Understand radian measure of an angle as the length of the arc on any circle subtended by the angle, measured in units of the circle's radius.
A2. F-TF.B.5 Create and interpret trigonometric functions that model periodic phenomena with specified amplitude, frequency, and midline.
A2. F-TF.C.8 Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
A2. F-TF.A.2 Explain how the unit circle in the coordinate plane enables the extension of sine and cosine functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
A2. S-ID. A.4 Use the mean and standard deviation of a data set and properties of a normal distribution to approximate a normal curve to estimate population percentages.
A2. S-ID. A.4 Recognize and identify data sets for which such a procedure is not appropriate. Consider non-symmetric data sets and presence of outliers.
A2. S-IC.A.1 Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
A2. S-IC.A.2 Explain if a specified model is consistent with results from a given data-generating process.
A2. S-IC.B.3 Recognize the purposes of and differences between designed experiments, sample surveys and observational studies.
A2. S-IC.B.4 Use data from a sample survey to estimate a population mean or proportion; recognize that estimates are unlikely to be correct and the estimates will be more precise with larger sample sizes.
A2. S-ID.B.6 Represent data of two quantitative variables on a scatter plot, and describe how the quantities are related. Extend to polynomial and exponential models.
A2. S-ID.B.6 a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or chooses a function suggested by the context.
A2. S-ID. A.4 Use the mean and standard deviation of a data set to fit it to a normal curve, and use properties of the normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, or tables to estimate areas under the normal curve.
A2. S-IC.A.1 Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
A2. S-IC.A.2 Explain whether a specified model is consistent with results from a given data-generating process.
A2. S-IC.B.3 Recognize the purposes of and differences between designed experiments, sample surveys and observational studies.
A2. S-IC.B.4 Use data from a sample survey to estimate a population mean or proportion; recognize that estimates are unlikely to be correct and the estimates will be more precise with larger sample sizes.
A2.S-CP.A.3 Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.
A2.S-CP.A.4 Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities.
A2.S-CP.A.5 Recognize and explain the concepts of conditional probability and independence utilizing real-world context.
A2.S-CP.B.6 Use Bayes Rule to 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.
A2.S-CP.B.7 Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.
A2.S-CP.B.8 Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.
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Arizona State Standards - Algebra 1
A1. A-SSE.A.1 Interpret expressions that represent a quantity in terms of its context.
A1. A-SSE.A.2 Use the structure of an expression to identify ways to rewrite it.
A1. A-REI.A.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
A1. A-REI.A.1 Extend from linear to quadratic equations.
A1. A-REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A1. F-IF.A.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
A1. A-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
A1. N.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
A1. F-BF.A.1 Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context.
A1. F-BF.A.1 Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
A1. A-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A1. F-IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
A1. A-CED. Create equations and inequalities in one variable and use them to solve problems. Include problem-solving opportunities utilizing real-world context.
A1. A-CED. Focus on equations and inequalities that are linear, quadratic, or exponential with integer exponents.
A.1. A-SSE.B.3a/A.1. A-SSE.B.3ab Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
A.1. A-SSE.B.3a/A.1. A-SSE.B.3ab a. Factor a quadratic expression to reveal the zeros of the function it defines.
A.1. A-SSE.B.3a/A.1. A-SSE.B.3ab b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
A.1. A-SSE.B.3a/A.1. A-SSE.B.3ab
A1. A-CED.A.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.
A1. A-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. Include problem-solving opportunities utilizing real-world context.
A1. A-CED.A.1 Focus on equations and inequalities that are linear, quadratic, or exponential with integer exponents.
A1. A-CED.A.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.
A1. A-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
A1. A-REI.A.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
A1. A-REI.A.1 Extend from linear to quadratic equations.
A1. A-REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A1. A-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A1. A-CED.A.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.
A1. S-ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
A1.F-LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or input-output pairs.
A1. A-REI.C.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. Include problem solving opportunities utilizing real-world context.
A1. F-IF.A.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
A1. F-IF.A.2 Use function notations, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
A1. F-IF.A.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.
A1. F-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
A1. F-IF.B.4 Include problem-solving opportunities utilizing real-world context.
A1. F-IF.B.4 Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums.
A1. F-IF.B.4 Focus on linear, absolute value, quadratic, and exponential with integer exponents and piecewise-defined functions (limited to the aforementioned functions).
A1. F-IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
A1. F-IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval.
A1. F-IF.B.6 Estimate the rate of change from a graph.
A1. F-IF.B.6 Include problem-solving opportunities utilizing real-world context.
A1. F-IF.B.6 Focus on linear, absolute value, quadratic, and exponential functions, all with integer exponents.
A1. F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include linear, exponential with integer exponents, quadratic, and piecewise-defined functions.
A1. F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).Focus on linear, absolute value, quadratic, exponential with integer exponents and piecewise-defined functions. (limited to the aforementioned functions)
A1. F-BF.A.1 Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context.
A1. F-BF.A.1 Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
A1. F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k·f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
A1. F-LE.A.1b Distinguish between situations that can be modeled with linear functions and with exponential functions.
A1. F-LE.A.1b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
A1. F-LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or input-output pairs
A1. F-LE.B.5 Interpret the parameters in a linear or exponential function with integer exponents in terms of a context.
A1. A-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A1. A-CED.A.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.
A1. A-REI.C.5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
A1. A-REI.C.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. Include problem solving opportunities utilizing real-world context.
A1. A-REI.D.12 Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
A1.A-CED.A.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.
A-REI.D.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately using technology to graph the functions, tables of values, or successive approximations. Focus on cases where f(x) and/or g(x) are linear, absolute value, quadratic and, exponential functions with integer exponents.
A-REI.D.12 Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
A1.F-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
A1.F-IF.B.4 Include problem-solving opportunities utilizing real-world context.
A1.F-IF.B.4 Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums.
A1.F-IF.B.4 Focus on linear, absolute value, quadratic, and exponential with integer exponents and piecewise-defined functions (limited to the aforementioned functions).
A1.F-IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval.
A1.F-IF.B.6 Estimate the rate of change from a graph.
A1.F-IF.B.6 Include problem-solving opportunities utilizing real-world context.
A1.F-IF.B.6 Focus on linear, absolute value, quadratic, and exponential functions, all with integer exponents.
A1.F-IF. C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include linear, exponential with integer exponents, quadratic, and piecewise-defined functions.
A1.F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).Focus on linear, absolute value, quadratic, exponential with integer exponents and piecewise-defined functions. (limited to the aforementioned functions)
A1.F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k·f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
N-RN.B.3 Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
A-SSE.A.1a Interpret expressions that represent a quantity in terms of its context.
A-SSE.A.1a Interpret parts of an expression, such as terms, factors, and coefficients.
A-SSE.A.1b Interpret complicated expressions by viewing one or more of their parts as a single entity.
A-SSE.A.2 Use the structure of an expression to identify ways to rewrite it. Focus on numerical expressions, such as recognizing 532 - 472 as a difference of squares and see an opportunity to rewrite it in the form (53+47)(53-47). Focus on polynomial expressions in one variable, such as seeing an opportunity to rewrite a2 + 9a + 14 as (a+7)(a+2).
A-SSE.B.3a Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
A-SSE.B.3a Factor a quadratic expression to reveal the zeros of the function it defines.
A-SSE.B.3b Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
A-APR.A.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
A1.A-APR.B.3 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
A1.A-APR.B.3 Focus on quadratic and cubic polynomials in which linear and quadratic factors are available.
A-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. Include problem-solving opportunities utilizing real-world context.
A-CED.A.1 Focus on equations and inequalities that are linear, quadratic, or exponential with integer exponents.
A-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
A-REI.B.4 Solve quadratic equations in one variable.
A-REI.B.4 a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.
A-REI.B.4 b. Solve quadratic equations by inspection, taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Focus on solutions for quadratic equations that have real roots. Include cases that recognize when a quadratic equation has no real solutions.
A-REI.D.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately using technology to graph the functions, tables of values, or successive approximations. Focus on cases where f(x) and/or g(x) are linear, absolute value, quadratic and, exponential functions with integer exponents.
F-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
F-IF.B.4 Include problem-solving opportunities utilizing real-world context.
F-IF.B.4 Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums.
F-IF.B.4 Focus on linear, absolute value, quadratic, and exponential with integer exponents and piecewise-defined functions (limited to the aforementioned functions).
F-IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval.
F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include linear, exponential with integer exponents, quadratic, and piecewise-defined functions.
F-IF.C.8a Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
A1.F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).Focus on linear, absolute value, quadratic, exponential with integer exponents and piecewise-defined functions. (limited to the aforementioned functions)
A1.F-BF.A.1 Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context.
A1.F-BF.A.1 Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
A1.F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k·f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
A1.F-LE.A.3 Observe, using graphs and tables, that a quantity increasing exponentially eventually exceeds a quantity increasing linearly or quadratically.
A-CED.A.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.
A-REI.D.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
F-IF.A.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
F-IF-A.2 Use function notations, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
F-IF.A.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.
F-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
F-IF.B.4 Include problem-solving opportunities utilizing real-world context.
F-IF.B.4 Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums.
F-IF.B.4 Focus on linear, absolute value, quadratic, and exponential with integer exponents and piecewise-defined functions (limited to the aforementioned functions).
F-IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval.
F-IF.B.6 Estimate the rate of change from a graph.
F-IF.B.6 Include problem-solving opportunities utilizing real-world context.
F-IF.B.6 Focus on linear, absolute value, quadratic, and exponential functions, all with integer exponents.
F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Functions include linear, exponential with integer exponents, quadratic, and piecewise-defined functions.
F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).Focus on linear, absolute value, quadratic, exponential with integer exponents and piecewise-defined functions. (limited to the aforementioned functions)
F-BF.A.1 Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context.
F-BF.A.1 Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k·f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
F-LE.A.1a Distinguish between situations that can be modeled with linear functions and with exponential functions.
F-LE.A.1a Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
F-LE.A.1c c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
F-LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or input-output pairs.
F-LE.A.3 Observe, using graphs and tables, that a quantity increasing exponentially eventually exceeds a quantity increasing linearly or quadratically.
F-LE.B.5 Interpret the parameters in a linear or exponential function with integer exponents in terms of a context.
A1.F.LE.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.
A1.F.LE.1a a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
A1.F.LE.1b b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
A1.F.LE.1c c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
A1.F.LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or input-output pairs.
A1.F.LE.3 Observe, using graphs and tables, that a quantity increasing exponentially eventually exceeds a quantity increasing linearly or quadratically.
A1.F.LE.5 Interpret the parameters in a linear or exponential function with integer exponents in terms of a context.
A1.F.BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k·f(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Focus on linear, absolute value, quadratic, exponential with integer exponents, and piecewise-defined functions (limited to the aforementioned functions).
A1.F.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).
A1.F.IF.2 Use function notations, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
A1.F.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.
A1.F.IF.4 Include problem-solving opportunities utilizing real-world context.
A1.F.IF.4 Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums.
A1.F.IF.4 Focus on linear, absolute value, quadratic, and exponential with integer exponents and piecewise-defined functions (limited to the aforementioned functions).
A1.F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
A1.F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval.
A1.F.IF.6 Estimate the rate of change from a graph.
A1.F.IF.6 Include problem-solving opportunities utilizing real-world context.
A1.F.IF.6 Focus on linear, absolute value, quadratic, and exponential functions, all with integer exponents.
A1.F.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. Functions include linear, exponential with integer exponents, quadratic, and piecewise-defined functions.
A1.F.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).Focus on linear, absolute value, quadratic, exponential with integer exponents and piecewise-defined functions. (limited to the aforementioned functions)
A1.F-LE.B.5 Interpret the parameters in a linear or exponential function with integer exponents in terms of a context.
S-ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots), for the purpose of comparing statistics between two or more data sets.
S-ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
S-ID.A.3 Interpret differences in shape, center, and spread in the context of the data sets (dot plots, histograms, and box plots), accounting for possible effects of extreme data points (outliers).
S-ID.B.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
S-ID.B.6a Represent data on two quantitative variables on a scatter plot, and describe how the quantities are related.
S-ID.B.6a a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Focus on linear models.
S-ID.B.6b b. Informally assess the fit of a function by plotting and analyzing residuals.
S-ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
S-ID.C.8 Compute and interpret the correlation coefficient of a linear fit.
S-ID.C.9 Distinguish between correlation and causation.
S-CP.A.1 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.
S-CP.A.2 Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.
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ELP 01 Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing (Receptive Communication)
ELP 02 Determine the meaning of words and phrases in oral presentations and literary and informational text (Receptive Communication)
ELP 03 Speak and write about grade-appropriate complex literary and informational texts and topics (Productive Communication)
ELP 04 Construct grade-appropriate oral and written claims and support them with reasoning and evidence (Productive Communication)
ELP 05 Adapt language choices to purpose, task, and audience when speaking and writing (Productive Communication)
ELP 06 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reading comments and questionsParticipate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reading comments and questions (Interactive Communication)
ELP 07 Conduct research and evaluate and communicate findings to answer questions or solve problems (Interactive Communication)
ELP 08 Analyze and critique the arguments of others orally and in writing (Interactive Communication)
ELP 09 Create clear and coherent grade-appropriate speech and text (Language)
ELP 10 Make accurate use of standard English to communicate in grade appropriate speech and writing (Language)
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