Kansas Standards

Social Studies

Tue, 5 Aug 2008 11:53:25 -0500

Kindergarten

KS K SOC - CG. Civics-Government: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
KS K SOC - CG.1 The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.
KS K SOC - CG.1.1 recognizes rules and why they exist (e.g., home, classroom, playground).
KS K SOC - CG.2 The student understands the shared ideals and diversity of American society and political culture.
KS K SOC - CG.2.1 recognizes appropriate ways to behave in the classroom.
KS K SOC - CG.2.2 identifies the characteristics of a friend and/or helpful classmate.
KS K SOC - CG.3 The student understands how the United States Constitution allocates power and responsibility in the government.
KS K SOC - CG.3.1 knows school authority figures and ways they establish order and provide safety in a school setting.
KS K SOC - CG.4 The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.
KS K SOC - CG.4.1 demonstrates good citizenship (e.g., sharing, listening, taking turns, and following rules).
KS K SOC - CG.5 The student understands various systems of governments and how nations and international organizations interact.
KS K SOC - CG.5.1 identifies leaders at home and school (e.g., parents, guardians, teachers, principal).
KS K SOC - E. Economics: The student uses a working knowledge and understanding of major economic concepts, issues, and systems of the United States and other nations; and applies decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.
KS K SOC - E.1 The student understands how limited resources require choices.
KS K SOC - E.1.1 understands that a person cannot have everything he/she wants, so a choice has to be made (e.g., play video games or watch television; play on swings or play soccer).
KS K SOC - E.1.2 explains what he/she gives up when a choice is made.
KS K SOC - E.2 The student understands how the market economy works in the United States.
KS K SOC - E.2.1 understands the use of money to purchase goods and services.
KS K SOC - E.3 The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.
KS K SOC - E.3.1 discusses the benefits of saving money.
KS K SOC - E.5 The student makes effective decisions as a consumer, producer, saver, investor, and citizen.
KS K SOC - E.5.1 gives examples of types of jobs that he/she does within the family.
KS K SOC - G. Geography: The student uses a working knowledge and understanding of the spatial organization of Earth?s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.
KS K SOC - G.1 Geographic Tools and Location: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
KS K SOC - G.1.1 identifies and correctly uses terms related to location, direction, and distance (e.g., up/down, left/right, near/far, here/there).
KS K SOC - G.1.2 locates major geography features (e.g., Equator, North Pole, South Pole, his/her Hometown, Kansas).
KS K SOC - G.2 Places and Regions: The student analyzes the human and physical features that give places and regions their distinctive character.
KS K SOC - G.2.1 describes characteristics of local surroundings (e.g., classroom, playground, neighborhood, city, school).
KS K SOC - G.3 Physical Systems: The student understands Earth?s physical systems and how physical processes shape Earth?s surface.
KS K SOC - G.3.1 describes seasonal changes and how they affect an individual.
KS K SOC - G.5 Human-Environment Interactions: The student understands the effects of interactions between human and physical systems.
KS K SOC - G.5.1 identifies ways people can maintain or improve the quality of their environment.
KS K SOC - H. Kansas, United States, and World History: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
KS K SOC - H.1 The student understands the significance of important individuals and major developments in history.
KS K SOC - H.1.1 identifies and explains how tools and technology used in the home/school meet people?s needs.
KS K SOC - H.2 The student understands the importance of the experiences of groups of people who have contributed to the richness of our heritage.
KS K SOC - H.2.1 explains how each individual has a personal history.
KS K SOC - H.2.2 compares and contrasts his/her own life with life in a city and/or a rural community.
KS K SOC - H.3 The student understands the significance of events, holidays, documents, and symbols that are important to Kansas, United States, and World history.
KS K SOC - H.3.1 identifies family customs and traditions and explains their importance.
KS K SOC - H.3.2 understands that Kansas is a state in the United States and the significance of Kansas Day as the celebration of the state?s birthday.
KS K SOC - H.3.3 locates the state of Kansas using a map of the United States.
KS K SOC - H.3.4 recognizes important Kansas state symbols (e.g., state bird ? meadowlark, state flower ? sunflower, state animal-buffalo).
KS K SOC - H.4 The student engages in historical thinking skills.
KS K SOC - H.4.1 places events in sequential order.
KS K SOC - H.4.2 uses information to find main idea.
KS K SOC - H.4.3 scans historic photographs to gain information.
KS K SOC - H.4.4 asks questions, shares information, and discusses ideas about the past.

First Grade

KS 1 SOC - CG. Civics/Government: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
KS 1 SOC - CG.1 The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.
KS 1 SOC - CG.1.1 discusses the need for rules in the family, school, and community with an understanding of both positive and negative consequences.
KS 1 SOC - CG.2 The student understands the shared ideals and diversity of American society and political culture.
KS 1 SOC - CG.2.1 identifies shared ideals within American society (e.g., truth, fairness, justice, loyalty, freedom).
KS 1 SOC - CG.3 The student understands how the United States Constitution allocates power and responsibility in the government.
KS 1 SOC - CG.3.1 demonstrates leadership qualities by taking on responsibilities in the classroom and home (e.g., line leader, passing out papers, keeping room clean).
KS 1 SOC - CG.4 The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.
KS 1 SOC - CG.4.1 identifies privileges as benefits which can be granted or taken away (e.g., being first in line, attending a field trip, extended recess time).
KS 1 SOC - CG.5 The student understands various systems of governments and how nations and international organizations interact.
KS 1 SOC - CG.5.1 recognizes that people can make rules and leaders can enforce rules.
KS 1 SOC - E. Economics: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.
KS 1 SOC - E.1 The student understands how limited resources require choices.
KS 1 SOC - E.1.1 understands individuals and families cannot have everything they want, so they have to make choices (e.g., having to decide whether to buy a new video game or a pair of shoes).
KS 1 SOC - E.2 The student understands how the market economy works in the United States.
KS 1 SOC - E.2.1 understands the concept of exchange and the use of money to purchase goods and services.
KS 1 SOC - E.3 The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.
KS 1 SOC - E.3.1 discusses why people save money in a bank.
KS 1 SOC - E.5 The student makes effective decisions as a consumer, producer, saver, investor, and citizen.
KS 1 SOC - E.5.1 understands that people have jobs to earn a wage.
KS 1 SOC - G. Geography: The student uses a working knowledge and understanding of the spatial organization of Earth?s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.
KS 1 SOC - E.1 Geographic Tools and Location: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
KS 1 SOC - E.1.1 describes the purposes of maps and globes (e.g., model of earth, representation of earth?s features).
KS 1 SOC - E.1.2 finds Kansas on a wall map.
KS 1 SOC - E.1.3 makes a map to represent some location important to them.
KS 1 SOC - E.1.4 locates major geography locations (e.g., United States, Canada, Mexico, Atlantic Ocean, Pacific Ocean)
KS 1 SOC - G.2 Places and Regions: The student analyzes the human and physical features that give places and regions their distinctive character.
KS 1 SOC - G.2.1 maps physical and human features of the school (e.g., physical: hills, creeks, trees; human: play equipment, fences, sidewalks).
KS 1 SOC - G.3 Physical Systems: The student understands Earth?s physical systems and how physical processes shape Earth?s surface.
KS 1 SOC - G.3.1 observes and identifies local weather conditions and patterns.
KS 1 SOC - G.5 Human-Environment Interactions: The student understands the effects of interactions between human and physical systems.
KS 1 SOC - G.5.1 identifies ways in which people depend on the physical environment to meet needs and wants (e.g., water, food, fuel).
KS 1 SOC - G.5.2 describes how the physical environment impacts humans (e.g., choices of clothing, housing, crops, recreation).
KS 1 SOC - G.5.3 lists ways people can maintain or help the quality of their environment.
KS 1 SOC - H. Kansas, United States, and World History: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
KS 1 SOC - H.1 The student understands the significance of important individuals and major developments in history.
KS 1 SOC - H.1.1 tells the story of an important person in his/her life.
KS 1 SOC - H.1.2 identifies the office of the president as the leader of the United States and identifies the first president and the current president.
KS 1 SOC - H.2 The student understands the importance of the experiences of groups of people who have contributed to the richness of our heritage.
KS 1 SOC - H.2.1 describes the needs of a family (e.g., food, shelter).
KS 1 SOC - H.2.2 describes the different foods produced in Kansas over time (e.g., wheat, corn, soybeans, sunflowers, livestock).
KS 1 SOC - H.2.3 compares at least two types of shelter used by families today (e.g., apartment, frame house, mobile home, duplex).
KS 1 SOC - H.2.4 compares types of shelter used by American Indians in Kansas over time (e.g., grass lodge, tipi, earth lodge, frame house).
KS 1 SOC - H.2.5 identifies types of shelter used by early Kansas families (e.g., dugouts, sod houses, log cabins, frame houses).
KS 1 SOC - H.2.6 uses a timeline to share the history of a family (e.g., his/her own family, a family from literature).
KS 1 SOC - H.3 The student understands the significance of events, holidays, documents, and symbols that are important to Kansas, United States and World history.
KS 1 SOC - H.3.1 recognizes the United States flag, Pledge of Allegiance, and bald eagle as important national symbols.
KS 1 SOC - H.3.2 recognizes the Kansas flag and identifies the symbols on it (e.g., motto, stars, American Indians and buffalo, farmer plowing, pioneers and cabin, steamboat, etc.).
KS 1 SOC - H.3.3 identifies some important United States national holidays (e.g., Independence Day, Columbus Day, Veterans Day, Thanksgiving, Martin Luther King, Jr. Day, Presidents? Day, Memorial Day).
KS 1 SOC - H.4 The student engages in historical thinking skills.
KS 1 SOC - H.4.1 puts events in chronological order.
KS 1 SOC - H.4.2 uses information to provide details to support a main idea in history.
KS 1 SOC - H.4.3 asks questions, shares information and discusses ideas about the past using resources such as maps, photographs, books, and people.

Second Grade

KS 2 SOC - CG. Civics/Government: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
KS 2 SOC - CG.1 The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.
KS 2 SOC - CG.1.1 recognizes that rules provide order and safety and benefit all school and community members.
KS 2 SOC - CG.2 The student understands the shared ideals and diversity of American society and political culture.
KS 2 SOC - CG.2.1 identifies and defines the characteristics of a good citizen (e.g., honesty, courage, patriotism, tolerance, respect).
KS 2 SOC - CG.3 The student understands how the United States Constitution allocates power and responsibility in the government.
KS 2 SOC - CG.3.1 recognizes that the United States Constitution is a written plan for the rules of government (e.g., knows the Constitution lists rules of the government compared to the rules for the family, classroom, or school).
KS 2 SOC - CG.4 The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.
KS 2 SOC - CG.4.1 discusses how rights and privileges change over time and in different situations (e.g., the right to vote at eighteen, the privilege of being louder on the playground than in the classroom).
KS 2 SOC - CG.5 The student understands various systems of governments and how nations and international organizations interact.
KS 2 SOC - CG.5.1 demonstrates leadership in the classroom.
KS 2 SOC - E. Economics: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.
KS 2 SOC - E.1 The student understands how limited resources require choices.
KS 2 SOC - E.1.1 knows the difference between goods and services, and provides examples how each satisfies people?s wants and needs.
KS 2 SOC - E.1.2 identifies examples of producers and consumers.
KS 2 SOC - E.1.3 identifies the opportunity cost of a choice (e.g., next best alternative not chosen).
KS 2 SOC - E.2 The student understands how the market economy works in the United States.
KS 2 SOC - E.2.1 understands the concept of exchange and the use of money to purchase goods and services (e.g., trade with barter or money).
KS 2 SOC - E.3 The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.
KS 2 SOC - E.3.1 explains the advantage of choosing to save or spend money that is earned or received.
KS 2 SOC - E.3.2 defines a budget as a plan for spending and saving income.
KS 2 SOC - E.5 The student makes effective decisions as a consumer, producer, saver, investor, and citizen.
KS 2 SOC - E.5.1 understands that people earn an income and sometimes benefits for the work they do and gives examples of different types of work within a community both today and in the past.
KS 2 SOC - E.5.2 knows that a decision-making process can help people make spending and saving decisions.
KS 2 SOC - G. Geography: The student uses a working knowledge and understanding of the spatial organization of Earth?s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.
KS 2 SOC - G.1 Geographic Tools and Location: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
KS 2 SOC - G.1.1 makes and uses maps to represent and locate familiar places within cities and Kansas (e.g., title, symbols, legend, compass rose, cardinal directions, grid system).
KS 2 SOC - G.1.2 identifies and correctly uses terms: North, South, East, West.
KS 2 SOC - G.1.3 locates major geography features (e.g., Rocky Mountains, Missouri River, Gulf of Mexico, Kansas City, Wichita, Topeka, Washington, DC).
KS 2 SOC - G.2 Places and Regions: The student analyzes the human and physical features that give places and regions their distinctive character.
KS 2 SOC - G.2.1 identifies physical and human changes that have taken place over time in the local region (e.g., physical: tornadoes, drought, Kansas as an inland sea; human: new shopping centers, highways, houses).
KS 2 SOC - G.3 Physical Systems: The student understands Earth?s physical systems and how physical processes shape Earth?s surface.
KS 2 SOC - G.3.1 describes how weather affects environment (e.g., deciding when crops are planted and harvested, lack of rain causes drought, early freeze kills plants).
KS 2 SOC - G.4 Human Systems: The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
KS 2 SOC - G.4.1 identifies the past and present settlement or development patterns of his/her community or local area.
KS 2 SOC - G.5 Human-Environment Interactions: The student understands the effects of interactions between human and physical systems.
KS 2 SOC - G.5.1 describe how physical systems influence people and their activities.
KS 2 SOC - H. Kansas, United States, and World History: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
KS 2 SOC - H.1 The student understands the significance of important individuals and major developments in history.
KS 2 SOC - H.1.1 compares various forms of transportation in Kansas past and present (e.g., the horse, steamboat, trains, airplanes, cars).
KS 2 SOC - H.1.2 compares and contrasts the ways people communicate with each other past and present.
KS 2 SOC - H.1.3 identifies important innovations made in the past that influence today (e.g., Wright Brothers ? airplane; Henry Ford ? automobile; Ancient China ? irrigation, paper; Inca ? highways to connect cities).
KS 2 SOC - H.1.4 recognizes the impact of contributions made by leaders past and present.
KS 2 SOC - H.2 The student understands the importance of experiences of groups of people who have contributed to the richness of our heritage.
KS 2 SOC - H.2.1 compares and contrasts daily life of an historic Plains Indian family, a pioneer family, and a modern family in Kansas.
KS 2 SOC - H.2.2 defines immigration and gives past and present examples from Kansas.
KS 2 SOC - H.2.3 defines history as the story of the past.
KS 2 SOC - H.3 The student understands the significance of events, holidays, documents, and symbols that are important to Kansas, United States and World history.
KS 2 SOC - H.3.1 recognizes the importance of the Declaration of Independence and the Star Spangled Banner.
KS 2 SOC - H.3.2 locates and explains the importance of landmarks and historical sites today (e.g., Plymouth Rock, United States Capitol, Statue of Liberty, Kitty Hawk, Kansas State Capitol, Mt. Rushmore, Mesa Verde, the Alamo, Sutter?s Mill).
KS 2 SOC - H.4 The student engages in historical thinking skills.
KS 2 SOC - H.4.1 creates and uses timelines.
KS 2 SOC - H.4.2 locates information using both primary and secondary sources.
KS 2 SOC - H.4.3 uses information to understand cause and effect.
KS 2 SOC - H.4.4 compares and contrasts to draw conclusions.
KS 2 SOC - H.4.5 uses research skills (e.g., discusses ideas; formulates broad and specific questions; finds and selects information with help; records, organizes and shares information).

Third Grade

KS 3 SOC - CG. Civics/Government: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
KS 3 SOC - CG.1 The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.
KS 3 SOC - CG.1.1 explains the purpose of rules and laws and why they are important in a community.
KS 3 SOC - CG.1.2 explains the necessity of rules in order to provide public safety in a free and orderly society.
KS 3 SOC - CG.2 The student understands the shared ideals and diversity of American society and political culture.
KS 3 SOC - CG.2.1 understands that civic values are influenced by people?s beliefs and needs (e.g., need for safety, health, and well-being).
KS 3 SOC - CG.4 The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.
KS 3 SOC - CG.4.1 recognizes that citizenship has rights, privileges, and civic responsibilities (e.g., community service, voting, treating others with respect).
KS 3 SOC - CG.4.2 understands the importance of communicating ideas to community leaders (e.g., expressing the need for a new city park, expressing concern over a landfill, requesting recycling programs).
KS 3 SOC - CG.5 The student understands various systems of governments and how nations and international organizations interact.
KS 3 SOC - CG.5.1 defines government as people or groups who make, apply, and enforce rules and laws for others within a family, school, or community.
KS 3 SOC - CG.5.2 identifies people or groups who make, apply, and enforce rules or laws within a family, school, or community (e.g., parent/guardian, police, mayor, governor, president).
KS 3 SOC - E. Economics: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.
KS 3 SOC - E.1 The student understands how limited resources require choices.
KS 3 SOC - E.1.1 knows that there are not enough available resources to satisfy all wants for goods and services.
KS 3 SOC - E.2 The student understands how the market economy works in the United States.
KS 3 SOC - E.2.1 identifies and gives examples of markets that occur when buyers and sellers exchange goods and services in the community.
KS 3 SOC - E.3 The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.
KS 3 SOC - E.3.1 knows that when borrowing money the consumer is receiving credit that must be repaid.
KS 3 SOC - E.4 The student analyzes the role of the government in the economy.
KS 3 SOC - E.4.1 lists goods and services in the community that are paid for by taxes (e.g., roads, parks, schools, fire protection).
KS 3 SOC - E.5 The student makes effective decisions as a consumer, producer, saver, investor, and citizen.
KS 3 SOC - E.5.1 analyzes how needs and wants are met through spending and saving decisions.
KS 3 SOC - E.5.2 identifies consequences of borrowing and lending.
KS 3 SOC - E.5.3 gives an example of income and how the money was spent or saved.
KS 3 SOC - G. Geography: The student uses a working knowledge and understanding of the spatial organization of Earth?s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.
KS 3 SOC - G.1 Geographic Tools and Location: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
KS 3 SOC - G.1.1 applies geographic tools, including grid systems, symbols, legends, scales and a compass rose to construct and interpret maps.
KS 3 SOC - G.1.2 uses a data source as a tool (e.g., graphs, charts, tables).
KS 3 SOC - G.1.3 identifies and gives examples of the difference between political and physical features on a map.
KS 3 SOC - G.1.4 locates the oceans and continents (e.g., Pacific, Atlantic, Arctic, and Indian Ocean; North America, South America, Asia, Australia, Europe, Africa, Antarctica).
KS 3 SOC - G.1.5 compares characteristics of urban, suburban, and rural areas.
KS 3 SOC - G.1.6 discusses reasons for the particular locations in a community are used for certain human activities (e.g., residential, commercial, industrial, transportation, recreation, agricultural).
KS 3 SOC - G.1.7 locates major political features (e.g., Los Angeles, New York City, Denver, Chicago, his/her county, his/her neighboring cities, his/her county seat).
KS 3 SOC - G.2 Places and Regions: The student analyzes the spatial organization of people, places, and environments that form regions on the Earth?s surface.
KS 3 SOC - G.2.1 identifies the physical characteristics of the local community (e.g., landforms, bodies of water, natural resources, weather, seasons).
KS 3 SOC - G.3 Physical Systems: The student understands Earth?s physical systems and how physical processes shape Earth?s surface.
KS 3 SOC - G.3.1 compares various ecosystems in the community (e.g., locations and characteristics of plant and animal life).
KS 3 SOC - G.4 Human Systems: The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
KS 3 SOC - G.4.1 examines how people in their community interact with people in other communities in Kansas.
KS 3 SOC - G.5 Human-Environment Interactions: The student understands the effects of interactions between human and physical systems.
KS 3 SOC - G.5.1 discusses the consequences of human modifications in their community on the environment over time (e.g., flood control, mining, farming, chemical uses, community development, transportation).
KS 3 SOC - G.5.2 identifies ways in which human activities are impacted by the physical environment (e.g., types of housing, agricultural activities, fuel consumption, clothing, recreation, jobs, resource availability).
KS 3 SOC - H. Kansas, United States, and World History: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
KS 3 SOC - H.1 The student understands the significances of important individuals and major developments in history.
KS 3 SOC - H.1.1 researches the contributions of historical and current day individuals significant in his/her community.
KS 3 SOC - H.2 The student understands the importance of the experiences of groups of people who have contributed to the richness of our heritage.
KS 3 SOC - H.2.1 compares life in his/her community with another community. (e.g., population/location, jobs, customs, history, natural resources, ethnic groups, local government).
KS 3 SOC - H.2.2 retells the history of the community using local documents or artifacts.
KS 3 SOC - H.3 The student understands the significance of events, holidays, documents, and symbols that are important to Kansas, United States and World history.
KS 3 SOC - H.3.1 explains customs related to holidays and ceremonies celebrated by specific cultural groups in Kansas (e.g., Christmas, Cinco de Mayo, Hanukkah, Kwanzaa, Lunar New Year, Ramadan, St. Lucia, St. Patrick?s Day).
KS 3 SOC - H.3.2 locates and explains the importance of landmarks and historical sites within the local community or his/her region of Kansas.
KS 3 SOC - H.3.3 describes various cultures by studying dance, music, folklore, and arts of ethnic groups within his/her community or region of Kansas.
KS 3 SOC - H.4 The student engages in historical thinking skills.
KS 3 SOC - H.4.1 creates and uses timelines to illustrate a community?s history.
KS 3 SOC - H.4.2 locates information about communities from a variety of sources.
KS 3 SOC - H.4.3 uses information to frame important historical questions.
KS 3 SOC - H.4.4 observes and draws conclusions in his/her own words.
KS 3 SOC - H.4.5 identifies and compares information from primary and secondary sources.
KS 3 SOC - H.4.6 uses research skills (e.g., selects relevant information, organizes and shares information in his/her own words, discusses ideas, formulates broad and specific questions at both the knowledge and comprehension level, with help knows there are different formats of information, and records information).

Fourth Grade

KS 4 SOC - CG. Civics/Government: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
KS 4 SOC - CG.1 The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.
KS 4 SOC - CG.1.1 evaluates rules and laws using two basic criteria: the law or rule serves the common good, the law or rule must be possible to follow.
KS 4 SOC - CG.2 The student understands the shared ideals and diversity of American society and political culture.
KS 4 SOC - CG.2.1 defines shared ideals across regions in the United States (e.g., the right to vote, freedom of religion and speech, concern for general welfare, consent of the governed).
KS 4 SOC - CG.3 The student understands how the United States Constitution allocates power and responsibility in the government.
KS 4 SOC - CG.3.1 recognizes the United States Constitution as the document that defines the rights and responsibilities of citizens in the United States.
KS 4 SOC - CG.4 The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.
KS 4 SOC - CG.4.1 determines how people can participate in government and why it is important (e.g., jury duty, voting, running for office, community service).
KS 4 SOC - CG.4.2 recognizes how individuals have a civic responsibility for meeting the needs of communities (e.g., responding to disasters with donations and volunteering, recycling).
KS 4 SOC - CG.5 The student understands various systems of governments and how nations and international organizations interact.
KS 4 SOC - CG.5.1 describes the function of state governments (e.g., establish law for the state, provide public service, provide public safety).
KS 4 SOC - CG.5.2 ?defines capital as the location of state and national government.
KS 4 SOC - CG.5.3 defines capitol as the building in which government is located.
KS 4 SOC - E. Economics: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.
KS 4 SOC - E.1 The student understands how limited resources require choices.
KS 4 SOC - E.1.1 knows that every spending and saving decision has an opportunity cost.
KS 4 SOC - E.1.2 identifies examples of how natural, capital, and human resources are used in production of goods and services (e.g., land resources [natural] are used to produce wheat [goods] that is harvested by skilled farmers [human] using combines [capital]).
KS 4 SOC - E.1.3 ?traces the production, distribution, and consumption of a particular good in the state or region.
KS 4 SOC - E.1.4 gives an example of economic specialization that leads to trade between regions of the United States (e.g., Kansas produces wheat and beef and trades with other regions, Michigan produces automobiles, the Southeast produces rice, the Northwest produces paper).
KS 4 SOC - E.2 The student understands how the market economy works in the United States.
KS 4 SOC - E.2.1 defines the characteristics of an entrepreneur and gives an example of someone who shows those characteristics (e.g., risk taker, innovator, gets together all resources needed to produce a product).
KS 4 SOC - E.3 The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.
KS 4 SOC - E.3.1 defines market economy as an economic system in which buyers and sellers make major decisions about production and distribution, based on supply and demand.
KS 4 SOC - E.5 The student makes effective decisions as a consumer, producer, saver, investor, and citizen.
KS 4 SOC - E.5.1 discusses ways workers can improve their ability to earn income by gaining new knowledge, skills, and experience.
KS 4 SOC - E.5.2 analyzes the costs and benefits of making a choice.
KS 4 SOC - G. Geography: The student uses a working knowledge and understanding of the spatial organization of Earth?s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.
KS 4 SOC - G.1 Geographic Tools and Location: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
KS 4 SOC - G.1.1 applies geographic tools, including grid systems, symbols, legends, scales, and a compass rose to construct and interpret maps.
KS 4 SOC - G.1.2 uses a data source as a tool (e.g., graphs, charts, tables).
KS 4 SOC - G.1.3 identifies and give examples of the difference between political and physical features within a region.
KS 4 SOC - G.1.4 identifies major landforms and bodies of water in regions of the United States (e.g., mountains, plains, islands, peninsulas, rivers, oceans).
KS 4 SOC - G.1.5 locates major physical and political features of regions from memory (e.g., Appalachian Mountains, the Great Lakes, 50 States, Kansas River, Arkansas River, Atlanta, Grand Canyon, Gulf of California, Mt. McKinley, Puerto Rico, Prime Meridian, International Dateline, Arctic Circle, Antarctic Circle, San Francisco, Dallas, Phoenix, Seattle, Everglades, Yellowstone National Park, Niagara Falls, Mississippi River).
KS 4 SOC - G.2 Places and Regions: The student analyzes the human and physical features that give places and regions their distinctive character.
KS 4 SOC - G.2.1 identifies and compares the physical characteristics of eastern to western Kansas and regions of the United States (e.g., rainfall, location, land and water features, climate, vegetation, natural resources).
KS 4 SOC - G.2.2 identifies the human characteristics of Kansas and regions of the United States (e.g., people, religions, languages, customs, economic activities, housing, foods).
KS 4 SOC - G.3 Physical Systems: The student understands Earth?s physical systems and how physical processes shape Earth?s surface.
KS 4 SOC - G.3.1 identifies and describes the physical components of Earth?s atmosphere, land, water, biomes (e.g., temperature, precipitation, wind, climate, mountains, plains, islands, oceans, lakes, rivers, aquifers, plants, animals, habitats).
KS 4 SOC - G.3.2 explains features and patterns of Earth?s surface in terms of physical processes (e.g., weathering, erosion, water cycle, soil formation, mountain building).
KS 4 SOC - G.3.3 explains the functions and relationships of ecosystems in Kansas and across the United States (e.g., food chains, water, link between flora and fauna and the environment).
KS 4 SOC - G.4 Human Systems: The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
KS 4 SOC - G.4.1 describes the types and characteristics of political units (e.g., city, county, state, country).
KS 4 SOC - G.4.2 identifies conditions that determine the location of human activities (e.g., resources, population, transportation, and technology).
KS 4 SOC - G.5 Human-Environment Interactions: The student understands the effects of interaction between human and physical systems.
KS 4 SOC - G.5.1 examines natural resource challenges and ways people have developed solutions as they use renewable and nonrenewable resources (e.g., lack of water, eroding soil, lack of land, limitations of fossil fuels).
KS 4 SOC - H. Kansas, United States, and World History: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
KS 4 SOC - H.1 The student understands the significance of important individuals and major developments in history.
KS 4 SOC - H.1.1 researches the contributions made by notable Kansans in history (e.g., Dwight David Eisenhower, Alf Landon, Amelia Earhart, George Washington Carver, Robert Dole, William Allen White, Langston Hughes, Carry A. Nation, Black Bear Bosin, Gordon Parks, Clyde Cessna, Charles Curtis, Walter Chrysler, Wyatt Earp).
KS 4 SOC - H.1.2 uses traditional stories from regions of the United States to help define the region.
KS 4 SOC - H.1.3 describes the observations of the explorers who came to what was to become Kansas (e.g., Francisco Coronado, Meriwether Lewis and William Clark, Zebulon Pike, Stephen H. Long).
KS 4 SOC - H.1.4 describes how communication and transportation systems connect Kansas to other regions, past and present (e.g., trails, Pony Express, telegraph, steamboats, railroad lines, highway systems, air transportation, Internet).
KS 4 SOC - H.1.5 compares and contrasts the purposes of the Santa Fe and Oregon-California Trails (e.g., commercial vs. migration).
KS 4 SOC - H.1.6 describes life on the Santa Fe and Oregon-California Trails (e.g., interactions between different cultural groups, hardships such as lack of water, mountains and rivers to cross, weather, need for medical care, size of wagon).
KS 4 SOC - H.2 The student understands the importance of experiences of groups of people who have contributed to the richness of heritage.
KS 4 SOC - H.2.1 compares the various reasons several immigrant groups settled in Kansas (e.g., English, German, German-Russian, French, Swedish, Czechoslovakian, Croatian, Serbian, Mexican, African American, Vietnamese, Cambodian, Laotian).
KS 4 SOC - H.2.2 explains the economic and cultural contributions made by immigrant groups in Kansas (e.g., jobs, agriculture, mining, arts, customs, celebrations).
KS 4 SOC - H.3 The student understands the significance of events, holidays, documents, and symbols that are important to Kansas, United States and World history.
KS 4 SOC - H.3.1 explains the origin of the name ?Kansas.?
KS 4 SOC - H.3.2 describes the history of the Kansas state song, ?Home on the Range.?
KS 4 SOC - H.4 The student engages in historical thinking skills.
KS 4 SOC - H.4.1 creates and uses historical timelines (e.g., time periods, eras, decades, centuries).
KS 4 SOC - H.4.2 develops a thesis statement around a historical question.
KS 4 SOC - H.4.3 understands the difference between inferred information and observed information.
KS 4 SOC - H.4.4 identifies and compares information from primary and secondary sources (e.g., photographs, diaries/journals, newspapers, historical maps).
KS 4 SOC - H.4.5 uses research skills to interpret an historical person or event in history and notes the source(s) of information (e.g., discusses ideas; formulates broad and specific questions; determines a variety of sources; locates, evaluates, organizes, records and shares relevant information in both oral and written form).

Fifth Grade

KS 5 SOC - CG. Civics/Government: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
KS 5 SOC - CG.1 The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.
KS 5 SOC - CG.1.1 understands laws must be followed by those in authority as well as those who are governed (limited government).
KS 5 SOC - CG.1.2 defines the rule of law as a legal principle that is easily understood, and can be applied to all, including those who are rule makers.
KS 5 SOC - CG.2 The student understands the shared ideals and diversity of American society and political culture.
KS 5 SOC - CG.2.1 describes the principles contained in the Declaration of Independence and the Constitution of the United States including the Bill of Rights (e.g., right to question the government, having a voice in government through representation).
KS 5 SOC - CG.2.2 compares how the Magna Carta, Mayflower Compact, Articles of Confederation and other similar documents influenced the development of American constitutional government.
KS 5 SOC - CG.2.3 explains the basic ideals of the American republican system (e.g., liberty, justice, equality of opportunity, human dignity).
KS 5 SOC - CG.2.4 identifies important founding fathers and their contributions (e.g., George Mason, Thomas Jefferson, James Madison, George Washington, Benjamin Franklin, Thomas Paine, Samuel Adams, John Adams).
KS 5 SOC - CG.3 The student understands how the United States Constitution allocates power and responsibility in the government.
KS 5 SOC - CG.3.1 defines federalism as a system of government in which power is divided between national (central) and state governments as a way to distribute power by preventing a concentration of power.
KS 5 SOC - CG.3.2 defines the separation of power and gives examples of how power is limited (e.g., the President can nominate a Supreme Court Justice, but Congress has to approve).
KS 5 SOC - CG.3.3 describes how the United States Constitution supports the principle of majority rule, but also protects the rights of the minority.
KS 5 SOC - CG.3.4 explains the functions of the three branches of federal government (e.g., legislative-makes laws, executive-enforces laws, judicial-interprets laws).
KS 5 SOC - CG.3.5 identifies the key ideas of the Preamble.
KS 5 SOC - CG.4 The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.
KS 5 SOC - CG.4.1 understands that rights are personal, political and economic (e.g., personal: privacy, speech, religion; political: holding public office, voting; economic: employment, owning property, copyrights and patents).
KS 5 SOC - CG.4.2 understands that privileges require qualifications (e.g., driving: pass exam, age requirement; running for office: age requirement, must be a United States citizen, residency).
KS 5 SOC - CG.4.3 Recognizes that rights require responsibilities of citizenship (e.g., paying taxes, jury duty, military service, voting, obeying the law, public service).
KS 5 SOC - CG.4.4 examines the steps necessary to become an informed voter (e.g., voter registration, recognizes issues and candidates, personal choice, and voting).
KS 5 SOC - E. Economics: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.
KS 5 SOC - E.1 The student understands how limited resources require choices.
KS 5 SOC - E.1.1 explains how scarcity of resources requires individuals, communities, states, and nations to make choices about goods and services (e.g., what food to eat, type of housing to live in, how to use land).
KS 5 SOC - E.1.2 determines how unlimited wants and limited resources lead to choices that involve opportunity costs.
KS 5 SOC - E.1.3 describes how specialization results in increased productivity (e.g., when each person in a city specializes in producing one product and then sells or trades with each other, there is more produced than if everyone tried to make everything they need for themselves).
KS 5 SOC - E.1.4 gives examples of economic interdependence at either the local, state, regional, or national level. (e.g., Western settlers depended on Easterners for textiles; Easterners depended on Westerners for furs and hides).
KS 5 SOC - E.2 The student understands how the market economy works in the United States.
KS 5 SOC - E.2.1 defines supply as the quantity of resources, goods, or services that sellers offer at various prices at a particular time and demand as the number of consumers willing and able to purchase a good or service at a given price.
KS 5 SOC - E.2.2 identifies factors that change supply or demand for a product (e.g., supply: technology changes; demand: invention of new and substitute goods; supply or demand: climate and weather).
KS 5 SOC - E.2.3 describes how changes in supply and demand affect prices of specific products.
KS 5 SOC - E.3 The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.
KS 5 SOC - E.3.1 understands that banks are institutions where people (individuals, families, and businesses) save money and earn interest and where people borrow money and pay interest.
KS 5 SOC - E.3.2 gives examples of how positive and negative incentives affect people?s behavior (e.g., laws: Stamp Act, Sugar Act; profit; product price; indentured servant).
KS 5 SOC - E.3.3 recognizes barriers to trade among people across nations (e.g., quotas, tariffs, boycotts, geography).
KS 5 SOC - E.4 The student analyzes the role of the government in the economy.
KS 5 SOC - E.4.1 describes revenue sources for different levels of government (e.g., personal income taxes, property taxes, sales tax, interest, bonds).
KS 5 SOC - E.5 The student makes effective decisions as a consumer, producer, saver, investor, and citizen.
KS 5 SOC - E.5.1 determines the costs and benefits of a spending, saving, or borrowing decision.
KS 5 SOC - E.5.2 recognizes that supply of and demand for workers in various careers affect income.
KS 5 SOC - G. Geography: The student uses a working knowledge and understanding of the spatial organization of Earth?s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.
KS 5 SOC - G.1 Geographic Tools and Location: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
KS 5 SOC - G.1.1 explains and uses map titles, symbols, cardinal directions and intermediate directions, legends, latitude and longitude.
KS 5 SOC - G.1.2 locates major physical and political features of Earth from memory (e.g., Boston, Philadelphia, England, France, Italy, Spain, North America, Atlantic Ocean, Pacific Ocean, Yucatan Peninsula, Germany, Aleutian Islands, Bering Strait, Chesapeake Bay, Hudson Bay, Mexico City, Montreal, Netherlands, Norway, Ohio River, Portugal, Quebec City, St. Lawrence River).
KS 5 SOC - G.2 Places and Regions: The student analyzes the human and physical features that give places and regions their distinctive character.
KS 5 SOC - G.2.1 identifies and compares the major physical characteristics of New England Colonies, Middle Colonies, and Southern Colonies and French and Spanish territories (e.g., location, climate, and resources).
KS 5 SOC - G.2.2 identifies and compares the human characteristics of the New England Colonies, Middle Colonies, and Southern Colonies and French and Spanish territories (e.g., national origins, religion, customs, government, agriculture, industry, and architecture).
KS 5 SOC - G.3 Physical Systems: The student understands Earth?s physical systems and how physical processes shape Earth?s surface.
KS 5 SOC - G.3.1 identifies renewable and nonrenewable resources and their uses (e.g., fossil fuels, minerals, fertile soil, water power, forests, solar and wind power).
KS 5 SOC - G.4 Human Systems: The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
KS 5 SOC - G.4.1 explains reasons for variation in population distribution (e.g., environment, migration, government policies).
KS 5 SOC - G.4.2 identifies the push-pull factors (causes) of human migration (e.g., push: war, famine, lack of economic opportunity; pull: religious freedom, economic opportunity, joining family or friends).
KS 5 SOC - G.4.3 describes the effects of human migration on place and population (e.g., population shifts, conflict, acculturation; diffusion of ideas, diseases, crops and culture).
KS 5 SOC - G.4.4 describes factors that influence and change the location and distribution of economic activities (e.g., resources, technology, transportation and government).
KS 5 SOC - G.4.5 understands that forces of conflict and cooperation divide or unite people (e.g., land disputes, religious intolerance, taxation).
KS 5 SOC - G.5 Human-Environment Interactions: The student understands the effects of interactions between human and physical systems.
KS 5 SOC - G.5.1 examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present).
KS 5 SOC - G.5.2 identifies the relationship between the acquisition and use of natural resources and advances in technology using historical and contemporary examples (e.g., compass for navigation, water power, steel plow).
KS 5 SOC - H. Kansas, United States, and World History: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
KS 5 SOC - H.1 The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the age of exploration.
KS 5 SOC - H.1.1 explains how various American Indians adapted to their environment in relationship to shelter and food (e.g., Plains, Woodland, Northwest Coast, Southeast and Pueblo cultures in the period from 1700-1820).
KS 5 SOC - H.1.2 shows how traditional arts and customs of various American Indians are impacted by the environment (e.g., Plains, Woodland, Northwest Coast, Southeast and Pueblo cultures in the period from 1700-1820).
KS 5 SOC - H.1.3 compares the motives and technology that encouraged European exploration of the Americas (e.g., motives: trade, expansion, wealth, discovery; technology: improved ship building, sextant, cartography).
KS 5 SOC - H.1.4 examines the interaction between European explorers and American Indians (e.g., trade, cultural exchange, disease).
KS 5 SOC - H.2 The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in colonization era of the United States (1607-1763).
KS 5 SOC - H.2.1 explains why early settlements succeeded or failed (e.g., Pilgrims, Puritans, St. Augustine, Quebec).
KS 5 SOC - H.2.2 maps the patterns of colonial settlement (e.g., British, French, Spain, and Indigenous populations).
KS 5 SOC - H.2.3 describes political and economic structures in the New England, Middle, and Southern Colonies (e.g., political: House of Burgesses, town meetings, colonial forms of representation; economics: agriculture, trade).
KS 5 SOC - H.2.4 compares and contrasts the impact of European settlement from an American Indian and European point of view.
KS 5 SOC - H.2.5 analyzes the causes and impact of forced servitude in North America (e.g., indentured servant, Middle Passage, and slave life).
KS 5 SOC - H.2.6 explains the causes and effects of the French and Indian War on the American Revolutionary period.
KS 5 SOC - H.2.7 explains the impact of religious freedom as colonies were settled by various Christian groups (e.g., Catholics in Maryland, Quakers in Pennsylvania, Puritans in Massachusetts). .
KS 5 SOC - H.3 The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the American Revolution and the United States becoming a nation (1763 to 1800).
KS 5 SOC - H.3.1 describes the causes of the American Revolution (e.g., Proclamation of 1763, Intolerable Acts, Stamp Act, taxation without representation).
KS 5 SOC - H.3.2 explains the significance of important groups in the American Revolution (e.g., Loyalists, Patriots, Sons of Liberty).
KS 5 SOC - H.3.3 examines the significance of important turning points in the American Revolution (e.g., Boston Massacre, Continental Congress, Boston Tea Party, Lexington and Concord, Saratoga, Valley Forge, Yorktown).
KS 5 SOC - H.3.4 discusses the international support for the American Revolution (e.g., French, Lafayette).
KS 5 SOC - H.3.5 discusses the strengths and weaknesses of the Articles of Confederation.
KS 5 SOC - H.3.6 describes how the Constitutional Convention led to the creation of the United States Constitution (e.g., Great Compromise, Three-Fifths Compromise).
KS 5 SOC - H.3.7 recognizes the importance of the presidency as it was defined by George Washington (e.g., leadership qualities, balance of power, setting precedent, cabinet selection, term limits).
KS 5 SOC - H.3.8 explains United States land policy and its impact on American Indians (e.g., sale of western lands, Land Ordinance of 1785, the Northwest Ordinance of 1787).
KS 5 SOC - H.4 The student engages in historical thinking skills.
KS 5 SOC - H.4.1 uses historical timelines to trace the cause and effect relationships between events in different places during the same time period (e.g., Colonial America and England).
KS 5 SOC - H.4.2 examines multiple primary sources to understand point of view of an historical figure.
KS 5 SOC - H.4.3 locates information using a variety of sources to support a thesis statement.
KS 5 SOC - H.4.4 uses information including primary sources to debate a problem or an historical issue.
KS 5 SOC - H.4.5 observes and draws conclusions.
KS 5 SOC - H.4.6 uses research skills to interpret an historical person or event in history and notes the source(s) of information (e.g., discusses ideas; formulates broad and specific questions; determines a variety of sources; locates, evaluates, organizes, records and shares relevant information in both oral and written form).

Sixth Grade

KS 6 SOC - CG. Civics/Government: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
KS 6 SOC - CG.1 The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.
KS 6 SOC - CG.1.1 recognizes that every civilization has a form of law or order.
KS 6 SOC - CG.4 The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.
KS 6 SOC - CG.4.1 compares and contrasts the rights of people living in Ancient Greece (Sparta and Athens) and Classical Rome with the modern United States.
KS 6 SOC - CG.5 The student understands various systems of governments and how nations and international organizations interact.
KS 6 SOC - CG.5.1 identifies the basic features of systems of government (e.g., republic, democracy, monarchy, dictatorship, oligarchy, theocracy).
KS 6 SOC - CG.5.2 describes the ways political systems meet or fail to meet the needs and wants of their citizens (e.g., republic, democracy, monarchy, dictatorship oligarchy, theocracy).
KS 6 SOC - CG.5.3 defines the characteristics of nations (e.g., territory, population, government, sovereignty).
KS 6 SOC - E. Economics: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.
KS 6 SOC - E.1 The student understands how limited resources require choices.
KS 6 SOC - E.1.1 explains how scarcity of resources requires communities and nations to make choices about goods and services (e.g., what foods to eat, where to settle, how to use land).
KS 6 SOC - E.1.2 gives examples of international economic interdependence. (e.g., Europe depended on the Far East for spices & tea; Far East received silver and gem stones in exchange).
KS 6 SOC - E.3 The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.
KS 6 SOC - E.3.1 recognizes the economic conditions under which trade takes place among nations (e.g., students recognize that trade takes place when nations have wants or needs they cannot fulfill on their own).
KS 6 SOC - E.3.2 identifies barriers to trade among nations (e.g., treaties, war, transportation, geography).
KS 6 SOC - E.5 The student makes effective decisions as a consumer, producer, saver, investor, and citizen.
KS 6 SOC - E.5.1 determines the costs and benefits of a spending, saving, or borrowing decision.
KS 6 SOC - E.5.2 explains that budgeting requires trade-offs in managing income and spending.
KS 6 SOC - E.5.3 identifies the opportunity cost that resulted from a spending decision.
KS 6 SOC - E.5.4 analyzes how supply of and demand for workers in various careers affect income.
KS 6 SOC - G. Geography: The student uses a working knowledge and understanding of the spatial organization of Earth?s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.
KS 6 SOC - G.1 Geographic Tools and Location: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
KS 6 SOC - G.1.1 explains and uses map titles, symbols, cardinal and intermediate directions, legends, latitude and longitude.
KS 6 SOC - G.1.2 locates major physical and political features of Earth from memory (e.g., China, Egypt, Greece, Central America, Mediterranean Sea, Nile River, Persian Gulf, Rome, India, Sahara Desert, Saudi Arabia, Adriatic Sea, Aegean Sea, Constantinople (modern Istanbul), Ganges River, Himalayan Mountains, Huan He (Yellow River), Indus River, Jerusalem, Mecca, Mesopotamia (modern Iraq), Persia (modern Iran), Red Sea, Tigris River, Yangtze River, Chile, Brazil, Peru, Amazon River, Andes Mountains).
KS 6 SOC - G.1.3 identifies major patterns of world populations, physical features, ecosystems, and cultures using historic and contemporary geographic tools (e.g., maps, illustrations, photographs, documents, data).
KS 6 SOC - G.2 Places and Regions: The student analyzes the human and physical features that give places and regions their distinctive character.
KS 6 SOC - G.2.1 identifies types of regions (e.g., climatic, economic, cultural).
KS 6 SOC - G.2.2 describes how places and regions may be identified by cultural symbols (e.g., Acropolis in Athens, Muslim minaret, Indian sari).
KS 6 SOC - G.2.3 identifies and describes the location, landscape, climate, and resources of early world civilizations (e.g., Mesopotamia, Egypt, India, China, Greece, Rome, Middle/South America, Western Europe, West Africa, Japan).
KS 6 SOC - G.2.4 compares and contrasts early world civilizations in terms of human characteristics (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education).
KS 6 SOC - G.2.5 traces the movement (diffusion) from one region or center of civilization to other regions of the world (e.g., people, goods, and ideas).
KS 6 SOC - G.3 Physical Systems: The student understands Earth?s physical systems and how physical processes shape Earth?s surface.
KS 6 SOC - G.3.1 explains the distribution patterns of ecosystems within hemispheres to define climatic regions.
KS 6 SOC - G.3.2 identifies renewable and nonrenewable resources and their uses (e.g., fossil fuels, minerals, fertile soil, waterpower, forests).
KS 6 SOC - G.4 Human Systems: The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
KS 6 SOC - G.4.1 examines reasons for variation in population distribution (e.g., environment, migration, government policies, birth and death rates).
KS 6 SOC - G.4.2 describes the forces and processes of conflict and cooperation that divide or unite people (e.g., uneven distribution of resources, water use in ancient Mesopotamia, building projects in ancient Egypt and Middle/South America, the Greek city-states, empire building, movements for independence or rights).
KS 6 SOC - G.5 Human-Environment Interactions: The student understands the effects of interactions between human and physical systems.
KS 6 SOC - G.5.1 explains how humans modify the environment and describes some of the possible consequences of those modifications (e.g., Greeks clearing the vegetation of the hillsides, dikes on the Nile and in the Mesopotamia raising the level of the river, terracing in Middle America and Asia).
KS 6 SOC - G.5.2 describes the impact of natural hazards on people and their activities (e.g., floods: Egypt-Nile, Mesopotamia-Tigris/Euphrates; volcanic eruptions: Mt. Vesuvius).
KS 6 SOC - G.5.3 explains the relationship between the availability and use of natural resources and advances in technology using historical and contemporary examples (e.g., clay tablets, papyrus, paper-printing press, computer).
KS 6 SOC - G.5.4 explains the relationship between resources and the exploration, colonization and settlement patterns of different world regions (e.g., mercantilism, imperialism, and colonialism).
KS 6 SOC - H. Kansas, United States, and World History: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
KS 6 SOC - H.1 The student uses a working knowledge and understanding of individuals, groups, ideas, eras, developments, and turning points in the history of the world from the emergence of human communities to 500BC.
KS 6 SOC - H.1.1 explains the importance of the Neolithic Agricultural Revolution in moving people from Nomadic to settled village life (e.g., food production, changing technology, domestication of animals).
KS 6 SOC - H.1.2 compares the origin and accomplishments of early river valley civilizations (e.g., Tigris and Euphrates (Mesopotamia): city-states, Hammurabi?s code; Nile Valley (Egypt): Pharaoh, centralized government; Indus Valley (India): Mohenjo Daro; Huang He (China): Shang Dynasty).
KS 6 SOC - H.1.3 explains central beliefs of early religions (e.g., polytheism, monotheism, animism).
KS 6 SOC - H.2 The student uses a working knowledge and understanding of individuals, groups, ideas, eras, developments, and turning points in the history of the world from 500BC to 700AD.
KS 6 SOC - H.2.1 compares and contrast characteristics of classic Greek government (e.g., city-states, slavery, rule by aristocrats and tyrants, Athens: development of democracy, Sparta: city?s needs come first).
KS 6 SOC - H.2.2 describes the significant contributions of ancient Greece to western culture (e.g., philosophy: Socrates, Plato, Aristotle; literature/drama: Homer, Greek plays, architecture, sculpture).
KS 6 SOC - H.2.3 explains the cultural interactions in the Hellenistic Age (e.g., Alexander the Great, Persian Empire).
KS 6 SOC - H.2.4 describes key characteristics of classical Roman government (e.g., Roman Republic: senate, consuls, veto, written law; Roman Empire: emperors, expansion).
KS 6 SOC - H.2.5 analyzes the reasons for the decline and fall of the Roman Empire.
KS 6 SOC - H.2.6 examines the central beliefs of Christianity, Hinduism, Buddhism, Judaism, and Islam.
KS 6 SOC - H.2.7 traces the development and spread of Christianity.
KS 6 SOC - H.2.8 describes key cultural accomplishments of classical India (e.g., Asoka, Sanskrit literature, the Hindu-Arabic numerals, the zero, Buddhism, Hinduism).
KS 6 SOC - H.2.9 describes key accomplishments of ancient China (e.g., Great Wall of China, Shi Huangdi, dynastic cycle, Mandate of Heaven, Taoism, Confucianism, civil service, Silk Road).
KS 6 SOC - H.3 The student uses a working knowledge and understanding of individuals, groups, ideas, eras, developments, and turning points in the history of the world from 700-1400.
KS 6 SOC - H.3.1 describes the governmental/political, social, and economic institutions and innovations of the Maya, Aztec, and Inca civilizations.
KS 6 SOC - H.3.2 describes the governmental/political, social, and economic institutions and innovations of the Byzantine Empire.
KS 6 SOC - H.3.3 describes the political and economic institutions of medieval Europe (e.g., manorialism, feudalism, Magna Carta, Christendom, rise of cities and trade).
KS 6 SOC - H.3.4 describes Japanese feudalism and compares to European feudalism.
KS 6 SOC - H.3.5 explains geographic, economic, political reasons for Islam?s spread into Europe, Asia, and Africa (e.g., geographic, economic, political reasons).
KS 6 SOC - H.3.6 discusses how the Crusades allowed interaction between the Islamic world and medieval Europe (e.g., science, education, architecture, mathematics, medicine, the arts, literature).
KS 6 SOC - H.3.7 explains the impact of Mongol Empires (e.g., trade routes, Silk Road, horse, Ghengis Khan).
KS 6 SOC - H.4 The student engages in historical thinking skills.
KS 6 SOC - H.4.1 examines a topic in World history to analyze changes over time and makes logical inferences concerning cause and effect (e.g., spread of ideas and innovation, rise and fall of empires).
KS 6 SOC - H.4.2 examines a variety of primary sources in World history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents).
KS 6 SOC - H.4.3 uses at least three primary sources to interpret a person or event from World history to develop an historical narrative.
KS 6 SOC - H.4.4 compares contrasting descriptions of the same event in World history to understand how people differ in their interpretations of historical events.

Seventh Grade

KS 7 SOC - CG. Civics/Government: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
KS 7 SOC - CG.1 The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.
KS 7 SOC - CG.1.1 understands the difference between criminal and civil law as it applies to individual citizens (e.g., criminal: felony, misdemeanor, crimes against people, crimes against property, white-collar crimes, victimless crimes; civil: contracts, property settlements, child custody).
KS 7 SOC - CG.1.2 compares how juveniles and adults are treated differently under law (e.g., due process, trial, age restrictions, punishment, rehabilitation, diversion).
KS 7 SOC - CG.1.3 evaluates the importance of the rule of law in protecting individual rights and promoting the common good.
KS 7 SOC - CG.2 The student understands the shared ideals and diversity of American society and political culture.
KS 7 SOC - CG.2.1 defines the rights guaranteed, granted, and protected by the Kansas Constitution and its amendments.
KS 7 SOC - CG.3 The student understands how the United States Constitution allocates power and responsibility in the government.
KS 7 SOC - CG.3.1 explains the three branches of Kansas government.
KS 7 SOC - CG.3.2 explains how authority and responsibility are balanced and divided between national and state governments in a federal system (e.g., federal: postage regulation, coinage of money, federal highways, national defense; state: state highways, state parks, education).
KS 7 SOC - CG.3.3 explains why separation of powers and a system of checks and balances are important to limit government.
KS 7 SOC - CG.3.4 describes how citizens, legislators, and interest groups are involved in a bill becoming a law at the state level.
KS 7 SOC - CG.4 The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.
KS 7 SOC - CG.4.1 designs, researches and completes a civic project related to a public issue at the state or local level (e.g., designs and carries out a civic-oriented project).
KS 7 SOC - CG.4.2 knows various procedures for contacting appropriate representatives for the purpose of expressing ideas or asking for help at the state or local level (e.g., public hearing, open meeting, phone, email, letter, personal interview).
KS 7 SOC - CG.5 The student understands various systems of governments and how nations and international organizations interact.
KS 7 SOC - CG.5.1 recognizes that cities are formed through a process of incorporation, establishing boundaries, creating a government, levying taxes.
KS 7 SOC - CG.5.2 identifies the types of local government (e.g., cities, townships, counties)
KS 7 SOC - CG.5.3 identifies the goods and services provided by local government in the community (e.g., education, health agency, fire department, police, care for local community property, parks and recreation).
KS 7 SOC - CG.5.4 researches the roles of people who make up local government (e.g., police, mayor/city manager, county commissioner, city council members, school board members).
KS 7 SOC - CG.5.5 understands the role of school boards.
KS 7 SOC - E. Economics: The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.
KS 7 SOC - E.1 The student understands how limited resources require choices.
KS 7 SOC - E.1.1 identifies substitutes and complements for selected goods and services (e.g., substitutes: sod houses vs. wood houses, wagons vs. railroads; complements: trains and rails, wagons and wheels).
KS 7 SOC - E.1.2 explains that how people choose to use resources has both present and future consequences.
KS 7 SOC - E.2 The student understands how the market economy works in the United States.
KS 7 SOC - E.2.1 analyzes the impact of inflation or deflation on the value of money and people?s purchasing power (e.g., cattle towns, mining towns, time of ?boom?, time of depression).
KS 7 SOC - E.3 The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.
KS 7 SOC - E.3.1 describes examples of factors that might influence international trade (e.g., United States economic sanctions, weather, exchange rates, war, boycotts, embargos).
KS 7 SOC - E.3.2 explains the costs and benefits of trade between people across nations (e.g., job loss vs. cheaper prices, environmental costs vs. wider selection of goods and services).
KS 7 SOC - E.3.3 gives examples of factors that might influence international trade (e.g., United States economic sanctions, weather, exchange rate, war, boycotts, embargos).
KS 7 SOC - E.3.4 gives examples of how tariffs, quotas, and other trade barriers affect consumers and the prices of goods (e.g., a country fearful of purchasing Kansas beef for fear of disease, tariffs on Kansas wheat).
KS 7 SOC - E.4 The student analyzes the role of the government in the economy.
KS 7 SOC - E.4.1 identifies goods and services provided by local, state, and national governments (e.g., transportation, education, defense).
KS 7 SOC - E.4.2 examines relationship between local and state revenues and expenditures (e.g., school bonds, sales tax, property tax, teacher salaries, curbs and gutters, police force).
KS 7 SOC - E.5 The student makes effective decisions as a consumer, producer, saver, investor, and citizen.
KS 7 SOC - E.5.1 compares the benefits and costs of spending, saving, or borrowing decisions based on information about products and services.
KS 7 SOC - E.5.2 explains how an individual?s income will differ in the labor market depending on supply of and demand for his/her human capital (e.g., skills, abilities, and/or education level).
KS 7 SOC - G. Geography: The student uses a working knowledge and understanding of the spatial organization of Earth?s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.
KS 7 SOC - G.1 Geographic Tools and Location: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
KS 7 SOC - G.1.1 locates major political and physical features of Earth from memory and describes the relative location of those features (e.g., see Appendix 2 for list of items).
KS 7 SOC - G.1.2 develops and uses different kinds of maps, globes, graphs, charts, databases, and models.
KS 7 SOC - G.1.3 uses mental maps of Kansas to answer questions about the location of physical and human features (e.g., drier in the West; major rivers; population centers; major cities: Topeka, Wichita, Hays, Dodge City, Kansas City; major interstates and highways: I-70, US 56).
KS 7 SOC - G.1.4 selects and explains reasons for using different geographic tools, graphic representation, and/or technologies to analyze selected geographic problems (e.g., map projections, aerial photographs, satellite images, geographic information systems).
KS 7 SOC - G.1.5 uses geographic tools, graphic representation, and/or technologies to pose and answer questions about past and present spatial distributions and patterns (e.g., mountain ranges, river systems, field patterns, settlements, transportation routes).
KS 7 SOC - G.2 Places and Regions: The student analyzes the human and physical features that give places and regions their distinctive character.
KS 7 SOC - G.2.1 identifies and compares the physical characteristics of world regions (e.g., locations, landscape, climate, vegetation, resources).
KS 7 SOC - G.2.2 identifies and compares the human characteristics of world regions (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education).
KS 7 SOC - G.2.3 identifies and explains how Kansas, United States, and world regions are interdependent (e.g., through trade, diffusion of ideas, human migration, international conflicts and cooperation).
KS 7 SOC - G.2.4 identifies the various physical and human criteria that can be used to define a region (e.g., physical: mountain, coastal, climate; human: religion, ethnicity, language, economic, government).
KS 7 SOC - G.2.5 identifies ways technology or culture has influenced regions (e.g., perceptions of resource availability, dominance of specific regions, economic development).
KS 7 SOC - G.2.6 explains the effects of a label on the image of a region (e.g., Tornado Alley, Sun Belt, The Great ?American? Desert).
KS 7 SOC - G.3 Physical Systems: The student understands Earth?s physical systems and how physical processes shape Earth?s surface.
KS 7 SOC - G.3.1 explains how earth-sun relationships affect earth?s physical processes and create physical patterns (e.g., latitude regions, climate regions, distribution of solar energy, ocean currents).
KS 7 SOC - G.3.2 explains patterns in the physical environment in terms of physical processes (e.g., tectonic plates, glaciation, erosion and deposition, hydrologic cycle, ocean and atmospheric circulation).
KS 7 SOC - G.3.3 describes the characteristics of ecosystems in terms of their biodiversity (e.g., biodiversity: food chains, plant and animal communities; ecosystems: grasslands, temperate forests, tropical rainforests, deserts, tundra, wetlands, and marine environments).
KS 7 SOC - G.3.4 explains the challenges faced by ecosystems (e.g., effects of shifting cultivation, contamination of coastal waters, rainforest destruction, desertification, deforestation, overpopulation, natural disasters).
KS 7 SOC - G.4 Human Systems: The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
KS 7 SOC - G.4.1 describes and analyzes population characteristics through the use of demographic concepts (e.g., population pyramids, birth/death rates, population growth rates, migration patterns).
KS 7 SOC - G.4.2 explains how the spread of cultural elements results in distinctive cultural landscapes (e.g., religion, language, customs, ethnic neighborhoods, foods).
KS 7 SOC - G.4.3 identifies the geographic factors that influence world trade and interdependence (e.g., location advantage, resource distribution, labor cost, technology, trade networks and organizations).
KS 7 SOC - G.5 Human-Environment Interactions: The student understands the effects of interactions between human and physical systems.
KS 7 SOC - G.5.1 identifies ways in which technologies have modified the physical environment of various world cultures (e.g., dams, levees, aqueducts, irrigation, roads, bridges, plow).
KS 7 SOC - G.5.2 describes the consequences of having or not having particular resources (e.g., resource movement and consumption, relationship between access to resources and living standards, relationship between competition for resources and world conflicts).
KS 7 SOC - H. Kansas, United States, and World History: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
KS 7 SOC - H.1 The student understands individuals, groups, ideas, events, and developments during the period before settlement in pre-territorial Kansas (pre 1854).
KS 7 SOC - H.1.1 compares and contrasts nomadic and sedentary tribes in Kansas (e.g., food, housing, art, customs).
KS 7 SOC - H.1.2 describes the social and economic impact of Spanish, French and American explorers and traders on the Indian tribes in Kansas.
KS 7 SOC - H.1.3 explains how Stephen H. Long?s classification of Kansas as the ?Great American Desert? influenced later United States government policy on American Indian relocation.
KS 7 SOC - H.1.4 analyzes the impact of the Indian Removal Act of 1830 on the way of life for emigrant Indian tribes relocated to Kansas (e.g., loss of land and customary resources, disease and starvation, assimilation, inter-tribal conflict).
KS 7 SOC - H.1.5 describes the role of early Kansas forts in carrying out the United States government?s policies in regards to relocated Indian tribes and travel on the Santa Fe and Oregon-California trails (e.g., Fort Leavenworth, Fort Scott, Fort Larned, and Fort Riley).
KS 7 SOC - H.2 The student understands individuals, groups, ideas, events, and developments during Kansas territory and the Civil War (1854-1865).
KS 7 SOC - H.2.1 describes the concept of popular sovereignty under the Kansas-Nebraska Act and its impact on developing a state constitution.
KS 7 SOC - H.2.2 describes how the dispute over slavery shaped life in Kansas Territory (e.g., border ruffians, bushwhackers, jayhawkers, the Underground Railroad, free-staters, abolitionists).
KS 7 SOC - H.2.3 analyzes the importance of ?Bleeding Kansas? to the rest of the United States in the years leading up to the Civil War (e.g., national media attention, caning of Senator Charles Sumner, Emigrant Aid Societies, Beecher Bible and Rifle Colony, poems of John Greenleaf Whittier, John Brown).
KS 7 SOC - H.2.4 describes the role of important individuals during the territorial period (e.g., Charles Robinson, James Lane, John Brown, Clarina Nichols, Samuel Jones, David Atchison, Andrew H. Reeder).
KS 7 SOC - H.2.5 analyzes the Wyandotte Constitution with respect to the civil rights of women and African Americans.
KS 7 SOC - H.2.6 describes important events in Kansas during the Civil War (e.g., Quantrill?s Raid on Lawrence, the Battle of Mine Creek, recruitment of volunteer regiments).
KS 7 SOC - H.3 The student understands individuals, groups, ideas, events, and developments during the period of expansion and development in Kansas (1860s - 1870s).
KS 7 SOC - H.3.1 describes the reasons for tension between the American Indians and the United States government over land in Kansas (e.g., encroachment on Indian lands, depletion of the buffalo and other natural resources, the Sand Creek massacre, broken promises).
KS 7 SOC - H.3.2 describes the United States government?s purpose for establishing frontier military forts in Kansas (e.g., protection of people, land, resources).
KS 7 SOC - H.3.3 determines the significance of the cattle drives in post-Civil War Kansas and their impact on the American identity (e.g., Chisholm Trail, cowboys, cattle towns).
KS 7 SOC - H.3.4 traces the migration patterns of at least one European ethnic group to Kansas (e.g., English, French, Germans, German-Russians, Swedes).
KS 7 SOC - H.3.5 describes the reasons for the Exoduster movement from the South to Kansas (e.g., relatively free land, symbol of Kansas as a free state, the rise of Jim Crow laws in the South, promotions of Benjamin ?Pap? Singleton).
KS 7 SOC - H.3.6 explains the impact of government policies and the expansion of the railroad on settlement and town development (e.g., preemption, Homestead Act, Timber Claim Act, railroad lands).
KS 7 SOC - H.3.7 uses primary source documents to determine the challenges faced by settlers and their means of adaptations (e.g., drought, depression, grasshoppers, lack of some natural resources, isolation).
KS 7 SOC - H.4 The student understands individuals, groups, ideas, events, and developments during the period of reform in Kansas (1880s - 1920s).
KS 7 SOC - H.4.1 describes the movement for women?s suffrage and its effect on Kansas politics (e.g., the fight for universal suffrage, impact of women on local elections).
KS 7 SOC - H.4.2 describes the development of Populism in Kansas (e.g., disillusionment with big Eastern business, railroads, government corruption, high debts and low prices for farmers).
KS 7 SOC - H.4.3 explains the accomplishments of the Progressive movement in Kansas (e.g. election and government reforms, labor reforms, public health campaigns, regulation of some businesses).
KS 7 SOC - H.4.4 analyzes the impact of Kansas reformers on the nation (e.g., Populists: Mary E. Lease, Annie Diggs, William Peffer, ?Sockless? Jerry Simpson; Progressives: Carry A. Nation, Samuel Crumbine, William Allen White, Socialists: J.A. Wayland, Kate Richards O?Hare, Emanuel and Marcet Haldeman-Julius).
KS 7 SOC - H.4.5 describes the significance of farm mechanization in Kansas (e.g., increased farm size and production, specialized crops, population redistribution).
KS 7 SOC - H.4.6 explains the significance of the work of entrepreneurial Kansans in the aviation industry (e.g., Alvin Longren, Clyde Cessna, Walter and Olive Beech, Lloyd Stearman).
KS 7 SOC - H.4.7 describes the contributions made by Mexican immigrants to agriculture and the railroad industry.
KS 7 SOC - H.5 The student understands individuals, groups, ideas, events, and developments in Kansas during the Great Depression and World War II. (1930s - 1940s).
KS 7 SOC - H.5.1 compares agricultural practices before and after the dust storms of the 1930s (e.g., rotation of crops, shelter belts, irrigation, terracing, stubble mulch).
KS 7 SOC - H.5.2 uses local resources to describe conditions in his/her community during the Great Depression.
KS 7 SOC - H.5.3 researches the contributions of Kansans during the 1930s & 1940s (e.g., Amelia Earhart, Osa and Martin Johnson, Glenn Cunningham, Walter Chrysler, Langston Hughes, John Steuart Curry, Dwight Eisenhower, Alf Landon, Arthur Capper, Birger Sandzen).
KS 7 SOC - H.5.4 summarizes the effects of New Deal programs on Kansas life.
KS 7 SOC - H.5.5 explains how World War II acted as a catalyst for change in Kansas (e.g., women entering work force, increased mobility, changing manufacturing practices).
KS 7 SOC - H.6 The student understands individuals, groups, ideas, events, and developments in contemporary Kansas (since 1950).
KS 7 SOC - H.6.1 analyzes the concept of ?separate but equal is inherently unequal? in regards to the Supreme Court case Brown vs. Topeka Board of Education and how it continues to impact the nation.
KS 7 SOC - H.6.2 describes major flood control projects in the 1950s.
KS 7 SOC - H.6.3 describes the role of Kansas culture in the dramas of Pulitzer prize-winning playwright William Inge and the writings, photos, and films of Gordon Parks.
KS 7 SOC - H.6.4 analyzes the effect of rural depopulation and increased urbanization and suburbanization on Kansas.
KS 7 SOC - H.6.5 explains the reasons Southeast Asians immigrated to Kansas after 1975 (e.g., church, community, organizations, jobs, the fall of Southeast Asian governments).
KS 7 SOC - H.6.6 identifies issues facing Kansas state government in the 2000s (e.g., economic diversity, global economy, water issues, school funding).
KS 7 SOC - H.7 The student engages in historical thinking skills.
KS 7 SOC - H.7.1 analyzes changes over time to make logical inferences concerning cause and effect by examining a topic in Kansas history.
KS 7 SOC - H.7.2 examines different types of primary sources in Kansas history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents).
KS 7 SOC - H.7.3 uses at least three primary sources to interpret the impact of a person or event from Kansas history to develop an historical narrative.
KS 7 SOC - H.7.4 compares contrasting descriptions of the same event in Kansas history to understand how people differ in their interpretations of historical events.

Eighth Grade

KS 8 SOC - CG. Civics/Government: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
KS 8 SOC - CG.2 The student understands the shared ideals and diversity of American society and political culture.
KS 8 SOC - CG.2.1 explains the recurring problems and solutions involving minority rights (e.g., Title IX, job discrimination, affirmative action).
KS 8 SOC - CG.3 The student understands how the United States Constitution allocates power and responsibility in the government.
KS 8 SOC - CG.3.1 understands that the United States Constitution is written by and for the people and it defines the authority and power given to the government as well as recognizes the rights retained by the state governments and the people (e.g., separation of power, limited government, state?s rights, the concept ?by and for the people?)
KS 8 SOC - CG.3.2 researches historical examples of how legislative, executive, and judicial powers have been challenged at the national level (e.g., secession, appointment of officials, Marbury v Madison).
KS 8 SOC - CG.3.3 explains how the United States Constitution can be changed through amendments.
KS 8 SOC - CG.3.4 analyzes the Declaration of Independence and the United States Constitution to identify essential ideas of American constitutional government.
KS 8 SOC - CG.4 The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.
KS 8 SOC - CG.4.1 compares the popular vote with the Electoral College as a means to elect government officials.
KS 8 SOC - CG.4.2 researches and analyzes a current issue involving rights from an historical perspective (e.g., civil rights, native Americans, organized labor).
KS 8 SOC - CG.5 The student understands various systems of governments and how nations and international organizations interact.
KS 8 SOC - CG.5.1 examines government responses to international affairs from an historical perspective (e.g., immigration, Spanish-American war,).
KS 8 SOC - E. Economics: The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.
KS 8 SOC - E.1 The student understands how limited resources require choices.
KS 8 SOC - E.1.1 analyzes the effect of scarcity on the price, production, consumption and distribution of goods and services (e.g., price goes up and production goes down, consumption goes down and distribution is limited).
KS 8 SOC - E.2 The student understands how the market economy works in the United States.
KS 8 SOC - E.2.1 explains how relative price, people?s economic decisions, and innovations influence the market system (e.g., cotton gin led to increased productivity, more cotton produced, higher profits, and lower prices; steamboat led to increased distribution of goods, which brought down prices of goods and allowed goods to be more affordable to people across the United States; development of railroad led to transportation of cattle to eastern markets, price was decreased and profit was increased, timely access to beef).
KS 8 SOC - E.2.2 describes the four basic types of earned income (e.g., wages and salaries, rent, interests, and profit).
KS 8 SOC - E.2.3 explains the factors that cause unemployment (e.g., seasonal demand for jobs, changes in skills needed by employers, other economic influences, downsizing, outsourcing).
KS 8 SOC - E.2.4 describes the positive and negative incentives to which employees respond (e.g., wage levels, benefits, work hours, working conditions).
KS 8 SOC - E.3 The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.
KS 8 SOC - E.3.1 describes examples of specialized economic institutions found in market economies (e.g., corporations, partnerships, proprietorships, labor unions, banks, and non-profit organizations).
KS 8 SOC - E.4 The student analyzes the role of the government in the economy.
KS 8 SOC - E.4.1 gives examples of how monopolies affect consumers, the prices of goods, laborers, and their wages (e.g., monopolistic employers and development of labor unions; oil, steel, and railroad monopolies; anti-trust laws).
KS 8 SOC - E.5 The student makes effective decisions as a consumer, producer, saver, investor, and citizen.
KS 8 SOC - E.5.1 explains how saving accumulation is influenced by the amount saved, the rate of return and time.
KS 8 SOC - E.5.2 determines the opportunity cost of decisions related to a personal finance plan or budget.
KS 8 SOC - G. Geography: The student uses a working knowledge and understanding of the spatial organization of Earth?s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.
KS 8 SOC - G.1 Geographic Tools and Location: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
KS 8 SOC - G.1.1 locates major political and physical features of Earth from memory and describes the relative location of those features (e.g., Atlanta, New Orleans, Salt Lake City, San Antonio, Columbia River, St. Louis, Rio Grande, Black Hills, Continental Divide).
KS 8 SOC - G.1.2 creates maps, graphs, charts, databases and/or models to support historical research.
KS 8 SOC - G.2 Places and Regions: The student analyzes the human and physical features that give places and regions their distinctive character.
KS 8 SOC - G.2.1 identifies and explain the changing criteria that can be used to define a region (e.g., North, South, Border States, Northwest Territory).
KS 8 SOC - G.2.2 explain why labels are put on regions to create an identity (e.g., Coal/Iron/Rust Belt, North-Yankee/ South-Dixie).
KS 8 SOC - G.3 Physical Systems: The student understands Earth?s physical systems and how physical processes shape Earth?s surface.
KS 8 SOC - G.4 Human Systems: The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
KS 8 SOC - G.4.1 evaluates demographic data to analyze population characteristics in the United States over time (e.g., birth/death rates, population growth rates, migration patterns: rural, urban).
KS 8 SOC - G.4.2 analyzes push-pull factors including economic, political, and social factors that contribute to human migration and settlement in United States (e.g., economic: availability of natural resources, job opportunities created by technology; political: Jim Crow laws, free-staters; social factors: religious, ethnic discrimination).
KS 8 SOC - G.4.3 compares cultural elements that created the distinctive cultural landscapes during the Civil War (e.g., technology, crops, housing types, agricultural methods, settlement patterns).
KS 8 SOC - G.4.4 identifies the geographic factors that influenced United States- world interdependence in the 19th century (e.g., location advantage, resource distribution, labor cost, technology, trade networks).
KS 8 SOC - G.5 Human-Environment Interactions: The student understands the effects of interactions between human and physical systems.
KS 8 SOC - G.5.1 examines how human beings removed barriers to settlement by moving needed resources across the United States
KS 8 SOC - H. Kansas, United States, and World History: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
KS 8 SOC - H.1 The student uses a working knowledge and understanding of individuals, group, ideas, developments, and turning points in the early years of the United States.
KS 8 SOC - H.1.1 explains the major compromises made to create the Constitution (e.g., Three-Fifth?s Compromise, Great Compromise, Bill of Rights).
KS 8 SOC - H.1.2 describes how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., Alien and Sedition Act, National Bank, view on foreign policy).
KS 8 SOC - H.1.3 describes the impact of the War of 1812 (e.g., nationalism, political parties, foreign relations).
KS 8 SOC - H.1.4 explains the impact of constitutional interpretation during the era (e.g., Alien and Sedition Act, Louisiana Purchase, Marshall Court -Marbury vs. Madison, McCullough vs. Maryland (1819)).
KS 8 SOC - H.1.5 analyzes how territorial expansion of the United States affected relations with external powers and American Indians (e.g., Louisiana Purchase, concept of Manifest Destiny, previous land policies-Northwest Ordinance, Mexican-American War, Gold Rush).
KS 8 SOC - H.1.6 explains how the Industrial Revolution and technological developments impacted different parts of American society (e.g., interchangeable parts, cotton gin, railroads, steamboats, canals).
KS 8 SOC - H.1.7 defines and gives examples of issues during Andrew Jackson?s presidency (e.g., expansion of suffrage, appeal to the common man, justification of spoils system, opposition to elitism, opposition to Bank of the U.S., Indian Removal of 1830).
KS 8 SOC - H.1.8 analyzes the development of nativism as a reaction to waves of Irish and German immigrants.
KS 8 SOC - H.1.9 explains the impact on American society of religious, social, and philosophical reform movements of the early 19th century (e.g., abolition, education, mental health, women?s rights, temperance).
KS 8 SOC - H.2 The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and the causes and effects of the Civil War.
KS 8 SOC - H.2.1 explains the issues of nationalism and sectionalism (e.g., expansion of slavery, tariffs, westward expansion, internal improvements, nullification).
KS 8 SOC - H.2.2 discusses the impact of constitutional interpretation during the era (e.g., Dred Scott vs. Sanford, Plessy vs. Ferguson, Lincoln?s suspension of Habeas Corpus).
KS 8 SOC - H.2.3 retraces events that led to sectionalism and secession prior to the Civil War (e.g., Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act-Popular Sovereignty, Uncle Tom?s Cabin).
KS 8 SOC - H.2.4 explains the issues that led to the Civil War (e.g., slavery, economics, and state?s rights).
KS 8 SOC - H.2.5 describes the turning points of the Civil War (e.g., Antietam, Gettysburg, Emancipation Proclamation, and Sherman?s March to the Sea).
KS 8 SOC - H.2.6 compares and contrasts various points of views during the Civil War era (e.g., abolitionists vs. slaveholders, Robert E. Lee vs. Ulysses S. Grant, Abraham Lincoln vs. Jefferson Davis, and Harriett Beecher Stowe vs. Mary Chestnut).
KS 8 SOC - H.2.7 compares and contrasts different plans for Reconstruction (e.g., plans advocated by President Lincoln, congressional leaders, President Johnson).
KS 8 SOC - H.2.8 discusses the impeachment and trial of President Andrew Johnson (e.g., constitutional powers and Edmund G. Ross).
KS 8 SOC - H.2.9 analyzes the impact of the end of slavery on African Americans (e.g., Black Codes; sharecropping; Jim Crow; Amendments 13, 14, and 15; Frederick Douglass; Ku Klux Klan; Exodusters).
KS 8 SOC - H.3 The student uses a working knowledge and understanding of individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and turning points in the era of the Industrial era.
KS 8 SOC - H.3.1 interprets the impact of the romance of the west on American culture (e.g., Frederick Jackson Turner, western literature, Buffalo Bill Cody?s Wild West Show, Frederick Remington, the cowboy).
KS 8 SOC - H.3.2 explains the impact of the railroad on the settlement and development of the West (e.g., transcontinental railroad, cattle towns, Fred Harvey, town speculation, railroad land, immigrant agents).
KS 8 SOC - H.3.3 describes federal American Indian policy after the Civil War (e.g., Dawes Act, boarding schools, forced assimilation).
KS 8 SOC - H.3.4 explains American Indians? reactions to encroachment on their lands and the government response (e.g., Chief Joseph, Helen Hunt Jackson, Crazy Horse, Sitting Bull, Geronimo, Sand Creek, Washita, Little Big Horn, and Wounded Knee).
KS 8 SOC - H.3.5 explains how the rise of big business, heavy industry, and mechanized farming transformed American society.
KS 8 SOC - H.3.6 interprets data from primary sources to describe the experiences of immigrants and native-born Americans of the late 19th century.
KS 8 SOC - H.3.7 compares and contrasts the experiences of immigrants in urban versus rural settings.
KS 8 SOC - H.4 The student engages in historical thinking skills.
KS 8 SOC - H.4.1 examines a topic in United States history to analyze changes over time and makes logical inferences concerning cause and effect.
KS 8 SOC - H.4.2 examines a variety of different types of primary sources in United States history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents).
KS 8 SOC - H.4.3 uses at least three primary sources to interpret a person or event from United States history to develop a historical narrative.
KS 8 SOC - H.4.4 compares contrasting descriptions of the same event in United States history to understand how people differ in their interpretations of historical events.

High School

KS 10 SOC - CG. Civics/Government: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
KS 10 SOC - CG.1 The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.
KS 10 SOC - CG.1.1 evaluates the purposes and function of law.
KS 10 SOC - CG.1.2 analyzes how the rule of law can be used to protect the rights of individuals and to promote the common good (e.g., eminent domain, martial law during disasters, health and safety issues).
KS 10 SOC - CG.1.3 defines civic life, politics, and governments.
KS 10 SOC - CG.1.4 recognizes contracts may be verbal or legal agreements and are binding.
KS 10 SOC - CG.1.5 defines and illustrates examples of torts (e.g., wrongful death, medical malpractice, defamation, personal injury, dignitary harms against a person, such as bodily injury or civil rights violations).
KS 10 SOC - CG.1.6 defines and illustrates examples of misdemeanors and felonies (e.g. misdemeanors: traffic violation, small theft, trespassing; felonies: murder, sexual assault, large theft).
KS 10 SOC - CG.1.7 explains Kansas court structure (e.g., Municipal Courts, District Courts, Court of Appeals, Supreme Court).
KS 10 SOC - CG.2 The student understands the shared ideals and diversity of American society and political culture.
KS 10 SOC - CG.2.1 recognizes that a nation?s values are embodied in the Constitution, statutes, and important court cases (e.g., Dred Scott vs. Sanford, Plessy vs. Ferguson, Brown vs. Board of Education of Topeka).
KS 10 SOC - CG.2.2 understands core civic values inherent in the United States Constitution, Bill of Rights, and Declaration of Independence that have been the foundation for unity in American society (e.g., right to free speech, religion, press, assembly; equality; human dignity; civic responsibility, sovereignty of the people).
KS 10 SOC - CG.2.3 examines the fundamental values and principles of the American political tradition as expressed in historic documents, speeches and events, and ways in which these values and principles conflict (e.g., equal opportunity and fairness vs. affirmative action).
KS 10 SOC - CG.3 The student understands how the United States Constitution allocates power and responsibility in the government.
KS 10 SOC - CG.3.1 describes the purposes, organization, and functions of the three branches of government and independent regulatory agencies in relation to the United States Constitution.
KS 10 SOC - CG.3.2 explains Constitutional powers (e.g., expressed/enumerated, implied, inherent, reserved, concurrent).
KS 10 SOC - CG.3.3 discusses that the United States Constitution has been able to sustain American government over time by the ability of the people to amend the document.
KS 10 SOC - CG.4 The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.
KS 10 SOC - CG.4.1 examines the role of political parties in channeling public opinion, allowing people to act jointly, nominating candidates, conducting campaigns, and training future leaders.
KS 10 SOC - CG.4.2 explains how public policy is formed and carried out at local, state, and national levels and what roles individuals and groups can play in the process.
KS 10 SOC - CG.4.3 analyzes policies, actions, and issues regarding the rights of individuals to equal protection under the law.
KS 10 SOC - CG.4.4 examines issues regarding political rights (e.g., to be an informed voter, participate in the political process, assume leadership roles).
KS 10 SOC - CG.4.5 understands that civil disobedience is a form of protest and if taken to extreme, punishable by law.
KS 10 SOC - CG.4.6 analyzes issues regarding economic freedoms within the United States (e.g., free enterprise, rights of individual choice, government regulation).
KS 10 SOC - CG.4.7 explores issues regarding civic responsibilities of American citizens (e.g., obeying the law, paying taxes, voting, jury duty, serving our country, providing leadership, involvement in the political process).
KS 10 SOC - CG.4.8 examines the role of interest groups and their impact on governmental policy.
KS 10 SOC - CG.5 The student understands various systems of governments and how nations and international organizations interact.
KS 10 SOC - CG.5.1 compares various governmental systems with that of the United States government in terms of sovereignty, structure, function, decision-making processes, citizenship roles, and political culture and ideology (e.g., systems: constitutional monarchy, parliamentary democracy, dictatorship, totalitarianism; ideology: fascism, socialism, communism).
KS 10 SOC - CG.5.2 discusses the structure of international relations both regional and world-wide (e.g., trade, economic and defense alliances, regional security).
KS 10 SOC - CG.5.3 examines the purpose and functions of multi-national organizations (e.g., United Nations, NATO, International Red Cross).
KS 10 SOC - CG.5.4 explains the changing roles of the United States Government in the international community (e.g., treaties, NATO, UN, exploitative, altruistic, benign).
KS 10 SOC - CG.5.5 examines a position concerning the use of various tools in carrying out United States foreign policy (e.g., trade sanctions, extension of the ?most favored nation? status, military interventions).
KS 10 SOC - CG.5.6 examines the issues of social justice and human rights as expressed in the United Nations Declaration of Human Rights.
KS 10 SOC - E. Economics: The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.
KS 10 SOC - E.1 The student understands how limited resources require choices.
KS 10 SOC - E.1.1 explains how economic systems affect the allocation of scarce resources (e.g., monarchies, financing explorers, mercantilism, rise of capitalism).
KS 10 SOC - E.1.2 explains how economic choices made by societies have intended and unintended consequences. (e.g., mercantilism, ?planned economy? under Soviet Union, Adam Smith-Invisible hand/Laissez Faire).
KS 10 SOC - E.1.3 explains how people respond to incentives in order to allocate scarce resources (e.g., government subsidies/farm production, rationing coupons/WWII, emission regulations, profits/war production, women/WWII workforce).
KS 10 SOC - E.1.4 explains how economic choices made by individuals, businesses, or governments often have intended and unintended consequences (e.g., individual: build a house in a flood plain; business: car, need for roads, railroads, ecosystems; government: isolationism at beginning of WWI, Prohibition Act, Space Race, building of atomic bomb).
KS 10 SOC - E.2 The student understands how the market economy works in the United States.
KS 10 SOC - E.2.1 defines Gross Domestic Product (GDP) and indicates the components that make up our nation?s GDP (e.g., consumption, investment, government, and net exports).
KS 10 SOC - E.2.2 explains the factors that have contributed to United States economic growth (e.g., increasing education and literacy, health care advances, technology developments).
KS 10 SOC - E.2.3 explains the principles of demand and supply (e.g., laws, equilibrium, change in quantity vs. change in demand and supply).
KS 10 SOC - E.2.4 explains the factors that could change supply of or demand for a product (e.g., societal values: prohibition of alcohol; scarcity of resources: war; technology: assembly line production).
KS 10 SOC - E.2.5 analyzes how changes in prices affect consumer behavior and sometimes result in government actions (e.g., WWII-rationing, fuel, metals, nylon; Arab oil embargo of 1974; droughts (Ag products), changes in consumer preferences?fads, health information).
KS 10 SOC - E.2.6 describes what happens to the product price and output of businesses when the degree of competition changes in an industry (e.g., oil, steel, automobiles (1970s), railroads in late 1800?s and early 1900?s, AT&T, Microsoft, Trusts of 1920?s & 1930?s).
KS 10 SOC - E.2.7 analyzes the role of central banks and the Federal Reserve System in the economy of the United States (e.g., interest rates, monetary policy, government bonds).
KS 10 SOC - E.3 The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.
KS 10 SOC - E.3.1 compares the benefits and costs of different allocation methods (e.g., first come, first serve; prices, contests, lottery, majority rule).
KS 10 SOC - E.3.2 compares characteristics of traditional command, market, and mixed economies on the basis of property rights, factors of production and locus of economic decision making (e.g., what, how, for whom).
KS 10 SOC - E.3.3 uses comparative advantage to explain the benefits of trade among nations (e.g., nations can benefit from free trade while reducing or eliminating production of a good in which it is technologically superior at producing; to benefit from specialization and free trade, one nation should specialize and trade the good in which it is ?most best? at producing, while the other nation should specialize and trade the good in which it is ?least best? at producing; benefits include more product selection, lower prices, higher wages in both nations).
KS 10 SOC - E.3.4 outlines the cost and benefits of free trade or restricted trade policies in world history (e.g., restrictions of trade under mercantilism, regional trade agreements, Smoot-Hawley Tariff Act of 1930, General Agreement on Tariffs & Trade (GATT), World Trade Organization (WTO)).
KS 10 SOC - E.3.5 explains how a change in exchange rates affects the flow of trade between nations and a nation?s domestic economy (e.g., using historical examples such as development of the Euro, devaluation of the United States dollar in the early 1970s, & currency boards in the transitional economies of Eastern Europe).
KS 10 SOC - E.4 The student analyzes the role of the government in the economy.
KS 10 SOC - E.4.1 explains why certain goods and services are provided by the government (e.g., infrastructure, schools, waste management, national defense, parks, environmental protection).
KS 10 SOC - E.4.2 explains the advantages and disadvantages of the use of fiscal policy by the Federal Government to influence the United States economy (e.g., change in taxes & spending to expand or contract the economy, such as Franklin D. Roosevelt?s New Deal, George W. Bush?s tax cuts, Gerald Ford?s WIN program).
KS 10 SOC - E.4.3 distinguishes between government debt and government budget deficit.
KS 10 SOC - E.4.4 evaluates the costs and benefits of governmental economic and social policies on society (e.g., minimum wage laws, anti-trust laws, EPA Regulations, Social Security, farm subsidies, international sanctions on agriculture, Medicare, unemployment insurance, corporate tax credits, public work projects).
KS 10 SOC - E.5 The student makes effective decisions as a consumer, producer, saver, investor, and citizen.
KS 10 SOC - E.5.1 describes how various jobs and employment are impacted by changes in the economy.
KS 10 SOC - E.5.2 illustrates how the demand for labor is influenced by productivity of labor and explains the factors that influence labor productivity (e.g., education, experience, health, nutrition, technology).
KS 10 SOC - E.5.3 explains how the demand for and supply of labor are influenced by productivity, education, skills, retraining, and wage rates (e.g., spinning mills and the beginning of the modern factory system, the increased use of machinery throughout the Industrial Revolution, assembly lines).
KS 10 SOC - E.54 develops a personal budget that identifies sources of income and expenditures (e.g., wages, rent payments, savings, taxes, insurance).
KS 10 SOC - E.5.5 determines the costs and benefits of using credit.
KS 10 SOC - E.5.6 analyzes the costs and benefits of investment alternatives (e.g., stock market, bonds, real estate).
KS 10 SOC - G. Geography: The student uses a working knowledge and understanding of the spatial organization of Earth?s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.
KS 10 SOC - G.1 Geographic Tools and Location: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
KS 10 SOC - G.1.1 locates major political and physical features of Earth from memory and compares the relative locations of those features. Locations will be included in indicator at each grade level (e.g., Beijing, English Channel, India, Iraq, Moscow, Sahara Desert, South Africa, Venezuela, Balkan Peninsula, Berlin, Black Sea, Bosporus Strait, Euphrates River, Geneva, Hong Kong, Israel, Libya, North Korea, Pakistan, Saudi Arabia, Singapore, South Korea, Suez Canal, Tigris River, Tokyo, Yangtze River).
KS 10 SOC - G.1.2 interprets maps and other graphic representations to analyze United States and world issues (e.g., urban vs. urban areas, development vs. conservation, land use in the world vs. local community, nuclear waste disposal, relocation of refugees).
KS 10 SOC - G.1.3 analyzes ways in which mental maps influence past, present, and future decisions about location, settlement, and public policy (e.g., building sites, planned communities, settlement sites).
KS 10 SOC - G.1.4 produces maps and other geographic representations, using data from a variety of sources to answer questions and solve problems (e.g., census data, interviews, geographic information system (GIS) and other databases, questionnaires).
KS 10 SOC - G.2 Places and Regions: The student analyzes the human and physical features that give places and regions their distinctive character.
KS 10 SOC - G.2.1 demonstrates how various regional frameworks are used to interpret the complexity of Earth (e.g., vegetation, climate, religion, language, occupations, industries, resources, governmental systems, economic systems).
KS 10 SOC - G.2.2 analyzes the factors that contribute to human changes in regions (e.g., technology alters use of place, migration, changes in cultural characteristics, political factors).
KS 10 SOC - G.2.3 recognizes how regional identity both unifies and delineates groups of people (e.g., being from the Midwest both connects a person to others from that region and defines them to others as Midwesterners with particular characteristics and values).
KS 10 SOC - G.2.4 uses regions to analyze past and present issues to answer questions (e.g., conflicts caused by overlapping regional identities, causes and impacts of regional alliances, changing regional identities).
KS 10 SOC - G.2.5 analyzes the ways in which people?s perception of places and regions affect their decisions (e.g., land use, property value, settlement patterns, job opportunities).
KS 10 SOC - G.3 Physical Systems: The student understands Earth?s physical systems and how physical processes shape Earth?s surface.
KS 10 SOC - G.3.1 analyzes the patterns of physical processes and their effect on humans (e.g., weather patterns, earthquakes, drought, desertification).
KS 10 SOC - G.3.2 analyzes the distribution of ecosystems by examining relationships between soil, climate, plant, and animal life.
KS 10 SOC - G.3.3 describes the ways in which Earth?s physical processes are dynamic and interactive (e.g., rising ocean levels, sea floor spreading, wind and water deposition, climatic changes).
KS 10 SOC - G.3.4 analyzes an ecosystem to understand and solve problems regarding environmental issues (e.g., carrying capacity, biological magnification, reduction of species diversity, acid rain, ozone depletion, contamination).
KS 10 SOC - G.4 Human Systems: The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
KS 10 SOC - G.4.1 identifies trends of population growth and migration in response to environmental, social, economic, political, or technological factors (e.g., stress on infrastructure, impact on environment, cultural diffusion, socio-economic changes and pressures).
KS 10 SOC - G.4.2 analyzes how communication and transportation facilitate cultural interchange (e.g., nationalism, ethnic pride, cross-cultural adaptation, popularity of ethnic foods).
KS 10 SOC - G.4.3 evaluates market areas to determine reasons for success or failure (e.g., advantages of location, trade partnerships, land value, wars, labor supply and cost, resource availability, transportation access, government structure, political cooperation).
KS 10 SOC - G.4.4 analyzes the purpose and characteristics of settlements (e.g., village vs. town vs. city, cities in development vs. developed countries, rise of megalopolis edge cities and metropolitan corridors, regional characteristics of cities, impact of transportation technology, increasing number of ethnic enclaves).
KS 10 SOC - G.4.5 gives examples of how cultural cooperation and conflict are involved in shaping the distribution of and connections between cultural, political, and economic spaces on Earth (e.g., cultural: Hindu vs. Muslims in India; political: International Court of Justice and Hong Kong; economic: World Trade Organization).
KS 10 SOC - G.5 Human-Environment Interactions: The student understands the effects of interactions between human and physical systems.
KS 10 SOC - G.5.1 examines the impact that technology has on human modification of the physical environment (e.g., over-fishing, logging and mining, construction on floodplains, internal combustion engine, toxic waste).
KS 10 SOC - G.5.2 examines alternative strategies to respond to constraints placed on human systems by the physical environment (e.g., irrigation, terracing, sustainable agriculture, water diversion, natural disaster-resistant construction).
KS 10 SOC - G.5.3 discusses the pros and cons of specific policies and programs for resource use and management (e.g., EPA, building restrictions, mandated recycling, grazing).
KS 10 SOC - H.K. History (Kansas embedded with United States History Course): The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
KS 10 SOC - H.K.1 The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of the modern United States (1890 -1930).
KS 10 SOC - H.K.1.1 analyzes the ways the People?s Party Platform of 1892 addressed the social and economic issues facing Kansas and the nation.
KS 10 SOC - H.K.1.2 analyzes the text of William Allen White?s essay ?What?s the Matter with Kansas? to understand his opposition to Populism.
KS 10 SOC - H.K.1.3 explains the significance of the Girard newspaper Appeal to Reason to the Socialist movement in the United States.
KS 10 SOC - H.K.1.4 discusses the child labor laws enacted by the Kansas legislature during the Progressive period (e.g., 1905, 1909, 1917).
KS 10 SOC - H.K.1.5 understands the role of the Court of Industrial Relations in solving labor disputes in the 1920s.
KS 10 SOC - H.K.1.6 explains the influence of Kansas writers and artists on the Harlem Renaissance (e.g., Langston Hughes, Frank Marshall Davis, Aaron Douglas, Coleman Hawkins).
KS 10 SOC - H.K.1.7 explains the challenges German Americans faced in Kansas during World War I (e.g., discrimination, movement against German languages).
KS 10 SOC - H.K.2 The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Great Depression through World War II in United States history (1930-1945).
KS 10 SOC - H.K.2.1 uses primary source materials to explore individual experiences in the Dust Bowl in Kansas (e.g., diaries, oral histories, letters).
KS 10 SOC - H.K.2.2 researches how the WPA altered the Kansas landscape. (e.g., public art, bridges, parks, swimming pools, libraries).
KS 10 SOC - H.K.2.3 analyzes Alf Landon?s 1936 speech accepting the Republican nomination for President in terms of the debate over the role of government in the United States recovery.
KS 10 SOC - H.K.2.4 understands the role of Kansas aviation companies in World War II.
KS 10 SOC - H.K.2.5 understands how conscientious objectors in Kansas participated in alternative service to the country during World War II.
KS 10 SOC - H.K.3 The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Cold War (1945-1990).
KS 10 SOC - H.K.3.1 analyzes Brown vs.Board of Education of Topeka as it relates to Kansas segregation laws and why it takes the lead in the Supreme Court case.
KS 10 SOC - H.K.3.2 explains how Kansans have responded to increasing urbanization and industrialization.
KS 10 SOC - H.K.3.3 traces the history of women in political life in Kansas from Susanna Salter to Nancy Landon Kassebaum to understand issues and accomplishments.
KS 10 SOC - H.K.3.4 debates the ways state government has tried to balance the needs of farmers, industries, environmentalists, and consumers in regards to water protection and regulation.
KS 10 SOC - H.K.4 The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in contemporary United States history (since 1990).
KS 10 SOC - H.K.4.1 researches a contemporary issue in Kansas and constructs a well developed argument in support or opposition of position.
KS 10 SOC - H.K.4.2 examines the history of racial and ethnic relations in Kansas and applies this knowledge to current events.
KS 10 SOC - H.K.5 The student engages in historical thinking skills.
KS 10 SOC - H.K.5.1 analyzes a theme in Kansas history to explain patterns of continuity and change over time.
KS 10 SOC - H.K.5.2 develops historical questions on a specific topic in Kansas history and analyzes the evidence in primary source documents to speculate on the answers.
KS 10 SOC - H.K.5.3 investigates an event in Kansas history using primary and secondary sources and develops a credible interpretation of the event, speculating on its meaning.
KS 10 SOC - H.K.5.4 compares competing historical narratives in Kansas history by contrasting different historians? choice of questions, use of sources, and points of view, in order to demonstrate how these factors contribute to different interpretations.
KS 10 SOC - H.US. History (United States): The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
KS 10 SOC - H.US.1 The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of the modern United States (1890 - 1930).
KS 10 SOC - H.US.1.1 examines topics in the transformation of American society in the rise of big business, heavy industry, and mechanized farming in the late 19th century (e.g., Social Darwinism, Gospel of Wealth, ?Robber Barons? or ?Captains of Industry?, Sherman Antitrust Act, muckrakers).
KS 10 SOC - H.US.1.2 explains the rise of the American labor movement (e.g., Samuel Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes).
KS 10 SOC - H.US.1.3 analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, direct election of senators, election reform).
KS 10 SOC - H.US.1.4 examines the emergence of the United States in international affairs at the turn of the 20th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama Canal, Open Door Policy, Roosevelt Corollary, Dollar Diplomacy).
KS 10 SOC - H.US.1.5 explains the spread of Progressive ideas (e.g., political influence on elections, desire to have government regulation of private business and industries, child labor laws, muckrakers, Theodore Roosevelt, Woodrow Wilson).
KS 10 SOC - H.US.1.6 analyzes the reasons for and impact of the United States? entrance into World War I.
KS 10 SOC - H.US.1.7 analyzes how the home front was influenced by United States involvement in World War I (e.g., Food Administration, Espionage Act, Red Scare, influenza, Creel Committee).
KS 10 SOC - H.US.1.8 retraces the progress of the women?s suffrage movement from the state to the national arena (e.g., Susan B. Anthony, Elizabeth Cady Stanton, Alice Paul, states granting voting rights in the 19th Amendment).
KS 10 SOC - H.US.1.9 analyzes factors that contributed to changes in work, production and the rise of a consumer culture during the 1920?s (e.g., leisure time, technology, communication, travel, assembly line, credit buying).
KS 10 SOC - H.US.1.10 evaluates various social conflicts in the early 1920?s (e.g., rural vs. urban, fundamentalism vs. modernism, prohibition, nativism, flapper vs. traditional woman?s role).
KS 10 SOC - H.US.1.11 analyzes significant developments in race relations (e.g., rise of Ku Klux Klan, the Great Migration, race riots, NAACP, Tuskegee).
KS 10 SOC - H.US.1.12 interprets how the arts, music, and literature reflected social change during the Jazz Age (e.g., Harlem Renaissance, F. Scott Fitzgerald, development of blues and jazz culture).
KS 10 SOC - H.US.2 The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Great Depression through World War II in United States history (1930-1945).
KS 10 SOC - H.US.2.1 analyzes the causes and impact of the Great Depression (e.g., overproduction, consumer debt, banking regulation, unequal distribution of wealth).
KS 10 SOC - H.US.2.2 analyzes the costs and benefits of New Deal programs. (e.g., budget deficits vs. creating employment, expanding government: CCC, WPA, Social Security, TVA, community infrastructure improved, dependence on subsides).
KS 10 SOC - H.US.2.3 analyzes the debate over expansion of federal government programs during the Depression (e.g., Herbert Hoover, Franklin Delano Roosevelt, Alf Landon, Huey Long, Father Charles Coughlin).
KS 10 SOC - H.US.2.4 analyzes the human cost of the Dust Bowl through art and literature (e.g., Dorothea Lange, Woody Guthrie, John Steinbeck).
KS 10 SOC - H.US.2.5 analyzes the debate over and reasons for United States entry into World War II (e.g., growth of totalitarianism, America First Committee, neutrality, isolationism, Pearl Harbor).
KS 10 SOC - H.US.2.6 discusses how World War II influenced the home front (e.g., women in the work place, rationing, role of the radio in communicating news from the war front, victory gardens, conscientious objectors).
KS 10 SOC - H.US.2.7 examines the complexity of race and ethnic relations (e.g., Zoot Suit Riots, Japanese internment camps, American reaction to atrocities of Holocaust and unwillingness to accept Jewish refugees).
KS 10 SOC - H.US.2.8 examines the entry of the United States into the nuclear age (e.g., Manhattan Project, Truman?s decision to use the atomic bombs, opposition to nuclear weapons).
KS 10 SOC - H.US.3 The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Cold War (1945-1990).
KS 10 SOC - H.US.3.1 explains why the United States emerged as a superpower as the result of World War II.
KS 10 SOC - H.US.3.2 analyzes the origins of the Cold War (e.g., establishment of the Soviet Bloc, Mao?s victory in China, Marshall Plan, Berlin Blockade, Iron Curtain).
KS 10 SOC - H.US.3.3 evaluates the foreign policies of Truman and Eisenhower during the Cold War (e.g., establishment of the United Nations, containment, NATO, Truman Doctrine, Berlin Blockade, Korean War, Iron Curtain, U-2 incident).
KS 10 SOC - H.US.3.4 evaluates the foreign policies of Kennedy and Johnson during the Cold War (e.g., Cuban Missile Crisis, Berlin Wall, Vietnam War, Peace Corp).
KS 10 SOC - H.US.3.5 analyzes domestic life in the United States during the Cold War era (e.g., McCarthyism, federal aid to education, interstate highway system, space as the New Frontier, Johnson?s Great Society).
KS 10 SOC - H.US.3.6 analyzes the cause and effect of the counterculture in the United States (e.g., Sputnik, reaction to the Military Industrial Complex, assassinations of Kennedy and King, draft, Vietnam War, Watergate Scandal).
KS 10 SOC - H.US.3.7 examines the struggle for racial and gender equality and for the extension of civil rights (e.g., Brown vs. Board of Education of Topeka, Little Rock Nine, Martin Luther King, Jr., Montgomery Bus Boycott, Voting Rights Act of 1965, Betty Friedan, NOW, ERA, Title IX).
KS 10 SOC - H.US.3.8 discusses events that contributed to the end of the Cold War (e.g., D?tente, Nixon?s visit to China, SALT talks, expansion of the military-arms race, relationship between Ronald Reagan and Mikhail Gorbachev).
KS 10 SOC - H.US.3.9 evaluates the causes and effects of the reform movements of the 1960s and 1970s (e.g., environmentalism ? Rachel Carson, EPA; consumer protection ? Ralph Nader; changes in the American labor movement ? Cesar Ch?vez).
KS 10 SOC - H.US.4 The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in contemporary United States history (since 1990).
KS 10 SOC - H.US.4.1 examines the relationship of the United States to the rest of the world in the post Cold War era (e.g., domestic and international terrorism, United States as the single superpower, United States involvement in the Middle East conflict, spread and resistance to United States popular culture).
KS 10 SOC - H.US.4.2 describes the impact of developments in technology, global communication, and transportation.
KS 10 SOC - H.US.4.3 researches major contemporary social issues.
KS 10 SOC - H.US.4.4 describes how changes in the national and global economy have influenced the work place.
KS 10 SOC - H.US.4.5 examines United States immigration policy to understand the affects of legal and illegal immigration (e.g., political, social, economic).
KS 10 SOC - H.US.5 The student engages in historical thinking skills.
KS 10 SOC - H.US.5.1 analyzes a theme in United States history to explain patterns of continuity and change over time.
KS 10 SOC - H.US.5.2 develops historical questions on a specific topic in United States history and analyzes the evidence in primary source documents to speculate on the answers.
KS 10 SOC - H.US.5.3 uses primary and secondary sources about an event in U.S. history to develop a credible interpretation of the event, evaluating on its meaning (e.g., uses provided primary and secondary sources to interpret a historical-based conclusion).
KS 10 SOC - H.US.5.4 compares competing historical narratives in United States history by contrasting different historians? choice of questions, use of sources, and points of view, in order to demonstrate how these factors contribute to different interpretations.
KS 10 SOC - H.W. History (World): The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
KS 10 SOC - H.W.1 The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Global Age of Exploration (1400-1750).
KS 10 SOC - H.W.1.1 analyzes the changes in European thought and culture resulting from the Renaissance (e.g., more secular worldview; Machiavelli, Shakespeare; humanism; innovations in art: Michelangelo, Da Vinci; architecture: St. Peters Dome).
KS 10 SOC - H.W.1.2 investigates the changes in European thought and culture resulting from the Reformation (e.g., establishment of Protestant faiths, Counter reformation, Gutenberg Press, Catholic vs. Protestant wars of religion).
KS 10 SOC - H.W.1.3 examines the economic and social consequences of European exploration and expansion (e.g., rise of European power, mercantilism, Columbian Exchange, impact on indigenous people in North and South America, trans-Atlantic slave trade).
KS 10 SOC - H.W.1.4 compares and contrasts the rise of constitutionalism in Britain with political structures in France. (e.g., changes resulting from the English Civil War and Glorious Revolution: English Bill of Rights, establishment of Parliament, French Absolutism).
KS 10 SOC - H.W.1.5 explores the growth of Russian Absolutism (e.g., Ivan the Terrible, Peter the Great, Catherine the Great).
KS 10 SOC - H.W.1.6 explains the significance of the Ottoman, Safavid, and Mogul Empires (e.g., the Fall of Constantinople and the establishment of Ottoman dominance in the Balkans and Southwest Asia; The spread of Shi?ism in Persia, the establishment of Islamic rule in India).
KS 10 SOC - H.W.1.7 describes why East Asia withdrew into isolationalism during a time of European expansion (e.g., Tokugawa Shogunate, end of Great Ming Naval Expeditions)
KS 10 SOC - H.W.2 The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Age of Revolutions (1650-1920).
KS 10 SOC - H.W.2.1 explains essential concepts from the Scientific Revolution (e.g., the Heliocentric Theory; Natural Law; scientific method).
KS 10 SOC - H.W.2.2 explains essential concepts from the Enlightenment that represented a turning point in intellectual history (e.g., ideas of Thomas Hobbes, John Locke, Voltaire, Montesquieu, Mary Wollstonecraft, Jean Jacques Rousseau, Enlightened despotism, salons).
KS 10 SOC - H.W.2.3 analyzes outcomes of the American and French Revolutions (e.g., the establishment of republican government grounded in Enlightenment thought, the deterioration of the French Republic into the reign of terror; the spread of revolutionary ideas and nationalism with the growth of Napoleonic France).
KS 10 SOC - H.W.2.4 explores industrialization and its consequences in Britain (e.g., the rise of laissez-faire economics in Britain, Adam Smith, Chartists, development of the middle class).
KS 10 SOC - H.W.2.5 compares and contrasts German unification with the Meiji Restoration (e.g., nationalism, militarism, modernization, industrialization).
KS 10 SOC - H.W.2.6 describes the motives and impact of imperialism (e.g., motives: economic-natural resources and expansion of trade, the competition for colonies in Africa and Asia and the Berlin Conference; humanitarian- missionaries and the ideology of Social Darwinism, political- naval bases and expansion of political control; restriction of human rights in King Leopold?s Congo; development of infrastructure; roads, schools, hospitals, railroads; assimilation and loss of indigenous culture).
KS 10 SOC - H.W.2.7 analyzes the causes and impact of the Russian Revolution (e.g., the idea of communism as an economic alternative to capitalism; Vladimir Lenin, Karl Marx, Communist Manifesto, failure of tsarist regime, economic instability; beginnings of totalitarianism).
KS 10 SOC - H.W.2.8 examines causes of anti-colonial movements in Latin America, Asia, and Africa (e.g., Haitian Revolution; Bolivar; San Martin; Hidalgo and Morelos; Taiping Rebellion; Boxer Rebellion; Sepoy Rebellion; Zulu Wars).
KS 10 SOC - H.W.2.9 describes the impact of cross-cultural exchange on artistic developments of the late 19th century (e.g., romanticism; impressionism, impact of Asian culture on western culture).
KS 10 SOC - H.W.3 The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Era of World War (1914-1945).
KS 10 SOC - H.W.3.1 analyzes the causes and immediate consequences of WWI (e.g., imperialism rivalries: Triple Entente, Triple Alliance, nationalism, arms race in England, France, and Germany; Treaty of Versailles, reparations, War Guilt Clause).
KS 10 SOC - H.W.3.2 describes the emergence of contemporary Middle East (e.g., petroleum society, Zionism, Arab nationalism, Balfour Declaration, dissolution of the Ottoman Empire, Armenian Genocide, Ataturk?s modernization of Turkey).
KS 10 SOC - H.W.3.3 examines the nature of totalitarianism in fascist Germany and communist Soviet Union (e.g., one party rule; systematic violation of human rights, secret police, state supremacy over individual rights, role of private property, class structure).
KS 10 SOC - H.W.3.4 analyzes the causes and immediate consequences of WWII (e.g., German, Italian, and Japanese aggression; failure of the League of Nations; appeasement; development of American, British-Soviet alliance; Holocaust; Nanjing; introduction of nuclear weapons; war crime trials).
KS 10 SOC - H.W.3.5 analyzes the independence movement in India (e.g., Gandhi, non-violence, Salt March, boycotts, creation of Pakistan).
KS 10 SOC - H.W.3.6 describes major intellectual, social, and artistic developments (e.g., surrealism, mural art of Mexico, Bauhaus, emergence of film and radio, rise of psychology, antibiotics, cubism).
KS 10 SOC - H.W.4 The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the World Since 1945.
KS 10 SOC - H.W.4.1 analyzes the Cold War as the competition between two competing ideologies or world views and its impact on various regions of the world. (e.g., roots in WWII, Mao?s China; the Cold War in Europe; NATO, Warsaw Pact, and the competition for non-aligned nations; collapse of Communism in Europe).
KS 10 SOC - H.W.4.2 examines issues of social justice and human rights as expressed in the United Nations Universal Declaration of Human Rights.
KS 10 SOC - H.W.4.3 describes the emergence of the Middle East as an influential region in world politics (e.g., creation of the state of Israel, emerging Middle Eastern post WWII nationalism: Suez Crisis, petroleum based interdependence).
KS 10 SOC - H.W.4.4 analyzes the impact of international organizations on global interaction (e.g., the United Nations; Organization of American States, NATO, non-governmental organizations such as the International Red Cross, European Union).
KS 10 SOC - H.W.4.5 examines the trade-offs made by societies between economic growth and environmental protection in a world of limited resources. (e.g., the Green Revolution, population pressure, water, pollution, natural resource degradation).
KS 10 SOC - H.W.4.6 describes major intellectual, social and artistic developments (e.g., decoding DNA, space technology, consumerism, post-modernism, responses to globalization, feminism, fundamentalism, telecommunications).
KS 10 SOC - H.W.5 The student engages in historical thinking skills.
KS 10 SOC - H.W.5.1 analyzes a theme in world history to explain patterns of continuity and change over time.
KS 10 SOC - H.W.5.2 develops historical questions on a specific topic in world history and analyzes the evidence in primary source documents to speculate on the answers.
KS 10 SOC - H.W.5.3 uses primary and secondary sources about an event in world history to develop a credible interpretation of the event, forming conclusions about its meaning (e.g., use provided primary and secondary sources to interpret a historical-based conclusion).
KS 10 SOC - H.W.5.4 compares competing historical narratives in world history by contrasting different historians? choice of questions, use of sources, and points of view, in order to demonstrate how these factors contribute to different interpretations.

Science

Tue, 5 Aug 2008 11:53:04 -0500

Kindergarten

KS K SCI - STD 1. Science as Inquiry
KS K SCI - 1.1 The student will be involved in activities that develop skills necessary to conduct scientific inquiries.
KS K SCI - 1.1.1 identifies properties of objects.
KS K SCI - 1.1.2 classifies and arranges groups of objects by a variety of properties, one property at a time.
KS K SCI - 1.1.3 uses appropriate materials, tools, and safety procedures to collect information.
KS K SCI - 1.1.4 asks and answers questions about objects, organisms, and events in his/her environment.
KS K SCI - 1.1.5 describes an observation orally or pictorially.
KS K SCI - STD 2. Physical Science: The students will explore the world by observing and manipulating common objects and materials in their environment.
KS K SCI - 2.1 All students will develop skills to describe objects.
KS K SCI - 2.1.1 observes properties of objects and measures or describes those properties using age-appropriate tools and materials.
KS K SCI - 2.1.2 separates or sorts a group of objects or materials by properties.
KS K SCI - 2.1.3 compares the properties of solids and liquids.
KS K SCI - 2.1.4 describes the position of an object in relation to other objects.
KS K SCI - STD 3. Life Science: The student will begin to develop an understanding of biological concepts.
KS K SCI - 3.1 The student will develop an understanding of the characteristics of living things.
KS K SCI - 3.1.1 discusses that organisms live only in environments in which their needs can be met.
KS K SCI - 3.1.2 observes life cycles of different living things.
KS K SCI - 3.1.3 observes living things in various environments.
KS K SCI - 3.1.4 examines the structures/parts of living things.
KS K SCI - STD 4. Earth and Space Science: The student will observe closely the objects and materials in their environment.
KS K SCI - 4.1 The student will describe properties of earth materials.
KS K SCI - 4.1.1 observes, compares, and sorts earth materials.
KS K SCI - 4.2 The student will observe and compare objects in the sky.
KS K SCI - 4.2.1 observes and recognizes the sun, moon, stars, clouds, birds, airplanes, and other objects in the sky.
KS K SCI - 4.2.2 describes that the sun provides light and warmth.
KS K SCI - 4.3 The student will describe changes in weather.
KS K SCI - 4.3.1 observes changes in the weather from day to day.
KS K SCI - 4.3.2 records weather changes daily.
KS K SCI - 4.3.3 discusses weather safety procedures.
KS K SCI - STD 5. Science and Technology: The student will have a variety of educational experiences that involve science and technology.
KS K SCI - 5.1 The student will use technology to learn about the world around them.
KS K SCI - 5.1.1 explores the way things work.
KS K SCI - 5.1.2 experiences science through technology.
KS K SCI - STD 6. Science in the Personal and Environmental Perspectives: The student will have a variety of experiences that provide understandings for various science-related personal and environmental challenges.
KS K SCI - 6.1 The student will demonstrate responsibility for their own health.
KS K SCI - 6.1.1 engages in personal care.
KS K SCI - 6.1.2 discusses healthy foods.
KS K SCI - 6.1.3 discusses that humans need to practice being safe.
KS K SCI - STD 7. History and Nature of Science: The student will experience scientific inquiry and learn about people from history.
KS K SCI - 7.1 The student will know they practice science.
KS K SCI - 7.1.1 is involved in explorations that make his/her mind wonder and know that he/she is practicing science.
KS K SCI - 7.1.2 uses technology to learn about people in science.

First Grade

KS 1 SCI - STD 1. Science as Inquiry
KS 1 SCI - 1.1 The student will be involved in activities that develop skills necessary to conduct scientific inquiries.
KS 1 SCI - 1.1.1 identifies properties of objects.
KS 1 SCI - 1.1.2 classifies and arranges groups of objects by a variety of properties, one property at a time.
KS 1 SCI - 1.1.3 uses appropriate materials, tools, and safety procedures to collect information.
KS 1 SCI - 1.1.4 asks and answers questions about objects, organisms, and events in his/her environment.
KS 1 SCI - 1.1.5 describes an observation orally or pictorially.
KS 1 SCI - STD 2. Physical Science: The students will explore the world by observing and manipulating common objects and materials in their environment.
KS 1 SCI - 2.1 All students will develop skills to describe objects.
KS 1 SCI - 2.1.1 observes properties of objects and measures or describes those properties using age-appropriate tools and materials.
KS 1 SCI - 2.1.2 separates or sorts a group of objects or materials by properties.
KS 1 SCI - 2.1.3 compares the properties of solids and liquids.
KS 1 SCI - 2.1.4 describes the position of an object in relation to other objects.
KS 1 SCI - STD 3. Life Science: The student will begin to develop an understanding of biological concepts.
KS 1 SCI - 3.1 The student will develop an understanding of the characteristics of living things.
KS 1 SCI - 3.1.1 discusses that organisms live only in environments in which their needs can be met.
KS 1 SCI - 3.1.2 observes life cycles of different living things.
KS 1 SCI - 3.1.3 observes living things in various environments.
KS 1 SCI - 3.1.4 examines the structures/parts of living things.
KS 1 SCI - STD 4. Earth and Space Science: The student will observe closely the objects and materials in their environment.
KS 1 SCI - 4.1 The student will describe properties of earth materials.
KS 1 SCI - 4.1.1 observes, compares, and sorts earth materials.
KS 1 SCI - 4.2 The student will observe and compare objects in the sky.
KS 1 SCI - 4.2.1 observes and recognizes the sun, moon, stars, clouds, birds, airplanes, and other objects in the sky.
KS 1 SCI - 4.2.2 describes that the sun provides light and warmth.
KS 1 SCI - 4.3 The student will describe changes in weather.
KS 1 SCI - 4.3.1 observes changes in the weather from day to day.
KS 1 SCI - 4.3.2 records weather changes daily.
KS 1 SCI - 4.3.3 discusses weather safety procedures.
KS 1 SCI - STD 5. Science and Technology: The student will have a variety of educational experiences that involve science and technology.
KS 1 SCI - 5.1 The student will use technology to learn about the world around them.
KS 1 SCI - 5.1.1 explores the way things work.
KS 1 SCI - 5.1.2 experiences science through technology.
KS 1 SCI - STD 6. Science in the Personal and Environmental Perspectives: The student will have a variety of experiences that provide understandings for various science-related personal and environmental challenges.
KS 1 SCI - 6.1 The student will demonstrate responsibility for their own health.
KS 1 SCI - 6.1.1 engages in personal care.
KS 1 SCI - 6.1.2 discusses healthy foods.
KS 1 SCI - 6.1.3 discusses that humans need to practice being safe.
KS 1 SCI - STD 7. History and Nature of Science: The student will experience scientific inquiry and learn about people from history.
KS 1 SCI - 7.1 The student will know they practice science.
KS 1 SCI - 7.1.1 is involved in explorations that make his/her mind wonder and know that he/she is practicing science.
KS 1 SCI - 7.1.2 uses technology to learn about people in science.

Second Grade

KS 2 SCI - STD 1. Science as Inquiry
KS 2 SCI - 1.1 The student will be involved in activities that develop skills necessary to conduct scientific inquiries.
KS 2 SCI - 1.1.1 identifies properties of objects.
KS 2 SCI - 1.1.2 classifies and arranges groups of objects by a variety of properties, one property at a time.
KS 2 SCI - 1.1.3 uses appropriate materials, tools, and safety procedures to collect information.
KS 2 SCI - 1.1.4 asks and answers questions about objects, organisms, and events in his/her environment.
KS 2 SCI - 1.1.5 describes an observation orally or pictorially.
KS 2 SCI - STD 2. Physical Science: The students will explore the world by observing and manipulating common objects and materials in their environment.
KS 2 SCI - 2.1 All students will develop skills to describe objects.
KS 2 SCI - 2.1.1 observes properties of objects and measures or describes those properties using age-appropriate tools and materials.
KS 2 SCI - 2.1.2 separates or sorts a group of objects or materials by properties.
KS 2 SCI - 2.1.3 compares the properties of solids and liquids.
KS 2 SCI - 2.1.4 describes the position of an object in relation to other objects.
KS 2 SCI - STD 3. Life Science: The student will begin to develop an understanding of biological concepts.
KS 2 SCI - 3.1 The student will develop an understanding of the characteristics of living things.
KS 2 SCI - 3.1.1 discusses that organisms live only in environments in which their needs can be met.
KS 2 SCI - 3.1.2 observes life cycles of different living things.
KS 2 SCI - 3.1.3 observes living things in various environments.
KS 2 SCI - 3.1.4 examines the structures/parts of living things.
KS 2 SCI - STD 4. Earth and Space Science: The student will observe closely the objects and materials in their environment.
KS 2 SCI - 4.1 The student will describe properties of earth materials.
KS 2 SCI - 4.1.1 observes, compares, and sorts earth materials.
KS 2 SCI - 4.2 The student will observe and compare objects in the sky.
KS 2 SCI - 4.2.1 observes and recognizes the sun, moon, stars, clouds, birds, airplanes, and other objects in the sky.
KS 2 SCI - 4.2.2 describes that the sun provides light and warmth.
KS 2 SCI - 4.3 The student will describe changes in weather.
KS 2 SCI - 4.3.1 observes changes in the weather from day to day.
KS 2 SCI - 4.3.2 records weather changes daily.
KS 2 SCI - 4.3.3 discusses weather safety procedures.
KS 2 SCI - STD 5. Science and Technology: The student will have a variety of educational experiences that involve science and technology.
KS 2 SCI - 5.1 The student will use technology to learn about the world around them.
KS 2 SCI - 5.1.1 explores the way things work.
KS 2 SCI - 5.1.2 experiences science through technology.
KS 2 SCI - STD 6. Science in the Personal and Environmental Perspectives: The student will have a variety of experiences that provide understandings for various science-related personal and environmental challenges.
KS 2 SCI - 6.1 The student will demonstrate responsibility for their own health.
KS 2 SCI - 6.1.1 engages in personal care.
KS 2 SCI - 6.1.2 discusses healthy foods.
KS 2 SCI - 6.1.3 discusses that humans need to practice being safe.
KS 2 SCI - STD 7. History and Nature of Science: The student will experience scientific inquiry and learn about people from history.
KS 2 SCI - 7.1 The student will know they practice science.
KS 2 SCI - 7.1.1 is involved in explorations that make his/her mind wonder and know that he/she is practicing science.
KS 2 SCI - 7.1.2 uses technology to learn about people in science.

Third Grade

KS 3 SCI - STD 1. Science as Inquiry
KS 3 SCI - 1.1 The student will develop the skills necessary to do full inquiry. Full inquiry involves asking a simple question, completing an investigation, answering the question, and sharing the results with others.
KS 3 SCI - 1.1.1 asks questions that he/she can answer by investigating.
KS 3 SCI - 1.1.2 plans and conducts a simple investigation.
KS 3 SCI - 1.1.3 employs appropriate equipment, tools, and safety procedures to gather data.
KS 3 SCI - 1.1.4 begins developing the abilities to communicate, critique, analyze his/her own investigations, and interprets the work of other students.
KS 3 SCI - STD 2. Physical Science: The student will increase their understanding of the properties of objects and materials that they encounter on a daily basis. The student will compare, describe, and sort and classify these materials by observable properties.
KS 3 SCI - 2.1 The student will develop skills to describe objects.
KS 3 SCI - 2.1.1 observes properties of objects and measures those properties using appropriate tools.
KS 3 SCI - 2.1.2 describes and classifies objects by more than one property.
KS 3 SCI - 2.1.3 observes and records how one object interacts with another object.
KS 3 SCI - 2.1.4 recognizes and describes the differences between solids, liquids, and gases.
KS 3 SCI - 2.2 The student will describe the motion of objects.
KS 3 SCI - 2.2.1 moves objects by pushing, pulling, throwing, spinning, dropping, and rolling; and describes the motion.
KS 3 SCI - 2.2.2 describes the change in position of objects when moved.
KS 3 SCI - 2.3 The student will recognize and demonstrate what makes sounds.
KS 3 SCI - 2.3.1 identifies that the source of sound is vibrations.
KS 3 SCI - 2.3.2 discriminates between sounds made by different objects.
KS 3 SCI - 2.3.3 discriminates between various pitches.
KS 3 SCI - 2.4 The student will experiment with electricity and magnetism.
KS 3 SCI - 2.4.1 demonstrates that magnets attract and repel.
KS 3 SCI - 2.4.2 designs a simple experiment to determine whether various objects will be attracted to magnets.
KS 3 SCI - 2.4.3 constructs a simple circuit.
KS 3 SCI - STD 3. Life Science: The student will develop an understanding of biological concepts through direct experience with living things, their life cycles, and their habitats.
KS 3 SCI - 3.1 The student will develop knowledge of organisms in their environment.
KS 3 SCI - 3.1.1 observes different organisms and compares and contrasts how similar functions are served by different structural characteristics.
KS 3 SCI - 3.1.2 compares basic needs of different organisms in their environment.
KS 3 SCI - 3.1.3 discusses ways organisms use their senses to survive in their environments.
KS 3 SCI - 3.2 The student will observe and illustrate the life cycles of various organisms.
KS 3 SCI - 3.2.1 compares, contrasts, and asks questions about life cycles of various organisms.
KS 3 SCI - STD 4. Earth and Space Science: The student will observe objects, materials, and changes in their environment, note their properties, distinguish one from another, and develop their own explanations making sense of their observations.
KS 3 SCI - 4.1 The student will develop an understanding of the properties of earth materials.
KS 3 SCI - 4.1.1 collects, observes properties, and classifies a variety of earth materials in his/her environment.
KS 3 SCI - 4.1.2 experiments with a variety of soil types (clay, silt, sand, and loam).
KS 3 SCI - 4.1.3 describes properties of water and process of the water cycle.
KS 3 SCI - 4.1.4 observes and records the properties of fossils and discusses what fossils are.
KS 3 SCI - 4.2 The student will observe and describe objects in the sky.
KS 3 SCI - 4.2.1 observes the moon and stars.
KS 3 SCI - 4.2.2 observes and compares the length of shadows.
KS 3 SCI - 4.2.3 discusses that the sun provides light and heat (electro-magnetic radiation) to maintain the temperature of the earth.
KS 3 SCI - 4.3 The student will develop skills necessary to describe changes in the earth and weather.
KS 3 SCI - 4.3.1 describes changes in the surface of the earth.
KS 3 SCI - 4.3.2 observes, describes, and records daily and seasonal weather changes.
KS 3 SCI - STD 5. Science and Technology: The student will have a variety of educational experiences which involve science and technology. The student will begin to understand the design process.
KS 3 SCI - 5.1 The student will work with a technology design.
KS 3 SCI - 5.1.1 identifies a simple design problem (designs a plan, implements the plan, evaluates the results, makes changes to improve the product, and communicates the results).
KS 3 SCI - 5.2 The student will apply their understanding about science and technology.
KS 3 SCI - 5.2.1 will understand that the design process produces knowledge that can be used to solve a problem and improve our world.
KS 3 SCI - 5.2.2 invents a product to solve problems.
KS 3 SCI - 5.2.3 works with others to solve problems.
KS 3 SCI - 5.2.4 develops an awareness that women and men of all ages, backgrounds, and ethnic groups engage in a variety of scientific and technological work.
KS 3 SCI - 5.2.5 investigates how scientists use tools to observe.
KS 3 SCI - STD 6. Science in the Personal and Environmental Perspectives: The student will demonstrate personal health and environmental practices.
KS 3 SCI - 6.1 The student will develop an understanding of personal health.
KS 3 SCI - 6.1.1 discusses the nutritional value of various foods and their contribution to health.
KS 3 SCI - 6.1.2 discusses that safety involves preventing injury by avoiding inappropriate risks and dangers.
KS 3 SCI - 6.1.3 assumes some responsibility for his/her own health, and the health and well being of others.
KS 3 SCI - 6.2 The student will demonstrate an awareness of changes in the environment.
KS 3 SCI - 6.2.1 defines pollution.
KS 3 SCI - 6.2.2 develops personal actions to solve pollution problems in and around the neighborhood.
KS 3 SCI - 6.2.3 practices reducing, reusing, and recycling.
KS 3 SCI - STD 7. History and Nature of Science: The student will experience some things about scientific inquiry and learn about people from history.
KS 3 SCI - 7.1 The student will develop awareness that people practice science.
KS 3 SCI - 7.1.1 recognizes that students participate in science inquiry by asking questions.
KS 3 SCI - 7.1.2 studies the lives of people who made scientific contributions.

Fourth Grade

KS 4 SCI - STD 1. Science as Inquiry
KS 4 SCI - 1.1 The student will develop the skills necessary to do full inquiry. Full inquiry involves asking a simple question, completing an investigation, answering the question, and sharing the results with others.
KS 4 SCI - 1.1.1 asks questions that he/she can answer by investigating.
KS 4 SCI - 1.1.2 plans and conducts a simple investigation.
KS 4 SCI - 1.1.3 employs appropriate equipment, tools, and safety procedures to gather data.
KS 4 SCI - 1.1.4 begins developing the abilities to communicate, critique, analyze his/her own investigations, and interprets the work of other students.
KS 4 SCI - STD 2. Physical Science: The student will increase their understanding of the properties of objects and materials that they encounter on a daily basis. The student will compare, describe, and sort and classify these materials by observable properties.
KS 4 SCI - 2.1 The student will develop skills to describe objects.
KS 4 SCI - 2.1.1 observes properties of objects and measures those properties using appropriate tools.
KS 4 SCI - 2.1.2 describes and classifies objects by more than one property.
KS 4 SCI - 2.1.3 observes and records how one object interacts with another object.
KS 4 SCI - 2.1.4 recognizes and describes the differences between solids, liquids, and gases.
KS 4 SCI - 2.2 The student will describe the motion of objects.
KS 4 SCI - 2.2.1 moves objects by pushing, pulling, throwing, spinning, dropping, and rolling; and describes the motion.
KS 4 SCI - 2.2.2 describes the change in position of objects when moved.
KS 4 SCI - 2.3 The student will recognize and demonstrate what makes sounds.
KS 4 SCI - 2.3.1 identifies that the source of sound is vibrations.
KS 4 SCI - 2.3.2 discriminates between sounds made by different objects.
KS 4 SCI - 2.3.3 discriminates between various pitches.
KS 4 SCI - 2.4 The student will experiment with electricity and magnetism.
KS 4 SCI - 2.4.1 demonstrates that magnets attract and repel.
KS 4 SCI - 2.4.2 designs a simple experiment to determine whether various objects will be attracted to magnets.
KS 4 SCI - 2.4.3 constructs a simple circuit.
KS 4 SCI - STD 3. Life Science: The student will develop an understanding of biological concepts through direct experience with living things, their life cycles, and their habitats.
KS 4 SCI - 3.1 The student will develop knowledge of organisms in their environment.
KS 4 SCI - 3.1.1 observes different organisms and compares and contrasts how similar functions are served by different structural characteristics.
KS 4 SCI - 3.1.2 compares basic needs of different organisms in their environment.
KS 4 SCI - 3.1.3 discusses ways organisms use their senses to survive in their environments.
KS 4 SCI - 3.2 The student will observe and illustrate the life cycles of various organisms.
KS 4 SCI - 3.2.1 compares, contrasts, and asks questions about life cycles of various organisms.
KS 4 SCI - STD 4. Earth and Space Science: The student will observe objects, materials, and changes in their environment, note their properties, distinguish one from another, and develop their own explanations making sense of their observations.
KS 4 SCI - 4.1 The student will develop an understanding of the properties of earth materials.
KS 4 SCI - 4.1.1 collects, observes properties, and classifies a variety of earth materials in his/her environment.
KS 4 SCI - 4.1.2 experiments with a variety of soil types (clay, silt, sand, and loam).
KS 4 SCI - 4.1.3 describes properties of water and process of the water cycle.
KS 4 SCI - 4.1.4 observes and records the properties of fossils and discusses what fossils are.
KS 4 SCI - 4.2 The student will observe and describe objects in the sky.
KS 4 SCI - 4.2.1 observes the moon and stars.
KS 4 SCI - 4.2.2 observes and compares the length of shadows.
KS 4 SCI - 4.2.3 discusses that the sun provides light and heat (electro-magnetic radiation) to maintain the temperature of the earth.
KS 4 SCI - 4.3 The student will develop skills necessary to describe changes in the earth and weather.
KS 4 SCI - 4.3.1 describes changes in the surface of the earth.
KS 4 SCI - 4.3.2 observes, describes, and records daily and seasonal weather changes.
KS 4 SCI - STD 5. Science and Technology: The student will have a variety of educational experiences which involve science and technology. The student will begin to understand the design process.
KS 4 SCI - 5.1 The student will work with a technology design.
KS 4 SCI - 5.1.1 identifies a simple design problem (designs a plan, implements the plan, evaluates the results, makes changes to improve the product, and communicates the results).
KS 4 SCI - 5.2 The student will apply their understanding about science and technology.
KS 4 SCI - 5.2.1 will understand that the design process produces knowledge that can be used to solve a problem and improve our world.
KS 4 SCI - 5.2.2 invents a product to solve problems.
KS 4 SCI - 5.2.3 works with others to solve problems.
KS 4 SCI - 5.2.4 develops an awareness that women and men of all ages, backgrounds, and ethnic groups engage in a variety of scientific and technological work.
KS 4 SCI - 5.2.5 investigates how scientists use tools to observe.
KS 4 SCI - STD 6. Science in the Personal and Environmental Perspectives: The student will demonstrate personal health and environmental practices.
KS 4 SCI - 6.1 The student will develop an understanding of personal health.
KS 4 SCI - 6.1.1 discusses the nutritional value of various foods and their contribution to health.
KS 4 SCI - 6.1.2 discusses that safety involves preventing injury by avoiding inappropriate risks and dangers.
KS 4 SCI - 6.1.3 assumes some responsibility for his/her own health, and the health and well being of others.
KS 4 SCI - 6.2 The student will demonstrate an awareness of changes in the environment.
KS 4 SCI - 6.2.1 defines pollution.
KS 4 SCI - 6.2.2 develops personal actions to solve pollution problems in and around the neighborhood.
KS 4 SCI - 6.2.3 practices reducing, reusing, and recycling.
KS 4 SCI - STD 7. History and Nature of Science: The student will experience some things about scientific inquiry and learn about people from history.
KS 4 SCI - 7.1 The student will develop awareness that people practice science.
KS 4 SCI - 7.1.1 recognizes that students participate in science inquiry by asking questions.
KS 4 SCI - 7.1.2 studies the lives of people who made scientific contributions.

Fifth Grade

KS 5 SCI - STD 1. Science as Inquiry: The student will develop the abilities to do scientific inquiry, be able to demonstrate how scientific inquiry is applied, and develop understandings about scientific inquiry.
KS 5 SCI - 1.1 The student will demonstrate abilities necessary to do the processes of scientific inquiry.
KS 5 SCI - 1.1.1 identifies questions that can be answered through scientific investigations.
KS 5 SCI - 1.1.2 designs and conducts scientific investigations safely using appropriate tools, mathematics, technology, and techniques to gather, analyze, and interpret data.
KS 5 SCI - 1.1.3 identifies the relationship between evidence and logical conclusions.
KS 5 SCI - 1.1.4 communicates scientific procedures, results and explanations.
KS 5 SCI - 1.2 The student will apply different kinds of investigations to different kinds of questions.
KS 5 SCI - 1.2.1 develops questions and adapts (frames) the inquiry process to guide the appropriate type of investigation.
KS 5 SCI - 1.2.2 differentiates between qualitative and quantitative data in an investigation
KS 5 SCI - 1.3 The student will analyze how science advances through the interaction of new ideas, scientific investigations, skepticism, and examinations of evidence of varied explanations
KS 5 SCI - 1.3.1 after completing an investigation, generates alternative methods of investigation and/or further questions for inquiry.
KS 5 SCI - 1.3.2 evaluates the work of others to determine evidence which scientifically supports or contradicts the results, identifying faulty reasoning or conclusions that go beyond evidence and/or are not supported by data.
KS 5 SCI - STD 2. Physical Science: The student will apply process skills to develop an understanding of physical science including: properties, changes of properties of matter, motion and forces, and transfer of energy.
KS 5 SCI - 2.1 The student will observe, compare, and classify properties of matter.
KS 5 SCI - 2.1.1 compares and classifies the states of matter; solids, liquids, gases, and plasma
KS 5 SCI - 2.1.2 compares and contrasts the classes of matter; elements, compounds, and mixtures.
KS 5 SCI - 2.1.3 identifies and communicates properties of matter including but not limited to, boiling point, solubility, and density.
KS 5 SCI - 2.2 The student will observe, measure, infer, and classify changes in properties of matter.
KS 5 SCI - 2.2.1 understands the relationship of atoms to elements and elements to compounds.
KS 5 SCI - 2.2.2 measures and graphs the effects of temperature on matter.
KS 5 SCI - 2.3 The student will investigate motion and forces.
KS 5 SCI - 2.3.1 identifies the forces that act on an object (e.g., gravity and friction)
KS 5 SCI - 2.3.2 describes, measures, and represents data on a graph showing the motion of an object (position, direction of motion, speed).
KS 5 SCI - 2.3.3 recognizes and describes examples of Newton?s Laws of Motion.
KS 5 SCI - 2.3.4 investigates and explains how simple machines multiply force at the expense of distance.
KS 5 SCI - 2.4 The student will understand and demonstrate the transfer of energy.
KS 5 SCI - 2.4.1 understands the difference between potential and kinetic energy.
KS 5 SCI - 2.4.2 understands that when work is done energy transforms from one form to another, including mechanical, heat, light, sound, electrical, chemical, and nuclear energy, yet is conserved.
KS 5 SCI - 2.4.3 observes and communicates how light (electromagnetic) energy interacts with matter: transmitted, reflected, refracted, and absorbed.
KS 5 SCI - 2.4.4 understands that heat energy can be transferred from hot to cold by radiation, convection, and conduction.
KS 5 SCI - STD 3. Life Science: The student will apply process skills to explore and understand structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems, and diversity and adaptations of organisms.
KS 5 SCI - 3.1 The student will model structures of organisms and relate functions to the structures.
KS 5 SCI - 3.1.1 will understand the cell theory; that all organisms are composed of one or more cells, cells are the basic unit of life, and that cells come from other cells.
KS 5 SCI - 3.1.2 relates the structure of cells, organs, tissues, organ systems, and whole organisms to their functions
KS 5 SCI - 3.1.3 compares organisms composed of single cells with organisms that are multi-cellular.
KS 5 SCI - 3.1.4 concludes that breakdowns in structure or function may be caused by disease, damage, heredity, or aging.
KS 5 SCI - 3.2 The student will understand the role of reproduction and heredity for all living things.
KS 5 SCI - 3.2.1 differentiates between asexual and sexual reproduction of organisms. .
KS 5 SCI - 3.2.2 understands how hereditary information of each cell is passed from one generation to the next
KS 5 SCI - 3.2.3 infers that the characteristics of an organism result from heredity and interactions with the environment
KS 5 SCI - 3.3 The student will describe homeostasis, the regulation and balance of internal conditions in response to a changing external environment. .
KS 5 SCI - 3.3.1 understands that internal and/or environmental conditions affect an organism?s behavior and/or response in order to maintain and regulate stable internal conditions to survive in a continually changing environment.
KS 5 SCI - 3.3.2 recognizes that the survival of all organisms requires the ingestion of materials, the intake and release of energy, growth, release of wastes and responses to environmental change.
KS 5 SCI - 3.4 The student will identify and relate interactions of populations of organisms within an ecosystem.
KS 5 SCI - 3.4.1 recognizes that all populations living together (biotic resources) and the physical factors (abiotic resources) with which they interact compose an ecosystem.
KS 5 SCI - 3.4.2 understands how limiting factors determine the carrying capacity of an ecosystem.
KS 5 SCI - 3.4.3 traces the energy flow from the sun (source of radiant energy) to producers (via photosynthesis ? chemical energy) to consumers and decomposers in food webs.
KS 5 SCI - 3.5 The student will observe the diversity of living things and relate their adaptations to their survival or extinction.
KS 5 SCI - 3.5.1 concludes that species of animals, plants, and microorganisms may look dissimilar on the outside but have similarities in internal structures, developmental characteristics, chemical processes, and genomes.
KS 5 SCI - 3.5.2 understands that adaptations of organisms (changes in structure, function, or behavior that accumulate over successive generations) contribute to biological diversity.
KS 5 SCI - 3.5.3 associates extinction of a species with environmental changes and insufficient adaptive characteristics.
KS 5 SCI - STD 4. Earth and Space Science: The student will apply process skills to explore and develop an understanding of the structure of the earth system, earth?s history, and earth in the solar system.
KS 5 SCI - 4.1 The student will understand that the structure of the earth system is continuously changing due to earth's physical and chemical processes.
KS 5 SCI - 4.1.1 identifies properties of the solid earth, the oceans and fresh water, and the atmosphere.
KS 5 SCI - 4.1.2 models earth?s cycles, constructive and destructive processes, and weather systems.
KS 5 SCI - 4.2 The student will understand past and present earth processes and their similarity.
KS 5 SCI - 4.2.1 understands that earth processes observed today (including movement of lithospheric plates and changes in atmospheric conditions) are similar to those that occurred in the past; earth history is also influenced by occasional catastrophes, such as the impact of a comet or asteroid.
KS 5 SCI - 4.3 The student will identify and classify stars, planets, and other solar system components.
KS 5 SCI - 4.3.1 compares and contrasts the characteristics of stars, planets, moons, comets, and asteroids.
KS 5 SCI - 4.3.2 models spatial relationships of the earth/moon/planets/sun system to scale.
KS 5 SCI - 4.3.3 identifies past and present methods used to explore space..
KS 5 SCI - 4.4 The student will model motions and identify forces that explain earth phenomena.
KS 5 SCI - 4.4.1 demonstrates and models object/space/time relationships that explain phenomena such as the day, the month, the year, seasons, phases of the moon, eclipses and tides.
KS 5 SCI - 4.4.2 describes how the angle of incidence of solar energy striking earth?s surface affects the amount of heat energy absorbed at earth?s surface.
KS 5 SCI - STD 5. Science and Technology: The student will demonstrate abilities of technological design and understandings about science and technology.
KS 5 SCI - 5.1 The student will demonstrate abilities of technological design.
KS 5 SCI - 5.1.1 identifies appropriate problems for technological design, designs a solution or product, implements the proposed design, evaluates the product, and communicates the process of technological design.
KS 5 SCI - 5.2 The student will develop understandings of the similarities, differences, and relationships in science and technology.
KS 5 SCI - 5.2.1 compares the work of various types of scientists and engineers.
KS 5 SCI - 5.2.2 evaluates benefits, risks, limitations and trade-offs of technological solutions.
KS 5 SCI - 5.2.3 identifies contributions to science and technology by many people and many cultures.
KS 5 SCI - STD 6. Science in the Personal and Environmental Perspectives: The student will apply process skills to explore and develop an understanding of issues of personal health, population, resources and environment, and natural hazards.
KS 5 SCI - 6.1 The student will understand scientific knowledge relative to personal health.
KS 5 SCI - 6.1.1 identifies individual nutrition, exercise, and a rest needs based on science and uses a scientific approach to thinking critically about personal health, lifestyle choices, risks and benefits.
KS 5 SCI - 6.2 The student will understand the impact of human activity on resources and environment.
KS 5 SCI - 6.2.1 investigates the effects of human activities on the environment and analyzes decisions based on the knowledge of benefits and risks.
KS 5 SCI - 6.3 The student will understand that natural hazards are dynamic examples of earth processes which cause us to evaluate risks.
KS 5 SCI - 6.3.1 recognizes patterns of natural processes and/or human activities that may cause and/or contribute to natural hazards.
KS 5 SCI - 6.3.2 evaluates risks and defines appropriate actions associated with the natural hazard.
KS 5 SCI - STD 7. History and Nature of Science: The student will examine and develop an understanding of science as a historical human endeavor.
KS 5 SCI - 7.1 The student will develop scientific habits of mind.
KS 5 SCI - 7.1.1 practices intellectual honesty, demonstrates skepticism appropriately, displays open-mindedness to new ideas, and bases decisions on evidence.
KS 5 SCI - 7.2 The student will research contributions to science throughout history.
KS 5 SCI - 7.2.1 recognizes that new knowledge leads to new questions and new discoveries, replicates historic experiments to understand principles of science, and relates contributions of men and women to the fields of science.

Sixth Grade

KS 6 SCI - STD 1. Science as Inquiry: The student will develop the abilities to do scientific inquiry, be able to demonstrate how scientific inquiry is applied, and develop understandings about scientific inquiry.
KS 6 SCI - 1.1 The student will demonstrate abilities necessary to do the processes of scientific inquiry.
KS 6 SCI - 1.1.1 identifies questions that can be answered through scientific investigations.
KS 6 SCI - 1.1.2 designs and conducts scientific investigations safely using appropriate tools, mathematics, technology, and techniques to gather, analyze, and interpret data.
KS 6 SCI - 1.1.3 identifies the relationship between evidence and logical conclusions.
KS 6 SCI - 1.1.4 communicates scientific procedures, results and explanations.
KS 6 SCI - 1.2 The student will apply different kinds of investigations to different kinds of questions.
KS 6 SCI - 1.2.1 develops questions and adapts (frames) the inquiry process to guide the appropriate type of investigation.
KS 6 SCI - 1.2.2 differentiates between qualitative and quantitative data in an investigation
KS 6 SCI - 1.3 The student will analyze how science advances through the interaction of new ideas, scientific investigations, skepticism, and examinations of evidence of varied explanations
KS 6 SCI - 1.3.1 after completing an investigation, generates alternative methods of investigation and/or further questions for inquiry.
KS 6 SCI - 1.3.2 evaluates the work of others to determine evidence which scientifically supports or contradicts the results, identifying faulty reasoning or conclusions that go beyond evidence and/or are not supported by data.
KS 6 SCI - STD 2. Physical Science: The student will apply process skills to develop an understanding of physical science including: properties, changes of properties of matter, motion and forces, and transfer of energy.
KS 6 SCI - 2.1 The student will observe, compare, and classify properties of matter.
KS 6 SCI - 2.1.1 compares and classifies the states of matter; solids, liquids, gases, and plasma
KS 6 SCI - 2.1.2 compares and contrasts the classes of matter; elements, compounds, and mixtures.
KS 6 SCI - 2.1.3 identifies and communicates properties of matter including but not limited to, boiling point, solubility, and density.
KS 6 SCI - 2.2 The student will observe, measure, infer, and classify changes in properties of matter.
KS 6 SCI - 2.2.1 understands the relationship of atoms to elements and elements to compounds.
KS 6 SCI - 2.2.2 measures and graphs the effects of temperature on matter.
KS 6 SCI - 2.3 The student will investigate motion and forces.
KS 6 SCI - 2.3.1 identifies the forces that act on an object (e.g., gravity and friction)
KS 6 SCI - 2.3.2 describes, measures, and represents data on a graph showing the motion of an object (position, direction of motion, speed).
KS 6 SCI - 2.3.3 recognizes and describes examples of Newton?s Laws of Motion.
KS 6 SCI - 2.3.4 investigates and explains how simple machines multiply force at the expense of distance.
KS 6 SCI - 2.4 The student will understand and demonstrate the transfer of energy.
KS 6 SCI - 2.4.1 understands the difference between potential and kinetic energy.
KS 6 SCI - 2.4.2 understands that when work is done energy transforms from one form to another, including mechanical, heat, light, sound, electrical, chemical, and nuclear energy, yet is conserved.
KS 6 SCI - 2.4.3 observes and communicates how light (electromagnetic) energy interacts with matter: transmitted, reflected, refracted, and absorbed.
KS 6 SCI - 2.4.4 understands that heat energy can be transferred from hot to cold by radiation, convection, and conduction.
KS 6 SCI - STD 3. Life Science: The student will apply process skills to explore and understand structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems, and diversity and adaptations of organisms.
KS 6 SCI - 3.1 The student will model structures of organisms and relate functions to the structures.
KS 6 SCI - 3.1.1 will understand the cell theory; that all organisms are composed of one or more cells, cells are the basic unit of life, and that cells come from other cells.
KS 6 SCI - 3.1.2 relates the structure of cells, organs, tissues, organ systems, and whole organisms to their functions
KS 6 SCI - 3.1.3 compares organisms composed of single cells with organisms that are multi-cellular.
KS 6 SCI - 3.1.4 concludes that breakdowns in structure or function may be caused by disease, damage, heredity, or aging.
KS 6 SCI - 3.2 The student will understand the role of reproduction and heredity for all living things.
KS 6 SCI - 3.2.1 differentiates between asexual and sexual reproduction of organisms. .
KS 6 SCI - 3.2.2 understands how hereditary information of each cell is passed from one generation to the next
KS 6 SCI - 3.2.3 infers that the characteristics of an organism result from heredity and interactions with the environment
KS 6 SCI - 3.3 The student will describe homeostasis, the regulation and balance of internal conditions in response to a changing external environment. .
KS 6 SCI - 3.3.1 understands that internal and/or environmental conditions affect an organism?s behavior and/or response in order to maintain and regulate stable internal conditions to survive in a continually changing environment.
KS 6 SCI - 3.3.2 recognizes that the survival of all organisms requires the ingestion of materials, the intake and release of energy, growth, release of wastes and responses to environmental change.
KS 6 SCI - 3.4 The student will identify and relate interactions of populations of organisms within an ecosystem.
KS 6 SCI - 3.4.1 recognizes that all populations living together (biotic resources) and the physical factors (abiotic resources) with which they interact compose an ecosystem.
KS 6 SCI - 3.4.2 understands how limiting factors determine the carrying capacity of an ecosystem.
KS 6 SCI - 3.4.3 traces the energy flow from the sun (source of radiant energy) to producers (via photosynthesis ? chemical energy) to consumers and decomposers in food webs.
KS 6 SCI - 3.5 The student will observe the diversity of living things and relate their adaptations to their survival or extinction.
KS 6 SCI - 3.5.1 concludes that species of animals, plants, and microorganisms may look dissimilar on the outside but have similarities in internal structures, developmental characteristics, chemical processes, and genomes.
KS 6 SCI - 3.5.2 understands that adaptations of organisms (changes in structure, function, or behavior that accumulate over successive generations) contribute to biological diversity.
KS 6 SCI - 3.5.3 associates extinction of a species with environmental changes and insufficient adaptive characteristics.
KS 6 SCI - STD 4. Earth and Space Science: The student will apply process skills to explore and develop an understanding of the structure of the earth system, earth?s history, and earth in the solar system.
KS 6 SCI - 4.1 The student will understand that the structure of the earth system is continuously changing due to earth's physical and chemical processes.
KS 6 SCI - 4.1.1 identifies properties of the solid earth, the oceans and fresh water, and the atmosphere.
KS 6 SCI - 4.1.2 models earth?s cycles, constructive and destructive processes, and weather systems.
KS 6 SCI - 4.2 The student will understand past and present earth processes and their similarity.
KS 6 SCI - 4.2.1 understands that earth processes observed today (including movement of lithospheric plates and changes in atmospheric conditions) are similar to those that occurred in the past; earth history is also influenced by occasional catastrophes, such as the impact of a comet or asteroid.
KS 6 SCI - 4.3 The student will identify and classify stars, planets, and other solar system components.
KS 6 SCI - 4.3.1 compares and contrasts the characteristics of stars, planets, moons, comets, and asteroids.
KS 6 SCI - 4.3.2 models spatial relationships of the earth/moon/planets/sun system to scale.
KS 6 SCI - 4.3.3 identifies past and present methods used to explore space..
KS 6 SCI - 4.4 The student will model motions and identify forces that explain earth phenomena.
KS 6 SCI - 4.4.1 demonstrates and models object/space/time relationships that explain phenomena such as the day, the month, the year, seasons, phases of the moon, eclipses and tides.
KS 6 SCI - 4.4.2 describes how the angle of incidence of solar energy striking earth?s surface affects the amount of heat energy absorbed at earth?s surface.
KS 6 SCI - STD 5. Science and Technology: The student will demonstrate abilities of technological design and understandings about science and technology.
KS 6 SCI - 5.1 The student will demonstrate abilities of technological design.
KS 6 SCI - 5.1.1 identifies appropriate problems for technological design, designs a solution or product, implements the proposed design, evaluates the product, and communicates the process of technological design.
KS 6 SCI - 5.2 The student will develop understandings of the similarities, differences, and relationships in science and technology.
KS 6 SCI - 5.2.1 compares the work of various types of scientists and engineers.
KS 6 SCI - 5.2.2 evaluates benefits, risks, limitations and trade-offs of technological solutions.
KS 6 SCI - 5.2.3 identifies contributions to science and technology by many people and many cultures.
KS 6 SCI - STD 6. Science in the Personal and Environmental Perspectives: The student will apply process skills to explore and develop an understanding of issues of personal health, population, resources and environment, and natural hazards.
KS 6 SCI - 6.1 The student will understand scientific knowledge relative to personal health.
KS 6 SCI - 6.1.1 identifies individual nutrition, exercise, and a rest needs based on science and uses a scientific approach to thinking critically about personal health, lifestyle choices, risks and benefits.
KS 6 SCI - 6.2 The student will understand the impact of human activity on resources and environment.
KS 6 SCI - 6.2.1 investigates the effects of human activities on the environment and analyzes decisions based on the knowledge of benefits and risks.
KS 6 SCI - 6.3 The student will understand that natural hazards are dynamic examples of earth processes which cause us to evaluate risks.
KS 6 SCI - 6.3.1 recognizes patterns of natural processes and/or human activities that may cause and/or contribute to natural hazards.
KS 6 SCI - 6.3.2 evaluates risks and defines appropriate actions associated with the natural hazard.
KS 6 SCI - STD 7. History and Nature of Science: The student will examine and develop an understanding of science as a historical human endeavor.
KS 6 SCI - 7.1 The student will develop scientific habits of mind.
KS 6 SCI - 7.1.1 practices intellectual honesty, demonstrates skepticism appropriately, displays open-mindedness to new ideas, and bases decisions on evidence.
KS 6 SCI - 7.2 The student will research contributions to science throughout history.
KS 6 SCI - 7.2.1 recognizes that new knowledge leads to new questions and new discoveries, replicates historic experiments to understand principles of science, and relates contributions of men and women to the fields of science.

Seventh Grade

KS 7 SCI - STD 1. Science as Inquiry: The student will develop the abilities to do scientific inquiry, be able to demonstrate how scientific inquiry is applied, and develop understandings about scientific inquiry.
KS 7 SCI - 1.1 The student will demonstrate abilities necessary to do the processes of scientific inquiry.
KS 7 SCI - 1.1.1 identifies questions that can be answered through scientific investigations.
KS 7 SCI - 1.1.2 designs and conducts scientific investigations safely using appropriate tools, mathematics, technology, and techniques to gather, analyze, and interpret data.
KS 7 SCI - 1.1.3 identifies the relationship between evidence and logical conclusions.
KS 7 SCI - 1.1.4 communicates scientific procedures, results and explanations.
KS 7 SCI - 1.2 The student will apply different kinds of investigations to different kinds of questions.
KS 7 SCI - 1.2.1 develops questions and adapts (frames) the inquiry process to guide the appropriate type of investigation.
KS 7 SCI - 1.2.2 differentiates between qualitative and quantitative data in an investigation
KS 7 SCI - 1.3 The student will analyze how science advances through the interaction of new ideas, scientific investigations, skepticism, and examinations of evidence of varied explanations
KS 7 SCI - 1.3.1 after completing an investigation, generates alternative methods of investigation and/or further questions for inquiry.
KS 7 SCI - 1.3.2 evaluates the work of others to determine evidence which scientifically supports or contradicts the results, identifying faulty reasoning or conclusions that go beyond evidence and/or are not supported by data.
KS 7 SCI - STD 2. Physical Science: The student will apply process skills to develop an understanding of physical science including: properties, changes of properties of matter, motion and forces, and transfer of energy.
KS 7 SCI - 2.1 The student will observe, compare, and classify properties of matter.
KS 7 SCI - 2.1.1 compares and classifies the states of matter; solids, liquids, gases, and plasma
KS 7 SCI - 2.1.2 compares and contrasts the classes of matter; elements, compounds, and mixtures.
KS 7 SCI - 2.1.3 identifies and communicates properties of matter including but not limited to, boiling point, solubility, and density.
KS 7 SCI - 2.2 The student will observe, measure, infer, and classify changes in properties of matter.
KS 7 SCI - 2.2.1 understands the relationship of atoms to elements and elements to compounds.
KS 7 SCI - 2.2.2 measures and graphs the effects of temperature on matter.
KS 7 SCI - 2.3 The student will investigate motion and forces.
KS 7 SCI - 2.3.1 identifies the forces that act on an object (e.g., gravity and friction)
KS 7 SCI - 2.3.2 describes, measures, and represents data on a graph showing the motion of an object (position, direction of motion, speed).
KS 7 SCI - 2.3.3 recognizes and describes examples of Newton?s Laws of Motion.
KS 7 SCI - 2.3.4 investigates and explains how simple machines multiply force at the expense of distance.
KS 7 SCI - 2.4 The student will understand and demonstrate the transfer of energy.
KS 7 SCI - 2.4.1 understands the difference between potential and kinetic energy.
KS 7 SCI - 2.4.2 understands that when work is done energy transforms from one form to another, including mechanical, heat, light, sound, electrical, chemical, and nuclear energy, yet is conserved.
KS 7 SCI - 2.4.3 observes and communicates how light (electromagnetic) energy interacts with matter: transmitted, reflected, refracted, and absorbed.
KS 7 SCI - 2.4.4 understands that heat energy can be transferred from hot to cold by radiation, convection, and conduction.
KS 7 SCI - STD 3. Life Science: The student will apply process skills to explore and understand structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems, and diversity and adaptations of organisms.
KS 7 SCI - 3.1 The student will model structures of organisms and relate functions to the structures.
KS 7 SCI - 3.1.1 will understand the cell theory; that all organisms are composed of one or more cells, cells are the basic unit of life, and that cells come from other cells.
KS 7 SCI - 3.1.2 relates the structure of cells, organs, tissues, organ systems, and whole organisms to their functions
KS 7 SCI - 3.1.3 compares organisms composed of single cells with organisms that are multi-cellular.
KS 7 SCI - 3.1.4 concludes that breakdowns in structure or function may be caused by disease, damage, heredity, or aging.
KS 7 SCI - 3.2 The student will understand the role of reproduction and heredity for all living things.
KS 7 SCI - 3.2.1 differentiates between asexual and sexual reproduction of organisms. .
KS 7 SCI - 3.2.2 understands how hereditary information of each cell is passed from one generation to the next
KS 7 SCI - 3.2.3 infers that the characteristics of an organism result from heredity and interactions with the environment
KS 7 SCI - 3.3 The student will describe homeostasis, the regulation and balance of internal conditions in response to a changing external environment. .
KS 7 SCI - 3.3.1 understands that internal and/or environmental conditions affect an organism?s behavior and/or response in order to maintain and regulate stable internal conditions to survive in a continually changing environment.
KS 7 SCI - 3.3.2 recognizes that the survival of all organisms requires the ingestion of materials, the intake and release of energy, growth, release of wastes and responses to environmental change.
KS 7 SCI - 3.4 The student will identify and relate interactions of populations of organisms within an ecosystem.
KS 7 SCI - 3.4.1 recognizes that all populations living together (biotic resources) and the physical factors (abiotic resources) with which they interact compose an ecosystem.
KS 7 SCI - 3.4.2 understands how limiting factors determine the carrying capacity of an ecosystem.
KS 7 SCI - 3.4.3 traces the energy flow from the sun (source of radiant energy) to producers (via photosynthesis ? chemical energy) to consumers and decomposers in food webs.
KS 7 SCI - 3.5 The student will observe the diversity of living things and relate their adaptations to their survival or extinction.
KS 7 SCI - 3.5.1 concludes that species of animals, plants, and microorganisms may look dissimilar on the outside but have similarities in internal structures, developmental characteristics, chemical processes, and genomes.
KS 7 SCI - 3.5.2 understands that adaptations of organisms (changes in structure, function, or behavior that accumulate over successive generations) contribute to biological diversity.
KS 7 SCI - 3.5.3 associates extinction of a species with environmental changes and insufficient adaptive characteristics.
KS 7 SCI - STD 4. Earth and Space Science: The student will apply process skills to explore and develop an understanding of the structure of the earth system, earth?s history, and earth in the solar system.
KS 7 SCI - 4.1 The student will understand that the structure of the earth system is continuously changing due to earth's physical and chemical processes.
KS 7 SCI - 4.1.1 identifies properties of the solid earth, the oceans and fresh water, and the atmosphere.
KS 7 SCI - 4.1.2 models earth?s cycles, constructive and destructive processes, and weather systems.
KS 7 SCI - 4.2 The student will understand past and present earth processes and their similarity.
KS 7 SCI - 4.2.1 understands that earth processes observed today (including movement of lithospheric plates and changes in atmospheric conditions) are similar to those that occurred in the past; earth history is also influenced by occasional catastrophes, such as the impact of a comet or asteroid.
KS 7 SCI - 4.3 The student will identify and classify stars, planets, and other solar system components.
KS 7 SCI - 4.3.1 compares and contrasts the characteristics of stars, planets, moons, comets, and asteroids.
KS 7 SCI - 4.3.2 models spatial relationships of the earth/moon/planets/sun system to scale.
KS 7 SCI - 4.3.3 identifies past and present methods used to explore space..
KS 7 SCI - 4.4 The student will model motions and identify forces that explain earth phenomena.
KS 7 SCI - 4.4.1 demonstrates and models object/space/time relationships that explain phenomena such as the day, the month, the year, seasons, phases of the moon, eclipses and tides.
KS 7 SCI - 4.4.2 describes how the angle of incidence of solar energy striking earth?s surface affects the amount of heat energy absorbed at earth?s surface.
KS 7 SCI - STD 5. Science and Technology: The student will demonstrate abilities of technological design and understandings about science and technology.
KS 7 SCI - 5.1 The student will demonstrate abilities of technological design.
KS 7 SCI - 5.1.1 identifies appropriate problems for technological design, designs a solution or product, implements the proposed design, evaluates the product, and communicates the process of technological design.
KS 7 SCI - 5.2 The student will develop understandings of the similarities, differences, and relationships in science and technology.
KS 7 SCI - 5.2.1 compares the work of various types of scientists and engineers.
KS 7 SCI - 5.2.2 evaluates benefits, risks, limitations and trade-offs of technological solutions.
KS 7 SCI - 5.2.3 identifies contributions to science and technology by many people and many cultures.
KS 7 SCI - STD 6. Science in the Personal and Environmental Perspectives: The student will apply process skills to explore and develop an understanding of issues of personal health, population, resources and environment, and natural hazards.
KS 7 SCI - 6.1 The student will understand scientific knowledge relative to personal health.
KS 7 SCI - 6.1.1 identifies individual nutrition, exercise, and a rest needs based on science and uses a scientific approach to thinking critically about personal health, lifestyle choices, risks and benefits.
KS 7 SCI - 6.2 The student will understand the impact of human activity on resources and environment.
KS 7 SCI - 6.2.1 investigates the effects of human activities on the environment and analyzes decisions based on the knowledge of benefits and risks.
KS 7 SCI - 6.3 The student will understand that natural hazards are dynamic examples of earth processes which cause us to evaluate risks.
KS 7 SCI - 6.3.1 recognizes patterns of natural processes and/or human activities that may cause and/or contribute to natural hazards.
KS 7 SCI - 6.3.2 evaluates risks and defines appropriate actions associated with the natural hazard.
KS 7 SCI - STD 7. History and Nature of Science: The student will examine and develop an understanding of science as a historical human endeavor.
KS 7 SCI - 7.1 The student will develop scientific habits of mind.
KS 7 SCI - 7.1.1 practices intellectual honesty, demonstrates skepticism appropriately, displays open-mindedness to new ideas, and bases decisions on evidence.
KS 7 SCI - 7.2 The student will research contributions to science throughout history.
KS 7 SCI - 7.2.1 recognizes that new knowledge leads to new questions and new discoveries, replicates historic experiments to understand principles of science, and relates contributions of men and women to the fields of science.

Eighth Grade

KS 8 SCI - STD 1. Science as Inquiry: The student will develop the abilities necessary to do scientific inquiry and develop an understanding of scientific inquiry.
KS 8 SCI - 1.1 The student will demonstrate the abilities necessary to do scientific inquiry.
KS 8 SCI - 1.1.1 actively engages in asking and evaluating research questions.
KS 8 SCI - 1.1.2 actively engages in investigations, including developing questions, gathering and analyzing data, and designing and conducting research
KS 8 SCI - 1.1.3 actively engages in using technological tools and mathematics in their own scientific investigations.
KS 8 SCI - 1.1.4 actively engages in conducting an inquiry, formulating and revising his or her scientific explanations and models (physical, conceptual, or mathematical) using logic and evidence, and recognizing that potential alternative explanations and models should be considered.
KS 8 SCI - 1.1.5 actively engages in communicating and defending the design, results, and conclusion of his/her investigation.
KS 8 SCI - STD 2A Chemistry: The student will develop an understanding of the structure of atoms, compounds, chemical reactions, and the interactions of energy and matter.
KS 8 SCI - 2A.1 The student will understand the structure of the atom.
KS 8 SCI - 2A.1.1 understands atoms, the fundamental organizational unit of matter, are composed of subatomic particles. Chemists are primarily interested in the protons, electrons, and neutrons found in the atom.
KS 8 SCI - 2A.1.2 understands isotopes are atoms with the same atomic number (same number of protons) but different numbers of neutrons. The nuclei of some atoms are radioactive isotopes that spontaneously decay, releasing radioactive energy.
KS 8 SCI - 2A.2 The students will understand the states and properties of matter.
KS 8 SCI - 2A.2.1 understands chemists use kinetic and potential energy to explain the physical and chemical properties of matter on earth that may exist in any of these three states: solids, liquids, and gases.
KS 8 SCI - 2A.2.2 understands the periodic table lists elements according to increasing atomic number. This table organizes physical and chemical trends by groups, periods, and sub-categories.
KS 8 SCI - 2A.2.3 understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, and branching networks. Branched network and metallic solids also result from bonding.
KS 8 SCI - 2A.3 The student will gain a basic concept of chemical reactions.
KS 8 SCI - 2A.3.1 understands a chemical reaction occurs when one or more substances (reactants) react to form a different chemical substance(s) (products). There are different types of chemical reactions all of which demonstrate the Law of Conservation of Matter and Energy.
KS 8 SCI - 2A.3.2 understands how to perform mathematical calculations regarding the Law of Conservation of Matter, i.e., through stoichiometric relationships.
KS 8 SCI - 2A.3.3 understands the differences and reactions between acids, bases, and salts. Perform calculations to determine the concentration of ions in solutions.
KS 8 SCI - STD 2B Physics: The student will develop an understanding of the structure of atoms, compounds, chemical reactions, and the interactions of energy and matter.
KS 8 SCI - 2B.1 The student will understand the relationships between force and motion.
KS 8 SCI - 2B.1.1 understands Newton?s Laws and the variables of time, position, velocity, and acceleration can be used to describe the position and motion of particles.
KS 8 SCI - 2B.1.2 understands physicists use conservation laws to analyze the motion of objects.
KS 8 SCI - 2B.2 The student will understand the conservation of mass and energy, and the First and Second Laws of Thermodynamics.
KS 8 SCI - 2B.2.1 understands matter has energy. Mass and energy can be interchanged. The total energy in the universe is constant, but the type of energy may vary.
KS 8 SCI - 2B.2.2 understands the first law of thermodynamics states the total internal energy of a substance (the sum of all the kinetic and potential energies of its constituent molecules) will change only if heat is exchanged with the environment or work is done on or by the substance. In any physical interaction, the total energy in the universe is conserved.
KS 8 SCI - 2B.2.3 understands the second law of thermodynamics that states the entropy of the universe is increasing.
KS 8 SCI - 2B.3 The student will understand the nature of the fundamental interactions of matter and energy.
KS 8 SCI - 2B.3.1 There are four fundamental forces in nature: strong nuclear force, weak nuclear force, electromagnetic force, and gravitational force.
KS 8 SCI - 2B.3.2 understands waves have energy and can transfer energy when they interact with matter.
KS 8 SCI - 2B.3.3 The student understand interference ? how waves interact with other waves
KS 8 SCI - 2B.3.4 The student will understand the principles of reflection and refraction.
KS 8 SCI - 2B.3.5 understands electromagnetic waves result when a charged particle is accelerated or decelerated.
KS 8 SCI - 2B.3.6 The student understands basic electrostatics and circuits.
KS 8 SCI - STD 3. Life Science: The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms.
KS 8 SCI - 3.1 The student will demonstrate an understanding of the structure and function of the cell.
KS 8 SCI - 3.1.1 understands cells are composed of a variety of specialized structures that carry out specific functions.
KS 8 SCI - 3.1.2 understands cell functions involve specific chemical reactions.
KS 8 SCI - 3.1.3 understands cells function and replicate as a result of information stored in DNA and RNA molecules.
KS 8 SCI - 3.1.4 understands some plant cells contain chloroplasts, which are the sites of photosynthesis.
KS 8 SCI - 3.1.5 understands cells can differentiate, thereby enabling complex multicellular organisms to form.
KS 8 SCI - 3.2 The student will demonstrate an understanding of chromosomes, genes, and the molecular basis of heredity.
KS 8 SCI - 3.2.1 understands living organisms contain DNA or RNA as their genetic material, which provides the instructions that specify the characteristics of organisms.
KS 8 SCI - 3.2.2 understands organisms usually have a characteristic number of chromosomes; one pair of these may determine the sex of individuals.
KS 8 SCI - 3.2.3 understands hereditary information is contained in genes, located in the chromosomes of each cell.
KS 8 SCI - 3.2.4 understands gametes carry the genetic information to the next generation.
KS 8 SCI - 3.2.5 understands expressed mutations occur in DNA at very low rates.
KS 8 SCI - 3.3 The student will understand biological evolution.
KS 8 SCI - 3.3.1 understands biological evolution, descent with modification, is a scientific explanation for the history of the diversification of organisms from common ancestors
KS 8 SCI - 3.3.2 understands populations of organisms adapt to environmental challenges and changes as a result of natural selection, genetic drift, and various mechanisms of genetic change.
KS 8 SCI - 3.3.3 understands biological evolution is used to explain the earth?s present day biodiversity: the number, variety and variability of organisms.
KS 8 SCI - 3.3.4 understands organisms vary widely within and between populations. Variation allows for natural selection to occur.
KS 8 SCI - 3.3.5 understands the primary mechanism acting on variation is natural selection.
KS 8 SCI - 3.3.6 understands biological evolution is used as a broad, unifying theoretical framework for biology.
KS 8 SCI - 3.4 The student will understand the interdependence of organisms and their interaction with the physical environment.
KS 8 SCI - 3.4.1 understands atoms and molecules on the earth cycle among the living and nonliving components of the biosphere.
KS 8 SCI - 3.4.2 understands energy is received, transformed and expended in ecosystems.
KS 8 SCI - 3.4.3 understands the distribution and abundance of organisms and populations in ecosystems are limited by the carrying capacity.
KS 8 SCI - 3.4.4 understands organisms cooperate and compete in complex, interdependent relationships
KS 8 SCI - 3.4.5 understands human beings live within and impact ecosystems.
KS 8 SCI - 3.5 The student will develop an understanding of matter, energy, and organization in living systems.
KS 8 SCI - 3.5.1 understands living systems require a continuous input of energy to maintain their chemical and physical organization.
KS 8 SCI - 3.5.2 understands the sun is the primary source of energy for life through the process of photosynthesis.
KS 8 SCI - 3.5.3 understands food molecules contain biochemical energy, which is then available for cellular respiration.
KS 8 SCI - 3.5.4 understands the structure and function of an organism serve to acquire, transform, transport, release, and eliminate the matter and energy used to sustain the organism.
KS 8 SCI - 3.6 The student will understand the behavior of animals.
KS 8 SCI - 3.6.1 understands animals have behavioral responses to internal changes and to external stimuli.
KS 8 SCI - 3.6.2 understands most multicellular animals have nervous systems that underlie behavior.
KS 8 SCI - 3.6.3 understands behaviors are often adaptive when viewed in terms of survival and reproductive success.
KS 8 SCI - 3.7 The student will demonstrate an understanding of the diversity of structure and function in organisms.
KS 8 SCI - 3.7.1 understands differences in structure and function among organisms and can identify the characteristics of relevant life forms.
KS 8 SCI - 3.7.2 understands that homeostasis is the dynamic regulation and balance of an organisms internal environment to maintain conditions suitable for survival.
KS 8 SCI - 3.7.3 understands that living things change following a specific pattern of developmental stages called life cycles.
KS 8 SCI - 3.7.4 understands that in complex organisms there is a division of labor into specific body systems i.e., respiration, digestion, nervous, endocrine, excretion, circulatory, reproductive, immune, skeletal and muscle.
KS 8 SCI - 3.7.4 understands taxonomy is the systematic way in which organism are placed into a hierarchical classification system, according to their physical and genetic characteristics and their evolutionary history.
KS 8 SCI - STD 4. Earth and Space Science: The student will develop an understanding of energy in the earth system, geochemical cycles, the formation and organization of the earth system, the dynamics of the earth/moon/sun system, and the organization and development of the universe.
KS 8 SCI - 4.1 The student will develop an understanding of the sources of energy that power the subsystems and cycles of the dynamic earth: the geosphere, hydrosphere, atmosphere and biosphere.
KS 8 SCI - 4.1.1 understands constructive and destructive processes, including weathering, erosion and deposition, dynamically reshape the surface of the earth.
KS 8 SCI - 4.1.2 understands the theory of Plate Tectonics explains that internal energy drives the earth?s ever changing structure.
KS 8 SCI - 4.1.3 The ultimate source of atmospheric and oceanic energy comes from the sun. Energy flow drives global climate and weather. Climate and weather are influenced by geographic features, cloud cover, and the earth?s rotation.
KS 8 SCI - 4.1.4 Understands the processes of water cycling through surface water (oceans, lakes, streams, glaciers), ground water (aquifers), and the atmosphere. (hydrological cycle)
KS 8 SCI - 4.2 The student will develop an understanding of the origin and development of the dynamic earth system.
KS 8 SCI - 4.2.1 understands geological time is used to understand the earth?s past.
KS 8 SCI - 4.3 The student will develop an understanding of dynamics of our solar system.
KS 8 SCI - 4.3.1 understands gravitational attraction of objects in the solar system keeps solar system objects in orbit.
KS 8 SCI - 4.3.2 understands the relationship between the earth, moon, and sun explains the seasons, tides and moon phases.
KS 8 SCI - 4.3.3 understands the relative sizes and distances of objects in the solar system.
KS 8 SCI - 4.3.4 understands the sun, earth, and other objects in the solar system formed from a nebular cloud of dust and gas.
KS 8 SCI - 4.4 The student will develop an understanding of the organization of the universe, and its development
KS 8 SCI - 4.4.1 understands stellar evolution.
KS 8 SCI - 4.4.2 understands the current scientific explanation of the origin and structure of the universe.
KS 8 SCI - 4.4.3 understand how the tools of astronomy have revolutionized the study of the universe.
KS 8 SCI - STD 5. Science and Technology : The student will develop understandings about the relationship between science and technology.
KS 8 SCI - 5.1 The student will develop an understanding that technology is applied science.
KS 8 SCI - 5.1.1 understands technology is the application of scientific knowledge for functional purposes.
KS 8 SCI - 5.1.2 understands creativity, imagination, and a broad scientific knowledge base are required to produce useful results.
KS 8 SCI - 5.1.3 understands science advances new technologies. New technologies open new areas for scientific inquiry.
KS 8 SCI - STD 6. Science in the Personal and Environmental Perspectives: The student will develop an understanding of personal and community health, population growth, natural resources, environmental quality, natural and human-induced hazards, and science and technology in local, national, and global settings.
KS 8 SCI - 6.1 The student will develop an understanding of the overall functioning of human systems and their interaction with the environment in order to understand specific mechanisms and processes related to health issues.
KS 8 SCI - 6.1.1 understands some chemical and physical hazards and accidents can be avoided through safety education
KS 8 SCI - 6.1.2 understands the severity of disease symptoms is dependent on many factors,
KS 8 SCI - 6.1.3 understands informed personal choices concerning fitness and health involve an understanding of chemistry and biology.
KS 8 SCI - 6.1.4 understands selection of foods and eating patterns determine nutritional balance which affects emotional and physical well-being.
KS 8 SCI - 6.2 The student will demonstrate an understanding of population growth.
KS 8 SCI - 6.2.1 understands the rate of change in populations is determined by the combined effects of birth, death, emigration, and immigration.
KS 8 SCI - 6.2.2 understands a variety of factors influence birth rates and fertility rates.
KS 8 SCI - 6.2.3 understands populations have limits to growth.
KS 8 SCI - 6.3 The student will understand that human populations use natural resources and influence environmental quality.
KS 8 SCI - 6.3.1 understands natural resources from the lithosphere and ecosystems are required to sustain human populations.
KS 8 SCI - 6.3.2 understands earth does not have infinite resources.
KS 8 SCI - 6.4 The student will understand the effect of natural and human-influenced hazards.
KS 8 SCI - 6.4.1 understands natural processes of earth may be hazardous for humans.
KS 8 SCI - 6.4.2 understands there is a need to assess potential risk and danger from natural and human-induced hazards.
KS 8 SCI - 6.5 The student will develop an understanding of the relationship between science, technology, and society.
KS 8 SCI - 6.5.1 understands progress in science and technology can be affected by social issues and challenges. Science and technology indicate what can happen, not what should happen.
KS 8 SCI - STD 7. History and Nature of Science: The student will develop understanding of science as a human endeavor, the nature of scientific knowledge, and historical perspectives.
KS 8 SCI - 7.1 The student will develop an understanding that science is a human endeavor that uses models to describe and explain the physical universe.
KS 8 SCI - 7.1.1 demonstrates an understanding of science as both vocation and avocation.
KS 8 SCI - 7.1.2 explains how science uses peer review, replication of methods, and norms of honesty.
KS 8 SCI - 7.1.3 recognizes the universality of basic science concepts and the influence of personal and cultural beliefs that embed science in society.
KS 8 SCI - 7.1.4 recognizes that society helps create the ways of thinking (mindsets) required for scientific advances, both toward training scientists and educating a populace to utilize benefits of science (e.g., standards of hygiene, attitudes toward forces of nature, etc.).
KS 8 SCI - 7.1.5 understands there are many issues which involve morals, ethics, values or spiritual beliefs that go beyond what science can explain, but for which solid scientific literacy is useful.
KS 8 SCI - 7.1.6 recognizes society?s role in supporting topics of research and determining institutions where research is conducted.
KS 8 SCI - 7.2 The student will develop an understanding of the nature of scientific knowledge.
KS 8 SCI - 7.2.1 understands scientific knowledge describes and explains the physical world in terms of matter, energy, and forces. Scientific knowledge is provisional and is subject to change as new evidence becomes available.
KS 8 SCI - 7.2.2 understands scientific knowledge begins with empirical observations, which are the data (also called facts or evidence) upon which further scientific knowledge is built.
KS 8 SCI - 7.2.3 understands scientific knowledge consists of hypotheses, inferences, laws, and theories.
KS 8 SCI - 7.2.4 understands a testable hypothesis or inference must be subject to confirmation by empirical evidence
KS 8 SCI - 7.3 The student will understand science from historical perspectives.
KS 8 SCI - 7.3.1 demonstrates an understanding of the history of science.
KS 8 SCI - 7.3.2 demonstrates a knowledge that scientific method historically proceeded from an inductive approach rather than a deductive approach.

High School

KS 11 SCI - STD 1. Science as Inquiry: The student will develop the abilities necessary to do scientific inquiry and develop an understanding of scientific inquiry.
KS 11 SCI - 1.1 The student will demonstrate the abilities necessary to do scientific inquiry.
KS 11 SCI - 1.1.1 actively engages in asking and evaluating research questions.
KS 11 SCI - 1.1.2 actively engages in investigations, including developing questions, gathering and analyzing data, and designing and conducting research
KS 11 SCI - 1.1.3 actively engages in using technological tools and mathematics in their own scientific investigations.
KS 11 SCI - 1.1.4 actively engages in conducting an inquiry, formulating and revising his or her scientific explanations and models (physical, conceptual, or mathematical) using logic and evidence, and recognizing that potential alternative explanations and models should be considered.
KS 11 SCI - 1.1.5 actively engages in communicating and defending the design, results, and conclusion of his/her investigation.
KS 11 SCI - STD 2A Chemistry: The student will develop an understanding of the structure of atoms, compounds, chemical reactions, and the interactions of energy and matter.
KS 11 SCI - 2A.1 The student will understand the structure of the atom.
KS 11 SCI - 2A.1.1 understands atoms, the fundamental organizational unit of matter, are composed of subatomic particles. Chemists are primarily interested in the protons, electrons, and neutrons found in the atom.
KS 11 SCI - 2A.1.2 understands isotopes are atoms with the same atomic number (same number of protons) but different numbers of neutrons. The nuclei of some atoms are radioactive isotopes that spontaneously decay, releasing radioactive energy.
KS 11 SCI - 2A.2 The students will understand the states and properties of matter.
KS 11 SCI - 2A.2.1 understands chemists use kinetic and potential energy to explain the physical and chemical properties of matter on earth that may exist in any of these three states: solids, liquids, and gases.
KS 11 SCI - 2A.2.2 understands the periodic table lists elements according to increasing atomic number. This table organizes physical and chemical trends by groups, periods, and sub-categories.
KS 11 SCI - 2A.2.3 understands chemical bonds result when valence electrons are transferred or shared between atoms. Breaking a chemical bond requires energy. Formation of a chemical bond releases energy. Ionic compounds result from atoms transferring electrons. Molecular compounds result from atoms sharing electrons. For example, carbon atoms can bond to each other in chains, rings, and branching networks. Branched network and metallic solids also result from bonding.
KS 11 SCI - 2A.3 The student will gain a basic concept of chemical reactions.
KS 11 SCI - 2A.3.1 understands a chemical reaction occurs when one or more substances (reactants) react to form a different chemical substance(s) (products). There are different types of chemical reactions all of which demonstrate the Law of Conservation of Matter and Energy.
KS 11 SCI - 2A.3.2 understands how to perform mathematical calculations regarding the Law of Conservation of Matter, i.e., through stoichiometric relationships.
KS 11 SCI - 2A.3.3 understands the differences and reactions between acids, bases, and salts. Perform calculations to determine the concentration of ions in solutions.
KS 11 SCI - STD 2B Physics: The student will develop an understanding of the structure of atoms, compounds, chemical reactions, and the interactions of energy and matter.
KS 11 SCI - 2B.1 The student will understand the relationships between force and motion.
KS 11 SCI - 2B.1.1 understands Newton?s Laws and the variables of time, position, velocity, and acceleration can be used to describe the position and motion of particles.
KS 11 SCI - 2B.1.2 understands physicists use conservation laws to analyze the motion of objects.
KS 11 SCI - 2B.2 The student will understand the conservation of mass and energy, and the First and Second Laws of Thermodynamics.
KS 11 SCI - 2B.2.1 understands matter has energy. Mass and energy can be interchanged. The total energy in the universe is constant, but the type of energy may vary.
KS 11 SCI - 2B.2.2 understands the first law of thermodynamics states the total internal energy of a substance (the sum of all the kinetic and potential energies of its constituent molecules) will change only if heat is exchanged with the environment or work is done on or by the substance. In any physical interaction, the total energy in the universe is conserved.
KS 11 SCI - 2B.2.3 understands the second law of thermodynamics that states the entropy of the universe is increasing.
KS 11 SCI - 2B.3 The student will understand the nature of the fundamental interactions of matter and energy.
KS 11 SCI - 2B.3.1 There are four fundamental forces in nature: strong nuclear force, weak nuclear force, electromagnetic force, and gravitational force.
KS 11 SCI - 2B.3.2 understands waves have energy and can transfer energy when they interact with matter.
KS 11 SCI - 2B.3.3 The student understand interference ? how waves interact with other waves
KS 11 SCI - 2B.3.4 The student will understand the principles of reflection and refraction.
KS 11 SCI - 2B.3.5 understands electromagnetic waves result when a charged particle is accelerated or decelerated.
KS 11 SCI - 2B.3.6 The student understands basic electrostatics and circuits.
KS 11 SCI - STD 3. Life Science: The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms.
KS 11 SCI - 3.1 The student will demonstrate an understanding of the structure and function of the cell.
KS 11 SCI - 3.1.1 understands cells are composed of a variety of specialized structures that carry out specific functions.
KS 11 SCI - 3.1.2 understands cell functions involve specific chemical reactions.
KS 11 SCI - 3.1.3 understands cells function and replicate as a result of information stored in DNA and RNA molecules.
KS 11 SCI - 3.1.4 understands some plant cells contain chloroplasts, which are the sites of photosynthesis.
KS 11 SCI - 3.1.5 understands cells can differentiate, thereby enabling complex multicellular organisms to form.
KS 11 SCI - 3.2 The student will demonstrate an understanding of chromosomes, genes, and the molecular basis of heredity.
KS 11 SCI - 3.2.1 understands living organisms contain DNA or RNA as their genetic material, which provides the instructions that specify the characteristics of organisms.
KS 11 SCI - 3.2.2 understands organisms usually have a characteristic number of chromosomes; one pair of these may determine the sex of individuals.
KS 11 SCI - 3.2.3 understands hereditary information is contained in genes, located in the chromosomes of each cell.
KS 11 SCI - 3.2.4 understands gametes carry the genetic information to the next generation.
KS 11 SCI - 3.2.5 understands expressed mutations occur in DNA at very low rates.
KS 11 SCI - 3.3 The student will understand biological evolution.
KS 11 SCI - 3.3.1 understands biological evolution, descent with modification, is a scientific explanation for the history of the diversification of organisms from common ancestors
KS 11 SCI - 3.3.2 understands populations of organisms adapt to environmental challenges and changes as a result of natural selection, genetic drift, and various mechanisms of genetic change.
KS 11 SCI - 3.3.3 understands biological evolution is used to explain the earth?s present day biodiversity: the number, variety and variability of organisms.
KS 11 SCI - 3.3.4 understands organisms vary widely within and between populations. Variation allows for natural selection to occur.
KS 11 SCI - 3.3.5 understands the primary mechanism acting on variation is natural selection.
KS 11 SCI - 3.3.6 understands biological evolution is used as a broad, unifying theoretical framework for biology.
KS 11 SCI - 3.4 The student will understand the interdependence of organisms and their interaction with the physical environment.
KS 11 SCI - 3.4.1 understands atoms and molecules on the earth cycle among the living and nonliving components of the biosphere.
KS 11 SCI - 3.4.2 understands energy is received, transformed and expended in ecosystems.
KS 11 SCI - 3.4.3 understands the distribution and abundance of organisms and populations in ecosystems are limited by the carrying capacity.
KS 11 SCI - 3.4.4 understands organisms cooperate and compete in complex, interdependent relationships
KS 11 SCI - 3.4.5 understands human beings live within and impact ecosystems.
KS 11 SCI - 3.5 The student will develop an understanding of matter, energy, and organization in living systems.
KS 11 SCI - 3.5.1 understands living systems require a continuous input of energy to maintain their chemical and physical organization.
KS 11 SCI - 3.5.2 understands the sun is the primary source of energy for life through the process of photosynthesis.
KS 11 SCI - 3.5.3 understands food molecules contain biochemical energy, which is then available for cellular respiration.
KS 11 SCI - 3.5.4 understands the structure and function of an organism serve to acquire, transform, transport, release, and eliminate the matter and energy used to sustain the organism.
KS 11 SCI - 3.6 The student will understand the behavior of animals.
KS 11 SCI - 3.6.1 understands animals have behavioral responses to internal changes and to external stimuli.
KS 11 SCI - 3.6.2 understands most multicellular animals have nervous systems that underlie behavior.
KS 11 SCI - 3.6.3 understands behaviors are often adaptive when viewed in terms of survival and reproductive success.
KS 11 SCI - 3.7 The student will demonstrate an understanding of the diversity of structure and function in organisms.
KS 11 SCI - 3.7.1 understands differences in structure and function among organisms and can identify the characteristics of relevant life forms.
KS 11 SCI - 3.7.2 understands that homeostasis is the dynamic regulation and balance of an organisms internal environment to maintain conditions suitable for survival.
KS 11 SCI - 3.7.3 understands that living things change following a specific pattern of developmental stages called life cycles.
KS 11 SCI - 3.7.4 understands that in complex organisms there is a division of labor into specific body systems i.e., respiration, digestion, nervous, endocrine, excretion, circulatory, reproductive, immune, skeletal and muscle.
KS 11 SCI - 3.7.4 understands taxonomy is the systematic way in which organism are placed into a hierarchical classification system, according to their physical and genetic characteristics and their evolutionary history.
KS 11 SCI - STD 4. Earth and Space Science: The student will develop an understanding of energy in the earth system, geochemical cycles, the formation and organization of the earth system, the dynamics of the earth/moon/sun system, and the organization and development of the universe.
KS 11 SCI - 4.1 The student will develop an understanding of the sources of energy that power the subsystems and cycles of the dynamic earth: the geosphere, hydrosphere, atmosphere and biosphere.
KS 11 SCI - 4.1.1 understands constructive and destructive processes, including weathering, erosion and deposition, dynamically reshape the surface of the earth.
KS 11 SCI - 4.1.2 understands the theory of Plate Tectonics explains that internal energy drives the earth?s ever changing structure.
KS 11 SCI - 4.1.3 The ultimate source of atmospheric and oceanic energy comes from the sun. Energy flow drives global climate and weather. Climate and weather are influenced by geographic features, cloud cover, and the earth?s rotation.
KS 11 SCI - 4.1.4 Understands the processes of water cycling through surface water (oceans, lakes, streams, glaciers), ground water (aquifers), and the atmosphere. (hydrological cycle)
KS 11 SCI - 4.2 The student will develop an understanding of the origin and development of the dynamic earth system.
KS 11 SCI - 4.2.1 understands geological time is used to understand the earth?s past.
KS 11 SCI - 4.3 The student will develop an understanding of dynamics of our solar system.
KS 11 SCI - 4.3.1 understands gravitational attraction of objects in the solar system keeps solar system objects in orbit.
KS 11 SCI - 4.3.2 understands the relationship between the earth, moon, and sun explains the seasons, tides and moon phases.
KS 11 SCI - 4.3.3 understands the relative sizes and distances of objects in the solar system.
KS 11 SCI - 4.3.4 understands the sun, earth, and other objects in the solar system formed from a nebular cloud of dust and gas.
KS 11 SCI - 4.4 The student will develop an understanding of the organization of the universe, and its development
KS 11 SCI - 4.4.1 understands stellar evolution.
KS 11 SCI - 4.4.2 understands the current scientific explanation of the origin and structure of the universe.
KS 11 SCI - 4.4.3 understand how the tools of astronomy have revolutionized the study of the universe.
KS 11 SCI - STD 5. Science and Technology : The student will develop understandings about the relationship between science and technology.
KS 11 SCI - 5.1 The student will develop an understanding that technology is applied science.
KS 11 SCI - 5.1.1 understands technology is the application of scientific knowledge for functional purposes.
KS 11 SCI - 5.1.2 understands creativity, imagination, and a broad scientific knowledge base are required to produce useful results.
KS 11 SCI - 5.1.3 understands science advances new technologies. New technologies open new areas for scientific inquiry.
KS 11 SCI - STD 6. Science in the Personal and Environmental Perspectives: The student will develop an understanding of personal and community health, population growth, natural resources, environmental quality, natural and human-induced hazards, and science and technology in local, national, and global settings.
KS 11 SCI - 6.1 The student will develop an understanding of the overall functioning of human systems and their interaction with the environment in order to understand specific mechanisms and processes related to health issues.
KS 11 SCI - 6.1.1 understands some chemical and physical hazards and accidents can be avoided through safety education
KS 11 SCI - 6.1.2 understands the severity of disease symptoms is dependent on many factors,
KS 11 SCI - 6.1.3 understands informed personal choices concerning fitness and health involve an understanding of chemistry and biology.
KS 11 SCI - 6.1.4 understands selection of foods and eating patterns determine nutritional balance which affects emotional and physical well-being.
KS 11 SCI - 6.2 The student will demonstrate an understanding of population growth.
KS 11 SCI - 6.2.1 understands the rate of change in populations is determined by the combined effects of birth, death, emigration, and immigration.
KS 11 SCI - 6.2.2 understands a variety of factors influence birth rates and fertility rates.
KS 11 SCI - 6.2.3 understands populations have limits to growth.
KS 11 SCI - 6.3 The student will understand that human populations use natural resources and influence environmental quality.
KS 11 SCI - 6.3.1 understands natural resources from the lithosphere and ecosystems are required to sustain human populations.
KS 11 SCI - 6.3.2 understands earth does not have infinite resources.
KS 11 SCI - 6.4 The student will understand the effect of natural and human-influenced hazards.
KS 11 SCI - 6.4.1 understands natural processes of earth may be hazardous for humans.
KS 11 SCI - 6.4.2 understands there is a need to assess potential risk and danger from natural and human-induced hazards.
KS 11 SCI - 6.5 The student will develop an understanding of the relationship between science, technology, and society.
KS 11 SCI - 6.5.1 understands progress in science and technology can be affected by social issues and challenges. Science and technology indicate what can happen, not what should happen.
KS 11 SCI - STD 7. History and Nature of Science: The student will develop understanding of science as a human endeavor, the nature of scientific knowledge, and historical perspectives.
KS 11 SCI - 7.1 The student will develop an understanding that science is a human endeavor that uses models to describe and explain the physical universe.
KS 11 SCI - 7.1.1 demonstrates an understanding of science as both vocation and avocation.
KS 11 SCI - 7.1.2 explains how science uses peer review, replication of methods, and norms of honesty.
KS 11 SCI - 7.1.3 recognizes the universality of basic science concepts and the influence of personal and cultural beliefs that embed science in society.
KS 11 SCI - 7.1.4 recognizes that society helps create the ways of thinking (mindsets) required for scientific advances, both toward training scientists and educating a populace to utilize benefits of science (e.g., standards of hygiene, attitudes toward forces of nature, etc.).
KS 11 SCI - 7.1.5 understands there are many issues which involve morals, ethics, values or spiritual beliefs that go beyond what science can explain, but for which solid scientific literacy is useful.
KS 11 SCI - 7.1.6 recognizes society?s role in supporting topics of research and determining institutions where research is conducted.
KS 11 SCI - 7.2 The student will develop an understanding of the nature of scientific knowledge.
KS 11 SCI - 7.2.1 understands scientific knowledge describes and explains the physical world in terms of matter, energy, and forces. Scientific knowledge is provisional and is subject to change as new evidence becomes available.
KS 11 SCI - 7.2.2 understands scientific knowledge begins with empirical observations, which are the data (also called facts or evidence) upon which further scientific knowledge is built.
KS 11 SCI - 7.2.3 understands scientific knowledge consists of hypotheses, inferences, laws, and theories.
KS 11 SCI - 7.2.4 understands a testable hypothesis or inference must be subject to confirmation by empirical evidence
KS 11 SCI - 7.3 The student will understand science from historical perspectives.
KS 11 SCI - 7.3.1 demonstrates an understanding of the history of science.
KS 11 SCI - 7.3.2 demonstrates a knowledge that scientific method historically proceeded from an inductive approach rather than a deductive approach.

Mathematics

Tue, 5 Aug 2008 11:52:34 -0500

Kindergarten

KS K Mat - STD 1. Number and Computation ? The student uses numerical and computational concepts and procedures in a variety of situations.
KS K Mat - 1.1 Number Sense ? The student demonstrates number sense for whole numbers, fractions, and money using concrete objects in a variety of situations.
KS K Mat - 1.1.1 establishes a one-to-one correspondence with whole numbers from 0 through 20 using concrete objects and identifies, states, and writes the appropriate cardinal number (2.4.K1a) ($).
KS K Mat - 1.1.2 compares and orders whole numbers from 0 through 20 using concrete objects (2.4.K1a) ($).
KS K Mat - 1.1.3 recognizes a whole, a half, and parts of a whole using concrete objects (2.4.K1a,c) ($), e.g., half a pizza, part of a cookie, or the whole school.
KS K Mat - 1.1.4 identifies positions as first and last (2.4.K1a).
KS K Mat - 1.1.5 identifies pennies and dimes and states the value of the coins using money models (2.4.K1d) ($).
KS K Mat - 1.2 Number Systems and Their Properties ? The student demonstrates an understanding of whole numbers with a special emphasis on place value in a variety of situations.
KS K Mat - 1.2.1 reads and writes whole numbers from 0 through 20 in numerical form ($).
KS K Mat - 1.2.2 represents whole numbers from 0 through 20 using place value models (2.4.K1b) ($), e.g., ten frames, unifix cubes, straws bundled in 10s, or base ten blocks.
KS K Mat - 1.2.3 counts (2.4.K1a) ($):
KS K Mat - 1.2.3.a. whole numbers from 0 through 20,
KS K Mat - 1.2.3.b. whole numbers from 10 to 0 backwards,
KS K Mat - 1.2.3.c. subsets of whole numbers from 0 through 20.
KS K Mat - 1.2.4 groups objects by 5s and by 10s (2.4.K1a).
KS K Mat - 1.2.5 uses the concept of the zero property of addition (additive identity) with whole numbers from 0 through 20 and demonstrates its meaning using concrete objects (2.4.K1a) ($), e.g., 4 apples and no (zero) other apples are 4 apples.
KS K Mat - 1.3 Estimation ? The student uses computational estimation with whole numbers in a variety of situations.
KS K Mat - 1.3.1 determines if a group of 20 concrete objects or less has more, less, or about the same number of concrete objects as a second set of the same kind of objects (2.4.K1a).
KS K Mat - 1.4 Computation ? The student models, performs, and explains computation with whole numbers using concrete objects in a variety of situations.
KS K Mat - 1.4.1 adds and subtracts using whole numbers from 0 through 10 and various mathematical models (2.4.K1a) ($),
KS K Mat - 1.4.2 uses repeated addition (multiplication) with whole numbers to find the sum when given the number of groups (three or less) and given the same number of concrete objects in each group (five or less) (2.4.K1a), e.g., two nests with three eggs in each nest means 3 + 3 = 6 or 2 groups of 3 makes 6.
KS K Mat - 1.4.3 uses repeated subtraction (division) with whole numbers when given the total number of concrete objects in each group to find the number of groups (2.4.K1a), e.g., there are 9 pencils. If each student gets 2 pencils, how many students get pencils? 9 ? 2 ? 2 ? 2 ? 2 or 9 minus 2 four times means four students get 2 pencils each and there is 1 pencil left over. or There are eight cookies to be shared equally among four people, how many cookies will each person receive?
KS K Mat - STD 2. Algebra ? The student uses algebraic concepts and procedures in a variety of situations.
KS K Mat - 2.1 Patterns ? The student recognizes, describes, extends, develops, and explains relationships in patterns using concrete objects in a variety of situations.
KS K Mat - 2.1.1 uses concrete objects, drawings, and other representations to work with types of patterns (2.4.K1a):
KS K Mat - 2.1.1.a. repeating patterns, e.g., an AB pattern is like red-blue, red-blue, ?; an ABC pattern is like dog-horse-pig, dog-horse-pig, ?; or an AAB pattern is like --?, --?, ?;
KS K Mat - 2.1.1.b. growing (extending) patterns, e.g., 5, 6, 7, ? is an example of a pattern that adds one to the previous number to continue the pattern.
KS K Mat - 2.1.2 uses these attributes to generate patterns:
KS K Mat - 2.1.2.a. whole numbers (2.4.K1a), e.g., 2, 4, 6, ?;
KS K Mat - 2.1.2.b. geometric shapes with one attribute change (2.4.K1e), e.g., , ?, , ?, , ?, ?;
KS K Mat - 2.1.2.c. things related to daily life (2.4.K1a), e.g., breakfast, lunch, and dinner.
KS K Mat - 2.1.3 identifies and continues a pattern presented in various formats including numeric (list or table), visual (picture, table, or graph), verbal (oral description), and kinesthetic (action) (2.4.K1a) ($).
KS K Mat - 2.1.4 generates (2.4.K1a):
KS K Mat - 2.1.4.a. repeating patterns for the AB pattern, the ABC pattern, and the AAB pattern;
KS K Mat - 2.1.4.b. growing (extending) patterns that add 1, 2, or 10 to continue the pattern.
KS K Mat - 2.1.5 classifies and sorts concrete objects by similar attributes (2.4.K1a) ($).
KS K Mat - 2.2 Variables, Equations, and Inequalities ? The student solves addition equations using concrete objects in a variety of situations.
KS K Mat - 2.2.1 finds the unknown sum using the basic facts with sums through 10 using concrete objects and pictures (2.4.K1a) ($), e.g., 5 marbles + 5 marbles = ?.
KS K Mat - 2.3 Functions ? The student recognizes and describes whole number relationships using concrete objects in a variety of situations.
KS K Mat - 2.3.1 locates whole numbers from 0 through 20 on a number line (2.4.K1a).
KS K Mat - 2.4 Models ? The student uses mathematical models including concrete objects to represent, show, and communicate mathematical relationships in a variety of situations.
KS K Mat - 2.4.1 knows, explains, and uses mathematical models to represent mathematical concepts, procedures, and relationships.
KS K Mat - 2.4.1.a. process models (concrete objects, pictures, number lines, unifix cubes, measurement tools, or calendars) to model computational procedures and mathematical relationships, to compare and order numerical quantities, and to represent fractional parts (1.1.K1-4, 1.2.K3-5, 1.3.K1, 1.4.K1-3, 2.1.K1, 2.1.K2a, 2.1.K2c, 2.1.K3-5 2.2.K1, 2.3.K1, 3.1.K2, 3.2.K1-3, 3.3.K1-2, 3.4.K1-2) ($);
KS K Mat - 2.4.1.b. place value models (ten frames, unifix cubes, bundles of straws, or base ten blocks) to represent numerical quantities (1.2.K2) ($);
KS K Mat - 2.4.1.c. fraction models (fraction strips or pattern blocks) to represent numerical quantities (1.1.K3) ($);
KS K Mat - 2.4.1.d. money models (base ten blocks or coins) to represent numerical quantities (1.1.K5) ($);
KS K Mat - 2.4.1.e. two-dimensional geometric models (geoboards, dot paper, or attribute blocks), three-dimensional geometric models (solids), and real-world objects to compare size and to model attributes of geometric shapes (2.1.K1a, 3.1.K3);
KS K Mat - 2.4.1.f. two-dimensional geometric models (spinners), three-dimensional geometric models (number cubes), and concrete objects to model probability (4.1.K1-2) ($);
KS K Mat - 2.4.1.g. graphs using concrete objects, pictographs, and frequency tables to organize and display data (4.2.K1-3) ($).
KS K Mat - 2.4.2 uses concrete objects, pictures, drawings, diagrams, or dramatizations to show the relationship between two or more things ($).
KS K Mat - STD 3. Geometry ? The student uses geometric concepts and procedures in a variety of situations.
KS K Mat - 3.1 Geometric Figures and Their Properties ? The student recognizes geometric shapes and their attributes using concrete objects in a variety of situations.
KS K Mat - 3.1.1 recognizes circles, squares, rectangles, triangles, and ellipses (ovals) (plane figures/ two-dimensional figures) (2.4.K1e).
KS K Mat - 3.1.2 recognizes and investigates attributes of circles, squares, rectangles, triangles, and ellipses using concrete objects, drawings, and/or appropriate technology (2.4.K1a,e).
KS K Mat - 3.1.3 sorts cubes, rectangular prisms, cylinders, cones, and spheres (solids/three-dimensional figures) by their attributes using concrete objects (2.4.K1e).
KS K Mat - 3.2 Measurement and Estimation ? The student estimates and measures using standard and nonstandard units of measure with concrete objects in a variety of situations.
KS K Mat - 3.2.1 uses whole number approximations (estimations) for length using nonstandard units of measure (2.4.K1a) ($), e.g., the classroom door is about two kindergartners high or this paper is about two pencils long.
KS K Mat - 3.2.2 compares two measurements using these attributes (2.4.K1a) ($):
KS K Mat - 3.2.2.a. longer, shorter (length);
KS K Mat - 3.2.2.b. taller, shorter (height);
KS K Mat - 3.2.2.c. heavier, lighter (weight).
KS K Mat - 3.2.2.d. hotter, colder (temperature).
KS K Mat - 3.2.3 reads and tells time at the hour using analog and digital clocks (2.4.K1a).
KS K Mat - 3.3 Transformational Geometry ? The student develops the foundation for spatial sense using concrete objects in a variety of situations.
KS K Mat - 3.3.1 describes the spatial relationship between two concrete objects using appropriate vocabulary (2.4.K1a), e.g., behind, above, below, on, or under.
KS K Mat - 3.3.2 identifies two like objects or shapes from a set of four objects or shapes (2.4.K1a).
KS K Mat - 3.4 Geometry From An Algebraic Perspective ? The student identifies one or more points on a number line in a variety of situations.
KS K Mat - 3.4.1 locates and plots whole numbers from 0 through 20 on a horizontal number line (2.4.K1a).
KS K Mat - 3.4.2 counts forwards and backwards from a given whole number from 0 through 10 on a number line (2.4.K1a).
KS K Mat - STD 4. Data ? The student uses concepts and procedures of data analysis in a variety of situations.
KS K Mat - 4.1 Probability ? The student applies the concepts of probability using concrete objects in a variety of situations.
KS K Mat - 4.1.1 recognizes whether an event is impossible or possible (2.4.K1f) ($), e.g., the possibility of a person having ten heads is impossible, while the possibility of a person having red hair is possible.
KS K Mat - 4.1.1 recognizes and states whether a simple event in an experiment or simulation including the use of concrete objects can have more than one outcome (2.4.K1a,f).
KS K Mat - 4.2 Statistics ? The student collects, records, and explains numerical (whole numbers) and non-numerical data sets including the use of concrete objects in a variety of situations.
KS K Mat - 4.2.1 records numerical (quantitative) and non-numerical (qualitative) data including concrete objects, graphs, and tables using these data displays (2.4.K1a,g) ($):
KS K Mat - 4.2.1.a. graphs using concrete objects,
KS K Mat - 4.2.1.b. pictographs with a whole symbol or picture representing one (no partial symbols or pictures),
KS K Mat - 4.2.1.c. frequency tables (tally marks).
KS K Mat - 4.2.2 collects data related to familiar everyday experiences by counting and tallying (2.4.K1a,g) ($).
KS K Mat - 4.2.3 determines the mode (most) after sorting by one attribute (2.4.K1a,g) ($), e.g., color, shape, or size.

First Grade

KS 1 Mat - STD 1. Number and Computation ? The student uses numerical and computational concepts and procedures in a variety of situations.
KS 1 Mat - 1.1 Number Sense ? The student demonstrates number sense for whole numbers, fractions, and money using concrete objects in a variety of situations.
KS 1 Mat - 1.1.1 knows, explains, and represents whole numbers from 0 through 100 using concrete objects (2.4.K1a) ($).
KS 1 Mat - 1.1.2 compares and orders ($):
KS 1 Mat - 1.1.2.a. whole numbers from 0 through 100 using concrete objects (2.4.K1a),
KS 1 Mat - 1.1.2.b. fractions with like denominators (halves and fourths) using concrete objects (2.4.K1a,c).
KS 1 Mat - 1.1.3 recognizes a whole, a half, and a fourth and represents equal parts of a whole (halves, fourths) using concrete objects, pictures, diagrams, fraction strips, or pattern blocks (2.4.K1a,c) ($).
KS 1 Mat - 1.1.4 identifies and uses ordinal numbers first (1st) through tenth (10th) (2.4.K1a).
KS 1 Mat - 1.1.5 identifies coins (pennies, nickels, dimes, quarters) and currency ($1, $5, $10) and states the value of each coin and each type of currency using money models (2.4.K1d) ($).
KS 1 Mat - 1.1.6 recognizes and counts a like group of coins (pennies, nickels, dimes) (2.4.K1d) ($).
KS 1 Mat - 1.2 Number Systems and Their Properties ? The student demonstrates an understanding of whole numbers with a special emphasis on place value and recognizes, applies, and explains the concepts of properties as they relate to whole numbers in a variety of situations.
KS 1 Mat - 1.2.1 reads and writes whole numbers from 0 through 100 in numerical form ($).
KS 1 Mat - 1.2.2 represents whole numbers from 0 through 100 using various groupings and place value models (place value mats, hundred charts, or base ten blocks) emphasizing ones, tens, and hundreds (2.4.K1b) ($), e.g., how many groups of tens are there in 32 or how many groups of tens and ones in 62?
KS 1 Mat - 1.2.3 counts subsets of whole numbers from 0 through 100 both forwards and backwards (2.4.K1a) ($).
KS 1 Mat - 1.2.4 writes in words whole numbers from 0 through 10.
KS 1 Mat - 1.2.5 identifies the place value of the digits in whole numbers from 0 through 100 (2.4.K1b) ($).
KS 1 Mat - 1.2.6 identifies any whole number from 0 through 30 as even or odd (2.4.K1a).
KS 1 Mat - 1.2.7 uses the concepts of these properties with whole numbers from 0 through 100 and demonstrates their meaning using concrete objects (2.4.K1a) ($):
KS 1 Mat - 1.2.7.a. commutative property of addition, e.g., 3 + 2 = 2 + 3,
KS 1 Mat - 1.2.7.b. zero property of addition (additive identity), e.g., 4 + 0 = 4.
KS 1 Mat - 1.3 Estimation ? The student uses computational estimation with whole numbers in a variety of situations.
KS 1 Mat - 1.3.1 estimates whole number quantities from 0 through 100 using various computational methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.K1a) ($).
KS 1 Mat - 1.3.2 estimates to check whether or not results of whole number quantities from 0 through 100 are reasonable (2.4.K1a) ($).
KS 1 Mat - 1.4 Computation ? The student models, performs, and explains computation with whole numbers using concrete objects in a variety of situations.
KS 1 Mat - 1.4.1 computes with efficiency and accuracy using various computational methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.K1a) ($).
KS 1 Mat - 1.4.2 states and uses with efficiency and accuracy basic addition facts with sums from 0 through 10 and corresponding subtraction facts ($).
KS 1 Mat - 1.4.3 skip counts by 2s, 5s, and 10s through 50 (2.4.K1a).
KS 1 Mat - 1.4.4 uses repeated addition (multiplication) with whole numbers to find the sum when given the number of groups (ten or less) and given the same number of concrete objects in each group (ten or less) (2.4.K1a), e.g., three plates of cookies with 10 cookies on each plate means 10 + 10 +10 = 30 cookies.
KS 1 Mat - 1.4.5 uses repeated subtraction (division) with whole numbers when given the total number of concrete objects in each group to find the number of groups (2.4.K1a), e.g., there are 9 pencils. If each student gets 2 pencils, how many students get pencils? 9 ? 2 ? 2 ? 2 ? 2 or 9 minus 2 four times means four students get 2 pencils each and there is 1 pencil left over. or There are 30 pieces of candy to put equally into five bowls, how many pieces of candy will be in each bowl? 30 ? 5 ? 5 ? 5 ? 5 ? 5 ? 5 means there are six in each bowl.
KS 1 Mat - 1.4.6 performs and explains these computational procedures (2.4.K1a-b):
KS 1 Mat - 1.4.6.a. adds whole numbers with sums through 99 without regrouping using concrete objects, e.g., 42 straws (bundled in 10s) + 21 straws (bundled in 10s) = 63 straws (bundled in 10s);
KS 1 Mat - 1.4.6.b. subtracts two-digit whole numbers without regrouping using concrete objects, e.g., 63 cubes ? 21 cubes = 42 cubes.
KS 1 Mat - 1.4.7 shows that addition and subtraction are inverse operations using concrete objects (2.4.K1a) ($).
KS 1 Mat - 1.4.8 reads and writes horizontally and vertically the same addition expression, e.g., 5 + 4 is the same as 4 + 5.
KS 1 Mat - STD 2. Algebra ? The student uses algebraic concepts and procedures in a variety of situations.
KS 1 Mat - 2.1 Patterns ? The student recognizes, describes, extends, develops, and explains relationships in patterns using concrete objects in a variety of situations.
KS 1 Mat - 2.1.1 uses concrete objects, drawings, and other representations to work with types of patterns (2.4.K1a):
KS 1 Mat - 2.1.1.c. repeating patterns, e.g., an AB pattern is like 1-2, 1-2, ?; an ABC pattern is like dog-horse-pig, dog-horse-pig, ?; an AAB pattern is like --?, --?, ?;
KS 1 Mat - 2.1.1.d. growing (extending) patterns, e.g., 1, 2, 3, ?
KS 1 Mat - 2.1.2 uses the following attributes to generate patterns:
KS 1 Mat - 2.1.2.a. counting numbers related to number theory (2.4.K1.a), e.g., evens, odds, or skip counting by 2s, 5s, or 10s;
KS 1 Mat - 2.1.2.b. whole numbers that increase (2.4.K1a) ($), e.g., 11, 21, 31, ... or like 2, 4, 6, ?;
KS 1 Mat - 2.1.2.c. geometric shapes (2.4.K1f)
KS 1 Mat - 2.1.2.d. measurements (2.4.K1a), e.g., counting by inches or feet;
KS 1 Mat - 2.1.2.e. the calendar (2.4.K1a), e.g., January, February, March, ?;
KS 1 Mat - 2.1.2.f. money and time (2.4.K1d) ($), e.g., 10?, 20?, 30?, ? or 1:00, 1:30, 2:00, ...;
KS 1 Mat - 2.1.2.g. things related to daily life (2.4.K1a), e.g., seasons, temperature, or weather;
KS 1 Mat - 2.1.2.h. things related to size, shape, color, texture, or movement (2.4.K1a); e.g., tall-short, tall-short, tall-short, ?; or snapping fingers, clapping hands, or stomping feet (kinesthetic patterns).
KS 1 Mat - 2.1.3 identifies and continues a pattern presented in various formats including numeric (list or table), visual (picture, table, or graph), verbal (oral description), kinesthetic (action), and written (2.4.K1a) ($).
KS 1 Mat - 2.1.4 generates (2.4.K1a):
KS 1 Mat - 2.1.4.a. repeating patterns for the AB pattern, the ABC pattern, and the AAB pattern;
KS 1 Mat - 2.1.4.b. growing patterns that add 1, 2, 5, or 10.
KS 1 Mat - 2.2 Variable, Equations, and Inequalities ? The student solves addition and subtraction equations using concrete objects in a variety of situations.
KS 1 Mat - 2.2.1 explains and uses symbols to represent unknown whole number quantities from 0 through 20 (2.4.K1a).
KS 1 Mat - 2.2.2 finds the unknown sum or difference of the basic facts using concrete objects (2.4.K1a) ($), e.g., 12 dominoes ? 5 dominoes = dominoes or cubes = 2 cubes + 4 cubes.
KS 1 Mat - 2.2.3 describes and compares two whole numbers from 0 through 100 using the terms: is equal to, is less than, is greater than (2.4.K1a-b) ($).
KS 1 Mat - 2.3 Functions ? The student recognizes and describes whole number relationships using concrete objects in a variety of situations.
KS 1 Mat - 2.3.1 plots whole numbers from 0 through 100 on segments of a number line (2.4.K1a).
KS 1 Mat - 2.3.2 states mathematical relationships between whole numbers from 0 through 50 using various methods including mental math, paper and pencil, and concrete objects (2.4.K1a) ($), e.g., every time a hand is added to the set, five more fingers are added to the total.
KS 1 Mat - 2.3.3 states numerical relationships for whole numbers from 0 through 50 in a horizontal or vertical function table (input/output machine, (T-table) (2.4.K1e) ($)
KS 1 Mat - 2.4 Models ? The student uses mathematical models including concrete objects to represent, show, and communicate mathematical relationships in a variety of situations.
KS 1 Mat - 2.4.1 knows, explains, and uses mathematical models to represent mathematical concepts, procedures, and relationships.
KS 1 Mat - 2.4.1.a. process models (concrete objects, pictures, diagrams, number lines, unifix cubes, hundred charts, measurement tools, or calendars) to model computational procedures and mathematical relationships, to compare and order numerical quantities, and to represent fractional parts (1.1.K1-4, 1.2.K3, 1.2.K6-7, 1.3.K1-2, 1.4.K1, 1.4.K2-7, 2.1.K1, 2.1.K1d-h, 2.1.K2a-b, 2.2.K3-4, 2.3.K1-2, 3.2.K1-6, 3.3.K1-3, 3.4.K1-3 4.2.K3-4) ($);
KS 1 Mat - 2.4.1.b. place value models (place value mats, hundred charts, or base ten blocks) to compare, order, and represent numerical quantities and to model computational procedures (1.2.K2, 1.2.K5, 1.4.K6, 2.2.K3) ($);
KS 1 Mat - 2.4.1.c. fraction models (fraction strips or pattern blocks) to compare, order, and represent numerical quantities (1.1.K2-3) ($);
KS 1 Mat - 2.4.1.d. money models (base ten blocks or coins) to compare, order, and represent numerical quantities (1.1.K5-6, 2.1.K2f) ($);
KS 1 Mat - 2.4.1.e. function tables (input/output machines, T-tables) to model numerical relationships (2.3.K3) ($);
KS 1 Mat - 2.4.1.f. two-dimensional geometric models (geoboards, dot paper, pattern blocks, tangrams, or attribute blocks), three-dimensional geometric models (solids), and real-world objects to compare size and to model attributes of geometric shapes (2.1.K1c, 3.1.K1-3);
KS 1 Mat - 2.4.1.g. two-dimensional geometric models (spinners), three-dimensional geometric models (number cubes), and concrete objects to model probability (4.1.K1-2) ($);
KS 1 Mat - 2.4.1.h. graphs using concrete objects, pictographs, frequency tables, horizontal and vertical bar graphs, and Venn diagrams or other pictorial displays to organize, display, and explain data (4.1.A1, 4.2.A1-2) ($);
KS 1 Mat - 2.4.1.i. Venn diagrams to sort data (4.2.K4).
KS 1 Mat - 2.4.2 uses concrete objects, pictures, diagrams, drawings, or dramatizations to show the relationship between two or more things ($).
KS 1 Mat - STD 3. Geometry ? The student uses geometric concepts and procedures in a variety of situations.
KS 1 Mat - 3.1 Geometric Figures and Their Properties ? The student recognizes geometric shapes and describes their attributes using concrete objects in a variety of situations.
KS 1 Mat - 3.1.4 recognizes and draws circles, squares, rectangles, triangles, and ellipses (ovals) (plane figures/two-dimensional figures) (2.4.K1f).
KS 1 Mat - 3.1.2 recognizes and investigates attributes of circles, squares, rectangles, triangles, and ellipses (plane figures) using concrete objects, drawings, and appropriate technology (2.4.K1f).
KS 1 Mat - 3.1.3 recognizes cubes, rectangular prisms, cylinders, cones, and spheres (solids/three-dimensional figures) (2.4.K1f).
KS 1 Mat - 3.2 Measurement and Estimation ? The student estimates and measures using standard and nonstandard units of measure with concrete objects in a variety of situations.
KS 1 Mat - 3.2.1 uses whole number approximations (estimations) for length and weight using nonstandard units of measure (2.4.K1a) ($), e.g., the width of the chalkboard is about 10 erasers long or the weight of one encyclopedia is about five picture books.
KS 1 Mat - 3.2.2 compares two measurements using these attributes (2.4.K1a) ($):
KS 1 Mat - 3.2.2.a. longer, shorter (length);
KS 1 Mat - 3.2.2.b. taller, shorter (height);
KS 1 Mat - 3.2.2.c. heavier, lighter (weight);
KS 1 Mat - 3.2.2.d. hotter, colder (temperature).
KS 1 Mat - 3.2.3 reads and tells time at the hour and half-hour using analog and digital clocks (2.4.K1a).
KS 1 Mat - 3.2.4 selects appropriate measuring tools for length, weight, volume, and temperature for a given situation (2.4.K1a) ($).
KS 1 Mat - 3.2.5 measures length and weight to the nearest whole unit using nonstandard units (2.4.K1a) ($).
KS 1 Mat - 3.2.6 states the number of days in a week and months in a year (2.4.K1a).
KS 1 Mat - 3.3 Transformational Geometry ? The student develops the foundation for spatial sense using concrete objects in a variety of situations.
KS 1 Mat - 3.3.1 describes the spatial relationship between two concrete objects using appropriate vocabulary (2.4.K1a), e.g., behind, above, below, on, under, beside, or in front of.
KS 1 Mat - 3.3.2 recognizes that changing an object's position or orientation does not change the name, size, or shape of the object (2.4.K1a).
KS 1 Mat - 3.3.3 describes movement of concrete objects using appropriate vocabulary (2.4.K1a), e.g., right, left, up, or down.
KS 1 Mat - 3.4 Geometry From An Algebraic Perspective ? The student identifies one or more points on a number line in a variety of situations.
KS 1 Mat - 3.4.1 locates and plots whole numbers from 0 through 100 on a segment of a number line (horizontal/vertical) (2.4.K1a), e.g., using a segment of a number line from 45 to 60 to locate the whole number 50.
KS 1 Mat - 3.4.2 describes a given whole number from 0 to 100 as coming before or after another number on a number line (2.4.K1a).
KS 1 Mat - 3.4.3 uses a number line to model addition and counting using whole numbers from 0 to 100 (2.4.K1a).
KS 1 Mat - STD 4. Data ? The student uses concepts and procedures of data analysis in a variety of situations.
KS 1 Mat - 4.1 Probability ? The student applies the concepts of probability using concrete objects in a variety of situations.
KS 1 Mat - 4.1.1 recognizes whether an outcome of a simple event in an experiment or simulation is impossible, possible, or certain (2.4.K1g) ($).
KS 1 Mat - 4.1.2 recognizes and states whether a simple event in an experiment or simulation including the use of concrete objects can have more than one outcome (2.4.K1g).
KS 1 Mat - 4.2 Statistics ? The student collects, displays, and explains numerical (whole numbers) and non-numerical data sets including the use of concrete objects in a variety of situations.
KS 1 Mat - 4.2.1 displays and reads numerical (quantitative) and non-numerical (qualitative) data in a clear, organized, and accurate manner including a title, labels, and whole number intervals using these data displays (2.4.K1h) ($):
KS 1 Mat - 4.2.1.a. graphs using concrete objects,
KS 1 Mat - 4.2.1.b. pictographs with a whole symbol or picture representing one (no partial symbols or pictures),
KS 1 Mat - 4.2.1.c. frequency tables (tally marks),
KS 1 Mat - 4.2.1.d. horizontal and vertical bar graphs,
KS 1 Mat - 4.2.1.e. Venn diagrams or other pictorial displays, e.g., glyphs.
KS 1 Mat - 4.2.2 collects data using different techniques (observations or interviews) and explains the results (2.4.K1h) ($).
KS 1 Mat - 4.2.3 identifies the minimum (lowest) and maximum (highest) values in a data set (2.4.K1a) ($).
KS 1 Mat - 4.2.4 determines the mode (most) after sorting by one attribute (2.4.K1a,i) ($).
KS 1 Mat - 4.2.5 sorts and records qualitative (non-numerical, categorical) data sets using one attribute (2.4.K1a) ($), e.g., color, shape, or size.

Second Grade

KS 2 Mat - STD 1. Number and Computation ? The student uses numerical and computational concepts and procedures in a variety of situations.
KS 2 Mat - 1.1 Number Sense ? The student demonstrates number sense for whole numbers, fractions, and money using concrete objects in a variety of situations.
KS 2 Mat - 1.1.1 knows, explains, and represents whole numbers from 0 through 1,000 using concrete objects (2.4.K1a) ($).
KS 2 Mat - 1.1.2 compares and orders:
KS 2 Mat - 1.1.2.a. whole numbers from 0 through 1,000 using concrete objects (2.4.K1a) ($);
KS 2 Mat - 1.1.2.b. fractions greater than or equal to zero with like denominators (halves, fourths, thirds, eighths) using concrete objects (2.4.K1a,c).
KS 2 Mat - 1.1.3 uses addition and subtraction to show equivalent representations for whole numbers from 0 through 100 (2.4.K1a-b), e.g., 8 ? 5 = 2 + 1 or 20 + 40 = 70 ? 10.
KS 2 Mat - 1.1.4 identifies and uses ordinal positions from first (1st) through twentieth (20th) (2.4.K1a).
KS 2 Mat - 1.1.5 identifies coins, states their values, and determines the total value to $1.00 of a mixed group of coins using pennies, nickels, dimes, quarters, and half-dollars (2.4.K1d) ($).
KS 2 Mat - 1.1.6 counts a like combination of currency ($1, $5, $10, $20) to $100 (2.4.K1d) ($).
KS 2 Mat - 1.2 Number Systems and Their Properties ? The student demonstrates an understanding of whole numbers with a special emphasis on place value and recognizes, uses, and explains the concepts of properties as they relate to whole numbers in a variety of situations.
KS 2 Mat - 1.2.1 reads and writes ($):
KS 2 Mat - 1.2.1.a. whole numbers from 0 through 1,000 in numerical form, e.g., 942 is read as nine hundred forty-two and is written in numerical form as 942;
KS 2 Mat - 1.2.1.b. whole numbers from 0 through 100 in words, e.g., 76 is read as seventy-six and is written in words as seventy-six.
KS 2 Mat - 1.2.1.c. whole numbers from 0 through 1,000 in numerical form when presented in word form, e.g., nine hundred forty-six is read as nine hundred forty-six and is written as 946.
KS 2 Mat - 1.2.2 represents whole numbers from 0 through 1,000 using various groupings and place value models emphasizing 1s, 10s, and 100s; explains the groups; and states the value of the digit in ones place, tens place, and hundreds place (2.4.K1b) ($), e.g., in 385, the 3 represents 3 hundreds, 30 tens, or 300 ones; the 8 represents 8 tens or 80 ones; and the 5 represents 5 ones.
KS 2 Mat - 1.2.3 counts subsets of whole numbers from 0 through 1,000 forwards and backwards (2.4.K1a) ($), e.g., 311, 312, ?, 320; or 210, 209, ?, 204.
KS 2 Mat - 1.2.4 identifies the place value of the digits in whole numbers from 0 through 1,000 (2.4.K1b) ($).
KS 2 Mat - 1.2.5 identifies any whole number from 0 through 100 as even or odd (2.4.K1a). uses the concepts of these properties with whole numbers from 0 through 100 and demonstrates their meaning including the use of concrete objects (2.4.K1a) ($):
KS 2 Mat - 1.2.5.a. commutative property of addition, e.g., 5 + 6 = 6 + 5;
KS 2 Mat - 1.2.5.b. zero property of addition (additive identity), e.g., 4 + 0 = 4;
KS 2 Mat - 1.2.5.c. associative property of addition, e.g., (3 + 2) + 4 = 3 + (2 + 4);
KS 2 Mat - 1.2.5.d. symmetric property of equality applied to basic addition and subtraction facts, e.g., 10 = 2 + 8 is the same as 2 + 8 = 10 or 7 = 10 ? 3 is the same as 10 ? 3 = 7.
KS 2 Mat - 1.3 Estimation ? The student uses computational estimation with whole numbers and money in a variety of situations.
KS 2 Mat - 1.3.1 estimates whole number quantities from 0 through 1,000 and monetary amounts through $50 using various computational methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.Ka-b,d) ($).
KS 2 Mat - 1.3.2 uses various estimation strategies to estimate whole number quantities from 0 through 1,000 (2.4.K1a) ($).
KS 2 Mat - 1.3.4 Computation ? The student models, performs, and explains computation with whole numbers and money using concrete objects in a variety of situations.
KS 2 Mat - 1.3.1 computes with efficiency and accuracy using various computational methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.K1a) ($).
KS 2 Mat - 1.3.2 states and uses with efficiency and accuracy basic addition facts with sums from 0 through 20 and corresponding subtraction facts (2.4.K1a) ($).
KS 2 Mat - 1.3.3 skip counts by 2s, 5s, and 10s through 100 and skip counts by 3s through 36 (2.4.K1a).
KS 2 Mat - 1.3.4 uses repeated addition (multiplication) with whole numbers to find the sum when given the number of groups (ten or less) and given the same number of concrete objects in each group (twenty or less) (2.4.K1a) ($), e.g., five classes of 15 students visit the zoo; 15 + 15 + 15 + 15 + 15 = 75.
KS 2 Mat - 1.3.5 uses repeated subtraction (division) with whole numbers when given the total number of concrete objects in each group to find the number of groups (2.4.K1a) ($), e.g., there are 25 cookies. If each student gets 3 cookies, how many students get cookies? 25 ? 3 ? 3 ? 3 ? 3 ? 3 ? 3 ? 3 ? 3 or 25 minus 3 eight times means eight students get 3 cookies each and there is 1 cookie left over.
KS 2 Mat - 1.3.6 fair shares/measures out (divides) a total amount through 100 concrete objects into equal groups (2.4.K1a-b), e.g., fair sharing 48 eggs into four groups resulting in four groups of 12 eggs or measuring out 48 eggs with 12 eggs in each group resulting in four groups of 12 eggs.
KS 2 Mat - 1.3.7 performs and explains these computational procedures:
KS 2 Mat - 1.3.7.a. adds and subtracts three-digit whole numbers with and without regrouping including the use of concrete objects (2.4.K1a-b),
KS 2 Mat - 1.3.7.b. adds and subtracts monetary amounts through 99? using cent notation (25? + 52?) and money models (2.4.K1a-b,d) ($).
KS 2 Mat - 1.3.8 identifies basic addition and subtraction fact families (facts with sums from 0 through 20 and corresponding subtraction facts) (2.4.K1a).
KS 2 Mat - 1.3.9 reads and writes horizontally and vertically the same addition or subtraction expression e.g., 6 ? 3 is the same as 6. -3
KS 2 Mat - STD 2. Algebra ? The student uses algebraic concepts and procedures in a variety of situations.
KS 2 Mat - 2.1 Patterns ? The student recognizes, describes, extends, develops, and explains relationships in patterns using concrete objects in a variety of situations.
KS 2 Mat - 2.1.1 uses concrete objects, drawings, and other representations to work with types of patterns (2.4.K1a):
KS 2 Mat - 2.1.1.a. repeating patterns, e.g., an AB pattern is like left-right, left-right, ?; an ABC pattern is like dog-horse-pig, dog-horse-pig, ?; an AAB pattern is like ?, ?, ?;
KS 2 Mat - 2.1.1.b. growing (extending) patterns, e.g., 7, 9, 11, ? where the rule could be add 2 or the odd numbers beginning with 7.
KS 2 Mat - 2.1.2 uses the following attributes to generate patterns:
KS 2 Mat - 2.1.2.b. counting numbers related to number theory (2.4.K1a), e.g., evens, odds, or skip counting by 3s, or 4s;
KS 2 Mat - 2.1.2.b.b. whole numbers that increase or decrease (2.4.K1a) ($), e.g., 11, 22, 33, ... or 98, 88, 78, ?;
KS 2 Mat - 2.1.2.c. geometric shapes (2.4.K1f)
KS 2 Mat - 2.1.2.d. measurements (2.4.K1a), e.g., 1?, 3?, 5?, ? or 5 lbs, 10 lbs, 15 lbs, ?;
KS 2 Mat - 2.1.2.e. the calendar (2.4.K1a), e.g., Sunday, Monday, Tuesday, ?;
KS 2 Mat - 2.1.2.f. money and time (2.4.K1a,d) ($), e.g., $5, $10, $15, ... or 1:15, 1:30, 1:45, ?;
KS 2 Mat - 2.1.2.g. things related to daily life (2.4.K1a), e.g., seasons, temperature, or weather;
KS 2 Mat - 2.1.2.h. things related to size, shape, color, texture, or movement (2.4.K1a), e.g. snapping fingers, clapping hands, or stomping feet or over, under, or behind using a bean bag toss (kinesthetic patterns).
KS 2 Mat - 2.1.3 identifies and continues a pattern presented in various formats including numeric (list or table), visual (picture, table, or graph), verbal (oral description), kinesthetic (action), and written (2.4.K1a) ($). generates (2.4.K1a): repeating patterns, e.g., 1-2, 1-2, 1-2, ? where the elements repeat; growing (extending) patterns, e.g., 1, 4, 7, ?where the rule is add 3.
KS 2 Mat - 2.2 Variables, Equations, and Inequalities ? The student uses symbols and whole numbers to solve addition and subtraction equations using concrete objects in a variety of situations.
KS 2 Mat - 2.2.1 explains and uses symbols to represent unknown whole number quantities from 0 through 100 (2.4.K1a).
KS 2 Mat - 2.2.2 finds the sum or difference in one-step equations with : ($)
KS 2 Mat - 2.2.2.a. whole numbers from 0 through 99 (2.4.K1a-b), e.g., 32 + 19 = or = 79 ? 46;
KS 2 Mat - 2.2.2.b. up to two different coins (2.4.K1d), e.g., nickel + penny = ?.
KS 2 Mat - 2.2.3 finds unknown addend or subtrahend using basic addition and subtraction facts (fact family) (2.4.K1a) ($), e.g., 12 = + 7 or 12 ? = 7.
KS 2 Mat - 2.2.4 describes and compares two whole numbers from 0 through 1,000 using the terms: is equal to, is less than, is greater than (2.4.K1a-b) ($).
KS 2 Mat - 2.3 Functions ? The student recognizes and describes whole number relationships using concrete objects in a variety of situations.
KS 2 Mat - 2.3.1 states mathematical relationships between whole numbers from 0 through 100 using various methods including mental math, paper and pencil, and concrete objects (2.4.K1a) ($), e.g., every time a dog is added to the pack, 2 more ears are added to the total.
KS 2 Mat - 2.3.2 finds the values and determines the rule that involve addition or subtraction of whole numbers from 0 through 100 using a horizontal or vertical function table (input/output machine, T-table) (2.4.K1e), e.g., after looking at the function table, different students might respond that the rule is In + 2 equals Out, the rule is N + 2, or the rule is plus 2.
KS 2 Mat - 2.3.3 generalizes numerical patterns using whole numbers from 0 through 100 with one operation (addition, subtraction) by stating the rule using words, e.g., if a set of numbers is 2, 4, 6, 8,10, ?; the rule is add two.
KS 2 Mat - 2.4 Models ? The student uses mathematical models including concrete objects to represent, show, and communicate mathematical relationships in a variety of situations.
KS 2 Mat - 2.4.1 knows, explains, and uses mathematical models to represent mathematical concepts, procedures, and relationships.
KS 2 Mat - 2.4.1.a. process models (concrete objects, pictures, diagrams, number lines, unifix cubes, hundred charts, or measurement tools) to model computational procedures and mathematical relationships, to compare and order numerical quantities, and to represent fractional parts (1.1.K1-4, 1.2.K3, 1.2.K5-6, 1.3.K1-2, 1.4.K1-8, 2.1.K1, 2.2K1, 2.1K1a-b, 2.1K1d-h, 2.1.K3-4, 2.2.K2a, 2.2.K3-4, 2.3.K1, 3.2.K1-5, 3.3.K1, 3.4.K1-3, 4.2.K3-5) ($);
KS 2 Mat - 2.4.1.b. place value models (place value mats, hundred charts, or base ten blocks) to compare, order, and represent numerical quantities and to model computational procedures (1.1.K3, 1.2.K2, 1.2.K4, 1.3.K1, 1.4.K6-7, 1.4.K7a, 2.2.K2a, 2.2.K4) ($);
KS 2 Mat - 2.4.1.c. fraction models (fraction strips or pattern blocks) to compare, order, and represent numerical quantities (1.1.K2b) ($);
KS 2 Mat - 2.4.1.d. money models (base ten blocks or coins) to compare, order, and represent numerical quantities (1.1.K5-6, 1.3.K1, 1.4.K7b, 2.1.K1f, 2.2.K2b) ($);
KS 2 Mat - 2.4.1.e. function tables (input/output machines, T-tables) to model numerical relationships (2.3.K2) ($);
KS 2 Mat - 2.4.1.f. two-dimensional geometric models (geoboards, dot paper, pattern blocks, tangrams, or attribute blocks) to model perimeter and properties of geometric shapes and three-dimensional geometric models (solids) and real-world objects to compare size and to model attributes of geometric shapes (2.1.K2c, 3.1.K1-6, 3.3.K2-3);
KS 2 Mat - 2.4.1.g. two-dimensional geometric models (spinners), three-dimensional geometric models (number cubes), and process models (concrete objects) to model probability (4.1.K1-2) ($);
KS 2 Mat - 2.4.1.h. graphs using concrete objects, representational objects, or abstract representations, pictographs, frequency tables, horizontal and vertical bar graphs, Venn diagrams or other pictorial displays, and line plots to organize and display data (4.1.K2, 4.2.K1, 4.2.K2) ($);
KS 2 Mat - 2.4.1.i. Venn diagrams to sort data.
KS 2 Mat - 2.4.1.j. graphs using concrete objects, representational objects, or abstract representations, pictographs, horizontal and vertical bar graphs (4.1.A1, 4.2.A1-4) ($).
KS 2 Mat - 2.4.2 selects a mathematical model that is more useful than other mathematical models in a given situation.
KS 2 Mat - 2.4.3 creates a mathematical model to show the relationship between two or more things, e.g., using pattern blocks, a whole (1) can be represented using a (1/1) or two (2/2) or three (3/3) or six (6/6).
KS 2 Mat - STD 3. Geometry ? The student uses geometric concepts and procedures in a variety of situations.
KS 2 Mat - 3.1 Geometric Figures and Their Properties ? The student recognizes geometric shapes and describes their properties using concrete objects in a variety of situations.
KS 2 Mat - 3.1.1 recognizes and investigates properties of circles, squares, rectangles, triangles, and ellipses (ovals) (plane figures/two-dimensional shapes) using concrete objects, drawings, and appropriate technology (2.4.K1f).
KS 2 Mat - 3.1.2 recognizes, draws, and describes circles, squares, rectangles, triangles, ellipses (ovals) (plane figures) (2.4.K1f).
KS 2 Mat - 3.1.3 recognizes cubes, rectangular prisms, cylinders, cones, and spheres (solids/three-dimensional figures) (2.4.K1f).
KS 2 Mat - 3.1.4 recognizes the square, triangle, rhombus, hexagon, parallelogram, and trapezoid from a pattern block set (2.4.K1f).
KS 2 Mat - 3.1.5 compares geometric shapes (circles, squares, rectangles, triangles, ellipses) to one another (2.4.K1f).
KS 2 Mat - 3.1.6 recognizes whether a shape has a line of symmetry (2.4.K1f).
KS 2 Mat - 3.2 Measurement and Estimation ? The student estimates and measures using standard and nonstandard units of measure with concrete objects in a variety of situations.
KS 2 Mat - 3.2.1 uses whole number approximations (estimations) for length, weight, and volume using standard and nonstandard units of measure (2.4.K1a) ($), e.g., the height of the classroom door is 14 chalkboard erasers laid end to end or 7 feet high or an apple weighs about 42 unifix cubes.
KS 2 Mat - 3.2.2 reads and tells time by five-minute intervals using analog and digital clocks (2.4.K1a).
KS 2 Mat - 3.2.3 selects and uses appropriate measurement tools and units of measure for length, weight, volume, and temperature for a given situation (2.4.K1a) ($).
KS 2 Mat - 3.2.4 measures (2.4.K1a) ($):
KS 2 Mat - 3.2.4.a. length to the nearest inch or foot and to the nearest whole unit of a nonstandard unit;
KS 2 Mat - 3.2.4.b. weight to the nearest nonstandard unit;
KS 2 Mat - 3.2.4.c. volume to the nearest cup, pint, quart, or gallon;
KS 2 Mat - 3.2.4.d. temperature to the nearest degree.
KS 2 Mat - 3.2.5 states (2.4.K1a):
KS 2 Mat - 3.2.5.a. the number of minutes in an hour,
KS 2 Mat - 3.2.5.b. the number of days in each month.
KS 2 Mat - 3.3 Transformational Geometry ? The student recognizes and shows one transformation on simple shapes and concrete objects in a variety of situations.
KS 2 Mat - 3.3.1 knows and uses the cardinal points (north, south, east, west) (2.4.K1a).
KS 2 Mat - 3.3.2 recognizes that changing an object's position or orientation including whether the object is nearer or farther away does not change the name, size, or shape of the object (2.4.K1f).
KS 2 Mat - 3.3.3 recognizes when a shape has undergone one transformation (flip/reflection, turn/rotation, slide/translation) (2.4.K1f).
KS 2 Mat - 3.4 Geometry From An Algebraic Perspective ? The student identifies one or more points on a number line in a variety of situations.
KS 2 Mat - 3.4.1 locates and plots whole numbers from 0 through 1,000 on a segment of a number line (horizontal/vertical) (2.4.K1a), e.g., using a segment of a number line from 800 to 820 to locate the whole number 805.
KS 2 Mat - 3.4.2 represents the distance between two whole numbers from 0 through 1,000 on a segment of a number line (2.4.K1a).
KS 2 Mat - 3.4.3 uses a segment of a number line to model addition and subtraction using whole numbers from 0 through 1,000 (2.4.K1a), e.g., 333 + n = 349 or 333 + 16 = n or 400 ? n = 352 or 400 ? 48 = n.
KS 2 Mat - STD 4. Data ? The student uses concepts and procedures of data analysis in a variety of situations.
KS 2 Mat - 4.1 Probability ? The student applies the concepts of probability using concrete objects in a variety of situations.
KS 2 Mat - 4.1.1 recognizes any outcome of a simple event in an experiment or simulation as impossible, possible, certain, likely, or unlikely (2.4.K1g) ($).
KS 2 Mat - 4.1.2 lists some of the possible outcomes of a simple event in an experiment or simulation including the use of concrete objects (2.4.K1g-h).
KS 2 Mat - 4.2 Statistics ? The student collects, organizes, displays, and explains numerical (whole numbers) and non-numerical data sets including the use of concrete objects in a variety of situations.
KS 2 Mat - 4.2.1 organizes, displays, and reads numerical (quantitative) and non-numerical (qualitative) data in a clear, organized, and accurate manner including a title, labels, categories, and whole number intervals using these data displays (2.4.K1h) ($):
KS 2 Mat - 4.2.1.a. graphs using concrete objects;
KS 2 Mat - 4.2.1.b. pictographs with a whole symbol or picture representing one, two, or ten (no partial symbols or pictures);
KS 2 Mat - 4.2.1.c. frequency tables (tally marks);
KS 2 Mat - 4.2.1.d. horizontal and vertical bar graphs;
KS 2 Mat - 4.2.1.e. Venn diagrams or other pictorial displays, e.g., glyphs;
KS 2 Mat - 4.2.1.f. line plots.
KS 2 Mat - 4.2.2 collects data using different techniques (observations, interviews, or surveys) and explains the results (2.4.K1h) ($).
KS 2 Mat - 4.2.3 identifies the minimum (lowest) and maximum (highest) values in a whole number data set (2.4.K1a) ($).
KS 2 Mat - 4.2.4 finds the range for a data set using two-digit whole numbers (2.4.K1a) ($).
KS 2 Mat - 4.2.5 finds the mode (most) for a data set using concrete objects that include (2.4.K1a) ($):
KS 2 Mat - 4.2.5.a. quantitative/numerical data (whole numbers through 100);
KS 2 Mat - 4.2.5.b. qualitative/non-numerical data (category that occurs most often).

Third Grade

KS 3 Mat - 1.STD 1. Number and Computation ? The student uses numerical and computational concepts and procedures in a variety of situations.
KS 3 Mat - 1.1 Number Sense ? The student demonstrates number sense for whole numbers, fractions, decimals, and money using concrete objects in a variety of situations.
KS 3 Mat - 1.1.1 knows, explains, and represents ($):
KS 3 Mat - 1.1.1.a. whole numbers from 0 through 10,000 (2.4.K1a-b)
KS 3 Mat - 1.1.1.b. fractions greater than or equal to zero (halves, fourths, thirds, eighths, tenths, sixteenths) (2.4.K1c) ($);
KS 3 Mat - 1.1.1.c. decimals greater than or equal to zero through tenths place (2.4.K1c).
KS 3 Mat - 1.1.2 compares and orders:
KS 3 Mat - 1.1.2.a. whole numbers from 0 through 10,000 with and without the use of concrete objects (2.4.K1a-b) ($);
KS 3 Mat - 1.1.2.b. fractions greater than or equal to zero with like denominators (halves, fourths, thirds, eighths, tenths, sixteenths) using concrete objects (2.4.K1a,c);
KS 3 Mat - 1.1.2.c. decimals greater than or equal to zero through tenths place using concrete objects (2.4.K1a-c).
KS 3 Mat - 1.1.3 knows, explains, and uses equivalent representations including the use of mathematical models for:
KS 3 Mat - 1.1.3.a. addition and subtraction of whole numbers from 0 through 1,000 (2.4.K1a-b) ($), e.g., 144 + 236 = 300 + 80
KS 3 Mat - 1.1.3.b. multiplication using the basic facts through the 5s and the multiplication facts of the 10s (2.4.K1a), e.g., 3 x 2 can be represented as 4 + 2 or as an array, X X X X X X;
KS 3 Mat - 1.1.3.c. addition and subtraction of money (2.4.K1d) ($), e.g., three half dollars equals 50? + 50? + 50? or 50? + 100?.
KS 3 Mat - 1.1.4 determines the value of mixed coins and bills with a total value of $50 or less (2.1.K1d) ($).
KS 3 Mat - 1.2 Number Systems and Their Properties ? The student demonstrates an understanding of whole numbers with a special emphasis on place value and recognizes, uses, and explains the concepts of properties as they relate to whole numbers, fractions, decimals, and money in a variety of situations.
KS 3 Mat - 1.2.1 identifies, reads, and writes numbers using numerals and words from tenths place through ten thousands place (2.4.K1a-b) ($), e.g., sixty-four thousand, three hundred eighty and five tenths is written in numerical form as 64,380.5.
KS 3 Mat - 1.2.2 identifies, models, reads, and writes numbers using expanded form from tenths place through ten thousands place (2.4.K1b), e.g., 56,277.3 = (5 x 10,000) + (6 x 1,000) + (2 x 100) + (7 x 10) + (7 x 1) + (3 x .1) = 50,000 + 6,000 + 200 + 70 + 7 + .3.
KS 3 Mat - 1.2.3 classifies various subsets of numbers as whole numbers, fractions (including mixed numbers), or decimals (2.4.K1a-c, 2.4.K1i)
KS 3 Mat - 1.2.4 identifies the place value of various digits from tenths to one hundred thousands place (2.4.K1b) ($).
KS 3 Mat - 1.2.5 identifies any whole number through 1,000 as even or odd (2.4.K1a).
KS 3 Mat - 1.2.6 uses the concepts of these properties with whole numbers from 0 through 100 and demonstrates their meaning including the use of concrete objects (2.4.K1a) ($):
KS 3 Mat - 1.2.6.a. commutative properties of addition and multiplication, e.g., 7 + 8 = 8 + 7 or 3 x 6 = 6 x 3;
KS 3 Mat - 1.2.6.b. zero property of addition (additive identity), e.g., 4 + 0 = 4;
KS 3 Mat - 1.2.6.c. property of one for multiplication (multiplicative identity), 1 x 3 = 3;
KS 3 Mat - 1.2.6.d. associative property of addition, e.g., (3 + 2) + 4 = 3 + (2 + 4);
KS 3 Mat - 1.2.6.e. symmetric property of equality applied to addition and multiplication, e.g., 100 = 20 + 80 is the same as 20 + 80 = 100 and 3 x 4 = 12 is the same as 12 = 3 x 4;
KS 3 Mat - 1.2.6.f. zero property of multiplication, e.g., 9 x 0 = 0 or 0 x 32 = 0.
KS 3 Mat - 1.2.7 divides whole numbers from 0 through 99,999 into groups of 10,000s; 1,000s; 100s; 10s, and 1s using base ten models (2.4.K1b).
KS 3 Mat - 1.3 Estimation ? The student uses computational estimation with whole numbers, fractions, and money in a variety of situations.
KS 3 Mat - 1.3.1 estimates whole numbers quantities from 0 through 1,000; fractions (halves, fourths); and monetary amounts through $500 using various computational methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.K1a-d) ($).
KS 3 Mat - 1.3.2 uses various estimation strategies to estimate using whole number quantities from 0 through 1,000 and explains the process used (2.4.K1a) ($) e.g., 362 rounded to the nearest ten is 360 and 362 rounded to the nearest hundred is 400. Using front-end estimation, 362 is about 300 or 400 depending on the context of the problem. Using a ?nice? number, 362 is about 350 because of the benchmark number ? 350, since 350 is the halfway point between 300 and 400.
KS 3 Mat - 1.3.3 recognizes and explains the difference between an exact and an approximate answer (2.4.K1a), e.g., when asked how many students are in a classroom, an exact answer could be 24. Whereas, an approximate answer could be 20 since 24 could be rounded down to the nearest ten (underestimated) or rounded up to 30 (overestimated).
KS 3 Mat - 1.4 Computation ? The student models, performs, and explains computation with whole numbers and money including the use of concrete objects in a variety of situations.
KS 3 Mat - 1.4.1 computes with efficiency and accuracy using various computational methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.K1a) ($).
KS 3 Mat - 1.4.2 states and uses with efficiency and accuracy the multiplication facts through the 5s and the multiplication facts of the 10s and corresponding division facts (2.4.K1a) ($).
KS 3 Mat - 1.4.3 skip counts (multiples) by 2s, 3s, 4s, 5s, and 10s (2.4.K1a).
KS 3 Mat - 1.4.4 performs and explains these computational procedures:
KS 3 Mat - 1.4.4.a. adds and subtracts whole numbers from 0 through 10,000 (2.4.K1a-b);
KS 3 Mat - 1.4.4.b. multiplies whole numbers when one factor is 5 or less and the other factor is a multiple of 10 through 1,000 with or without the use of concrete objects (2.4.K1a-b), e.g., 400 x 3 = 120 or 70 x 5 = 350;
KS 3 Mat - 1.4.4.c. adds and subtracts monetary amounts using dollar and cents notation through $500.00 (2.4.K1d) ($), e.g., $47.07 + $356.96 = $404.03.
KS 3 Mat - 1.4.5 fair shares/measures out (divides) a total amount through 100 concrete objects into equal groups (2.4.K1a-b), e.g., fair sharing 52 pieces of candy with 8 friends resulting in eight groups of 6 with four pieces left over or measuring out into groups of eight 52 pieces of candy with four pieces left over.
KS 3 Mat - 1.4.6 explains the relationship between addition and subtraction (2.4.K1a-b) ($).
KS 3 Mat - 1.4.7 identifies multiplication and division fact families through the 5s and the multiplication and division fact families of the 10s (2.4.K1a), e.g., when given 6 x ? = 18, the student recognizes the remaining members of the fact family.
KS 3 Mat - 1.4.8 reads and writes horizontally, vertically, and with different operational symbols the same addition, subtraction, multiplication, or division expression, e.g., 4 ? 6 is the same as 4 x 6 or 4(6) or 6 and 10 divided by 2 is the same as 10 ? 2 or 10 x 4 2.
KS 3 Mat - STD 2. Algebra ? The student uses algebraic concepts and procedures in a variety of situations.
KS 3 Mat - 2.1 Patterns ? The student recognizes, describes, extends, develops, and explains relationships in patterns using concrete objects in a variety of situations.
KS 3 Mat - 2.1.4 uses concrete objects, drawings, and other representations to work with types of patterns (2.4.K1a):
KS 3 Mat - 2.1.4.e. repeating patterns, e.g., an AB pattern is like 1-2, 1-2, ?; an ABC pattern is like dog-horse-pig, dog-horse-pig, ?; an AAB pattern is like ?, ?, ?;
KS 3 Mat - 2.1.4.f. growing patterns, e.g., 1, 4, 7, 10, ?
KS 3 Mat - 2.1.5 uses these attributes to generate patterns:
KS 3 Mat - 2.1.5.c. counting numbers related to number theory (2.4.K1a), e.g., evens, odds, or multiples through the 5s; whole numbers that increase or decrease (2.4.K1a) ($),e.g., 3, 6, 9, ?; 20, 15, 10, ?; geometric shapes including one attribute change (2.4.K1f), e.g. where the pattern is filled-in square, square, triangle, filled-in triangle, ?; or when using attribute blocks the change is size only, then shape only, ? such as ?; measurements (2.4.K1a), e.g., 1 ft, 2 ft, 3 ft, ?; 3 lbs, 6 lbs, 9 lbs; or 2 cups, 4 cups, 6 cups, ?;
KS 3 Mat - 2.1.5.e. money and time (2.4.K1a,d) ($), e.g., $.25, $.50, $.75, ? or 1:05 p.m., 1:10 p.m., 1:15 p.m., ?;
KS 3 Mat - 2.1.5.f. things related to daily life (2.4.K1a), e.g., water cycle, food cycle, or life cycle;
KS 3 Mat - 2.1.5.g. things related to size, shape, color, texture, or movement (2.4.K1a), e.g., red-green, red-green, red-green, ?; snapping fingers; clapping hands; stomping feet; or tossing a bean bag over the head, under the leg, and behind the back (kinesthetic patterns).
KS 3 Mat - 2.1.3 identifies, states, and continues a pattern presented in various formats including numeric (list or table), visual (picture, table, or graph), verbal (oral description), kinesthetic (action), and written (2.4.K1a) ($).
KS 3 Mat - 2.1.4 generates:
KS 3 Mat - 2.1.4.a. repeating patterns (2.4.K1a),
KS 3 Mat - 2.1.4.b. growing (extending) patterns (2.4.K1a),
KS 3 Mat - 2.1.4.c. patterns using function tables (input/output machines, T-tables) (2.4.K1e).
KS 3 Mat - 2.2 Variables, Equations, and Inequalities ? The student uses symbols and whole numbers to solve equations including the use of concrete objects in a variety of situations.
KS 3 Mat - 2.2.1 explains and uses symbols to represent unknown whole number quantities from 0 through 1,000 (2.4.K1a)
KS 3 Mat - 2.2.2 finds the sum or difference in one-step equations with ($):
KS 3 Mat - 2.2.2.a. whole numbers from 0 through 99 (2.4.K1a) e.g., 89 = 76 + y or y ? 23 = 32;
KS 3 Mat - 2.2.2.b. monetary values through a dollar (2.4.K1d), e.g., 25? + 10? + 5? = n.
KS 3 Mat - 2.2.3 finds the unknown in the multiplication and division fact families through the 5s and the 10s (2.4.K1a), e.g., 3 ? ? = 4 ? 6.
KS 3 Mat - 2.2.4 compares two whole numbers from 0 through 1,000 using the equality and inequality symbols (=, <, >) and their corresponding meanings (is equal to, is less than, is greater than) (2.4.K1a-b) ($).
KS 3 Mat - 2.3 Functions ? The student recognizes and describes whole number relationships using concrete objects in a variety of situations.
KS 3 Mat - 2.3.1 states mathematical relationships between whole numbers from 0 through 200 using various methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.K1a) ($), e.g., every time a quarter is added to the amount; 25? is added to the total.
KS 3 Mat - 2.3.2 finds the values and determines the rule with one operation (addition, subtraction) of whole numbers from 0 through 200 using a horizontal or vertical function table (input/output machine, T-table) (2.4.K1e), e.g., using this input/output machine, different student responses might be that the rule is Input minus 10 equals Output, the rule is N ? 10, or the rule is subtract 10.
KS 3 Mat - 2.3.3 generalizes numerical patterns using whole numbers from 0 through 200 with one operation (addition, subtraction) by stating the rule using words, e.g., if the sequence is 30, 50, 70, 90, ?; in words, the rule is add twenty to the number before.
KS 3 Mat - 2.3.4 uses a function table (input/output machine, T-table) to identify and plot ordered pairs in the first quadrant of a coordinate plane (2.4.K1a,e).
KS 3 Mat - 2.4 Models ? The student develops and uses mathematical models including the use of concrete objects to represent and show mathematical relationships in a variety of situations.
KS 3 Mat - 2.4.1 knows, explains, and uses mathematical models to represent mathematical concepts, procedures, and relationships.
KS 3 Mat - 2.4.1.a. process models (concrete objects, pictures, number lines, coordinate planes/grids, hundred charts, measurement tools, multiplication arrays, or division sets) to model computational procedures and mathematical relationships (1.2.K1, 1.2.K.1a, 1.2.K2 1.2.K3, 1.2.K5-6, 1.3.K1-3, 1.4.K1-3, 1.4.K1a-b, 1.4.K5-7, 2.1.K1, 2.1.K2a, 2.1.K2d-g, 2.1.K3, 2.1.K4a-b, 2.2.K1, 2.2.K2, 2.2.K3-4, 2.3.K1, 2.3.K4, 3.2.K1-4, 3.3.K1, 3.4.K1-3, K.2.K3) ($);
KS 3 Mat - 2.4.1.b. place value models (place value mats, hundred charts, base ten blocks or unifix cubes) to compare, order, and represent numerical quantities and to model computational procedures (1.1.K1c, 1.1.K2a, 1.1.K2c, 1.1.K3a, 1.2.K1-4, 1.2.K7, 1.3.K1, 1.4.K4a-b, 1.4.K5-6, 2.2.K4) ($);
KS 3 Mat - 2.4.1.c. fraction models (fraction strips or pattern blocks) and decimal models (base ten blocks or coins) to compare, order, and represent numerical quantities (1.1.K1b, 1.1.K2b-c, 1.2.K3, 1.3.K1) ($);
KS 3 Mat - 2.4.1.d. money models (base ten blocks or coins) to compare, order, and represent numerical quantities (1.1K3c, 1.1.K4, 1.3.K1, 1.4.K4c, 2.1.K2e, 2.2.K2b) ($);
KS 3 Mat - 2.4.1.e. function tables (input/output machines, T-tables) to find numerical relationships (2.1.K4c, 2.3.K2, 2.3.K4) ($);
KS 3 Mat - STD 3. Geometry ? The student uses geometric concepts and procedures in a variety of situations.
KS 3 Mat - 3.1 Geometric Figures and Their Properties ? The student recognizes geometric shapes and investigates their properties using concrete objects in a variety of situations.
KS 3 Mat - 3.1.1 recognizes and investigates properties of plane figures (circles, squares, rectangles, triangles, ellipses, rhombi, octagons) using concrete objects, drawings, and appropriate technology (2.4.K1f).
KS 3 Mat - 3.1.2 recognizes, draws, and describes plane figures (circles, squares, rectangles, triangles, ellipses, rhombi, octagons) (2.4.K1f).
KS 3 Mat - 3.1.3 recognizes the solids (cubes, rectangular prisms, cylinders, cones, spheres) (2.4.K1f).
KS 3 Mat - 3.1.4 recognizes and describes the square, triangle, rhombus, hexagon, parallelogram, and trapezoid from a pattern block set (2.4.K1f).
KS 3 Mat - 3.1.5 recognizes and describes a quadrilateral as any four-sided figure (2.4.K1f).
KS 3 Mat - 3.1.6 determines if geometric shapes and real-world objects contain line(s) of symmetry and draws the line(s) of symmetry if the line(s) exist(s) (2.4.K1f).
KS 3 Mat - 3.2 Measurement and Estimation ? The student estimates and measures using standard and nonstandard units of measure with concrete objects in a variety of situations.
KS 3 Mat - 3.2.1 uses whole number approximations (estimations) for length, width, weight, volume, temperature, time, and perimeter using standard and nonstandard units of measure (2.4.K1a) ($).
KS 3 Mat - 3.2.2 reads and tells time to the minute using analog and digital clocks (2.4.K1a).
KS 3 Mat - 3.2.3 selects, explains the selection of, and uses measurement tools, units of measure, and degree of accuracy appropriate for a given situation to measure (2.4.K1a) ($):
KS 3 Mat - 3.2.3.a. length width, and height to the nearest half inch, inch, foot, and yard; and to the nearest whole unit of nonstandard unit;
KS 3 Mat - 3.2.3.b. length, width, and height to the nearest centimeter and meter;
KS 3 Mat - 3.2.3.c. weight to the nearest whole unit of a nonstandard unit;
KS 3 Mat - 3.2.3.d. volume to the nearest cup, pint, quart, and gallon;
KS 3 Mat - 3.2.3.e. volume to the nearest liter;
KS 3 Mat - 3.2.3.f. temperature to the nearest degree.
KS 3 Mat - 3.2.3.1 states (2.4.K1a):
KS 3 Mat - 3.2.3.1.a. the number of hours in a day and days in a year;
KS 3 Mat - 3.2.3.1.b. the number of inches in a foot, inches in a yard, and feet in a yard;
KS 3 Mat - 3.2.3.1.c. the number of centimeters in a meter;
KS 3 Mat - 3.2.3.1.d. the number of cups in a pint, pints in a quart, and quarts in a gallon.
KS 3 Mat - 3.2.4 finds the perimeter of squares, rectangles, and triangles given the measures of all the sides (2.4.K1f).
KS 3 Mat - 3.3 Transformational Geometry ? The student recognizes and performs one transformation on simple shapes or concrete objects in a variety of situations.
KS 3 Mat - 3.3.1 knows and uses cardinal points (north, south, east, west) and intermediate points (northeast, southeast, northwest, southwest) (2.4.K1a).
KS 3 Mat - 3.3.2 recognizes and performs one transformation (reflection/flip, rotation/turn, and translation/slide) on a two-dimensional figure (2.4.K1f).
KS 3 Mat - 3.4 Geometry From An Algebraic Perspective ? The student relates geometric concepts to a number line and the first quadrant of a coordinate plane in a variety of situations.
KS 3 Mat - 3.4.1 uses a number line (horizontal/vertical) to model the basic multiplication facts through the 5s and the multiplication facts of the 10s (2.4.K1a).
KS 3 Mat - 3.4.2 identifies points on a coordinate plane (coordinate grid) using (2.4.K1a):
KS 3 Mat - 3.4.2.a. two positive whole numbers,
KS 3 Mat - 3.4.2.b. a letter and a positive whole number.
KS 3 Mat - 3.4.3 identifies points as ordered pairs in the first quadrant of a coordinate plane (coordinate grid) (2.4.K1a).
KS 3 Mat - STD 4. Data ? The student uses concepts and procedures of data analysis in a variety of situations.
KS 3 Mat - 4.1 Probability ? The student applies the concepts of probability to draw conclusions and to make predictions and decisions including the use of concrete objects in a variety of situations.
KS 3 Mat - 4.1.1 recognizes any outcome of a simple event in an experiment or simulation as impossible, possible, certain, likely, unlikely, or equally likely (2.4.K1g) ($).
KS 3 Mat - 4.1.2 lists some of the possible outcomes of a simple event in an experiment or simulation including the use of concrete objects (2.4.K1g-h).
KS 3 Mat - 4.2 Statistics ? The student collects, organizes, displays, explains, and interprets numerical (whole numbers) and non-numerical data sets including the use of concrete objects in a variety of situations.
KS 3 Mat - 4.2.1 organizes, displays, and reads numerical (quantitative) and non-numerical (qualitative) data in a clear, organized, and accurate manner including a title, labels, categories, and whole number intervals using these data displays (2.4.K1h) ($):
KS 3 Mat - 4.2.1.a. graphs using concrete objects;
KS 3 Mat - 4.2.1.b. pictographs with a whole symbol or picture representing one, two, five, ten, twenty-five, or one-hundred (no partial symbols or pictures);
KS 3 Mat - 4.2.1.c. frequency tables (tally marks);
KS 3 Mat - 4.2.1.d. horizontal and vertical bar graphs;
KS 3 Mat - 4.2.1.e. Venn diagrams or other pictorial displays, e.g., glyphs;
KS 3 Mat - 4.2.1.f. line plots;
KS 3 Mat - 4.2.1.g. charts and tables.
KS 3 Mat - 4.2.2 collects data using different techniques (observations, polls, surveys, or interviews) and explains the results (2.4.K1h) ($).
KS 3 Mat - 4.2.3 finds these statistical measures of a data set with less than ten data points using whole numbers from 0 through 1,000 (2.4.K1a) ($):
KS 3 Mat - 4.2.3.a. minimum and maximum data values,
KS 3 Mat - 4.2.3.b. range,
KS 3 Mat - 4.2.3.c. mode (uni-modal only),
KS 3 Mat - 4.2.3.d. median when data set has an odd number of data points.

Fourth Grade

KS 4 Mat - STD 1. Number and Computation ? The student uses numerical and computational concepts and procedures in a variety of situations.
KS 4 Mat - 1.1 Number Sense ? The student demonstrates number sense for whole numbers, fractions (including mixed numbers), decimals, and money including the use of concrete objects in a variety of situations.
KS 4 Mat - 1.1.1 knows, explains, and uses equivalent representations for ($):
KS 4 Mat - 1.1.1.a. whole numbers from 0 through 100,000 (2.4.K1a-b);
KS 4 Mat - 1.1.1.b. fractions greater than or equal to zero (halves, fourths, thirds, eighths, tenths, twelfths, sixteenths, hundredths) including mixed numbers (2.4.K1c);
KS 4 Mat - 1.1.1.c. decimals greater than or equal to zero through hundredths place and when used as monetary amounts (2.4.K1c-d) ($), e.g., 7? = $.07 = 7/100 of a dollar or a hundreds grid with 7 sections colored or .1 = 1/10 =
KS 4 Mat - 1.1.2 compares and orders:
KS 4 Mat - 1.1.2.a. whole numbers from 0 through 100,000 (2.4.K1a-b) ($);
KS 4 Mat - 1.1.2.b. fractions greater than or equal to zero (halves, fourths, thirds, eighths, tenths, twelfths, sixteenths, hundredths) including mixed numbers with a special emphasis on concrete objects (2.4.K1c);
KS 4 Mat - 1.1.2.c. decimals greater than or equal to zero through hundredths place and when used as monetary amounts (2.4.K1c-d) ($).
KS 4 Mat - 1.2 Number Systems and Their Properties ? The student demonstrates an understanding of whole numbers with a special emphasis on place value; recognizes, uses, and explains the concepts of properties as they relate to whole numbers; and extends these properties to fractions (including mixed numbers), decimals, and money.
KS 4 Mat - 1.2.1 identifies, models, reads, and writes numbers using numerals, words, and expanded notation from hundredths place through one-hundred thousands place (2.4.K1a-b) ($), e.g., four hundred sixty-two thousand, two hundred eighty-four and fifty hundredths = 462,284.50 or 462,284.50 = (4 x 100,000) + (6 x 10,000) + (2 x 1,000) + (2 x 100) + (8 x 10) + (4 x 1) + (5 x .1) + (0 x .01) = 400,000 + 60,000 + 2,000 + 200 + 80 + 4 + .5 + .00.
KS 4 Mat - 1.2.2 classifies various subsets of numbers as whole numbers, fractions (including mixed numbers), or decimals (2.4.K1b-c, 2.4.K1i).
KS 4 Mat - 1.2.3 identifies the place value of various digits from hundredths place through one hundred thousands place (2.4.K1b) ($).
KS 4 Mat - 1.2.4 identifies any whole number as even or odd (2.4.K1a).
KS 4 Mat - 1.2.5 uses the concepts of these properties with the whole number system and demonstrates their meaning including the use of concrete objects (2.4.K1a) ($):
KS 4 Mat - 1.2.5.a. commutative properties of addition and multiplication, e.g., 12 + 18 = 18 + 12 and 8 x 9 = 9 x 8;
KS 4 Mat - 1.2.5.b. zero property of addition (additive identity) and property of one for multiplication (multiplicative identity), e.g., 24 + 0 = 24 and 75 x 1 = 75;
KS 4 Mat - 1.2.5.c. associative properties of addition and multiplication, e.g., 4 + (2 + 3) = (4 + 2) + 3 and 2 x (3 x 4) = (2 x 3) x 4;
KS 4 Mat - 1.2.5.d. symmetric property of equality applied to addition and multiplication, e.g., 100 = 20 + 80 is the same as 20 + 80 = 100 and 21 = 7 x 3 is the same as 3 x 7 = 21;
KS 4 Mat - 1.2.5.e. zero property of multiplication, e.g., 9 x 0 = 0 or 0 x 112 = 0;
KS 4 Mat - 1.2.5.f. distributive property, e.g., 6(7 + 3) = (6 ? 7) + (6 ? 3).
KS 4 Mat - 1.3 Estimation ? The student uses computational estimation with whole numbers, fractions (including mixed numbers) and money in a variety of situations.
KS 4 Mat - 1.3.1 estimates whole number quantities from 0 through 10,000; fractions (halves, fourths, thirds); and monetary amounts through $1,000 using various computational methods including mental math, paper and pencil, concrete materials, and appropriate technology (2.4.K1a-d) ($).
KS 4 Mat - 1.3.2 uses various estimation strategies and explains how they are used when estimating whole numbers quantities from 0 through 10,000; fractions [(halves, fourths, thirds) including mixed numbers)]; and monetary amounts through $1,000 (2.4.K1a-d) ($).
KS 4 Mat - 1.3.3 recognizes and explains the difference between an exact and an approximate answer (2.4.K1a), e.g., when asked how many desks are in the room, the student gives an estimate of about 30 and then counts the desks and indicates an exact answer is 28 desks.
KS 4 Mat - 1.3.4 selects from an appropriate range of estimation strategies and determines if the estimate is an overestimate or underestimate, (2.4.K1a).
KS 4 Mat - 1.4 Computation ? The student models, performs, and explains computation with whole numbers, fractions, and money including the use of concrete objects in a variety of situations.
KS 4 Mat - 1.4.1 computes with efficiency and accuracy using various computational methods including mental math, paper and pencil, concrete materials, and appropriate technology (2.4.K1a) ($).
KS 4 Mat - 1.4.2 states and uses with efficiency and accuracy multiplication facts from 1 x 1 through 12 x 12 and corresponding division facts (2.4.K1a) ($).
KS 4 Mat - 1.4.3 performs and explains these computational procedures ($):
KS 4 Mat - 1.4.3.a. adds and subtracts whole numbers from 0 through 100,000 and when used as monetary amounts (2.4.K1a-b,d);
KS 4 Mat - 1.4.3.b. multiplies through a three-digit whole number by a two-digit whole number (2.4.K1a-b);
KS 4 Mat - 1.4.3.c. multiplies whole dollar monetary amounts (through three-digits) by a one- or two-digit whole number (2.4.K1d), e.g., $45 x 16;
KS 4 Mat - 1.4.3.d. multiplies monetary amounts less than $100.00 by whole numbers less than ten (2.4.K1d), e.g., $14.12 x 7;
KS 4 Mat - 1.4.3.e. divides through a two-digit whole number by a one-digit whole number with a one-digit whole number quotient with or without a remainder (2.4.K1a-b), e.g., 47 ? 5 = 9 r 2;
KS 4 Mat - 1.4.3.f. adds and subtracts fractions greater than or equal to zero with like denominators (2.4.K1c);
KS 4 Mat - 1.4.3.g. figures correct change through $20.00 (2.4.K1d).
KS 4 Mat - 1.4.4 identifies multiplication and division fact families (2.4.K1a).
KS 4 Mat - 1.4.5 reads and writes horizontally, vertically, and with different operational symbols the same addition, subtraction, multiplication, or division expression, e.g., 6 ? 4 is the same as 6 x 4 is the same as 4 and 6(4) or 10 divided by 2 is the same as 10 ? 2 or 10. x 6 2
KS 4 Mat - 1.4.6 shows the relationship between these operations with the basic fact families (addition facts with sums from 0 through 20 and corresponding subtraction facts, multiplication facts from 1 x 1 through 12 x 12 and corresponding division facts) including the use of mathematical models (2.4.K1a) ($):
KS 4 Mat - 1.4.6.a. addition and subtraction,
KS 4 Mat - 1.4.6.b. addition and multiplication,
KS 4 Mat - 1.4.6.c. multiplication and division,
KS 4 Mat - 1.4.6.d. subtraction and division.
KS 4 Mat - 1.4.7 finds factors and multiples of whole numbers from 1 through 100 (2.4.K1a).
KS 4 Mat - STD 2. Algebra ? The student uses algebraic concepts and procedures in a variety of situations.
KS 4 Mat - 2.1 Patterns ? The student recognizes, describes, extends, develops, and explains relationships in patterns using concrete objects in a variety of situations.
KS 4 Mat - 2.1.1 uses concrete objects, drawings, and other representations to work with types of patterns(2.4.K1a):
KS 4 Mat - 2.1.1.a. repeating patterns, e.g., an AB pattern is like 1-2, 1-2, ?; an ABC pattern is like dog-horse-pig, dog-horse-pig, ?; an AAB pattern is like ?, ?, ?;
KS 4 Mat - 2.1.1.b. growing patterns e.g., 2, 5, 11, 20, ?
KS 4 Mat - 2.1.2 uses these attributes to generate patterns:
KS 4 Mat - 2.1.2.a. counting numbers related to number theory (2.4.K1a), e.g., multiples and factors through 12 or multiplying by 10, 100, or 1,000;
KS 4 Mat - 2.1.2.b. whole numbers that increase or decrease (2.4.K1a) ($) , e.g., 20, 15, 10, ?;
KS 4 Mat - 2.1.2.c. geometric shapes including one or two attributes changes (2.4.K1f), e.g., ? when the next shape has one more side; or when both color and shape change at the same time such as ?,
KS 4 Mat - 2.1.2.d. measurements (2.4.K1a), e.g., 3 ft., 6 ft., 9 ft., ?;
KS 4 Mat - 2.1.2.e. money and time (2.4.K1a,d) ($), e.g., $.25, $.50, $.75, ? or 1:05 p.m., 1:10 p.m., 1:15 p.m., ?;
KS 4 Mat - 2.1.2.f. things related to daily life (2.4.K1a), e.g., water cycle, food cycle, or life cycle;
KS 4 Mat - 2.1.2.g. things related to size, shape, color, texture, or movement (2.4.K1a), e.g., rough, smooth, rough, smooth, rough, smooth, or clapping hands (kinesthetic patterns).
KS 4 Mat - 2.1.3 identifies, states and continues a pattern presented in visual various formats including numeric (list or table), visual (picture, table, or graph), verbal (oral description), kinesthetic (action), and written (2.4.K1a) ($).
KS 4 Mat - 2.1.4 generates:
KS 4 Mat - 2.1.4.a. a pattern (repeating, growing) (2.4.K1a); a pattern using a function table (input/output machines, T-tables) (2.4.K1e).
KS 4 Mat - 2.2 Variables, Equations, and Inequalities ? The student uses variables, symbols, and whole numbers to solve equations including the use of concrete objects in a variety of situations.
KS 4 Mat - 2.2.1 explains and uses variables and symbols to represent unknown whole number quantities from 0 through 1,000 (2.4.K1a).
KS 4 Mat - 2.2.2 solves one-step equations using whole numbers with one variable and a whole number solution that:
KS 4 Mat - 2.2.2.a. find the unknown in a multiplication or division equation based on the multiplication facts from 1 x 1 through 12 x 12 and corresponding division facts (2.4.K1a), e.g., 60 = 10 x n;
KS 4 Mat - 2.2.2.b. find the unknown in a money equation using multiplication and division based upon the facts and addition and subtraction with values through $10 (2.4.K1d) ($), e.g., 8 quarters + 10 dimes = y dollars;
KS 4 Mat - 2.2.2.c. find the unknown in a time equation involving whole minutes, hours, days, and weeks with values through 200 (2.4.K1a), e.g., 180 minutes = y hours.
KS 4 Mat - 2.2.3 compares two whole numbers from 0 through 10,000 using the equality and inequality symbols (=, ?, <, >) and their corresponding meanings (is equal to, is not equal to, is less than, is greater than) (2.4.K1b) ($).
KS 4 Mat - 2.2.4 reads and writes whole number equations and inequalities using mathematical vocabulary and notation, e.g., 15 = 3 x 5 is the same as fifteen equals three times five or 4,564 > 1,000 is the same as four thousand, five hundred sixty-four is greater than one thousand.
KS 4 Mat - 2.3 Functions ? The student recognizes and describes whole number relationships including the use of concrete objects in a variety of situations.
KS 4 Mat - 2.3.1 states mathematical relationships between whole numbers from 0 through 1,000 using various methods including mental math, paper and pencil, concrete materials, and appropriate technology (2.4.K1a) ($).
KS 4 Mat - 2.3.2 finds the values, determines the rule, and states the rule using symbolic notation with one operation of whole numbers from 0 through 200 using a horizontal or vertical function table (input/output machine, T-table) (2.4.K1e), e.g., using the function table, find the rule, the rule is N ? 4.
KS 4 Mat - 2.3.3 generalizes numerical patterns using whole numbers from 0 through 200 with one operation by stating the rule using words, e.g., if the pattern is 46, 68,90, 112, 134, ?; in words, the rule is add 22 to the number before.
KS 4 Mat - 2.3.4 uses a function table (input/output machine, T-table) to identify, plot, and label the ordered pairs in the first quadrant of a coordinate plane (2.4.K1a,e).
KS 4 Mat - 2.4 Models ? The student develops and uses mathematical models including the use of concrete objects to represent and explain mathematical relationships in a variety of situations.
KS 4 Mat - 2.4.1 knows, explains, and uses mathematical models to represent mathematical concepts, procedures, and relationships.
KS 4 Mat - 2.4.1.a. process models (concrete objects, pictures, diagrams, number lines, hundred charts, measurement tools, multiplication arrays, division sets, or coordinate planes/grids) to model computational procedures, mathematical relationships, and equations (1.1.K1a, 1.1.K2a, 1.2.K1, 1.2.K4-5, 1.3.K1-4, 1.4.K1-2, 1.4.K3a-b, 1.4.K3e, 1.4.K4, 1.4.K6-7, 2.1.K1, 2.1.K.1a-b, 2.1.K2d-g, 2.1.K3, 2.1.K4a, 2.2.K1, 2.2.K2a, 2.2.K3-4, 2.3.K1, 2.3.K4, 3.2.K1-4, 3.3.K1-2, 3.4.K1-4, 4.2.K3) ($);
KS 4 Mat - 2.4.1.b. place value models (place value mats, hundred charts, base ten blocks, or unifix cubes) to compare, order, and represent numerical quantities and to model computational procedures (1.1.K1a, 1.1.K2a, 1.2.K1-3, 1.3.K1-2, 1.4.K3a-b, 1.4.K3e, 2.2.K4) ($);
KS 4 Mat - 2.4.1.c. fraction and mixed number models (fraction strips or pattern blocks) and decimal models (base ten blocks or coins) to compare, order, and represent numerical quantities (1.1.K1b-c, 1.1.K2b-c, 1.2.K2, 1.3.K1-2, 1.4.K1f) ($);
KS 4 Mat - 2.4.1.d. money models (base ten blocks or coins) to compare, order, and represent numerical quantities (1.1.K1c, 1.2.K1c, 1.3.K1-2, 1.4.K3a, 1.4.K3a, 1.4.K3c-d, 1.4.K3g, 2.1.K2e, 2.2.K2b) ($);
KS 4 Mat - 2.4.1.e. function tables (input/output machines, T-tables) to model numerical and algebraic relationships (2.1.K4b, 2.3.K2, 2.3.K4, 3.4.K4) ($);
KS 4 Mat - 2.4.1.f. two-dimensional geometric models (geoboards, dot paper, pattern blocks, or tangrams) to model perimeter, area, and properties of geometric shapes and three-dimensional geometric models (solids) and real-world objects to compare size and to model properties of geometric shapes (2.1.K2c, 2.1.K1e, 3.1.K1-6, 3.2.K5, 3.3.K3);
KS 4 Mat - 2.4.1.g. two-dimensional geometric models (spinners), three-dimensional models (number cubes), and process models (concrete objects) to model probability (4.1.K1-3) ($);
KS 4 Mat - 2.4.1.h. graphs using concrete objects, pictographs, frequency tables, horizontal and vertical bar graphs, line graphs, circle graphs, Venn diagrams, line plots, charts, and tables to organize and display data (4.1.K2, 4.2.K1-2) ($);
KS 4 Mat - 2.4.1.i. Venn diagrams to sort data and show relationships (1.2.K2).
KS 4 Mat - 2.4.2 creates a mathematical model to show the relationship between two or more things, e.g., using pattern blocks, a whole (1) can be represented as a (1/1) or two (2/2) or three (3/3) or six (6 (6/6).
KS 4 Mat - STD 3. Geometry ? The student uses geometric concepts and procedures in a variety of situations.
KS 4 Mat - 3.1 Geometric Figures and Their Properties ? The student recognizes geometric shapes and investigates their properties including the use of concrete objects in a variety of situations.
KS 4 Mat - 3.1.1 recognizes and investigates properties of plane figures (circles, squares, rectangles, triangles, ellipses, rhombi, octagons, hexagons, pentagons) using concrete objects, drawings, and appropriate technology (2.4.K1f).
KS 4 Mat - 3.1.2 recognizes, draws, and describes plane figures (circles, squares, rectangles, triangles, ellipses, rhombi, octagons, hexagons, pentagons) (2.4.K1f).
KS 4 Mat - 3.1.3 describes the solids (cubes, rectangular prisms, cylinders, cones, spheres, triangular prisms) using the terms faces, edges, and vertices (corners) (2.4.K1f).
KS 4 Mat - 3.1.4 recognizes and describes the square, triangle, rhombus, hexagon, parallelogram, and trapezoid from a pattern block set (2.4.K1f).
KS 4 Mat - 3.1.5 recognizes (2.4.k1f):
KS 4 Mat - 3.1.5.a. squares, rectangles, rhombi, parallelograms, trapezoids as special quadrilaterals;
KS 4 Mat - 3.1.5.b. similar and congruent figures;
KS 4 Mat - 3.1.5.c. points, lines (intersecting, parallel, perpendicular), line segments, and rays.
KS 4 Mat - 3.1.6 determines if geometric shapes and real-world objects contain line(s) of symmetry and draws the line(s) of symmetry if the line(s) exist(s) (2.4.K1f).
KS 4 Mat - 3.2 Measurement and Estimation ? The student estimates and measures using standard and nonstandard units of measure including the use of concrete objects in a variety of situations.
KS 4 Mat - 3.2.1 uses whole number approximations (estimations) for length, width, weight, volume, temperature, time, perimeter, and area using standard and nonstandard units of measure (2.4.K1a) ($).
KS 4 Mat - 3.2.2 selects, explains the selection of, and uses measurement tools, units of measure, and degree of accuracy appropriate for a given situation to measure (2.4.K1a) ($):
KS 4 Mat - 3.2.2.a. length, width, and height to the nearest fourth of an inch or to the nearest centimeter;
KS 4 Mat - 3.2.2.b. volume to the nearest cup, pint, quart, or gallon; to the nearest liter; or to the nearest whole unit of a nonstandard unit;
KS 4 Mat - 3.2.2.c. weight to the nearest ounce or pound or to the nearest whole unit of a nonstandard unit of measure;
KS 4 Mat - 3.2.2.d. temperature to the nearest degree;
KS 4 Mat - 3.2.2.e. time including elapsed time.
KS 4 Mat - 3.2.3 states:
KS 4 Mat - 3.2.3.a. the number of weeks in a year;
KS 4 Mat - 3.2.3.b. the number of ounces in a pound;
KS 4 Mat - 3.2.3.c. the number of milliliters in a liter, grams in a kilogram, and meters in a kilometer;
KS 4 Mat - 3.2.3.d. the number of items in a dozen.
KS 4 Mat - 3.2.4 converts (2.4.K1a):
KS 4 Mat - 3.2.4.a. within the customary system: inches and feet, feet and yards, inches and yards, cups and pints, pints and quarts, quarts and gallons;
KS 4 Mat - 3.2.4.b. within the metric system: centimeters and meters.
KS 4 Mat - 3.2.5 finds(2.4.K1f):
KS 4 Mat - 3.2.5.a. the perimeter of two-dimensional figures given the measures of all the sides.
KS 4 Mat - 3.2.5.b. the area of squares and rectangles using concrete objects.
KS 4 Mat - 3.3 Transformational Geometry ? The student recognizes and performs one transformation on simple shapes or concrete objects in a variety of situations.
KS 4 Mat - 3.3.1 describes a transformation using cardinal points or positional directions (2.4.K1a), e.g., go north three blocks and then west four blocks or move the triangle three units to the right and two units up.
KS 4 Mat - 3.3.2 recognizes, performs, and describes one transformation (reflection/flip, rotation/turn, translation/slide) on a two-dimensional figure or concrete object (2.4.K1a).
KS 4 Mat - 3.3.3 recognizes three-dimensional figures (rectangular prisms, cylinders) and concrete objects from various perspectives (top, bottom, sides, corners) (2.4.K1f).
KS 4 Mat - 3.4 Geometry From An Algebraic Perspective ? The student relates geometric concepts to a number line and the first quadrant of a coordinate plane in a variety of situations.
KS 4 Mat - 3.4.1 uses a number line (horizontal/vertical) to model whole number multiplication facts from 1 x 1 through 12 x 12 and corresponding division facts (2.4.K1a).
KS 4 Mat - 3.4.2 uses points in the first quadrant of a coordinate plane (coordinate grid) to identify locations (2.4.K1a).
KS 4 Mat - 3.4.3 identifies and plots points as whole number ordered pairs in the first quadrant of a coordinate plane (coordinate grid) (2.4.K1a).
KS 4 Mat - 3.4.4 organizes whole number data using a T-table and plots the ordered pairs in the first quadrant of a coordinate plane (coordinate grid) (2.4.K1a,e).
KS 4 Mat - STD 4. Data ? The student uses concepts and procedures of data analysis in a variety of situations.
KS 4 Mat - 4.1 Probability ? The student applies the concepts of probability to draw conclusions and to make predictions and decisions including the use of concrete objects in a variety of situations.
KS 4 Mat - 4.1.1 recognizes that the probability of an impossible event is zero and that the probability of a certain event is one (2.4.K1g) ($).
KS 4 Mat - 4.1.2 lists all possible outcomes of a simple event in an experiment or simulation including the use of concrete objects (2.4.K1g-h).
KS 4 Mat - 4.1.3 recognizes and states the probability of a simple event in an experiment or simulation (2.4.K1g), e.g., when a coin is flipped, the probability of landing heads up is ? and the probability of landing tails up is ?. This can be read as one out of two or one half.
KS 4 Mat - 4.2 Statistics ? The student collects, organizes, displays, explains, and interprets numerical (whole numbers) and non-numerical data sets including the use of concrete objects in a variety of situations.
KS 4 Mat - 4.2.1 organizes, displays, and reads numerical (quantitative) and non-numerical (qualitative) data in a clear, organized, and accurate manner including a title, labels, categories, and whole number intervals using these data displays (2.4.K1h) ($):
KS 4 Mat - 4.2.1.a. graphs using concrete objects, (for testing, does not have to use concrete objects in items);
KS 4 Mat - 4.2.1.b. pictographs with a symbol or picture representing one, two, five, ten, twenty-five, or one-hundred including partial symbols when the symbol represents an even amount;
KS 4 Mat - 4.2.1.c. frequency tables (tally marks);
KS 4 Mat - 4.2.1.d. horizontal and vertical bar graphs;
KS 4 Mat - 4.2.1.e. Venn diagrams or other pictorial displays, e.g., glyphs;
KS 4 Mat - 4.2.1.f. line plots;
KS 4 Mat - 4.2.1.g. charts and tables;
KS 4 Mat - 4.2.1.h. line graphs;
KS 4 Mat - 4.2.1.i. circle graphs.
KS 4 Mat - 4.2.2 collects data using different techniques (observations, polls, surveys, interviews, or random sampling) and explains the results (2.4.K1h) ($).
KS 4 Mat - 4.2.3 identifies, explains, and calculates or finds these statistical measures of a data set with less than ten whole number data points using whole numbers from 0 through 1,000 (2.4.K1a) ($):
KS 4 Mat - 4.2.3.a. minimum and maximum values,
KS 4 Mat - 4.2.3.b. range,
KS 4 Mat - 4.2.3.c. mode,
KS 4 Mat - 4.2.3.d. median when data set has an odd number of data points,
KS 4 Mat - 4.2.3.e. mean when data set has a whole number mean.

Fifth Grade

KS 5 Mat - STD 1. Number and Computation ? The student uses numerical and computational concepts and procedures in a variety of situations.
KS 5 Mat - 1.1 Number Sense ? The student demonstrates number sense for integers, fractions, decimals, and money in a variety of situations.
KS 5 Mat - 1.1.1 knows, explains, and uses equivalent representations for ($):
KS 5 Mat - 1.1.1.a. whole numbers from 0 through 1,000,000 (2.4.K1a-b);
KS 5 Mat - 1.1.1.b. fractions greater than or equal to zero (including mixed numbers) (2.4.K1c);
KS 5 Mat - 1.1.1.c. decimals greater than or equal to zero through hundredths place and when used as monetary amounts (2.4.K1c).
KS 5 Mat - 1.1.2 compares and orders (2.4.K1a-c) ($) :
KS 5 Mat - 1.1.2.a. integers,
KS 5 Mat - 1.1.2.b. fractions greater than or equal to zero (including mixed numbers),
KS 5 Mat - 1.1.2.c. decimals greater than or equal to zero through hundredths place.
KS 5 Mat - 1.1.3 explains the numerical relationships (relative magnitude) between whole numbers, fractions greater than or equal to zero (including mixed numbers), and decimals greater than or equal to zero through hundredths place (2.4.K1a-c).
KS 5 Mat - 1.1.4 knows equivalent percents and decimals for one whole, one-half, one-fourth, three-fourths, and one tenth through nine tenths (2.4.K1c), e.g., 1 = 100% = 1.0, 3/4 = 75% = .75, 3/10 = 30% = .3.
KS 5 Mat - 1.1.5 identifies integers and gives real-world problems where integers are used (2.4.K1a), e.g., making a T-table of the temperature each hour over a twelve hour period in which the temperature at the beginning is 10 degrees and then decreases 2 degrees per hour.
KS 5 Mat - 1.2 Number Systems and Their Properties ? The student demonstrates an understanding of the whole number system; recognizes, uses, and explains the concepts of properties as they relate to the whole number system; and extends these properties to integers, fractions (including mixed numbers), and decimals.
KS 5 Mat - 1.2.1 classifies subsets of numbers as integers, whole number, fractions (including mixed numbers), or decimals (2.4.K1a-c, 2.4.K1k).
KS 5 Mat - 1.2.2 identifies prime and composite numbers from 0 through 50.
KS 5 Mat - 1.2.3 uses the concepts of these properties with whole numbers, integers, fractions greater than or equal to zero (including mixed numbers), and decimals greater than or equal to zero and demonstrates their meaning including the use of concrete objects (2.4.K1a) ($):
KS 5 Mat - 1.2.3.a. commutative properties of addition and multiplication, e.g., 43 + 34 = 34 + 43 and 12 x 15 = 15 x 12;
KS 5 Mat - 1.2.3.b. associative properties of addition and multiplication, e.g., 4 + (3 + 5) = (4 + 3) + 5;
KS 5 Mat - 1.2.3.c. zero property of addition (additive identity) and property of one for multiplication (multiplicative identity), e.g., 342 + 0 = 342 and 576 x 1 = 576;
KS 5 Mat - 1.2.3.d. symmetric property of equality, e.g., 35 = 11 + 24 is the same as 11 + 24 = 35;
KS 5 Mat - 1.2.3.e. zero property of multiplication, e.g., 438,223 x 0 = 0;
KS 5 Mat - 1.2.3.f. distributive property, e.g., 7(3 + 5) = 7(3) + 7(5);
KS 5 Mat - 1.2.3.g. substitution property, e.g., if a = 3 and a = b, then b = 3.
KS 5 Mat - 1.2.4 recognizes Roman Numerals that are used for dates, on clock faces, and in outlines.
KS 5 Mat - 1.2.5 recognizes the need for integers, e.g., with temperature, below zero is negative and above zero is positive; in finances, money in your pocket is positive and money owed someone is negative.
KS 5 Mat - 1.3 Estimation ? The student uses computational estimation with whole numbers, fractions, decimals, and money in a variety of situations.
KS 5 Mat - 1.3.1 estimates whole numbers quantities from 0 through 100,000; fractions greater than or equal to zero (including mixed numbers); decimals greater than or equal to zero through hundredths place; and monetary amounts to $10,000 using various computational methods including mental math, paper and pencil, concrete materials, and appropriate technology (2.4.K1a-c) ($).
KS 5 Mat - 1.3.2 uses various estimation strategies to estimate whole number quantities from 0 through 100,000; fractions greater than or equal to zero (including mixed numbers); decimals greater than or equal to zero through hundredths place; and monetary amounts to $10,000 and explains how various strategies are used (2.4.K1a-c) ($).
KS 5 Mat - 1.3.3 recognizes and explains the difference between an exact and an approximate answer (2.4.K1a-c).
KS 5 Mat - 1.3.4 explains the appropriateness of an estimation strategy used and whether the estimate is greater than (overestimate) or less than (underestimate) the exact answer (2.4.K1a).
KS 5 Mat - 1.4 Computation ? The student models, performs, and explains computation with whole numbers, fractions including mixed numbers, and decimals including the use of concrete objects in a variety of situations.
KS 5 Mat - 1.4.1 computes with efficiency and accuracy using various computational methods including mental math, paper and pencil, concrete materials, and appropriate technology (2.4.K1a).
KS 5 Mat - 1.4.2 performs and explains these computational procedures:
KS 5 Mat - 1.4.2.a. divides whole numbers through a 2-digit divisor and a 4-digit dividend with the remainder as a whole number or a fraction using paper and pencil (2.4.K1a-b), e.g., 7452 ? 24 = 310 r 12 or 310 ?;
KS 5 Mat - 1.4.2.b. divides whole numbers beyond a 2-digit divisor and a 4-digit dividend using appropriate technology (2.4.K1a-b), e.g., 73,368 ? 36 = 2,038;
KS 5 Mat - 1.4.2.c. adds and subtracts decimals from thousands place through hundredths place (2.4.K1c);
KS 5 Mat - 1.4.2.d. multiplies decimals up to three digits by two digits from hundreds place through hundredths place (2.4.K1c);
KS 5 Mat - 1.4.2.e. adds and subtracts fractions (like and unlike denominators) greater than or equal to zero (including mixed numbers) without regrouping and without expressing answers in simplest form with special emphasis on manipulatives, drawings, and models; (2.4.K1c);
KS 5 Mat - 1.4.2.f. multiplies and divides by 10; 100; 1,000; or single-digit multiples of each (2.4.K1a-b), e.g., 20 ? 300 or 4,400 ? 500.
KS 5 Mat - 1.4.3 reads and writes horizontally, vertically, and with different operational symbols the same addition, subtraction, multiplication, or division expression, e.g., 6 ? 4 is the same as 6 x 4 is the same as 6(4) and 6 or 10 divided by 2 is the same as 10 ? 2 or 10 x 4 2 .
KS 5 Mat - 1.4.4 identifies, explains, and finds the greatest common factor and least common multiple of two or more whole numbers through the basic multiplication facts from 1 x 1 through 12 x 12 (2.4.K1d).
KS 5 Mat - STD 2. Algebra ? The student uses algebraic concepts and procedures in a variety of situations.
KS 5 Mat - 2.1 Patterns ? The student recognizes, describes, extends, develops, and explains relationships in patterns in a variety of situations.
KS 5 Mat - 2.1.6 uses concrete objects, drawings, and other representations to work with these types of patterns(2.4.K1a):
KS 5 Mat - 2.1.6.a. repeating patterns, e.g., 9, 10, 11, 9, 10, 11, ?;
KS 5 Mat - 2.1.6.b. growing patterns, e.g., 20, 30, 28, 38, 36, ? where the rule is add 10, then subtract 2; or 2, 5, 8, ? as an example of an arithmetic sequence ? each term after the first is found by adding the same number to the preceding term.
KS 5 Mat - 2.1.7 uses these attributes to generate patterns:
KS 5 Mat - 2.1.7.a. counting numbers related to number theory (2.4.K1a), e.g., multiples or perfect squares;
KS 5 Mat - 2.1.7.b. whole numbers (2.4.K1a) ($), e.g., 10; 100; 1,000; 10,000; 100,000; ? (powers of ten);
KS 5 Mat - 2.1.7.c. geometric shapes through two attribute changes (2.4.K1g), e.g., ? when the next shape has one more side; or when both the color and the shape change at the same time;
KS 5 Mat - 2.1.7.d. measurements (2.4.K1a), e.g., 3 m, 6 m, 9 m, ?;
KS 5 Mat - 2.1.7.e. things related to daily life (2.4.K1a), e.g., sports scores, longitude and latitude, elections, eras, or appropriate topics across the curriculum;
KS 5 Mat - 2.1.7.f. things related to size, shape, color, texture, or movement (2.4.K1a), e.g., square dancing moves (kinesthetic patterns)
KS 5 Mat - 2.1.3 identifies, states, and continues a pattern presented in various formats including numeric (list or table), visual (picture, table, or graph), verbal (oral description), kinesthetic (action), and written (2.4.K1a) ($).
KS 5 Mat - 2.1.4 generates:
KS 5 Mat - 2.1.4.a. a pattern (repeating, growing) (2.4.K1a).
KS 5 Mat - 2.1.4.b. a pattern using a function table (input/output machines, T-tables) (2.4.K1g).
KS 5 Mat - 2.2 Variables, Equations, and Inequalities ? The student uses variables, symbols, whole numbers, and algebraic expressions in one variable to solve linear equations in a variety of situations.
KS 5 Mat - 2.2.1 explains and uses variables and symbols to represent unknown whole number quantities from 0 through 1,000 and variable relationships (2.4.K1a)
KS 5 Mat - 2.2.2 solves one-step linear equations with one variable and a whole number solution using addition and subtraction with whole numbers from 0 through 100 and multiplication with the basic facts (2.4.K1a,e) ($), e.g., 3y = 12, 45 = 17 + q, or r ? 42 = 36.
KS 5 Mat - 2.2.3 explains and uses equality and inequality symbols (=, ?, <, ?, >, ?) and corresponding meanings (is equal to, is not equal to, is less than, is less than or equal to, is greater than, is greater than or equal to) with whole numbers from 0 to 100,000 (2.4.K1a-b) ($).
KS 5 Mat - 2.2.4 recognizes ratio as a comparison of part-to-part and part-to-whole relationships (2.4.K1a), e.g., the relationship between the number of boys and the number of girls (part-to-part) or the relationship between the number of girls to the total number of students in the classroom (part-to-whole).
KS 5 Mat - 2.3 Functions ? The student recognizes, describes, and examines whole number relationships in a variety of situations.
KS 5 Mat - 2.3.1 states mathematical relationships between whole numbers from 0 through 10,000 using various methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.K1a) ($).
KS 5 Mat - 2.3.2 finds the values, determines the rule, and states the rule using symbolic notation with one operation of whole numbers from 0 through 10,000 using a vertical or horizontal function table (input/output machine, T-table) (2.4.K1f), e.g., using the function table, fill in the values and find the rule, the rule is N ? 80.
KS 5 Mat - 2.3.3 generalizes numerical patterns using whole numbers from 0 through 5,000 up to two operations by stating the rule using words, e.g., If the sequence is 2400, 1200, 600, 300, 150, ?; in words, the rule could be split the number in half or divide the previous number by 2 or if the sequence is 4, 11, 25, 53, 109, ?; in words, the rule could be double the number and add 3 to get the next number or multiply the number by 2 and add 3.
KS 5 Mat - 2.3.4 uses a function table (input/output machine, T-table) to identify, plot, and label whole number ordered pairs in the first quadrant of a coordinate plane (2.4.K1a,f).
KS 5 Mat - 2.3.5 plots and locates points for integers (positive and negative whole numbers) on a horizontal number line and vertical number line (2.4.K1a).
KS 5 Mat - 2.3.6 describes whole number relationships using letters and symbols.
KS 5 Mat - 2.4 Models ? The student develops and uses mathematical models including the use of concrete objects to represent and explain mathematical relationships in a variety of situations.
KS 5 Mat - 2.4.1 knows, explains, and uses mathematical models to represent mathematical concepts, procedures, and relationships.
KS 5 Mat - 2.4.1.a. process models (concrete objects, pictures, diagrams, number lines, hundred charts, measurement tools, multiplication arrays, division sets, or coordinate planes/grids) to model computational procedures and mathematical relationships and to solve equations (1.1.K1a, 1.1K1c, 1.1.K2, 1.1.K3, 1.1.K5, 1.2.K1, 1.2.K3, 1.3.K1-4, 1.4.K1, 1.4.K2a-b, 1.4.K.2f, 2.1.K1, 2.1.K2a-b, 2.1.K2d-h, 2.1.K2, 2.2.K1-4, 2.3.K1, 2.3.K4-5, 3.1.K1-6, 3.2.K1-4, 3.3.K1-2, 3.4.K1-4, 4.2.K3) ($);
KS 5 Mat - 2.4.1.b. place value models (place value mats, hundred charts, base ten blocks, or unifix cubes) to compare, order, and represent numerical quantities and to model computational procedures (1.1.K1a, 1.1.K2, 1.1.K4, 1.2.K1, 1.3.K1-3, 1.4.K2a-b, 1.4.K2f, 2.2.K3) ($);
KS 5 Mat - 2.4.1.c. fraction and mixed number models (fraction strips or pattern blocks) and decimal and money models (base ten blocks or coins) to compare, order, and represent numerical quantities (1.1.K1b, 1.1.K2-4, 1.2.K1, 1.3.K1-3, 1.4.K2c-e, 4.1.K4) ($);
KS 5 Mat - 2.4.1.d. factor trees to find least common multiple and greatest common factor (1.2.K2, 1.4.K4);
KS 5 Mat - 2.4.1.e. equations and inequalities to model numerical relationships (2.2.K2) ($);
KS 5 Mat - 2.4.1.f. function tables (input/output machines, T-tables) to model numerical and algebraic relationships (2.1.K1c, 2.1.K1j, 3.1.K1-8, 3.2.K7-8, 3.3.K1-3) ($);
KS 5 Mat - 2.4.1.g. two-dimensional geometric models (geoboards or dot paper) to model perimeter, area, and properties of geometric shapes and three-dimensional models (nets or solids) and real-world objects to compare size and to model volume and properties of geometric shapes (2.1.K2c, 2.1.K4b, 3.2.K5, 3.3.K3, 4.1.K2);
KS 5 Mat - 2.4.1.h. tree diagrams to organize attributes through three different sets and determine the number of possible combinations (4.1.K2, 4.2.K1a-d, 4.2.K1f-I; 4.2.K2, 4.2);
KS 5 Mat - 2.4.1.i. two- and three-dimensional geometric models (spinners or number cubes) and process models (concrete objects, pictures, diagrams, or coins) to model probability (4.1.K1-3, 4.2.K1e, 4.2.K2) ($) ;
KS 5 Mat - 2.4.1.j. graphs using concrete objects, pictographs, frequency tables, bar graphs, line graphs, circle graphs, Venn diagrams, line plots, charts, tables, and single stem-and-leaf plots to organize and display data (4.1.K2, 4.2.K1-2) ($) ;
KS 5 Mat - 2.4.1.k. Venn diagrams to sort data and show relationships.
KS 5 Mat - 2.4.2 creates mathematical models to show the relationship between two or more things, e.g., using trapezoids to represent numerical quantities ? .5 or 1/2 1 or 1.0 1.5 or 1 1/2 2 or 2.0
KS 5 Mat - STD 3. Geometry ? The student uses geometric concepts and procedures in a variety of situations.
KS 5 Mat - 3.1 Geometric Figures and Their Properties ? The student recognizes geometric shapes and compares their properties in a variety of situations.
KS 5 Mat - 3.1.1 recognizes and investigates properties of plane figures and solids using concrete objects, drawings, and appropriate technology (2.4.K1g).
KS 5 Mat - 3.1.2 recognizes and describes (2.4.K1g):
KS 5 Mat - 3.1.2.a. regular polygons having up to and including ten sides;
KS 5 Mat - 3.1.2.b. similar and congruent figures.
KS 5 Mat - 3.1.3 recognizes and describes the solids (cubes, rectangular prisms, cylinders, cones, spheres, triangular prisms, rectangular pyramids, triangular pyramids) using the terms faces, edges, and vertices (corners) (2.4.K1g).
KS 5 Mat - 3.1.4 determines if geometric shapes and real-world objects contain line(s) of symmetry and draws the line(s) of symmetry if the line(s) exist(s) (2.4.K1g).
KS 5 Mat - 3.1.5 recognizes, draws, and describes (2.4.K1g):
KS 5 Mat - 3.1.5.a. points, lines, line segments, and rays;
KS 5 Mat - 3.1.5.b. angles as right, obtuse, or acute.
KS 5 Mat - 3.1.6 recognizes and describes the difference between intersecting, parallel, and perpendicular lines (2.4.K1g).
KS 5 Mat - 3.1.7 identifies circumference, radius, and diameter of a circle (2.4.K1g).
KS 5 Mat - 3.2 Measurement and Estimation ? The student estimates, measures, and uses measurement formulas in a variety of situations.
KS 5 Mat - 3.2.1 determines and uses whole number approximations (estimations) for length, width, weight, volume, temperature, time, perimeter, and area using standard and nonstandard units of measure (2.4.K1a) ($).
KS 5 Mat - 3.2.2 selects, explains the selection of, and uses measurement tools, units of measure, and degree of accuracy appropriate for a given situation to measure length, width, weight, volume, temperature, time, perimeter, and area using (2.4.K1a) ($):
KS 5 Mat - 3.2.2.a. customary units of measure to the nearest fourth and eighth inch,
KS 5 Mat - 3.2.2.b. metric units of measure to the nearest centimeter,
KS 5 Mat - 3.2.2.c. nonstandard units of measure to the nearest whole unit,
KS 5 Mat - 3.2.2.d. time including elapsed time.
KS 5 Mat - 3.2.3 states the number of feet and yards in a mile (2.4.K1a).
KS 5 Mat - 3.2.4 converts (2.4.K1a):
KS 5 Mat - 3.2.4.a. within the customary system: inches and feet, feet and yards, inches and yards, cups and pints, pints and quarts, quarts and gallons, pounds and ounces;
KS 5 Mat - 3.2.4.b. within the metric system: centimeters and meters, meters and kilometers, milliliters and liters, grams and kilograms.
KS 5 Mat - 3.2.5 knows and uses perimeter and area formulas for squares and rectangles (2.4.K1g).
KS 5 Mat - 3.3 Transformational Geometry ? The student recognizes and performs transformations on geometric shapes including the use of concrete objects in a variety of situations.
KS 5 Mat - 3.3.1 recognizes and performs through two transformations (reflection, rotation, translation) on a two-dimensional figure (2.4.K1a).
KS 5 Mat - 3.3.2 recognizes when an object is reduced or enlarged (2.4.K1a).
KS 5 Mat - 3.3.3 recognizes three-dimensional figures (rectangular prisms, cylinders, cones, spheres, triangular prisms, rectangular pyramids) from various perspectives (top, bottom, side, corners) (2.4.K1g).
KS 5 Mat - 3.4 Geometry From An Algebraic Perspective ? The student relates geometric concepts to a number line and the first quadrant of a coordinate plane in a variety of situations.
KS 5 Mat - 3.4.1 locates and plots points on a number line (vertical/horizontal) using integers (positive and negative whole numbers) (2.4.K1a).
KS 5 Mat - 3.4.2 explains mathematical relationships between whole numbers, fractions, and decimals and where they appear on a number line (2.4.K1a).
KS 5 Mat - 3.4.3 identifies and plots points as ordered pairs in the first quadrant of a coordinate plane (coordinate grid) (2.4.K1a).
KS 5 Mat - 3.4.4 organizes whole number data using a T-table and plots the ordered pairs in the first quadrant of a coordinate plane (coordinate grid) (2.4.K1a,f).
KS 5 Mat - STD 4. Data ? The student uses concepts and procedures of data analysis in a variety of situations.
KS 5 Mat - 4.1 Probability ? The student applies the concepts of probability to draw conclusions and to make predictions and decisions including the use of concrete objects in a variety of situations.
KS 5 Mat - 4.1.1 recognizes that all probabilities range from zero (impossible) through one (certain) (2.4.K1i) ($).
KS 5 Mat - 4.1.2 lists all possible outcomes of a simple event in an experiment or simulation in an organized manner including the use of concrete objects (2.4.K1g-j).
KS 5 Mat - 4.1.3 recognizes a simple event in an experiment or simulation where the probabilities of all outcomes are equal (2.4.K1i).
KS 5 Mat - 4.1.4 represents the probability of a simple event in an experiment or simulation using fractions (2.4.K1c).
KS 5 Mat - 4.2 Statistics ? The student collects, organizes, displays, explains, and interprets numerical (rational numbers) and non-numerical data sets in a variety of situations with a special emphasis on measures of central tendency.
KS 5 Mat - 4.2.1 organizes, displays, and reads numerical (quantitative) and non-numerical (qualitative) data in a clear, organized, and accurate manner including a title, labels, categories, and whole number and decimal intervals using these data displays (2.4.K1j) ($):
KS 5 Mat - 4.2.1.a. graphs using concrete objects,
KS 5 Mat - 4.2.1.b. pictographs,
KS 5 Mat - 4.2.1.c. frequency tables,
KS 5 Mat - 4.2.1.d. bar and line graphs,
KS 5 Mat - 4.2.1.e. Venn diagrams and other pictorial displays, e.g., glyphs,
KS 5 Mat - 4.2.1.f. line plots,
KS 5 Mat - 4.2.1.g. charts and tables,
KS 5 Mat - 4.2.1.h. circle graphs,
KS 5 Mat - 4.2.1.i. single stem-and-leaf plots.
KS 5 Mat - 4.2.2 collects data using different techniques (observations, polls, tallying, interviews, surveys, or random sampling) and explains the results (2.4.K1j) ($).
KS 5 Mat - 4.2.3 identifies, explains, and calculates or finds these statistical measures of a whole number data set of up to twenty whole number data points from 0 through 1,000 (2.4.K1a) ($):
KS 5 Mat - 4.2.3.a. minimum and maximum values,
KS 5 Mat - 4.2.3.b. range,
KS 5 Mat - 4.2.3.c. mode (no-, uni-, bi-),
KS 5 Mat - 4.2.3.d. median (including answers expressed as a decimal or a fraction without reducing to simplest form),
KS 5 Mat - 4.2.3.e. mean (including answers expressed as a decimal or a fraction without reducing to simplest form).

Sixth Grade

KS 6 Mat - STD 1. Number and Computation ? The student uses numerical and computational concepts and procedures in a variety of situations.
KS 6 Mat - 1.1 Number Sense ? The student demonstrates number sense for rational numbers and simple algebraic expressions in one variable in a variety of situations.
KS 6 Mat - 1.1.1 knows, explains, and uses equivalent representations for rational numbers expressed as fractions, terminating decimals, and percents; positive rational number bases with whole number exponents; time; and money (2.4.K1a-c) ($).
KS 6 Mat - 1.1.2 compares and orders (2.4.K1a-c) ($):
KS 6 Mat - 1.1.2.a. integers;
KS 6 Mat - 1.1.2.b. fractions greater than or equal to zero,
KS 6 Mat - 1.1.2.c. decimals greater than or equal to zero through thousandths place.
KS 6 Mat - 1.1.3 explains the relative magnitude between whole numbers, fractions greater than or equal to zero, and decimals greater than or equal to zero (2.4.K1a-c).
KS 6 Mat - 1.1.4 knows and explains numerical relationships between percents, decimals, and fractions between 0 and 1 (2.4.K1a,c), e.g., recognizing that percent means out of a 100, so 60% means 60 out of 100, 60% as a decimal is .60, and 60% as a fraction is 60/100.
KS 6 Mat - 1.1.5 uses equivalent representations for the same simple algebraic expression with understood coefficients of 1 (2.4.K1a), e.g., when students are developing their own formula for the perimeter of a square, they combine s + s + s + s to make 4s.
KS 6 Mat - 1.2 Number Systems and Their Properties ? The student demonstrates an understanding of the rational number system and the irrational number pi; recognizes, uses, and describes their properties; and extends these properties to algebraic expressions in one variable.
KS 6 Mat - 1.2.1 classifies subsets of the rational number system as counting (natural) numbers, whole numbers, integers, fractions (including mixed numbers), or decimals (2.4.K1a,c,k).
KS 6 Mat - 1.2.2 identifies prime and composite numbers and explains their meaning (2.4.K1d).
KS 6 Mat - 1.2.3 uses and describes these properties with the rational number system and demonstrates their meaning including the use of concrete objects (2.4.K1a) ($):
KS 6 Mat - 1.2.3.a. commutative and associative properties of addition and multiplication (commutative ? changing the order of the numbers does not change the solution; associative ? changing the grouping of the numbers does not change the solution);
KS 6 Mat - 1.2.3.b. identity properties for addition and multiplication (additive identity ? zero added to any number is equal to that number; multiplicative identity ? one multiplied by any number is equal to that number);
KS 6 Mat - 1.2.3.c. symmetric property of equality, e.g., 24 x 72 = 1,728 is the same as 1,728 = 24 x 72;
KS 6 Mat - 1.2.3.d. zero property of multiplication (any number multiplied by zero is zero);
KS 6 Mat - 1.2.3.e. distributive property (distributing multiplication or division over addition or subtraction), e.g., 26(9 + 15) = 26(9) + 26(15);
KS 6 Mat - 1.2.3.f. substitution property (one name of a number can be substituted for another name of the same number), e.g., if a = 3 and a + 2 = b, then 3 + 2 = b;
KS 6 Mat - 1.2.3.g. addition property of equality (adding the same number to each side of an equation results in an equivalent equation ? an equation with the same solution), e.g., if a = b, then a + 3 = b + 3;
KS 6 Mat - 1.2.3.h. multiplication property of equality (for any equation, if the same number is multiplied to each side of that equation, then the new statement describes an equation equivalent to the original), e.g., if a= b, then a x 7 = b x 7; additive inverse property (every number has a value known as its additive inverse and when the original number is added to that additive inverse, the answer is zero), e.g., +5 + (-5) = 0.
KS 6 Mat - 1.2.4 recognizes and explains the need for integers, e.g., with temperature, below zero is negative and above zero is positive; in finances, money in your pocket is positive and money owed someone is negative.
KS 6 Mat - 1.2.5 recognizes that the irrational number pi can be represented by an approximate rational value, e.g., 22/7 or 3.14.
KS 6 Mat - 1.3 Estimation ? The student uses computational estimation with rational numbers and the irrational number pi in a variety of situations.
KS 6 Mat - 1.3.1 estimates quantities with combinations of rational numbers and/or the irrational number pi using various computational methods including mental math, paper and pencil, concrete objects, and/or appropriate technology (2.4.K1a-c) ($).
KS 6 Mat - 1.3.2 uses various estimation strategies and explains how they were used to estimate rational number quantities or the irrational number pi (2.4.K1a-c) ($)
KS 6 Mat - 1.3.3 recognizes and explains the difference between an exact and an approximate answer (2.4.K1a-c).
KS 6 Mat - 1.3.4 determines the appropriateness of an estimation strategy used and whether the estimate is greater than (overestimate) or less than (underestimate) the exact answer and its potential impact on the result (2.4.K1a).
KS 6 Mat - 1.4 Computation ? The student models, performs, and explains computation with positive rational numbers and integers in a variety of situations.
KS 6 Mat - 1.4.1 computes with efficiency and accuracy using various computational methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.K1a).
KS 6 Mat - 1.4.2 performs and explains these computational procedures:
KS 6 Mat - 1.4.2.a. divides whole numbers through a two-digit divisor and a four-digit dividend and expresses the remainder as a whole number, fraction, or decimal (2.4.K1a-b), e.g., 7452 ? 24 = 310 r 12, 310 12/24, 310 ?, or 310.5;
KS 6 Mat - 1.4.2.b. adds and subtracts decimals from millions place through thousandths place (2.4.K1c);
KS 6 Mat - 1.4.2.c. multiplies and divides a four-digit number by a two-digit number using numbers from thousands place through hundredths place (2.4.K1a-b), e.g., 4,350 ? 1.2 = 3,625;
KS 6 Mat - 1.4.2.d. multiplies and divides using numbers from thousands place through thousandths place by 10; 100; 1,000; .1; .01; .001; or single-digit multiples of each (2.4.K1a-c); e.g., 54.2 ? .002 or 54.3 x 300;
KS 6 Mat - 1.4.2.e. adds integers (2.4.K1a); e.g., +6 + ?7 = ?1
KS 6 Mat - 1.4.2.f. adds, subtracts, and multiplies fractions (including mixed numbers) expressing answers in simplest form (2.4.K1c); e.g., 5? ? 1/3 = 21/4 ? 1/3 = 7/4 or 1?
KS 6 Mat - 1.4.2.g. finds the root of perfect whole number squares (2.4.K1a);
KS 6 Mat - 1.4.2.h. uses basic order of operations (multiplication and division in order from left to right, then addition and subtraction in order from left to right) with whole numbers;
KS 6 Mat - 1.4.2.i. adds, subtracts multiplies, and divides rational numbers using concrete objects.
KS 6 Mat - 1.4.3 recognizes, describes, and uses different representations to express the same computational procedures, e.g., 3/4 = 3 ? 4 = .
KS 6 Mat - 1.4.4 identifies, explains, and finds the prime factorization of whole numbers (2.4.K1d).
KS 6 Mat - 1.4.5 finds prime factors, greatest common factor, multiples, and the least common multiple (2.4.K1d).
KS 6 Mat - 1.4.6 finds a whole number percent (between 0 and 100) of a whole number (2.4.K1a,c) ($), e.g., 12% of 40 is what number?
KS 6 Mat - STD 2. Algebra ? The student uses algebraic concepts and procedures in a variety of situations.
KS 6 Mat - 2.1 Patterns ? The student recognizes, describes, extends, develops, and explains the general rule of a pattern in variety of situations.
KS 6 Mat - 2.1.1 identifies, states, and continues a pattern presented in various formats including numeric (list or table), visual (picture, table, or graph), verbal (oral description), kinesthetic (action), and written using these attributes include:
KS 6 Mat - 2.1.1.a. counting numbers including perfect squares, and factors and multiples (number theory) (2.4.K1a);
KS 6 Mat - 2.1.1.b. positive rational numbers limited to two operations (addition, subtraction, multiplication, division) including arithmetic sequences (a sequence of numbers in which the difference of two consecutive numbers is the same) (2.4.K1a);
KS 6 Mat - 2.1.1.c. geometric figures through two attribute changes (2.4.K1g);
KS 6 Mat - 2.1.1.d. measurements (2.4.K1a);
KS 6 Mat - 2.1.1.e. things related to daily life (2.4.K1a) ($), e.g., time (a full moon every 28 days), tide, calendar, traffic, or appropriate topics across the curriculum.
KS 6 Mat - 2.1.2 generates a pattern (repeating, growing) (2.4.K1a).
KS 6 Mat - 2.1.3 extends a pattern when given a rule of one or two simultaneous operational changes (addition, subtraction, multiplication, division) between consecutive terms (2.4.K1a), e.g., find the next three numbers in a pattern that starts with 3, where you double and add 1 to get the next number; the next three numbers are 7, 15, and 31.
KS 6 Mat - 2.1.4 states the rule to find the next number of a pattern with one operational change (addition, subtraction, multiplication, division) to move between consecutive terms (2.4.K1a), e.g., given 4, 8, and 16, double the number to get the next term, multiply the term by 2 to get the next term, or add the number to itself for the next term.
KS 6 Mat - 2.2 Variables, Equations, and Inequalities ? The student uses variables, symbols, positive rational numbers, and algebraic expressions in one variable to solve linear equations and inequalities in a variety of situations.
KS 6 Mat - 2.2.1 explains and uses variables and/or symbols to represent unknown quantities and variable relationships (2.4.K1a), e.g., x < 2.
KS 6 Mat - 2.2.2 uses equivalent representations for the same simple algebraic expression with understood coefficients of 1 (2.4.K1a), e.g., when students are developing their own formula for the perimeter of a square they combine s + s + s + s to make 4s.
KS 6 Mat - 2.2.3 solves (2.4.K1a,e) ($):
KS 6 Mat - 2.2.3.a. one-step linear equations (addition, subtraction, multiplication, division) with one variable and whole number solutions, e.g., 2 x = 8 or x + 7 = 12
KS 6 Mat - 2.2.3.b. one-step linear inequalities(addition, subtraction) in one variable with whole numbers, e.g., x ? 5 < 12;
KS 6 Mat - 2.2.4 explains and uses equality and inequality symbols (=, ?, <, ?, >, ?) and corresponding meanings (is equal to, is not equal to, is less than, is less than or equal to, is greater than, is greater than or equal to) to represent mathematical relationships with positive rational numbers (2.4.K1a-b) ($).
KS 6 Mat - 2.2.5 knows and uses the relationship between ratios, proportions, and percents and finds the missing term in simple proportions where the missing term is a whole number (2.4.K1a,c), e.g., 1 = x, 2 = 4, 1 = x_. 2 4 3 x 4 100
KS 6 Mat - 2.2.6 finds the value of algebraic expressions using whole numbers (2.4.Ka), e.g., If x =3, then 5x = 5(3).
KS 6 Mat - 2.3 Functions ? The student recognizes, describes, and analyzes linear relationships in a variety of situations.
KS 6 Mat - 2.3.1 recognizes linear relationships using various methods including mental math, paper and pencil, concrete objects, and graphing utilities or appropriate technology (2.4.K1a).
KS 6 Mat - 2.3.2 finds the values and determines the rule with one operation using a function table (input/output machine, T-table) (2.4.K1f).
KS 6 Mat - 2.3.3 generalizes numerical patterns up to two operations by stating the rule using words (2.4.K1a), e.g., If the sequence is 2400, 1200, 600, 300, 150, ?, what is the rule? In words, the rule could be split the previous number in half or divide the previous number before by 2.
KS 6 Mat - 2.3.4 uses a given function table (input/output machine, T-table) to identify, plot, and label the ordered pairs using the four quadrants of a coordinate plane (2.4.K1a,f).
KS 6 Mat - 2.4 Models ? The student generates and uses mathematical models to represent and justify mathematical relationships in a variety of situations.
KS 6 Mat - 2.4.1 knows, explains, and uses mathematical models to represent mathematical concepts, procedures, and relationships.
KS 6 Mat - 2.4.1.a. process models (concrete objects, pictures, diagrams, number lines, hundred charts, measurement tools, multiplication arrays, division sets, or coordinate planes/grids) to model computational procedures and mathematical relationships and to solve equations (1.1.K1-5, 1.2.K1, 1.3.K1-4, 1.4.K1, 1.4.K2a, 1.4.K2c-e, 1.4.K2g, 1.4.K2i, 1.4.K6, 2.1.K1a-b, 2.1.K1d-e, 2.1.K2-4, 2.2.K1-6, 2.3.K1, 2.3.K3-4, 3.2.K1-4, 3.2.K8, 3.3.K1-4, 3.4.K1-3, 4.2.K4) ($);
KS 6 Mat - 2.4.1.b. place value models (place value mats, hundred charts, base ten blocks, or unifix cubes) to compare, order, and represent numerical quantities and to model computational procedures (1.1.K1-4, 1.2.K1, 1.3.K1-3, 1.4.K2b, 1.4.K2c-d, 2.2K4) ($);
KS 6 Mat - 2.4.1.c. fraction and mixed number models (fraction strips or pattern blocks) and decimal and money models (base ten blocks or coins) to compare, order, and represent numerical quantities (1.1.K1-4, 1.2.K1, 1.3.K1-3, 1.4.K2b, 1.4.K2d, 1.4.K2f, 1.4.K6, 2.2.K5, 4.1.K4, 4.2.K4) ($):
KS 6 Mat - 2.4.1.d. factor trees to find least common multiple and greatest common factor (1.4.K4-5);
KS 6 Mat - 2.4.1.e. equations and inequalities to model numerical relationships (2.2.K3,) ($);
KS 6 Mat - 2.4.1.f. function tables (input/output machines, T-tables) to model numerical and algebraic relationships (2.3.K2, 2.3.K4) ($);
KS 6 Mat - 2.4.1.g. two-dimensional geometric models (geoboards or dot paper) to model perimeter, area, and properties of geometric shapes and three-dimensional geometric models (nets or solids) and real-world objects to model volume and to identify attributes (faces, edges, vertices, bases) of geometric shapes (2.1.K1c, 3.1.K1-5, 3.1.K7-10, 3.2.K7, 3.3.K1-4);
KS 6 Mat - 2.4.1.h. tree diagrams to organize attributes and determine the number of possible combinations (4.1.K2);
KS 6 Mat - 2.4.1.i. graphs using concrete objects, two- and three-dimensional geometric models (spinners or number cubes) and process models (concrete objects, pictures, diagrams, or coins) to model probability (4.1.K1-4) ($).
KS 6 Mat - 2.4.1.j. frequency tables, bar graphs, line graphs, circle graphs, Venn diagrams, line plots, charts, tables, single stem-and-leaf plots, and scatter plots to organize and display data (4.2.K1-3) ($);
KS 6 Mat - 2.4.1.k. Venn diagrams to sort data and to show relationships (1.2.K1).
KS 6 Mat - 2.4.2 uses one or more mathematical models to show the relationship between two or more things.
KS 6 Mat - STD 3. Geometry ? The student uses geometric concepts and procedures in a variety of situations.
KS 6 Mat - 3.1 Geometric Figures and Their Properties ? The student recognizes geometric figures and compares their properties in a variety of situations.
KS 6 Mat - 3.1.1 recognizes and compares properties of plane figures and solids using concrete objects, constructions, drawings, and appropriate technology (2.4.K1g).
KS 6 Mat - 3.1.2 recognizes and names regular and irregular polygons through 10 sides including all special types of quadrilaterals: squares, rectangles, parallelograms, rhombi, trapezoids, kites (2.4.K1g).
KS 6 Mat - 3.1.3 names and describes the solids [prisms (rectangular and triangular), cylinders, cones, spheres, and pyramids (rectangular and triangular)] using the terms faces, edges, vertices, and bases (2.4.K1g).
KS 6 Mat - 3.1.4 recognizes all existing lines of symmetry in two-dimensional figures (2.4.K1g).
KS 6 Mat - 3.1.5 recognizes and describes the attributes of similar and congruent figures (2.4.K1g).
KS 6 Mat - 3.1.6 recognizes and uses symbols for angle (find symbol for), line(?), line segment (?), ray (?), parallel (||), and perpendicular (?).
KS 6 Mat - 3.1.7 classifies (2.4.K1g):
KS 6 Mat - 3.1.7.a. angles as right, obtuse, acute, or straight;
KS 6 Mat - 3.1.7.b. triangles as right, obtuse, acute, scalene, isosceles, or equilateral.
KS 6 Mat - 3.1.8 identifies and defines circumference, radius, and diameter of circles and semicircles.
KS 6 Mat - 3.1.9 recognize that the sum of the angles of a triangle equals 180? (2.4.K1g).
KS 6 Mat - 3.1.10 determines the radius or diameter of a circle given one or the other.
KS 6 Mat - 3.2 Measurement and Estimation ? The student estimates, measures, and uses measurement formulas in a variety of situations.
KS 6 Mat - 3.2.1 determines and uses whole number approximations (estimations) for length, width, weight, volume, temperature, time, perimeter, and area using standard and nonstandard units of measure (2.4.K1a) ($).
KS 6 Mat - 3.2.2 selects, explains the selection of, and uses measurement tools, units of measure, and level of precision appropriate for a given situation to find accurate rational number representations for length, weight, volume, temperature, time, perimeter, area, and angle measurements (2.4.K1a) ($).
KS 6 Mat - 3.2.3 converts (2.4.K1a):
KS 6 Mat - 3.2.3.a. within the customary system, e.g., converting feet to inches, inches to feet, gallons to pints, pints to gallons, ounces to pounds, or pounds to ounces;
KS 6 Mat - 3.2.3.b. within the metric system using the prefixes: kilo, hecto, deka, deci, centi, and milli; e.g., converting millimeters to meters, meters to millimeters, liters to kiloliters, kiloliters to liters, milligrams to grams, or grams to milligrams.
KS 6 Mat - 3.2.4 uses customary units of measure to the nearest sixteenth of an inch and metric units of measure to the nearest millimeter (2.4.K1a).
KS 6 Mat - 3.2.5 recognizes and states perimeter and area formulas for squares, rectangles, and triangles (2.4.K1g).
KS 6 Mat - 3.2.5.a. uses given measurement formulas to find perimeter and area of: squares and rectangles,
KS 6 Mat - 3.2.5.b. figures derived from squares and/or rectangles.
KS 6 Mat - 3.2.6 describes the composition of the metric system (2.4.K1a):
KS 6 Mat - 3.2.6.a. meter, liter, and gram (root measures);
KS 6 Mat - 3.2.6.b. kilo, hecto, deka, deci, centi, and milli (prefixes).
KS 6 Mat - 3.2.7 finds the volume of rectangular prisms using concrete objects (2.4.K1g).
KS 6 Mat - 3.2.8 estimates an approximate value of the irrational number pi (2.4.K1a). .
KS 6 Mat - 3.3 Transformational Geometry ? The student recognizes and performs transformations on two- and three-dimensional geometric figures in a variety of situations.
KS 6 Mat - 3.3.1 identifies, describes, and performs one or two transformations (reflection, rotation, translation) on a two-dimensional figure (2.4.K1a).
KS 6 Mat - 3.3.2 reduces (contracts/shrinks) and enlarges (magnifies/grows) simple shapes with simple scale factors (2.4.K1a), e.g., tripling or halving.
KS 6 Mat - 3.3.3 recognizes three-dimensional figures from various perspectives (top, bottom, sides, corners) (2.4.K1a).
KS 6 Mat - 3.3.4 recognizes which figures will tessellate (2.4.K1a).
KS 6 Mat - 3.4 Geometry From An Algebraic Perspective ? The student relates geometric concepts to a number line and a coordinate plane in a variety of situations.
KS 6 Mat - 3.4.1 uses a number line (horizontal/vertical) to order integers and positive rational numbers (in both fractional and decimal form) (2.4.K1a).
KS 6 Mat - 3.4.2 organizes integer data using a T-table and plots the ordered pairs in all four quadrants of a coordinate plane (coordinate grid) (2.4.K1a).
KS 6 Mat - 3.4.3 uses all four quadrants of the coordinate plane to (2.4.K1a):
KS 6 Mat - 3.4.3.a. identify the ordered pairs of integer values on a given graph;
KS 6 Mat - 3.4.3.b. plot the ordered pairs of integer values.
KS 6 Mat - STD 4. Data ? The student uses concepts and procedures of data analysis in a variety of situations.
KS 6 Mat - 4.1 Probability ? The student applies the concepts of probability to draw conclusions and to make predictions and decisions including the use of concrete objects in a variety of situations.
KS 6 Mat - 4.1.1 recognizes that all probabilities range from zero (impossible) through one (certain) and can be written as a fraction, decimal, or a percent (2.4.K1i) ($) , e.g., when you flip a coin, the probability of the coin landing on heads (or tails) is ?, .5, or 50%. The probability of flipping a head on a two-headed coin is 1. The probability of flipping a tail on a two-headed coin is 0.
KS 6 Mat - 4.1.2 lists all possible outcomes of an experiment or simulation with a compound event composed of two independent events in a clear and organized way (2.4.K1h-j), e.g., use a tree diagram or list to find all the possible color combinations of pant and shirt ensembles, if there are 3 shirts (red, green, blue) and 2 pairs of pants (black and brown).
KS 6 Mat - 4.1.3 recognizes whether an outcome in a compound event in an experiment or simulation is impossible, certain, likely, unlikely, or equally likely (2.4.K1i).
KS 6 Mat - 4.1.4 represents the probability of a simple event in an experiment or simulation using fractions and decimals (2.4.K1c,i), e.g., the probability of rolling an even number on a single number cube is represented by ? or .5.
KS 6 Mat - 4.2 Statistics ? The student collects, organizes, displays, and explains numerical (rational numbers) and non-numerical data sets in a variety of situations with a special emphasis on measures of central tendency.
KS 6 Mat - 4.2.1 organizes, displays, and reads quantitative (numerical) and qualitative (non-numerical) data in a clear, organized, and accurate manner including a title, labels, categories, and rational number intervals using these data displays (2.4.K1j) ($):
KS 6 Mat - 4.2.1.a. graphs using concrete objects;
KS 6 Mat - 4.2.1.b. frequency tables and line plots;
KS 6 Mat - 4.2.1.c. bar, line, and circle graphs;
KS 6 Mat - 4.2.1.d. Venn diagrams or other pictorial displays;
KS 6 Mat - 4.2.1.e. charts and tables;
KS 6 Mat - 4.2.1.f. single stem-and-leaf plots;
KS 6 Mat - 4.2.1.g. scatter plots;
KS 6 Mat - 4.2.2 selects and justifies the choice of data collection techniques (observations, surveys, or interviews) and sampling techniques (random sampling, samples of convenience, or purposeful sampling) in a given situation (2.4.K1j).
KS 6 Mat - 4.2.3 uses sampling to collect data and describe the results (2.4.K1j) ($).
KS 6 Mat - 4.2.4 determines mean, median, mode, and range for (2.4.K1a,c) ($):
KS 6 Mat - 4.2.4.a. a whole number data set,
KS 6 Mat - 4.2.4.b. a decimal data set with decimals greater than or equal to zero.

Seventh Grade

KS 7 Mat - STD 1. Number and Computation ? The student uses numerical and computational concepts and procedures in a variety of situations.
KS 7 Mat - 1.1 Number Sense ? The student demonstrates number sense for rational numbers, the irrational number pi, and simple algebraic expressions in one variable in a variety of situations.
KS 7 Mat - 1.1.1 knows, explains, and uses equivalent representations for rational numbers and simple algebraic expressions including integers, fractions, decimals, percents, and ratios; integer bases with whole number exponents; positive rational numbers written in scientific notation with positive integer exponents; time; and money (2.4.K1a-c) ($), e.g., 253,000 is equivalent to 2.53 x 105 or x + 5x is equivalent to 6x.
KS 7 Mat - 1.1.2 compares and orders rational numbers and the irrational number pi (2.4.K1a) ($).
KS 7 Mat - 1.1.3 explains the relative magnitude between rational numbers and between rational numbers and the irrational number pi (2.4.K1a).
KS 7 Mat - 1.1.4 knows and explains what happens to the product or quotient when (2.4.K1a):
KS 7 Mat - 1.1.4.a. a whole number is multiplied or divided by a rational number greater than zero and less than one,
KS 7 Mat - 1.1.4.b. a whole number is multiplied or divided by a rational number greater than one,
KS 7 Mat - 1.1.4.c. a rational number (excluding zero) is multiplied or divided by zero.
KS 7 Mat - 1.1.5 explains and determines the absolute value of rational numbers (2.4.K1a).
KS 7 Mat - 1.2 Number Systems and Their Properties ? The student demonstrates an understanding of the rational number system and the irrational number pi; recognizes, uses, and describes their properties; and extends these properties to algebraic expressions in one variable.
KS 7 Mat - 1.2.4 knows and explains the relationships between natural (counting) numbers, whole numbers, integers, and rational numbers using mathematical models (2.4.K1a,k), e.g., number lines or Venn diagrams.
KS 7 Mat - 1.2.5 classifies a given rational number as a member of various subsets of the rational number system (2.4.K1a,k), e.g., - 7 is a rational number and an integer.
KS 7 Mat - 1.2.6 names, uses, and describes these properties with the rational number system and demonstrates their meaning including the use of concrete objects (2.4.K1a) ($):
KS 7 Mat - 1.2.6.a. commutative properties of addition and multiplication (changing the order of the numbers does not change the solution);
KS 7 Mat - 1.2.6.b. associative properties of addition and multiplication (changing the grouping of the numbers does not change the solution);
KS 7 Mat - 1.2.6.c. distributive property [distributing multiplication or division over addition or subtraction, e.g., 2(4 ? 1) = 2(4) ? 2(1) = 8 ? 2 = 6];
KS 7 Mat - 1.2.6.d. substitution property (one name of a number can be substituted for another name of the same number), e.g., if a = 2, then 3a = 3 x 2 = 6.
KS 7 Mat - 1.2.7 uses and describes these properties with the rational number system and demonstrates their meaning including the use of concrete objects (2.4.K1a) ($):
KS 7 Mat - 1.2.7.a. identity properties for addition and multiplication (additive identity ? zero added to any number is equal to that number; multiplicative identity ? one multiplied by any number is equal to that number);
KS 7 Mat - 1.2.7.b. symmetric property of equality (if 7 + 2x = 9 then 9 = 7 + 2x);
KS 7 Mat - 1.2.7.c. zero property of multiplication (any number multiplied by zero is zero);
KS 7 Mat - 1.2.7.d. addition and multiplication properties of equality (adding/multiplying the same number to each side of an equation results in an equivalent equation);
KS 7 Mat - 1.2.7.e. additive and multiplicative inverse properties. (Every number has a value known as its additive inverse and when the original number is added to that additive inverse, the answer is zero, e.g., +5 + ?5 = 0. Every number except 0 has a value known as its multiplicative inverse and when the original number multiplied by its inverse, the answer will be 1, e.g., 8 x 1/8 =1.)
KS 7 Mat - 1.2.5 recognizes that the irrational number pi can be represented by approximate rational values, e.g., 22/7 or 3.14.
KS 7 Mat - 1.3 Estimation ? The student uses computational estimation with rational numbers and the irrational number pi in a variety of situations.
KS 7 Mat - 1.3.1 estimates quantities with combinations of rational numbers and/or the irrational number pi using various computational methods including mental math, paper and pencil, concrete objects, and/or appropriate technology (2.4.K1a) ($).
KS 7 Mat - 1.3.2 uses various estimation strategies and explains how they were used to estimate rational number quantities and the irrational number pi (2.4.K1a) ($).
KS 7 Mat - 1.3.3 recognizes and explains the difference between an exact and approximate answer (2.4.K1a).
KS 7 Mat - 1.3.4 determines the appropriateness of an estimation strategy used and whether the estimate is greater than (overestimate) or less than (underestimate) the exact answer and its potential impact on the result (24.K1a).
KS 7 Mat - 1.3.5 knows and explains why the fraction (22/7) or decimal (3.14) representation of the irrational number pi is an approximate value (2.4.K1c).
KS 7 Mat - 1.4 Computation ? The student models, performs, and explains computation with rational numbers, the irrational number pi, and first-degree algebraic expressions in one variable in a variety of situations.
KS 7 Mat - 1.4.1 computes with efficiency and accuracy using various computational methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.K1a-c) ($).
KS 7 Mat - 1.4.2 performs and explains these computational procedures (2.4.K1a):
KS 7 Mat - 1.4.2.a. adds and subtracts decimals from ten millions place through hundred thousandths place;
KS 7 Mat - 1.4.2.b. multiplies and divides a four-digit number by a two-digit number using numbers from thousands place through thousandths place;
KS 7 Mat - 1.4.2.c. multiplies and divides using numbers from thousands place through thousandths place by 10; 100; 1,000; .1; .01; .001; or single-digit multiples of each, e.g., 54.2 ? .002 or 54.3 x 300;
KS 7 Mat - 1.4.2.d. adds, subtracts, multiplies, and divides fractions and expresses answers in simplest form;
KS 7 Mat - 1.4.2.e. adds, subtracts, multiplies, and divides integers;
KS 7 Mat - 1.4.2.f. uses order of operations (evaluates within grouping symbols, evaluates powers to the second or third power, multiplies or divides in order from left to right, then adds or subtracts in order from left to right) using whole numbers;
KS 7 Mat - 1.4.2.g. simplifies positive rational numbers raised to positive whole number powers;
KS 7 Mat - 1.4.2.h. combines like terms of a first degree algebraic expression. recognizes, describes, and uses different ways to express computational procedures, e.g., 5 ? 2 = 5 + (?2) or 49 x 23 = (40 x 23) + (9 x 23) or 49 x 23 = (49 x 20) + (49 x 3) or 49 x 23 = (50 x 23) ? 23. finds prime factors, greatest common factor, multiples, and the least common multiple (2.4.K1d).
KS 7 Mat - 1.4.5 finds percentages of rational numbers (2.4.K1a,c) ($), e.g., 12.5% x $40.25 = n or 150% of 90 is what number? (For the purpose of assessment, percents will not be between 0 and 1.)
KS 7 Mat - STD 2. Algebra ? The student uses algebraic concepts and procedures in a variety of situations.
KS 7 Mat - 2.1 Patterns ? The student recognizes, describes, extends, develops, and explains the general rule of a pattern in a variety of situations.
KS 7 Mat - 2.1.1 identifies, states, and continues a pattern presented in various formats including numeric (list or table), algebraic (symbolic notation), visual (picture, table, or graph), verbal (oral description), kinesthetic (action), and written using these attributes:
KS 7 Mat - 2.1.1.a. counting numbers including perfect squares, cubes, and factors and multiples (number theory) (2.4.K1a);
KS 7 Mat - 2.1.1.b. positive rational numbers including arithmetic and geometric sequences (arithmetic: sequence of numbers in which the difference of two consecutive numbers is the same, geometric: a sequence of numbers in which each succeeding term is obtained by multiplying the preceding term by the same number) (2.4.K1a), e.g., 2, ?, 1/8, 1/32, ?;
KS 7 Mat - 2.1.1.c. geometric figures (2.4.K1f);
KS 7 Mat - 2.1.1.d. measurements (2.4.K1a);
KS 7 Mat - 2.1.1.e. things related to daily life (2.4.K1a) ($), e.g., tide, moon cycle, or temperature.
KS 7 Mat - 2.1.2 generates a pattern (2.4.K1a).
KS 7 Mat - 2.1.3 extends a pattern when given a rule of one or two simultaneous changes (addition, subtraction, multiplication, division) between consecutive terms (2.4.K1a), e.g., find the next three numbers in a pattern that starts with 3, where you double and add 1 to get the next number; the next three numbers are 7, 15, and 31.
KS 7 Mat - 2.1.4 states the rule to find the nth term of a pattern with one operational change (addition or subtraction) between consecutive terms (2.4.K1a), e.g., given 3, 5, 7, and 9; the nth term is 2n +1. (This is the explicit rule for the pattern.)
KS 7 Mat - 2.2 Variable, Equations, and Inequalities ? The student uses variables, symbols, rational numbers, and simple algebraic expressions in one variable to solve linear equations and inequalities in a variety of situations.
KS 7 Mat - 2.2.1 knows and explains that a variable can represent a single quantity that changes (2.4.K1a), e.g., daily temperature.
KS 7 Mat - 2.2.2 knows, explains, and uses equivalent representations for the same simple algebraic expressions (2.4.K1a), e.g., x + y + 5x is the same as 6x + y.
KS 7 Mat - 2.2.3 shows and explains how changes in one variable affects other variables (2.4.A1a), e.g., changes in diameter affects circumference.
KS 7 Mat - 2.2.4 explains the difference between an equation and an expression.
KS 7 Mat - 2.2.5 solves (2.4.K1a,e) ($):
KS 7 Mat - 2.2.5.a. one-step linear equations in one variable with positive rational coefficients and solutions, e.g., 7x = 28 or x + 3 = 7 or x = 5; 4 3
KS 7 Mat - 2.2.5.b. two-step linear equations in one variable with counting number coefficients and constants and positive rational solutions;
KS 7 Mat - 2.2.5.c. one-step linear inequalities with counting numbers and one variable, e.g., 3x > 12.
KS 7 Mat - 2.2.6 explains and uses the equality and inequality symbols (=, ?, <, ?, >, ?) and corresponding meanings (is equal to, is not equal to, is less than, is less than or equal to, is greater than, is greater than or equal to) to represent mathematical relationships with rational numbers (2.4.K1a) ($).
KS 7 Mat - 2.2.7 knows the mathematical relationship between ratios, proportions, and percents and how to solve for a missing term in a proportion with positive rational number solutions and monomials (2.4.K1a,c) ($), e.g., 5 = 2 6 x.
KS 7 Mat - 2.2.8 evaluates simple algebraic expressions using positive rational numbers (2.4.K1c) ($), e.g., if x = 3/2, y = 2, then 5xy + 2 = 5(3/2)(2) + 2 = 17.
KS 7 Mat - 2.3 Functions ? The student recognizes, describes, and analyzes constant and linear relationships in a variety of situations.
KS 7 Mat - 2.3.1 recognizes constant and linear relationships using various methods including mental math, paper and pencil, concrete objects, and graphing utilities or appropriate technology (2.4.K1a,e-g) ($).
KS 7 Mat - 2.3.2 finds the values and determines the rule through two operations using a function table (input/output machine, T-table) (2.4.K1f).
KS 7 Mat - 2.3.3 demonstrates mathematical relationships using ordered pairs in all four quadrants of a coordinate plane (2.4.K1g).
KS 7 Mat - 2.3.4 describes and/or gives examples of mathematical relationships that remain constant (2.4.K1e-g) ($), e.g., you will get $10.00 to do a job, no matter how long it takes for you to do it.
KS 7 Mat - 2.4 Models ? The student generates and uses mathematical models to represent and justify mathematical relationships found in a variety of situations.
KS 7 Mat - 2.4.1 knows, explains, and uses mathematical models to represent and explain mathematical concepts, procedures, and relationships.
KS 7 Mat - 2.4.1.a. process models (concrete objects, pictures, diagrams, number lines, hundred charts, measurement tools, multiplication arrays, division sets, or coordinate grids) to model computational procedures, algebraic relationships, and mathematical relationships and to solve equations (1.1.K1-5, 1.2.K1-4, 1.3.K1-4, 1.4.K1-2, 1.4.K5, 2.1.K1a-b, 2.1.K1e. 2.1.K2-4, 2.2.K1-3, 2.2.K5-6, 2.3.K1, 3.1.K9, 3.2.K1-3, 3.2.K9, 3.3.K1-4, 3.4.K1, 4.2.K4-6) ($);
KS 7 Mat - 2.4.1.b. place value models (place value mats, hundred charts, base ten blocks, or unifix cubes) to compare, order, and represent numerical quantities and to model computational procedures (1.1.K1, 1.4.K2) ($);
KS 7 Mat - 2.4.1.c. fraction and mixed number models (fraction strips or pattern blocks) and decimal and money models (base ten blocks or coins) to compare, order, and represent numerical quantities (1.1.K1, 1.3.K5, 1,4,K2, 2.2.K7-8, 4.1.K3) ($):
KS 7 Mat - 2.4.1.d. factor trees to find least common multiple and greatest common factor and to model prime factorization (1.4.K4);
KS 7 Mat - 2.4.1.e. equations and inequalities to model numerical relationships (2.2.K5, 2.3.K1, 23.K4) ($);
KS 7 Mat - 2.4.1.f. function tables to model numerical and algebraic relationships (2.3.K1-2, 2.3.K4) ($);
KS 7 Mat - 2.4.1.g. coordinate planes to model relationships between ordered pairs and linear equations (2.3.K1, 2.3.K3-4, 3.4.K2-4) ($);
KS 7 Mat - 2.4.1.h. two- and three-dimensional geometric models (geoboards, dot paper, nets or solids) to model perimeter, area, volume, and surface area, and properties of two- and three-dimensional (2.1.K1c, 3.1.K1, 3.1.K3-8, 3.1.K10, 3.2.K1-2, 3.2.K4-8, 3.2.K10);
KS 7 Mat - 2.4.1.i. geometric models (spinners, targets, or number cubes), process models (coins, pictures, or diagrams), and tree diagrams to model probability (4.1.K1, 4.1.K4) ($);
KS 7 Mat - 2.4.1.j. frequency tables, bar graphs, line graphs, circle graphs, Venn diagrams, charts, tables, single stem-and-leaf plots, scatter plots, and box-and-whisker plots to organize and display data (4.2.K1) ($);
KS 7 Mat - 2.4.1.k. Venn diagrams to sort data and show relationships (1.2.K1-2).
KS 7 Mat - STD 3. Geometry ? The student uses geometric concepts and procedures in a variety of situations.
KS 7 Mat - 3.1 Geometric Figures and Their Properties ? The student recognizes geometric figures and compares their properties in a variety of situations.
KS 7 Mat - 3.1.1 recognizes and compares properties of two- and three-dimensional figures using concrete objects, constructions, drawings, appropriate terminology, and appropriate technology (2.4.K1h).
KS 7 Mat - 3.1.2 classifies regular and irregular polygons having through ten sides as convex or concave.
KS 7 Mat - 3.1.3 identifies angle and side properties of triangles and quadrilaterals (2.4.K1h):
KS 7 Mat - 3.1.3.a. sum of the interior angles of any triangle is 180?;
KS 7 Mat - 3.1.3.b. sum of the interior angles of any quadrilateral is 360?;
KS 7 Mat - 3.1.3.c. parallelograms have opposite sides that are parallel and congruent;
KS 7 Mat - 3.1.3.d. rectangles have angles of 90?, opposite sides are congruent;
KS 7 Mat - 3.1.3.e. rhombi have all sides the same length, opposite angles are congruent;
KS 7 Mat - 3.1.3.f. squares have angles of 90?, all sides congruent;
KS 7 Mat - 3.1.3.g. trapezoids have one pair of opposite sides parallel and the other pair of opposite sides are not parallel.
KS 7 Mat - 3.1.4 identifies and describes (2.4.K1h):
KS 7 Mat - 3.1.4.a. the altitude and base of a rectangular prism and triangular prism,
KS 7 Mat - 3.1.4.b. the radius and diameter of a cylinder.
KS 7 Mat - 3.1.5 identifies corresponding parts of similar and congruent triangles and quadrilaterals (2.4.K1h).
KS 7 Mat - 3.1.6 uses symbols for right angle within a figure ( ), parallel (||), perpendicular (?), and triangle () to describe geometric figures(2.4.K1h).
KS 7 Mat - 3.1.7 classifies triangles as (2.4.K1h):
KS 7 Mat - 3.1.7.a. scalene, isosceles, or equilateral;
KS 7 Mat - 3.1.7.b. right, acute, obtuse, or equiangular.
KS 7 Mat - 3.1.8 determines if a triangle can be constructed given sides of three different lengths(2.4.K1h).
KS 7 Mat - 3.1.9 generates a pattern for the sum of angles for 3-, 4-, 5-, ? n-sides polygons (2.4.K1a).
KS 7 Mat - 3.1.10 describes the relationship between the diameter and the circumference of a circle (2.4.K1h).
KS 7 Mat - 3.2 Measurement and Estimation ? The student estimates, measures, and uses measurement formulas in a variety of situations.
KS 7 Mat - 3.2.1 determines and uses rational number approximations (estimations) for length, width, weight, volume, temperature, time, perimeter, and area using standard and nonstandard units of measure (2.4.K1a) ($).
KS 7 Mat - 3.2.2 selects and uses measurement tools, units of measure, and level of precision appropriate for a given situation to find accurate rational number representations for length, weight, volume, temperature, time, perimeter, area, and angle measurements (2.4.K1a) ($).
KS 7 Mat - 3.2.3 converts within the customary system and within the metric system (2.4.K1a).
KS 7 Mat - 3.2.4 knows and uses perimeter and area formulas for circles, squares, rectangles, triangles, and parallelograms (2.4.K1h).
KS 7 Mat - 3.2.5 finds perimeter and area of two-dimensional composite figures of circles, squares, rectangles, and triangles (2.4.K1h).
KS 7 Mat - 3.2.6 uses given measurement formulas to find (2.4.K1h):
KS 7 Mat - 3.2.6.a. surface area of cubes,
KS 7 Mat - 3.2.6.b. volume of rectangular prisms.
KS 7 Mat - 3.2.7 finds surface area of rectangular prisms using concrete objects (2.4.K1h).
KS 7 Mat - 3.2.8 uses appropriate units to describe rate as a unit of measure (2.4.K1a), e.g., miles per hour.
KS 7 Mat - 3.2.9 finds missing angle measurements in triangles and quadrilaterals (2.4.K1h).
KS 7 Mat - 3.3 Transformational Geometry ? The student recognizes and performs transformations on two- and three- dimensional geometric figures in a variety of situations.
KS 7 Mat - 3.3.1 identifies, describes, and performs single and multiple transformations [reflection, rotation, translation, reduction (contraction/shrinking), enlargement (magnification/growing)] on a two-dimensional figure (2.4.K1a).
KS 7 Mat - 3.3.2 identifies three-dimensional figures from various perspectives (top, bottom, sides, corners) (2.4.K1a).
KS 7 Mat - 3.3.3 draws three-dimensional figures from various perspectives (top, bottom, sides, corners) (2.4.K1a).
KS 7 Mat - 3.3.4 generates a tessellation (2.4.K1a).
KS 7 Mat - 3.4 Geometry From An Algebraic Perspective ? The student relates geometric concepts to a number line and a coordinate plane in a variety of situations.
KS 7 Mat - 3.4.1 finds the distance between the points on a number line by computing the absolute value of their difference (2.4.K1a).
KS 7 Mat - 3.4.2 uses all four quadrants of a coordinate plane to (2.4.K1g):
KS 7 Mat - 3.4.2.a. identify in which quadrant or on which axis a point lies when given the coordinates of a point,
KS 7 Mat - 3.4.2.b. plot points,
KS 7 Mat - 3.4.2.c. identify points,
KS 7 Mat - 3.4.2.d. list through five ordered pairs of a given line.
KS 7 Mat - 3.4.3 uses a given linear equation with whole number coefficients and constants and a whole number solution to find the ordered pairs, organize the ordered pairs using a T-table, and plot the ordered pairs on the coordinate plane (2.4.K1e-g).
KS 7 Mat - 3.4.4 examines characteristics of two-dimensional figures on a coordinate plane using various methods including mental math, paper and pencil, concrete objects, and graphing utilities or other appropriate technology (2.4.A1g).
KS 7 Mat - STD 4. Data ? The student uses concepts and procedures of data analysis in a variety of situations.
KS 7 Mat - 4.1 Probability ? The student applies the concepts of probability to draw conclusions, generate convincing arguments, and make predictions and decisions including the use of concrete objects in a variety of situations.
KS 7 Mat - 4.1.1 finds the probability of a compound event composed of two independent events in an experiment or simulation (2.4.K1i) ($).
KS 7 Mat - 4.1.2 explains and gives examples of simple or compound events in an experiment or simulation having probability of zero or one.
KS 7 Mat - 4.1.3 uses a fraction, decimal, and percent to represent the probability of (2.4.K1c):
KS 7 Mat - 4.1.3.a. a simple event in an experiment or simulation;
KS 7 Mat - 4.1.3.b. a compound event composed of two independent events in an experiment or simulation.
KS 7 Mat - 4.1.4 finds the probability of a simple event in an experiment or simulation using geometric models (2.4.K1i), e.g., using spinners or dartboards, what is the probability of landing on 2? The answer is ?, .25, or 25%.
KS 7 Mat - 4.2 Statistics ? The student collects, organizes, displays, and explains numerical (rational numbers) and non-numerical data sets in a variety of situations with a special emphasis on measures of central tendency.
KS 7 Mat - 4.2.1 organizes, displays, and reads quantitative (numerical) and qualitative (non-numerical) data in a clear, organized, and accurate manner including a title, labels, categories, and rational number intervals using these data displays (2.4.K1j) ($):
KS 7 Mat - 4.2.1.a. frequency tables;
KS 7 Mat - 4.2.1.b. bar, line, and circle graphs;
KS 7 Mat - 4.2.1.c. Venn diagrams or other pictorial displays;
KS 7 Mat - 4.2.1.d. charts and tables;
KS 7 Mat - 4.2.1.e. stem-and-leaf plots (single);
KS 7 Mat - 4.2.1.f. scatter plots;
KS 7 Mat - 4.2.1.g. box-and-whiskers plots.
KS 7 Mat - 4.2.2 selects and justifies the choice of data collection techniques (observations, surveys, or interviews) and sampling techniques (random sampling, samples of convenience, or purposeful sampling) in a given situation.
KS 7 Mat - 4.2.3 conducts experiments with sampling and describes the results.
KS 7 Mat - 4.2.4 determines the measures of central tendency (mode, median, mean) for a rational number data set (2.4.K1a) ($).
KS 7 Mat - 4.2.5 identifies and determines the range and the quartiles of a rational number data set (2.4.K1a) ($).
KS 7 Mat - 4.2.6 identifies potential outliers within a set of data by inspection rather than formal calculation (2.4.K1a) ($), e.g., consider the data set of 1, 100, 101, 120, 140, and 170; the outlier is 1.

Eighth Grade

KS 8 Mat - STD 1. Number and Computation ? The student uses numerical and computational concepts and procedures in a variety of situations.
KS 8 Mat - 1.1 Number Sense ? The student demonstrates number sense for real numbers and simple algebraic expressions in a variety of situations.
KS 8 Mat - 1.1.1 knows, explains, and uses equivalent representations for rational numbers and simple algebraic expressions including integers, fractions, decimals, percents, and ratios; rational number bases with integer exponents; rational numbers written in scientific notation with integer exponents; time; and money (2.4.K1a) ($).
KS 8 Mat - 1.1.2 compares and orders rational numbers, the irrational number pi, and algebraic expressions (2.4.K1a) ($), e.g., which expression is greater ?3n or 3n? It depends on the value of n. If n is positive, 3n is greater. If n is negative, -3n is greater. If n is zero, they are equal.
KS 8 Mat - 1.1.3 explains the relative magnitude between rational numbers, the irrational number pi, and algebraic expressions (2.4.K1a).
KS 8 Mat - 1.1.4 recognizes and describes irrational numbers (2.4.K1a), e.g., ? 2 is a non-repeating, non-terminating decimal; or ? (pi) is a non-terminating decimal.
KS 8 Mat - 1.1.5 knows and explains what happens to the product or quotient when (2.4.K1a):
KS 8 Mat - 1.1.5.a. a positive number is multiplied or divided by a rational number greater than zero and less than one, e.g., if 24 is divided by 1/3, will the answer be larger than 24 or smaller than 24? Explain.
KS 8 Mat - 1.1.5.b. a positive number is multiplied or divided by a rational number greater than one, C
KS 8 Mat - 1.1.5.c. a nonzero real number is multiplied or divided by zero, (For purposes of assessment, an explanation of division by zero will not be expected.)
KS 8 Mat - 1.1.6 explains and determines the absolute value of real numbers (2.4.K1a).
KS 8 Mat - 1.2 Number Systems and Their Properties ? The student demonstrates an understanding of the real number system; recognizes, applies, and explains their properties; and extends these properties to algebraic expressions.
KS 8 Mat - 1.2.1 explains and illustrates the relationship between the subsets of the real number system [natural (counting) numbers, whole numbers, integers, rational numbers, irrational numbers] using mathematical models (2.4.K1a), e.g., number lines or Venn diagrams.
KS 8 Mat - 1.2.2 identifies all the subsets of the real number system [natural (counting) numbers, whole numbers, integers, rational numbers, irrational numbers] to which a given number belongs (2.4.K1l). (For the purpose of assessment, irrational numbers will not be included.)
KS 8 Mat - 1.2.3 names, uses, and describes these properties with the rational number system and demonstrates their meaning including the use of concrete objects (2.4.K1a) ($):
KS 8 Mat - 1.2.3.a. commutative, associative, distributive, and substitution properties [commutative: a + b = b + a and ab = ba; associative: a + (b + c) = (a + b) + c and a(bc) = (ab)c; distributive: a(b + c) = ab + ac; substitution: if a = 2, then 3a = 3 x 2 = 6];
KS 8 Mat - 1.2.3.b. identity properties for addition and multiplication and inverse properties of addition and multiplication (additive identity: a + 0 = a, multiplicative identity: a ? 1 = a, additive inverse: +5 + ?5 = 0, multiplicative inverse: 8 x 1/8 = 1);
KS 8 Mat - 1.2.3.c. symmetric property of equality, e.g., 7 + 2 = 9 has the same meaning as 9 = 7 + 2;
KS 8 Mat - 1.2.3.d. addition and multiplication properties of equalities, e.g., if a = b, then a + c = b + c;
KS 8 Mat - 1.2.3.e. addition property of inequalities, e.g., if a > b, then a + c > b + c;
KS 8 Mat - 1.2.3.f. zero product property, e.g., if ab = 0, then a = 0 and/or b = 0.
KS 8 Mat - 1.3 Estimation ? The student uses computational estimation with real numbers in a variety of situations.
KS 8 Mat - 1.3.1 estimates real number quantities using various computational methods including mental math, paper and pencil, concrete objects, and/or appropriate technology (2.4.K1a) ($).
KS 8 Mat - 1.3.2 uses various estimation strategies and explains how they were used to estimate real number quantities and simple algebraic expressions (2.4.K1a) ($).
KS 8 Mat - 1.3.3 knows and explains why a decimal representation of the irrational number pi is an approximate value (2.4.K1c).
KS 8 Mat - 1.3.4 knows and explains between which two consecutive integers an irrational number lies (2.4.K1a).
KS 8 Mat - 1.4 Computation ? The student models, performs, and explains computation with rational numbers, the irrational number pi, and algebraic expressions in a variety of situations.
KS 8 Mat - 1.4.1 computes with efficiency and accuracy using various computational methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.K1a) ($).
KS 8 Mat - 1.4.2 performs and explains these computational procedures with rational numbers (2.4.K1a):
KS 8 Mat - 1.4.2.a. addition, subtraction, multiplication, and division of integers
KS 8 Mat - 1.4.2.b. order of operations (evaluates within grouping symbols, evaluates powers to the second or third power, multiplies or divides in order from left to right, then adds or subtracts in order from left to right);
KS 8 Mat - 1.4.2.c. approximation of roots of numbers using calculators;
KS 8 Mat - 1.4.2.d. multiplication or division to find:
KS 8 Mat - 1.4.2.d.i. a percent of a number, e.g., what is 0.5% of 10?
KS 8 Mat - 1.4.2.d.ii. percent of increase and decrease, e.g., if two coins are removed from ten coins, what is the percent of decrease?
KS 8 Mat - 1.4.2.d.iii. percent one number is of another number, e.g., what percent of 80 is 120?
KS 8 Mat - 1.4.2.d.iv. a number when a percent of the number is given, e.g., 15% of what number is 30?
KS 8 Mat - 1.4.2.e. addition of polynomials, e.g., (3x ? 5) + (2x + 8).
KS 8 Mat - 1.4.2.f. simplifies algebraic expressions in one variable by combining like terms or using the distributive property (2.4.K1a), e.g., ?3(x ? 4) is the same as ?3x + 12.
KS 8 Mat - 1.4.3 finds factors and common factors of simple monomial expressions (2.4.K1d), e.g., given the monomials 10m2n3 and 15a2mn2 some common factors would be 5m, 5mn2, and n2.
KS 8 Mat - STD 2. Algebra ? The student uses algebraic concepts and procedures in a variety of situations.
KS 8 Mat - 2.1 Patterns ? The student recognizes, describes, extends, develops, and explains the general rule of a pattern from a variety of situations.
KS 8 Mat - 2.1.2 identifies, states, and continues a pattern presented in various formats including numeric (list or table), algebraic (symbolic notation), visual (picture, table, or graph), verbal (oral description), kinesthetic (action), and written using these attributes:
KS 8 Mat - 2.1.2.a. counting numbers including perfect squares, cubes, and factors and multiples with positive rational numbers (number theory) (2.4.K1a).
KS 8 Mat - 2.1.2.b. rational numbers including arithmetic and geometric sequences (arithmetic: sequence of numbers in which the difference of two consecutive numbers is the same, geometric: a sequence of numbers in which each succeeding term is obtained by multiplying the preceding term by the same number) (2.4.K1a), e.g., 1, 1, 3, ?; 4 2 4
KS 8 Mat - 2.1.2.c. geometric figures (2.4.K1h);
KS 8 Mat - 2.1.2.d. measurements (2.4.K1a);
KS 8 Mat - 2.1.2.e. things related to daily life ($);
KS 8 Mat - 2.1.2.f. variables and simple expressions, e.g., 1 ? x, 2 ? x, 3 ? x, 4 ? x, ...; or x, x2, x3, ...
KS 8 Mat - 2.1.2 generates and explains a pattern (2.4.K1a).
KS 8 Mat - 2.1.3 generates a pattern limited to two operations (addition, subtraction, multiplication, division, exponents) when given the rule for the nth term (2.4.K1a), e.g., the nth term is n2+1, find the first 4 terms beginning with n = 1; the terms are 2, 5, 10, and 17.
KS 8 Mat - 2.1.4 states the rule to find the nth term of a pattern using explicit symbolic notation (2.4.K1a), e.g., given 2, 5, 8, 11, ?; find the rule for the nth term, the rule is 3n ?1. describes the pattern when given a table of linear values and plots the ordered pairs on a coordinate plane (2.4.K1f-g), e.g., in the table below, the pattern could be described as the x-coordinates are increasing by three, while the y-coordinates are increasing by 6, or the x is doubled and one is added to find the y.
KS 8 Mat - 2.2 Variable, Equations, and Inequalities ? The student uses variables, symbols, real numbers, and algebraic expressions to solve equations and inequalities in a variety of situations.
KS 8 Mat - 2.2.1 identifies independent and dependent variables within a given situation.
KS 8 Mat - 2.2.2 simplifies algebraic expressions in one variable by combining like terms or using the distributive property (2.4.K1a), e.g., ?3(x ? 4) is the same as ? 3 x + 12.
KS 8 Mat - 2.2.3 solves (2.4.K1a,e) ($):
KS 8 Mat - 2.2.3.a. one- and two-step linear equations in one variable with rational number coefficients and constants intuitively and/or analytically;
KS 8 Mat - 2.2.3.b. one-step linear inequalities in one variable with rational number coefficients and constants intuitively, analytically, and graphically;
KS 8 Mat - 2.2.3.c. systems of given linear equations with whole number coefficients and constants graphically.
KS 8 Mat - 2.2.4 knows and describes the mathematical relationship between ratios, proportions, and percents and how to solve for a missing monomial or binomial term in a proportion (2.4.K1c), e.g., 2 = _ 1_ 5 x + 2.
KS 8 Mat - 2.2.5 represents and solves algebraically ($):
KS 8 Mat - 2.2.5.a. the number when a percent and a number are given,
KS 8 Mat - 2.2.5.b. what percent one number is of another number,
KS 8 Mat - 2.2.5.c. percent of increase or decrease, e.g., the price of a loaf of bread is $2.00. With a coupon, the cost is $1.00. What is the percent of decrease?
KS 8 Mat - 2.2.6 evaluates formulas using substitution ($).
KS 8 Mat - 2.3 Functions ? The student recognizes, describes, and analyzes constant, linear, and nonlinear relationships in a variety of situations.
KS 8 Mat - 2.3.1 recognizes and examines constant, linear, and nonlinear relationships using various methods including mental math, paper and pencil, concrete objects, and graphing utilities or appropriate technology (2.4.K1a,e-g) ($).
KS 8 Mat - 2.3.2 knows and describes the difference between constant, linear, and nonlinear relationships (2.4.K1g).
KS 8 Mat - 2.3.3 explains the concepts of slope and x- and y-intercepts of a line (2.4.K1g).
KS 8 Mat - 2.3.4 recognizes and identifies the graphs of constant and linear functions (2.4.K1g) ($).
KS 8 Mat - 2.3.5 identifies ordered pairs from a graph, and/or plots ordered pairs using a variety of scales for the x- and y-axis (2.4.K1g).
KS 8 Mat - 2.4 Models ? The student generates and uses mathematical models to represent and justify mathematical relationships found in a variety of situations.
KS 8 Mat - 2.4.1 knows, explains, and uses mathematical models to represent and explain mathematical concepts, procedures, and relationships.
KS 8 Mat - 2.4.1.h. process models (concrete objects, pictures, diagrams, number lines, hundred charts, measurement tools, multiplication arrays, division sets, or coordinate grids) to model computational procedures, algebraic relationships, and mathematical relationships and to solve equations (1.1.K1-6, 1.2.K1, 1.2.K3, 1.3.K1-2, 1.3.K4, 1.4.K1-2, 2.1.K1a-b, 2.1.K1d-e, 2.1.K2-4, 2.2.K2-3, 3.1.K9, 3.2.K1-4, 3.3.K1-4, 3.4.K4, 4.2.K4-5) ($);
KS 8 Mat - 2.4.1.i. place value models (place value mats, hundred charts, base ten blocks, or unifix cubes) to compare, order, and represent numerical quantities and to model computational procedures ($);
KS 8 Mat - 2.4.1.j. fraction and mixed number models (fraction strips or pattern blocks) and decimal and money models (base ten blocks or coins) to compare, order, and represent numerical quantities (1.3.K3, 2.3.K6) ($):
KS 8 Mat - 2.4.1.k. factor trees to model least common multiple, greatest common factor, and prime factorization (1.4.K3);
KS 8 Mat - 2.4.1.l. equations and inequalities to model numerical relationships (2.2.K3, (3.4.K2) ($);
KS 8 Mat - 2.4.1.m. function tables to model numerical and algebraic relationships (2.1.K5, 3.4.K2) ($) ;
KS 8 Mat - 2.4.1.n. coordinate planes to model relationships between ordered pairs and linear equations and inequalities (2.1.K5, 2.3.K1-5, 3.4.K2-3) ($);
KS 8 Mat - 2.4.1.o. two- and three-dimensional geometric models (geoboards, dot paper, nets, or solids) and real-world objects to model perimeter, area, volume, surface area, and properties of two-and three-dimensional figures (2.1.K1c, 3.1.K1-6, 3.1.K8, 3.1.K10, 3.2.K5, 3.3.K4-5);
KS 8 Mat - 2.4.1.p. scale drawings to model large and small real-world objects (3.3.K3-4);
KS 8 Mat - 2.4.1.q. geometric models (spinners, targets, or number cubes), process models (coins, pictures, or diagrams), and tree diagrams to model probability (4.1.K1-5) ($);
KS 8 Mat - 2.4.1.r. frequency tables, bar graphs, line graphs, circle graphs, Venn diagrams, charts, tables, single and double stem-and-leaf plots, scatter plots, box-and-whisker plots, and histograms to organize and display data (4.2.K1, 4.2.K6) ($);
KS 8 Mat - 2.4.1.s. Venn diagrams to sort data and to show relationships (1.2.K2).
KS 8 Mat - STD 3. Geometry ? The student uses geometric concepts and procedures in a variety of situations.
KS 8 Mat - 3.1 Geometric Figures and Their Properties ? The student recognizes geometric figures and compares their properties in a variety of situations.
KS 8 Mat - 3.1.1 recognizes and compares properties of two- and three-dimensional figures using concrete objects, constructions, drawings, appropriate terminology, and appropriate technology (2.4.K1h).
KS 8 Mat - 3.1.2 discusses properties of triangles and quadrilaterals related to (2.4.K1h):
KS 8 Mat - 3.1.2.h. sum of the interior angles of any triangle is 180?;
KS 8 Mat - 3.1.2.i. sum of the interior angles of any quadrilateral is 360?;
KS 8 Mat - 3.1.2.a. parallelograms have opposite sides that are parallel and congruent, opposite angles are congruent;
KS 8 Mat - 3.1.2.b. rectangles have angles of 90?, sides may or may not be equal;
KS 8 Mat - 3.1.2.c. rhombi have all sides equal in length, angles may or may not be equal;
KS 8 Mat - 3.1.2.d. squares have angles of 90?, all sides congruent;
KS 8 Mat - 3.1.2.e. trapezoids have one pair of opposite sides parallel and the other pair of opposite sides are not parallel;
KS 8 Mat - 3.1.2.f. kites have two distinct pairs of adjacent congruent sides.
KS 8 Mat - 3.1.3 recognizes and describes the rotational symmetries and line symmetries that exist in two-dimensional figures (2.4.K1h), e.g., draw a picture with a line of symmetry in it. Explain why it is a line of symmetry.
KS 8 Mat - 3.1.4 recognizes and uses properties of corresponding parts of similar and congruent triangles and quadrilaterals to find side or angle measures using standard notation for similarity (~) and congruence ( ) (2.4.K1h).
KS 8 Mat - 3.1.5 knows and describes Triangle Inequality Theorem to determine if a triangle exists (2.4.K1h).
KS 8 Mat - 3.1.6 uses the Pythagorean theorem to (2.4.K1h):
KS 8 Mat - 3.1.6.a. determine if a triangle is a right triangle,
KS 8 Mat - 3.1.6.b. find a missing side of a right triangle where the lengths of all three sides are whole numbers.
KS 8 Mat - 3.1.7 recognizes and compares the concepts of a point, line, and plane.
KS 8 Mat - 3.1.8 describes the intersection of plane figures, e.g., two circles could intersect at no point, one point, two points, or all points.
KS 8 Mat - 3.1.9 describes and explains angle relationships:
KS 8 Mat - 3.1.9.a. when two lines intersect including vertical and supplementary angles;
KS 8 Mat - 3.1.9.b. when formed by parallel lines cut by a transversal including corresponding, alternate interior, and alternate exterior angles.
KS 8 Mat - 3.1.10 recognizes and describes arcs and semicircles as parts of a circle and uses the standard notation for arc and circle (2.4.K1h).
KS 8 Mat - 3.2 Measurement and Estimation ? The student estimates, measures, and uses geometric formulas in a variety of situations.
KS 8 Mat - 3.2.1 determines and uses rational number approximations (estimations) for length, width, weight, volume, temperature, time, perimeter, area, and surface area using standard and nonstandard units of measure (2.4.K1a) ($).
KS 8 Mat - 3.2.2 selects and uses measurement tools, units of measure, and level of precision appropriate for a given situation to find accurate real number representations for length, weight, volume, temperature, time, perimeter, area, surface area, and angle measurements (2.4.K1a) ($).
KS 8 Mat - 3.2.3 converts within the customary system and within the metric system.
KS 8 Mat - 3.2.4 estimates the measure of a concrete object in one system given the measure of that object in another system and the approximate conversion factor (2.4.K1a), e.g., a mile is about 2.2 kilometers; how far is 2 miles?
KS 8 Mat - 3.2.5 uses given measurement formulas to find (2.4.K1h):
KS 8 Mat - 3.2.5.a. area of parallelograms and trapezoids;
KS 8 Mat - 3.2.5.b. surface area of rectangular prisms, triangular prisms, and cylinders;
KS 8 Mat - 3.2.5.c. volume of rectangular prisms, triangular prisms, and cylinders.
KS 8 Mat - 3.2.6 recognizes how ratios and proportions can be used to measure inaccessible objects (2.4.K1c), e.g., using shadows to measure the height of a flagpole.
KS 8 Mat - 3.2.7 calculates rates of change, e.g., speed or population growth.
KS 8 Mat - 3.3 Transformational Geometry ? The student recognizes and applies transformations on geometric figures in a variety of situations.
KS 8 Mat - 3.3.1 identifies, describes, and performs single and multiple transformations [reflection, rotation, translation, reduction (contraction/shrinking), enlargement (magnification/growing)] on a two-dimensional figure (2.4.K1a).
KS 8 Mat - 3.3.2 describes a reflection of a given two-dimensional figure that moves it from its initial placement (preimage) to its final placement (image) in the coordinate plane over the x- and y-axis (2.4.K1a,i).
KS 8 Mat - 3.3.3 draws (2.4.K1a):
KS 8 Mat - 3.3.3.a. three-dimensional figures from a variety of perspectives (top, bottom, sides, corners);
KS 8 Mat - 3.3.3.b. a scale drawing of a two-dimensional figure;
KS 8 Mat - 3.3.3.c. a two-dimensional drawing of a three-dimensional figure.
KS 8 Mat - 3.3.4 determines where and how an object or a shape can be tessellated using single or multiple transformations (2.4.K1a).
KS 8 Mat - 3.4 Geometry from an Algebraic Perspective ? The student uses an algebraic perspective to examine the geometry of two-dimensional figures in a variety of situations.
KS 8 Mat - 3.4.1 uses the coordinate plane to (2.4.K1a):
KS 8 Mat - 3.4.1.a. list several ordered pairs on the graph of a line and find the slope of the line;
KS 8 Mat - 3.4.1.b. recognize that ordered pairs that lie on the graph of an equation are solutions to that equation;
KS 8 Mat - 3.4.1.c. recognize that points that do not lie on the graph of an equation are not solutions to that equation;
KS 8 Mat - 3.4.1.d. determine the length of a side of a figure drawn on a coordinate plane with vertices having the same x- or y-coordinates;
KS 8 Mat - 3.4.1.e. solve simple systems of linear equations.
KS 8 Mat - 3.4.2 uses a given linear equation with integer coefficients and constants and an integer solution to find the ordered pairs, organizes the ordered pairs using a T-table, and plots the ordered pairs on a coordinate plane (2.4.K1e-g).
KS 8 Mat - 3.4.3 examines characteristics of two-dimensional figures on a coordinate plane using various methods including mental math, paper and pencil, concrete objects, and graphing utilities or other appropriate technology (2.4.A1g).
KS 8 Mat - STD 4. Data ? The student uses concepts and procedures of data analysis in a variety of situations.
KS 8 Mat - 4.1 Probability ? The student applies the concepts of probability to draw conclusions, generate convincing arguments, and make predictions and decisions including the use of concrete objects in a variety of situations.
KS 8 Mat - 4.1.1 knows and explains the difference between independent and dependent events in an experiment, simulation, or situation (2.4.K1j) ($).
KS 8 Mat - 4.1.2 identifies situations with independent or dependent events in an experiment, simulation, or situation (2.4.K1j), e.g., there are three marbles in a bag. If you draw one marble and give it to your brother, and another marble and give it to your sister, are these independent events or dependent events?
KS 8 Mat - 4.1.3 finds the probability of a compound event composed of two independent events in an experiment, simulation, or situation (2.4.K1j), e.g., what is the probability of getting two heads, if you toss a dime and a quarter?
KS 8 Mat - 4.1.4 finds the probability of simple and/or compound events using geometric models (spinners or dartboards) (2.4.K1j).
KS 8 Mat - 4.1.5 finds the odds of a desired outcome in an experiment or simulation and expresses the answer as a ratio (2/3 or 2:3 or 2 to 3) (2.4.K1j).
KS 8 Mat - 4.1.6 describes the difference between probability and odds.
KS 8 Mat - 4.2 Statistics ? The student collects, organizes, displays, explains, and interprets numerical (rational) and non-numerical data sets in a variety of situations.
KS 8 Mat - 4.2.1 organizes, displays and reads quantitative (numerical) and qualitative (non-numerical) data in a clear, organized, and accurate manner including a title, labels, categories, and rational number intervals using these data displays (2.4.K1k) ($):
KS 8 Mat - 4.2.1.a. frequency tables;
KS 8 Mat - 4.2.1.b. bar, line, and circle graphs;
KS 8 Mat - 4.2.1.c. Venn diagrams or other pictorial displays;
KS 8 Mat - 4.2.1.d. charts and tables;
KS 8 Mat - 4.2.1.e. stem-and-leaf plots (single and double);
KS 8 Mat - 4.2.1.f. scatter plots;
KS 8 Mat - 4.2.1.g. box-and-whiskers plots;
KS 8 Mat - 4.2.1.h. histograms.
KS 8 Mat - 4.2.2 recognizes valid and invalid data collection and sampling techniques.
KS 8 Mat - 4.2.3 determines and explains the measures of central tendency (mode, median, mean) for a rational number data set (2.4.K1a).
KS 8 Mat - 4.2.4 determines and explains the range, quartiles, and interquartile range for a rational number data set (2.4.K1a).
KS 8 Mat - 4.2.5 explains the effects of outliers on the median, mean, and range of a rational number data set (2.4.K1a).
KS 8 Mat - 4.2.6 makes a scatter plot and draws a line that approximately represents the data, determines whether a correlation exists, and if that correlation is positive, negative, or that no correlation exists (2.4.K1k).

High School

KS 9 Mat - STD 1. Number and Computation ? The student uses numerical and computational concepts and procedures in a variety of situations.
KS 9 Mat - 1.1 Number Sense ? The student demonstrates number sense for real numbers and algebraic expressions in a variety of situations.
KS 9 Mat - 1.1.1 knows, explains, and uses equivalent representations for real numbers and algebraic expressions including integers, fractions, decimals, percents, ratios; rational number bases with integer exponents; rational numbers written in scientific notation; absolute value; time; and money (2.4.K1a) ($), e.g., ?4/2 = (?2); a(-2) b(3) = b3/a2.
KS 9 Mat - 1.1.2 compares and orders real numbers and/or algebraic expressions and explains the relative magnitude between them (2.4.K1a) ($), e.g., will (5n)2 always, sometimes, or never be larger than 5n? The student might respond with (5n)2 is greater than 5n if n > 1 and (5n)2 is smaller than 5 if o < n < 1.
KS 9 Mat - 1.1.3 knows and explains what happens to the product or quotient when a real number is multiplied or divided by (2.4.K1a):
KS 9 Mat - 1.1.3.a. a rational number greater than zero and less than one,
KS 9 Mat - 1.1.3.b. a rational number greater than one,
KS 9 Mat - 1.1.3.c. a rational number less than zero.
KS 9 Mat - 1.2 Number Systems and Their Properties ? The student demonstrates an understanding of the real number system; recognizes, applies, and explains their properties, and extends these properties to algebraic expressions.
KS 9 Mat - 1.2.1 explains and illustrates the relationship between the subsets of the real number system [natural (counting) numbers, whole numbers, integers, rational numbers, irrational numbers] using mathematical models (2.4.K1a), e.g., number lines or Venn diagrams.
KS 9 Mat - 1.2.2 identifies all the subsets of the real number system [natural (counting) numbers, whole numbers, integers, rational numbers, irrational numbers] to which a given number belongs (2.4.K1m).
KS 9 Mat - 1.2.3 names, uses, and describes these properties with the real number system and demonstrates their meaning including the use of concrete objects (2.4.K1a) ($):
KS 9 Mat - 1.2.3.a. commutative (a + b = b + a and ab = ba), associative [a + (b + c) = (a + b) + c and a(bc) = (ab)c], distributive [a (b + c) = ab + ac], and substitution properties (if a = 2, then 3a = 3 x 2 = 6);
KS 9 Mat - 1.2.3.b. identity properties for addition and multiplication and inverse properties of addition and multiplication (additive identity: a + 0 = a, multiplicative identity: a ? 1 = a, additive inverse: +5 + ?5 = 0, multiplicative inverse: 8 x 1/8 = 1);
KS 9 Mat - 1.2.3.c. symmetric property of equality (if a = b, then b = a);
KS 9 Mat - 1.2.3.d. addition and multiplication properties of equality (if a = b, then a + c = b + c and if a = b, then ac = bc) and inequalities (if a > b, then a + c > b + c and if a > b, and c > 0 then ac > bc);
KS 9 Mat - 1.2.3.e. zero product property (if ab = 0, then a = 0 and/or b = 0).
KS 9 Mat - 1.2.4 uses and describes these properties with the real number system (2.4.K1a) ($):
KS 9 Mat - 1.2.4.a. transitive property (if a = b and b = c, then a = c),
KS 9 Mat - 1.2.4.b. reflexive property (a = a).
KS 9 Mat - 1.3 Estimation ? The student uses computational estimation with real numbers in a variety of situations.
KS 9 Mat - 1.3.1 estimates real number quantities using various computational methods including mental math, paper and pencil, concrete objects, and/or appropriate technology (2.4.K1a) ($).
KS 9 Mat - 1.3.2 uses various estimation strategies and explains how they were used to estimate real number quantities and algebraic expressions (2.4.K1a) ($).
KS 9 Mat - 1.3.3 knows and explains why a decimal representation of an irrational number is an approximate value(2.4.K1a).
KS 9 Mat - 1.3.4 knows and explains between which two consecutive integers an irrational number lies (2.4.K1a).
KS 9 Mat - 1.4 Computation ? The student models, performs, and explains computation with real numbers and polynomials in a variety of situations.
KS 9 Mat - 1.4.1 computes with efficiency and accuracy using various computational methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.K1a) ($).
KS 9 Mat - 1.4.2 performs and explains these computational procedures (2.4.K1a):
KS 9 Mat - 1.4.2.a. addition, subtraction, multiplication, and division using the order of operations
KS 9 Mat - 1.4.2.b. multiplication or division to find ($):
KS 9 Mat - 1.4.2.b.i. a percent of a number, e.g., what is 0.5% of 10?
KS 9 Mat - 1.4.2.b.ii. percent of increase and decrease, e.g., a college raises its tuition form $1,320 per year to $1,425 per year. What percent is the change in tuition?
KS 9 Mat - 1.4.2.b.iii. percent one number is of another number, e.g., 89 is what percent of 82?
KS 9 Mat - 1.4.2.b.iv. a number when a percent of the number is given, e.g., 80 is 32% of what number?
KS 9 Mat - 1.4.2.c. manipulation of variable quantities within an equation or inequality (2.4.K1d), e.g., 5x ? 3y = 20 could be written as 5x ? 20 = 3y or 5x(2x + 3) = 8 could be written as 8/(5x) = 2x + 3;
KS 9 Mat - 1.4.2.d. simplification of radical expressions (without rationalizing denominators) including square roots of perfect square monomials and cube roots of perfect cubic monomials;
KS 9 Mat - 1.4.2.e. simplification or evaluation of real numbers and algebraic monomial expressions raised to a whole number power and algebraic binomial expressions squared or cubed;
KS 9 Mat - 1.4.2.f. simplification of products and quotients of real number and algebraic monomial expressions using the properties of exponents;
KS 9 Mat - 1.4.2.g. matrix addition ($), e.g., when computing (with one operation) a building?s expenses (data) monthly, a matrix is created to include each of the different expenses; then at the end of the year, each type of expense for the building is totaled;
KS 9 Mat - 1.4.2.h. scalar-matrix multiplication ($), e.g., if a matrix is created with everyone?s salary in it, and everyone gets a 10% raise in pay; to find the new salary, the matrix would be multiplied by 1.1.
KS 9 Mat - 1.4.3 finds prime factors, greatest common factor, multiples, and the least common multiple of algebraic expressions (2.4.K1b).
KS 9 Mat - STD 2. Algebra ? The student uses algebraic concepts and procedures in a variety of situations.
KS 9 Mat - 2.1 Patterns ? The student recognizes, describes, extends, develops, and explains the general rule of a pattern in a variety of situations.
KS 9 Mat - 2.1.1 identifies, states, and continues the following patterns using various formats including numeric (list or table), algebraic (symbolic notation), visual (picture, table, or graph), verbal (oral description), kinesthetic (action), and written
KS 9 Mat - 2.1.1.a. arithmetic and geometric sequences using real numbers and/or exponents (2.4.K1a); e.g., radioactive half-lives;
KS 9 Mat - 2.1.1.b. patterns using geometric figures (2.4.K1h);
KS 9 Mat - 2.1.1.c. algebraic patterns including consecutive number patterns or equations of functions, e.g., n, n + 1, n + 2, ... or f(n) = 2n ? 1 (2.4.K1c,e);
KS 9 Mat - 2.1.1.d. special patterns (2.4.K1a), e.g., Pascal?s triangle and the Fibonacci sequence.
KS 9 Mat - 2.1.2 generates and explains a pattern (2.4.K1f).
KS 9 Mat - 2.1.3 classify sequences as arithmetic, geometric, or neither.
KS 9 Mat - 2.1.4 defines (2.4.K1a):
KS 9 Mat - 2.1.4.a. a recursive or explicit formula for arithmetic sequences and finds any particular term,
KS 9 Mat - 2.1.4.b. a recursive or explicit formula for geometric sequences and finds any particular term.
KS 9 Mat - 2.2 Variables, Equations, and Inequalities ? The student uses variables, symbols, real numbers, and algebraic expressions to solve equations and inequalities in variety of situations.
KS 9 Mat - 2.2.1 knows and explains the use of variables as parameters for a specific variable situation (2.4.K1f), e.g., the m and b in y = mx + b or the h, k, and r in (x ? h)2 + (y ? k)2 = r2.
KS 9 Mat - 2.2.2 manipulates variable quantities within an equation or inequality (2.4.K1e), e.g., 5x ? 3y = 20 could be written as 5x ? 20 = 3y or 5x(2x + 3) = 8 could be written as 8/(5x) = 2x + 3.
KS 9 Mat - 2.2.3 solves (2.4.K1d) ($):
KS 9 Mat - 2.2.3.a. linear equations and inequalities both analytically and graphically;
KS 9 Mat - 2.2.3.b. quadratic equations with integer solutions (may be solved by trial and error, graphing, quadratic formula, or factoring);
KS 9 Mat - 2.2.3.c. systems of linear equations with two unknowns using integer coefficients and constants;
KS 9 Mat - 2.2.3.d. radical equations with no more than one inverse operation around the radical expression;
KS 9 Mat - 2.2.3.e. equations where the solution to a rational equation can be simplified as a linear equation with a nonzero denominator, e.g., __3__ = __5__. (x + 2) (x ? 3)
KS 9 Mat - 2.2.3.f. equations and inequalities with absolute value quantities containing one variable with a special emphasis on using a number line and the concept of absolute value.
KS 9 Mat - 2.2.3.g. exponential equations with the same base without the aid of a calculator or computer, e.g., 3x + 2 = 35.
KS 9 Mat - 2.3 Functions ? The student analyzes functions in a variety of situations.
KS 9 Mat - 2.3.1 evaluates and analyzes functions using various methods including mental math, paper and pencil, concrete objects, and graphing utilities or other appropriate technology (2.4.K1a,d-f).
KS 9 Mat - 2.3.2 matches equations and graphs of constant and linear functions and quadratic functions limited to y = ax2 + c (2.4.K1d,f).
KS 9 Mat - 2.3.3 determines whether a graph, list of ordered pairs, table of values, or rule represents a function (2.4.K1e-f).
KS 9 Mat - 2.3.4 determines x- and y-intercepts and maximum and minimum values of the portion of the graph that is shown on a coordinate plane (2.4.K1f).
KS 9 Mat - 2.3.5 identifies domain and range of:
KS 9 Mat - 2.3.5.a. relationships given the graph or table (2.4.K1e-f),
KS 9 Mat - 2.3.5.b. linear, constant, and quadratic functions given the equation(s) (2.4.K1d).
KS 9 Mat - 2.3.6 recognizes how changes in the constant and/or slope within a linear function changes the appearance of a graph (2.4.K1f) ($).
KS 9 Mat - 2.3.7 uses function notation.
KS 9 Mat - 2.3.8 evaluates function(s) given a specific domain ($).
KS 9 Mat - 2.3.9 describes the difference between independent and dependent variables and identifies independent and dependent variables ($).
KS 9 Mat - 2.4 Models ? The student develops and uses mathematical models to represent and justify mathematical relationships found in a variety of situations involving tenth grade knowledge and skills.
KS 9 Mat - 2.4.1 knows, explains, and uses mathematical models to represent and explain mathematical concepts, procedures, and relationships.
KS 9 Mat - 2.4.1.a. process models (concrete objects, pictures, diagrams, number lines, hundred charts, measurement tools, multiplication arrays, division sets, or coordinate grids) to model computational procedures, algebraic relationships, and mathematical relationships and to solve equations (1.1.K1-3, 1.2.K1, 1.2.K3-4, 1.3.K1-4, 1.4.K1, 1.4.K2a-b, 2.1.K1a, 2.1.K1d, 2.1.K2, 2.2.K4, 2.3.K1, 3.2.K1-3, 3.2.K6, 3.3.K1-4, 4.2.K3-4) ($);
KS 9 Mat - 2.4.1.b. factor trees to model least common multiple, greatest common factor, and prime factorization (1.4.K3);
KS 9 Mat - 2.4.1.c. algebraic expressions to model relationships between two successive numbers in a sequence or other numerical patterns (2.1.K1c);
KS 9 Mat - 2.4.1.d. equations and inequalities to model numerical and geometric relationships (1.4.K2c, 2.2.K3, 2.3.K1-2, 3.2.K7) ($);
KS 9 Mat - 2.4.1.e. function tables to model numerical and algebraic relationships (2.1.K1c, 2.2.K2, 2.3.K1, 2.3.K3, 2.3.K5) ($);
KS 9 Mat - 2.4.1.f. coordinate planes to model relationships between ordered pairs and equations and inequalities and linear and quadratic functions (2.2.K1, 2.3.K1-6, 3.4.K1-8) ($);
KS 9 Mat - 2.4.1.g. constructions to model geometric theorems and properties (3.1.K2, 3.1.K6);
KS 9 Mat - 2.4.1.h. two- and three-dimensional geometric models (geoboards, dot paper, coordinate plane, nets, or solids) and real-world objects to model perimeter, area, volume, and surface area, properties of two- and three-dimensional figures, and isometric views of three-dimensional figures (2.1.K1b, 3.1.K1-8, 3.2.K1, 3.2.K4-5, 3.3.K1-4);
KS 9 Mat - 2.4.1.i. scale drawings to model large and small real-world objects;
KS 9 Mat - 2.4.1.j. Pascal?s Triangle to model binomial expansion and probability;
KS 9 Mat - 2.4.1.k. geometric models (spinners, targets, or number cubes), process models (concrete objects, pictures, diagrams, or coins), and tree diagrams to model probability (4.1.K1-3);
KS 9 Mat - 2.4.1.l. frequency tables, bar graphs, line graphs, circle graphs, Venn diagrams, charts, tables, single and double stem-and-leaf plots, scatter plots, box-and-whisker plots, histograms, and matrices to organize and display data (4.2.K1, 4.2.K5-6) ($);
KS 9 Mat - 2.4.1.m. Venn diagrams to sort data and show relationships (1.2.K2).
KS 9 Mat - STD 3. Geometry ? The student uses geometric concepts and procedures in a variety of situations.
KS 9 Mat - 3.1 Geometric Figures and Their Properties ? The student recognizes geometric figures and compares and justifies their properties of geometric figures in a variety of situations.
KS 9 Mat - 3.1.1 recognizes and compares properties of two-and three-dimensional figures using concrete objects, constructions, drawings, appropriate terminology, and appropriate technology (2.4.K1h).
KS 9 Mat - 3.1.2 discusses properties of regular polygons related to (2.4.K1g-h):
KS 9 Mat - 3.1.2.a. angle measures,
KS 9 Mat - 3.1.2.b. diagonals.
KS 9 Mat - 3.1.3 recognizes and describes the symmetries (point, line, plane) that exist in three-dimensional figures (2.4.K1h).
KS 9 Mat - 3.1.4 recognizes that similar figures have congruent angles, and their corresponding sides are proportional (2.4.K1h).
KS 9 Mat - 3.1.5 uses the Pythagorean Theorem to (2.4.K1h):
KS 9 Mat - 3.1.5.a. determine if a triangle is a right triangle,
KS 9 Mat - 3.1.5.b. find a missing side of a right triangle.
KS 9 Mat - 3.1.6 recognizes and describes (2.4.K1g-h):
KS 9 Mat - 3.1.6.a. congruence of triangles using: Side-Side-Side (SSS), Angle-Side-Angle (ASA), Side-Angle-Side (SAS), and Angle-Angle-Side (AAS);
KS 9 Mat - 3.1.6.b. the ratios of the sides in special right triangles: 30?-60?-90? and 45?-45?-90?.
KS 9 Mat - 3.1.7 recognizes, describes, and compares the relationships of the angles formed when parallel lines are cut by a transversal (2.4.K1h).
KS 9 Mat - 3.1.8 recognizes and identifies parts of a circle: arcs, chords, sectors of circles, secant and tangent lines, central and inscribed angles (2.4.K1h).
KS 9 Mat - 3.2 Measurement and Estimation ? The student estimates, measures and uses geometric formulas in a variety of situations.
KS 9 Mat - 3.2.1 determines and uses real number approximations (estimations) for length, width, weight, volume, temperature, time, distance, perimeter, area, surface area, and angle measurement using standard and nonstandard units of measure (2.4.K1a) ($).
KS 9 Mat - 3.2.2 selects and uses measurement tools, units of measure, and level of precision appropriate for a given situation to find accurate real number representations for length, weight, volume, temperature, time, distance, area, surface area, mass, midpoint, and angle measurements (2.4.K1a) ($).
KS 9 Mat - 3.2.3 approximates conversions between customary and metric systems given the conversion unit or formula (2.4.K1a).
KS 9 Mat - 3.2.4 states, recognizes, and applies formulas for (2.4.K1h) ($):
KS 9 Mat - 3.2.4.a. perimeter and area of squares, rectangle, and triangles;
KS 9 Mat - 3.2.4.b. circumference and area of circles; volume of rectangular solids.
KS 9 Mat - 3.2.5 uses given measurement formulas to find perimeter, area, volume, and surface area of two- and three-dimensional figures (regular and irregular) (2.4.K1h).
KS 9 Mat - 3.2.6 recognizes and applies properties of corresponding parts of similar and congruent figures to find measurements of missing sides (2.4.K1a).
KS 9 Mat - 3.2.7 knows, explains, and uses ratios and proportions to describe rates of change (2.4.K1d) ($), e.g., miles per gallon, meters per second, calories per ounce, or rise over run.
KS 9 Mat - 3.3 Transformational Geometry ? The student recognizes and applies transformations on two- and three- dimensional figures in a variety of situations.
KS 9 Mat - 3.3.1 describes and performs single and multiple transformations [refection, rotation, translation, reduction (contraction/shrinking), enlargement (magnification/growing)] on two- and three-dimensional figures (2.4.K1a).
KS 9 Mat - 3.3.2 recognizes a three-dimensional figure created by rotating a simple two-dimensional figure around a fixed line (2.4.K1a), e.g., a rectangle rotated about one of its edges generates a cylinder; an isosceles triangle rotated about a fixed line that runs from the vertex to the midpoint of its base generates a cone.
KS 9 Mat - 3.3.3 generates a two-dimensional representation of a three-dimensional figure (2.4.K1a).
KS 9 Mat - 3.3.4 determines where and how an object or a shape can be tessellated using single or multiple transformations and creates a tessellation (2.4.K1a).
KS 9 Mat - 3.4 Geometry from an Algebraic Perspective ? The student uses an algebraic perspective to analyze the geometry of two- and three-dimensional figures in a variety of situations.
KS 9 Mat - 3.4.1 recognizes and examines two- and three-dimensional figures and their attributes including the graphs of functions on a coordinate plane using various methods including mental math, paper and pencil, concrete objects, and graphing utilities or other appropriate technology (2.4.K1f).
KS 9 Mat - 3.4.2 determines if a given point lies on the graph of a given line or parabola without graphing and justifies the answer (2.4.K1f).
KS 9 Mat - 3.4.3 calculates the slope of a line from a list of ordered pairs on the line and explains how the graph of the line is related to its slope (2.4.K1f).
KS 9 Mat - 3.4.4 finds and explains the relationship between the slopes of parallel and perpendicular lines (2.4.K1f), e.g., the equation of a line 2x + 3y = 12. The slope of this line is ?2/3. What is the slope of a line perpendicular to this line?
KS 9 Mat - 3.4.5 uses the Pythagorean Theorem to find distance (may use the distance formula) (2.4.K1f).
KS 9 Mat - 3.4.6 recognizes the equation of a line and transforms the equation into slope-intercept form in order to identify the slope and y-intercept and uses this information to graph the line (2.4.K1f).
KS 9 Mat - 3.4.7 recognizes the equation y = ax2 + c as a parabola; represents and identifies characteristics of the parabola including opens upward or opens downward, steepness (wide/narrow), the vertex, maximum and minimum values, and line of symmetry; and sketches the graph of the parabola (2.4.K1f).
KS 9 Mat - 3.4.8 explains the relationship between the solution(s) to systems of equations and systems of inequalities in two unknowns and their corresponding graphs (2.4.K1f), e.g., for equations, the lines intersect in either one point, no points, or infinite points; and for inequalities, all points in double-shaded areas are solutions for both inequalities.
KS 9 Mat - STD 4. Data ? The student uses concepts and procedures of data analysis in a variety of situations.
KS 9 Mat - 4.1 Probability ? The student applies probability theory to draw conclusions, generate convincing arguments, make predictions and decisions, and analyze decisions including the use of concrete objects in a variety of situations.
KS 9 Mat - 4.1.1 finds the probability of two independent events in an experiment, simulation, or situation (2.4.K1k) ($) .
KS 9 Mat - 4.1.2 finds the conditional probability of two dependent events in an experiment, simulation, or situation (2.4.K1k).
KS 9 Mat - 4.1.3 explains the relationship between probability and odds and computes one given the other (2.4.K1a,k).
KS 9 Mat - 4.2 Statistics ? The student collects, organizes, displays, explains, and interprets numerical (rational) and non-numerical data sets in a variety of situations.
KS 9 Mat - 4.2.1 organizes, displays, and reads quantitative (numerical) and qualitative (non-numerical) data in a clear, organized, and accurate manner including a title, labels, categories, and rational number intervals using these data displays (2.4.K1l):
KS 9 Mat - 4.2.1.a. frequency tables and line plots;
KS 9 Mat - 4.2.1.b. bar, line, and circle graphs;
KS 9 Mat - 4.2.1.c. Venn diagrams or other pictorial displays;
KS 9 Mat - 4.2.1.d. charts and tables;
KS 9 Mat - 4.2.1.e. stem-and-leaf plots (single and double);
KS 9 Mat - 4.2.1.f. scatter plots;
KS 9 Mat - 4.2.1.g. box-and-whiskers plots;
KS 9 Mat - 4.2.1.h. histograms.
KS 9 Mat - 4.2.2 explains how the reader?s bias, measurement errors, and display distortions can affect the interpretation of data.
KS 9 Mat - 4.2.3 calculates and explains the meaning of range, quartiles and interquartile range for a real number data set (2.4.K1a).
KS 9 Mat - 4.2.4 explains the effects of outliers on the measures of central tendency (mean, median, mode) and range and interquartile range of a real number data set (2.4.K1a).
KS 9 Mat - 4.2.5 approximates a line of best fit given a scatter plot and makes predictions using the graph or the equation of that line (2.4.K1k).
KS 9 Mat - 4.2.6 compares and contrasts the dispersion of two given sets of data in terms of range and the shape of the distribution including (2.4.K1k):
KS 9 Mat - 4.2.6.a. symmetrical (including normal),
KS 9 Mat - 4.2.6.b. skew (left or right),
KS 9 Mat - 4.2.6.c. bimodal,
KS 9 Mat - 4.2.6.d. uniform (rectangular).