LPSD Wiki

00.nbt.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

00.NBT.A.1 ---------- Standard: Compose and decompose numbers from 11 to 19 into ten ones and some further ones Standard Unpacked: Lesson Plans: Resources: Back to Math Level 0

07.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.01.01 ---------- Standard: 07.01.01 Uses primary and secondary sources (i.e., historical and modern maps) to locate and describe the geographic spread of the Mongolian Empire and life of leader Genghis Khan Standard Unpacked: Uses primary and secondary sources (i.e., historical and modern maps) to locate and describe the geographic spread of the Mongolian Empire and life of leader Genghis Khan

07.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.01.02 ---------- Standard: 07.01.02 Explains the effects of British imperialism on India Standard Unpacked: What effects did British imperialism have on India? Lesson Plans: Might need a video for these lesson plans - Resources:

07.02.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.02.01 ---------- Standard: 07.02.01 Compares and contrasts at least two of the major states/civilizations of East, South, and West Africa Standard Unpacked: Compares and contrasts at least two of the major states/civilizations of East, South, and West Africa (Aksum, Bantu, Swahili, Ghana, Mali, Songhai)

07.02.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.02.02 ---------- Standard: 07.02.02 Describes the European exploration of Africa and identifies key explorers Standard Unpacked: Describes the European exploration of Africa and identifies key explorers Lesson Plans: Resources:

07.03.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.03.01 ---------- Standard: 07.03.01 Summarizes at least two different creation myths from cultures of the Eastern Hemisphere Standard Unpacked: Summarizes at least two different creation myths from cultures of the Eastern Hemisphere Lesson Plans:

07.04.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.04.01 ---------- Standard: 07.04.01 Describes the significance of major achievements from Indian, Chinese, Japanese, African civilizations in the areas of art, architecture, technology, and mathematics Standard Unpacked: Describes the significance of major achievements from Indian, Chinese, Japanese, African civilizations in the areas of art (Japan – Haiku), architecture (i.e., Egypt – pyramids); technology (i.e., China – printing) and mathematics (i.e., India – the idea of zero)…

07.04.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.04.02 ---------- Standard: 07.04.02 Describes the significance of legal codes, belief systems, caste systems, written languages in the development of human civilization Standard Unpacked: Describes the significance of legal codes (the Code of Hammurabi), belief systems (Confucianism, Buddhism, Taoism), caste systems (Hinduism), written languages (hieroglyphics) in the development of human civilization

07.05.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.05.01 ---------- Standard: SS.07.05.01 Identifies the roles and contributions of individuals in Ancient Egypt Standard Unpacked: Identifies the roles and contributions of individuals in Ancient Egypt (Hatshepsut, Ramses, and Cleopatra) Lesson Plans:

07.05.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.05.02 ---------- Standard: 07.05.02 Explains the effects of the rise and fall of the Persian Empire and identifies key figures Standard Unpacked: Explains the effects of the rise and fall of the Persian Empire and identifies key figures (Darius and Alexander the Great)

07.05.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.05.03 ---------- Standard: 07.05.03 Explains the effects of the rise of the Mughal Empire and identifies key figures Standard Unpacked: Explains the effects of the rise of the Mughal Empire and identifies key figures (Babur) Lesson Plans:

07.06.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.06.01 ---------- Standard: 07.06.01 Creates a timeline that illustrates the rise and fall of the Persian Empire Standard Unpacked: Creates a timeline that illustrates the rise and fall of the Persian Empire Lesson Plans: These standards can easily be combined into one project

07.06.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.07.06.02 ---------- Standard: 07.06.02 Creates a timeline that illustrates the rise and fall of the Mongolian Empire Standard Unpacked: Creates a timeline that illustrates the rise and fall of the Mongolian Empire Lesson Plans: These standards can easily be combined into one project

07.06.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.07.06.03 ---------- Standard: 07.06.03 Creates a timeline that illustrates the rise and fall of the Ottoman Empire Standard Unpacked: Creates a timeline that illustrates the rise and fall of the Ottoman Empire Lesson Plans: These standards can easily be combined into one project

07.06.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.06.04 ---------- Standard: 07.06.04 Creates a timeline of the rise of Islam and its geographical center Standard Unpacked: Creates a timeline of the rise of Islam and its geographical center Lesson Plans: These standards can easily be combined into one project

07.07.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.07.01 ---------- Standard: 07.07.01 Identifies major river systems and transportation routes of the Eastern Hemisphere Standard Unpacked: Identifies major river systems and transportation routes of the Eastern Hemisphere (i.e., Nile, Tigris/Euphrates, Indus, and Yangtze)

07.07.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.07.02 ---------- Standard: SS.07.07.02 Maps the geographic boundaries of Africa, Asia, and Australia Standard Unpacked: Maps the geographic boundaries of Africa, Asia, and Australia Lesson Plans: Resources: Geographic Map of Asia, Africa, and Australia Fill-In Map-

07.07.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.07.03 ---------- Standard: 07.07.03 Maps the colonization of Africa over time by European nations Standard Unpacked: Maps the colonization of Africa over time by European nations (i.e., Belgium, France, Germany, Italy, Portugal, Spain, United Kingdom)

07.08.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.08.01 ---------- Standard: 07.08.01 Compares and contrasts matriarchal and patriarchal systems Standard Unpacked: Compares and contrasts matriarchal and patriarchal systems Lesson Plans: Resources: Matriarchal and Patriarchal Systems Reading and Questions-

07.08.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.08.02 ---------- Standard: 07.08.02 Diagrams the caste systems of India Standard Unpacked: Diagrams the caste systems of India Lesson Plans: Resources: Video on Caste System--kid friendly Caste System Reading and Diagram- Teachers Pay Teachers Links (all free!)-

07.08.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.08.03 ---------- Standard: 07.08.03 Identifies and explains two examples of tribal interactions in Africa Standard Unpacked: Identifies and explains two examples of tribal interactions in Africa Lesson Plans: Resources: Back to Social Studies Level 7

07.09.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.09.01 ---------- Standard: 07.09.01 Analyzes trade along the Silk Road and the trans-Saharan trade in gold and salt Standard Unpacked: Analyzes trade along the Silk Road and the trans-Saharan trade in gold and salt Key Words: Silk Road, trans-Saharan trade routes.

07.09.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.09.02 ---------- Standard: 07.09.02 Analyzes the development of an organized slave trade within Africa Standard Unpacked: Analyzes the development of an organized slave trade within Africa (i.e., Egyptian and West African slavery) Lesson Plans:

07.09.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.09.03 ---------- Standard: SS.07.09.03 Describes the slavery systems of Egypt and the Middle East Standard Unpacked: Describes the slavery systems of Egypt and the Middle East Lesson Plans: Resources: African Societies and the Beginning of the Atlantic Slave Trade-

07.09.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.09.04 ---------- Standard: 07.09.04 Identifies and describes the significance of two historical natural resources from Africa and Asia Standard Unpacked: Identifies and describes the significance of two historical natural resources from Africa and Asia (Africa – gold, salt, rubber; and Asia– silk, tea, spices)

07.09.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.09.05 ---------- Standard: 07.09.05 Compares and contrasts three different subsistence strategies ( Standard Unpacked: Compares and contrasts three different subsistence strategies (Hunter gatherer [foraging], pastoralist, agrarian) Lesson Plans:

07.09.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.07.09.06 ---------- Standard: 07.09.06 Defines supply and demand and compares and contrasts barter/trade systems with monetary systems Standard Unpacked: * Defines supply and demand * compares and contrasts barter/trade systems with monetary systems

ca.06.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.06.01.03 ---------- Standard: CA.06.01.03 Recognizes the purpose of critiquing the arts Standard Unpacked: Why critique the arts? Lesson Plans: Art Teacher Guide Smart-Soft Critique ARTSEDGE from Kennedy Center Resources: How to Critique Artwork Back to Cultural Awareness Level 6

ca.06.01.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

CA.06.01.04 ---------- Standard: CA.06.01.04 Creates an art form using two of the art elements, form and space utilizing “found objects” gathered from the local, outdoor environment Standard Unpacked: Creates art using two of the art elements form and space utilizing “found objects” gathered from the local, outdoor environment. You need to find things in your environment to create your artwork, outside type of items.

ca.06.01.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

CA.06.01.05 ---------- Standard: CA.06.01.05 Reviews musical productions to understand how song and dance contribute to a story (e.g., Music Man, Lion King, West Side Story, Mary Poppins, Wizard of Oz, The Wiz) Standard Unpacked: Read all or some of a play or musical

ca.06.01.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.06.01.06 ---------- Standard: CA.06.01.06 Portrays a character in a performance with a speaking role Standard Unpacked: Student acts in a play or short scene where they have a speaking role. Lesson Plans: Christmas Play School Play Act out a scene from a book

ca.06.01

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T19:40:33+00:00

CA.06.01 ---------- Standard: Student compares own personal history and identity to another Alaskan culture. Standard Unpacked: Student compares own personal history and identity to another Alaskan culture (Eyak, Tlingit, Haida, Tsimshian, Inupiak, Unangax, Russian etc.) (Ex: Rewrite and perform a story or legend from another Alaskan culture)

ca.06.01_ca.06.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-23T16:30:02+00:00

CA.06.01.01 ---------- Standard: Understands that cultures have a distinct organization and hierarchy (elders, clans, sects, totems, caste system, family day, dynasties, kingdoms, symbols) and identifies ways everyone is part of, and connected to a cultural community

ca.06.01_ca.06.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-23T16:30:02+00:00

CA.06.01.02 ---------- Standard: CA.06.01.02 Identifies four similarities of two Native American cultures Standard Unpacked: Identifies four similarities of two Native American cultures. In what four ways are two Native American cultures similar?

ca.06.02

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T19:41:07+00:00

CA.06.02 ---------- Standard: Student completes a project in which they show their understanding of how local art and/or dance is similar or different to other Alaska cultures. Standard Unpacked: Student completes a project in which they show their understanding of how local art and/or dance is similar or different to other Alaska cultures. (Eyak, Tlingit, Haida, Tsimshian, Inupiak, Unangax, Russian etc.) (Ex: Student researches other types of Alaskan art/dance and can report on similaritie…

ca.06.03

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T19:41:52+00:00

CA.06.03 ---------- Standard: Student completes a project recognizing how local languages are similar, or different, to other Alaska cultures. Standard Unpacked: Student completes a project recognizing how local languages are similar, or different, to other Alaska cultures. (Eyak, Tlingit, Haida, Tsimshian, Inupiak, Unangax, Russian etc.) (Ex: Student researches another Alaskan culture’s language and can discuss similarities/differences—thematic words, months/days)

ca.06.04

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T19:42:37+00:00

CA.06.04 ---------- Standard: Student completes a project showcasing their understanding of how local food/subsistence practices relate to other Alaska cultures. Standard Unpacked: Student completes a project showcasing their understanding of how local food/subsistence practices relate to other Alaska cultures. (Eyak, Tlingit, Haida, Tsimshian, Inupiak, Unangax, Russian etc.) (Ex: Student creates a recipe book for various ways different groups of people across Alaska prepare salmon, or moos…

ca.06.05

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T19:38:26+00:00

CA.06.05 ---------- Standard: Student demonstrates proficiency with building practices and tools indigenous to an Alaskan culture outside of Southwest Alaska. Standard Unpacked: Student demonstrates proficiency with building practices and tools indigenous to an Alaskan culture outside of Southwest Alaska. (Eyak, Tlingit, Haida, Tsimshian, Inupiak, Unangax, Russian etc.) (Ex: Student creates models of communities that might have existed in different areas all of Alaska in the past)

ca04.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.04.01.01 ---------- Standard: Identifies ways each person or group of people is unique Standard Unpacked: Student tells or writes ways each person or group of people is unique. This could be one person from each culture or the same culture or how different cultures are unique

ca04.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.04.01.02 ---------- Standard: Shares experiences reflecting family culture (camping, fishing, potlucks, hunting, story telling, travel) Standard Unpacked: Student shares experiences that reflect the culture of their family Lesson Plans: Resources:

ca04.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.04.01.03 ---------- Standard: Participates in observing art forms Standard Unpacked: Participates in observing art forms Lesson Plans: 1. Pick on type of art or artist 2. Explain this type of art or artist to the class 3. Go to many different museums art collections and observe the art of this artist or artform.

ca04.01.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.04.01.04 ---------- Standard: Practices songs and dances from a variety of cultures including Alaskan native Standard Unpacked: Sings song and does dances from various Alaskan Native cultures and other cultures in Alaska. Lesson Plans: Resources:

ca04.01.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.04.01.05 ---------- Standard: Creates an art form using three of the art elements: line, shape, and texture Standard Unpacked: Creates an art form using three of the art elements: line, shape, and texture Lesson Plans: Resources: Art Projects for Kids There is a book called How to Teach Art to Children, This book has lots of lesson and projects on line, shape, and texture.

ca04.01.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.04.01.06 ---------- Standard: Participates in public displays of art (e.g., art contests, goose calendar, duck stamp, oratory opportunities, performance) Standard Unpacked: Participates in public displays of art (e.g., art contests, goose calendar, duck stamp, oratory opportunities, performance)

ca04.01

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T18:56:05+00:00

CA.04.01 ---------- Standard: Student completes a project showcasing an understanding of own personal identity and history. Standard Unpacked: Student completes a project showcasing an understanding of own person identity and history (Ex: Retell a local story or legend in own words)

ca04.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.04.02 ---------- Standard: Student completes a project showcasing an understanding of local art and/or dance. Standard Unpacked: Student completes a project showcasing an understanding of local art and/or dance. A project is done showcasing the artwork, music, dance of the local culture. This can also be of the student's families traditions

ca04.03

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T18:57:42+00:00

CA.04.03 ---------- Standard: Student completes a project showcasing an awareness of local Native language. Standard Unpacked: Student completes a project showcasing an awareness of local Native language. (Ex: Student can discuss that there are different languages spoken locally—may know how to speak a common word or phrase)

ca04.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.04.04 ---------- Standard: Student completes a project showcasing an understanding of different local foods and subsistence practices. Standard Unpacked: Student completes a project showcasing an understanding of different local foods and subsistence practices. (Ex: Student learns and shares traditional stories about the proper care of subsistence foods)

ca04.05

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T19:01:19+00:00

CA.04.05 ---------- Standard: Student completes a project showcasing an understanding of local traditional building practices and tools. Standard Unpacked: Student completes a project showcasing an understanding of local traditional building practices and tools. (Ex: Student knows and can demonstrate traditional transportation practices, i.e. dogsledding, using an umiak, snowshoeing, etc.)

ca07.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.07.01.01 ---------- Standard: CA.07.01.01 Identifies traditional role of elders in the local/regional community Standard Unpacked: What is the traditional role of elders in your local or regional community? Lesson Plans: Bring in elders to tell stories and to tell what elders role was when they were kids.

ca07.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.07.01.02 ---------- Standard: CA.07.01.02 Identifies and describe the purpose of local/regional cultural practices and rituals (e.g., fish camp, spirit camp, steam bath) Standard Unpacked: What are some local or regional cultural practices? Why do people do these practices?

ca07.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.07.01.04 ---------- Standard: CA.07.01.04 Practices, creates, and reports on the techniques of a world wide indigenous art form (e.g., carving, basket weaving, puppetry), including the geographical influences Standard Unpacked: Creates a artwork from a wold wide indigenous art form. Then reports on that type of artform.

ca07.01.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.07.01.04 ---------- Standard: CA07.01.04 Identifies and shares (e.g., replica, orally, poster, technology based) a symbol (e.g., Kachina dolls, dream catchers, totems, masks, flower arranging pyramids, Aztec calendar) and describes its place in culture

ca07.01.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.07.01.05 ---------- Standard: CA07.01.05 Participates in critiquing visual art, addressing the seven elements: line, shape, and texture Standard Unpacked: Critique visual art, addressing the seven elements: line, shape, and texture Lesson Plans:

ca07.01.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.07.01.06 ---------- Standard: CA07.01.06 Participates in public displays of art (e.g., art contests, goose calendar, duck stamp, oratory opportunities, performance) Standard Unpacked: Participates in public displays of art (e.g., art contests, goose calendar, duck stamp, oratory opportunities, performance). Displays art in school for school art show. Submit art work for a contest.

ca07.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.07.01 ---------- Standard: Student compares and contrasts their personal history and identity with a culture outside of Alaska. Standard Unpacked: Student compares and contrasts their personal history and identity with a culture outside of Alaska. (Ex: Rewrite and illustrate a story or legend from a culture outside of Alaska and ‘publish’ for class/community)

ca07.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.07.02 ---------- Standard: Student studies art and/or dance from a culture outside of Alaska and completes a project related that particular culture. Standard Unpacked: Student studies art and/or dance from a culture outside of Alaska and completes a project related that particular culture. (Ex: Student learns a dance from an Outside culture and performs it; Student creates a work of art from a particular culture and presents it to class)

ca07.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.07.03 ---------- Standard: Student completes a project showcasing an understanding of how languages are similar, or different, throughout North American and/or Global civilizations. Standard Unpacked: Student completes a project showcasing an understanding of how languages are similar, or different, throughout North American and/or Global civilizations. Ex: showing similiarities between Navajo and Dena’ina languages.

ca07.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.07.04 ---------- Standard: Student completes a project in which they identify and explain global food and subsistence activities. Standard Unpacked: Student completes a project in which they identify and explain global food and subsistence activities. (Ex: Student identifies other subsistence cultures and reports on different practices.)

ca07.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.07.05 ---------- Standard: Student has an understanding of historically significant tools and building practices related to global civilizations. Standard Unpacked: Student has an understanding of historically significant tools and building practices related to global civilizations. (Ex: Student compares/contrasts local building practices with a global culture’s practices.)

ca08.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.08.01.01 ---------- Standard: CA08.01.01 Identifies three Alaska Museums or cultural centers and updates ongoing school reference guide Standard Unpacked: Identifies three Alaska Museums or cultural centers and updates ongoing school reference guide

ca08.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.08.02 ---------- Standard: Student completes a project showing mastery of a traditional or contemporary art and/or dance related to local culture. Standard Unpacked: Student completes a project showing mastery of a traditional or contemporary art and/or dance related to local culture. (Ex: Student selects, researches, and practices a cultural craft with an Elder)

ca08.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

CA.08.01.03 ---------- Standard: CA08.01.03 Creates a timeline of Western Art History including: prehistoric, Greek/Roman, Medieval, Renaissance, Baroque, 19th century, 20th century Standard Unpacked: Creates a timeline of Western Art History including: prehistoric, Greek/Roman, Medieval, Renaissance, Baroque, 19th century, 20th century

ca08.01.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.08.01.04 ---------- Standard: CA08.01.04 Selects and research a music group or dance troupe Standard Unpacked: Select a music group or dance group. Research them Do a presentation or report on them. Lesson Plans: Great way to include speeches in the classroom. Each student could present using video and audio clips.

ca08.01.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.08.01.05 ---------- Standard: CA08.01.05 Chooses an artist from Western Art History, report on style, impact, contribution to culture, and create an artwork in the style of the artist chosen Standard Unpacked: * Chooses an artist from Western Art History,

ca08.01.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.08.01.06 ---------- Standard: CA08.01.06 Enters a creative competition Standard Unpacked: Enters a contest that is creative, art, photo, audio, writing, etc. Lesson Plans: Resources: Back to Cultural Awareness Level 8

ca08.01

Anonymous (anonymous@undisclosed.example.com) — 2024-12-03T16:58:30+00:00

CA.08.01 ---------- Standard: Student has a deep understanding of personal history and identity and can compare and contrast that to local culture, either traditional or modern. Standard Unpacked: Student has a deep understanding of personal history and identity and can compare and contrast that to local culture, either traditional or modern. (Ex: Using what you know about stories and legends, write/tell your own story or legend based around your culture, either traditional or modern)

ca08.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

ca08.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.08.03 ---------- Standard: Student completes a project which recognizes how languages are similar, or different, throughout their local area. Standard Unpacked: Student completes a project which recognizes how languages are similar, or different, throughout their local area. (Ex: how does the English language relate to the local language? Can the student discuss code switching? Student makes a resource book for non-Native speakers)

ca08.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.08.04 ---------- Standard: Student completes a project in which they show an understanding of food and subsistence activities relating to local practices. Standard Unpacked: Student completes a project in which they show an understanding of food and subsistence activities relating to local practices. (Ex: Student documents a successful hunt (does not have to be their own) from preparation, to the hunt, to the use of the animal if successful; Student participates in summer/fall subsistenc…

ca08.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.08.05 ---------- Standard: Student shows an understanding of historically siginificant tools and building practices related to local culture. Standard Unpacked: Student shows an understanding of historically siginificant tools and building practices related to local culture. (Ex: Student builds model barabara or umiak; Student learns net mending, tanning, basket weaving, etc.; Student learns about reading ice, river ice, river currents, etc.)

ca09.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.09.01.01 ---------- Standard: CA09.01.01 Chooses an Alaskan art form (traditional or contemporary), researches the process for creating the art, and creates an original piece Standard Unpacked: * Chooses an Alaskan art form (traditional or contemporary),

ca09.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.09.01.02 ---------- Standard: CA09.01.02 Identifies three Alaskan Artists and selects one to describe how Alaska History influenced their art Standard Unpacked: * Identifies three Alaskan Artist * selects one to describe how Alaska History influenced their art

ca09.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.09.01.03 ---------- Standard: CA09.01.03 Interprets through performance an event, story, legend from Alaska history using props (e.g., serum, volcano eruption, salmon play) Standard Unpacked: * Pick and Alaskan history event, story, or legend

ca09.01.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.09.01.04 ---------- Standard: CA09.01.04 Creates a timeline of history of Asian Art, focusing on one region (e.g., China, Japan, Korea) Standard Unpacked: Creates a timeline of history of Asian Art, focusing on one region Lesson Plans: Resources:

ca09.01.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.09.01.05 ---------- Standard: CA09.01.05 Chooses an artist from an Asian Art period, reports on style, impact, contribution to culture, and creates an artwork in the style chosen Standard Unpacked: * Chooses an artist from an Asian Art period,

ca09.01

Anonymous (anonymous@undisclosed.example.com) — 2024-12-03T16:58:48+00:00

CA.09.01 ---------- Standard: Student has a deep understanding of personal history and identity and can compare and contrast that to global awareness Standard Unpacked: Student has a deep understanding of personal history and identity and can compare and contrast that to global awareness. (Ex: Research the similarities between stories and legends across cultures worldwide and report your findings)

ca09.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.09.02 ---------- Standard: Student completes a project showcasing understanding of art and/or dance related to global civilization. Standard Unpacked: Student completes a project showcasing understanding of art and/or dance related to global civilization. (Ex: Research how to do a type of art from a different culture and host an art workshop in which you teach that art form to others.)

ca09.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.09.03 ---------- Standard: Student completes a project which recognizes how languages are similar, or different, throughout global civilizations. Standard Unpacked: Student completes a project which recognizes how languages are similar, or different, throughout global civilizations. (Ex: Single-word representation projects, Storytelling translations, Resource book, etc.)

ca09.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.09.04 ---------- Standard: Student completes a project showcasing understanding of food and subsistence activities relating to global civilizations. Standard Unpacked: Student completes a project showcasing understanding of food and subsistence activities relating to global civilizations. (Ex: Student hosts a World Foods Potluck.)

ca09.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.09.05 ---------- Standard: Student completes a project showcasing understanding of historically significant tools and buildings related to global civilizations. Standard Unpacked: Student completes a project showcasing understanding of historically significant tools and buildings related to global civilizations. (Ex: Student compares/contrasts local tools building traditions to a global culture—may create models of each)

ca10.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.10.01.01 ---------- Standard: CA10.01.01 Chooses a piece of art, investigates the impact of the geography and period on the art, then creates and shares a piece of art inspired by this investigation Standard Unpacked: * Chooses a piece of art,

ca10.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.10.01.02 ---------- Standard: CA10.01.02 Demonstrates an appreciation of art by selecting a favorite dance, music piece, theatrical performance, or visual art, and describes the reasons for appreciation, using the methods of critique Standard Unpacked:

ca10.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.10.01.03 ---------- Standard: CA10.01.03 Creates and shares either a dance, music piece, theatrical performance or visual art that reflects your own beliefs, values, and traditions Standard Unpacked: Creates and shares either a dance, music piece, theatrical performance or visual art that reflects your own beliefs, values, and traditions

ca11.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

CA.11.01.01 ---------- Standard: CA11.01.01 Attend a live professional performance, or visit a museum or other venue for art (Visit museum, performance, or other venue for art.) Standard Unpacked: Attend a live professional performance, or visit a museum or other venue for art

ca11.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.11.01.02 ---------- Standard: CA11.01.02 Produces and self assess a performance, concert/play, art show, or community celebration including organization, production, advertising Standard Unpacked: * Produces a school concert/play, art show, or community celebration including organization, production, advertising

ca12.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

CA.12.01.01 ---------- Standard: Participates in independent art project incorporating any culture. *Students will self- critique all art projects, addressing the seven elements Standard Unpacked: Student Participates in independent art project incorporating any culture. *Students will self- critique all art projects, addressing the seven elements. This project should be involved and not a small assignment. It should take some time to complete.

ca_05.01

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T19:07:07+00:00

Standard: Student explores own personal identity and how it relates to other Southwest Alaska cultures. Standard Unpacked: Lesson Plans: Resources: Video introducing Alaska's native communities and art Article on exploring identity as a Native Alaskan student Cultural resources guide for Alaskan families

ca_05.02

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T19:26:50+00:00

CA.05.02 ---------- Standard: Student uses a project to explain how local art and/or dance differ from other Southwest Alaska cultures. Standard Unpacked: Student uses a project to explain how local art and/or dance differ from other Southwest Alaska cultures. (Yup’ik, Cup’ik, Alutiiq, Dena’ina, etc.) (Ex: Student researches other types of SW art/dance and can report on differences— difference in dress or songs, basket weaving techniques, beading, etc.)

ca_05.03

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T19:30:15+00:00

CA.05.03 ---------- Standard: Student completes a project explaining how local languages are similar, or different, to other Southwest Alaska cultures. Standard Unpacked: Student completes a project explaining how local languages are similar, or different, to other Southwest Alaska cultures. (Yup’ik, Cup’ik, Alutiiq, Dena’ina, etc.) (Ex: Student learns how to say a common word or phrase in another SW Alaska language)

ca_05.04

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T19:37:11+00:00

CA.05.04 ---------- Standard: Student completes a project showcasing their knowledge of different local foods and subsistence practices of a different Southwest Alaska cultures. Standard Unpacked: Student completes a project showcasing their knowledge of different local foods and subsistence practices of a different Southwest Alaska cultures. (Yup’ik, Cup’ik, Alutiiq, Dena’ina, etc.) (Ex: Student learns about edible foods in other SW Alaska cultures/places; Student learns about different we…

ca_05.05

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T19:38:04+00:00

CA.05.05 ---------- Standard: Student shows knowledge of traditional building practices and tools indigenous to a Southwest Alaska culture other than their own. Standard Unpacked: Student shows knowledge of traditional building practices and tools indigenous to a Southwest Alaska culture

cultural_awareness

Anonymous (anonymous@undisclosed.example.com) — 2024-11-11T18:13:03+00:00

Cultural Awareness Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level 10 Level 11 Level 12 Resources for All Cultural Awareness Levels LPSD Cultural Awareness Guide Alaska History and Cultural Studies - AK Cultures Alaska Native Heritage Center Alaskool Maps of United States Indians by State Native American Cultures - History Channel Smithsonian American Art Museuem National Gallery of Art 12 Dances from Around the World Sheldon Jackson Museum Alaska State Museum Barano…

cultural_awareness_level_4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Cultural Awareness Level 4 5 Pillars—Local Culture Focus 04.01 Student completes a project showcasing an understanding of own personal identity and history. 04.02 Student completes a project showcasing an understanding of local art and/or dance 04.03 Student completes a project showcasing an awareness of local Native language.

cultural_awareness_level_5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Cultural Awareness Level 5 5 Pillars—Other SW Alaska Culture Focus CA 05.01 Student explores own personal identity and how it relates to other Southwest Alaska cultures. CA 05.02 Student uses a project to explain how local art and/or dance differ from other Southwest Alaska cultures.

cultural_awareness_level_6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Cultural Awareness Level 6 5 Pillars—Alaska Cultures Focus (Outside of SW Alaska) CA.06.01 Student compares own personal history and identity to another Alaskan culture. CA.06.02 Student completes a project in which they show their understanding of how local art and/or dance is similar or different to other Alaska cultures.

cultural_awareness_level_7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Cultural Awareness Level 7 5 Pillars—Broad or Global Focus CA07.01 Student compares and contrasts their personal history and identity with a culture outside of Alaska. CA07.02 Student studies art and/or dance from a culture outside of Alaska and completes a project related that particular culture.

cultural_awareness_level_8

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Cultural Awareness Level 8 5 Pillars—Local Focus CA08.01 Student has a deep understanding of personal history and identity and can compare and contrast that to local culture, either traditional or modern. CA08.02 Student completes a project showing mastery of a traditional or contemporary art and/or dance related to local culture.

cultural_awareness_level_9

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Cultural Awareness Level 9 5 Pillars—Global Focus CA09.01 Student has a deep understanding of personal history and identity and can compare and contrast that to global awareness. CA09.02 Student completes a project showcasing understanding of art and/or dance related to global civilization.

cultural_awareness_level_10

Anonymous (anonymous@undisclosed.example.com) — 2024-12-03T16:58:59+00:00

Cultural Awareness Level 10 5 Pillars—Capstone Project CA10.01 Student completes ONE capstone project encompassing all pillars, or looking at one pillar in depth. The project must be approved by the student’s head teacher or principal, a community mentor (of the student’s choice), and the Curriculum Director before the student begins his/her work.

cultural_awareness_level_11

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Cultural Awareness Level 11 Art and Culture CA11.01.01 Attend a live professional performance, or visit a museum or other venue for art (Visit museum, performance, or other venue for art.) CA11.01.02 Produces and self assess a performance, concert/play, art show, or community celebration including organization, production, advertising

cultural_awareness_level_12

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Cultural Awareness Level 12 CA12.01.01 Participates in independent art project incorporating any culture. *Students will self- critique all art projects, addressing the seven elements. Resources for All of Cultural Awareness Level 12 Back to Cultural Awareness

cultural_awareness_standards_pre_2018_-_2019

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Cultural Awareness Standards Pre 2018-2019 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level 10 Level 11 Level 12

em04.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.04.01.01 ---------- Standard: EM04.01.01 Visits local work sites and places of business Standard Unpacked: Visits local work sites and places of business Lesson Plans: Resources: Teacher created resource Back to Employability Level 4

em04.01.02

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T20:16:47+00:00

EM.04.01.02 ---------- Standard: EM04.01.02 Understands some basic employability words (e.g., job, career, pay, work, reward, cooperate, share, volunteer, service, caring) Standard Unpacked: Understands some basic employability words - job, career, pay, work, reward, cooperate, share, volunteer, service, caring

em04.01.03

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T20:25:44+00:00

EM.04.01.03 ---------- Standard: EM04.01.03 Demonstrates being a responsible student by listening, cooperating, sharing, taking turns, following rules, offering help when needed, using good manners Standard Unpacked: Can be a responsible student by listening, cooperating, sharing, taking turns, following rules, offering help when needed, using good manners

em04.01.04

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T20:28:15+00:00

EM.04.01.04 ---------- Standard: EM04.01.04 Identifies and expresses feelings appropriately Standard Unpacked: Can identify feeling and express feelings appropriately Lesson Plans: Resources: Mentally healthy schools lessons Grade 4 social emotional learning games Back to Employability Level 4

em04.01.05

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T20:37:20+00:00

EM.04.01.05 ---------- Standard: EM04.01.05 Participates in group goal setting process Standard Unpacked: Participates in group goal setting process Lesson Plans: Resources: Help Elementary Students Achieve Goals 42 goal setting activities for kids How to teach SMART goals to elementary students Back to Employability Level 4

em04.01.06

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T20:39:37+00:00

EM.04.01.06 ---------- Standard: EM04.01.06 Participates in simple service project that encourages cooperation Standard Unpacked: Participates in simple service project that encourages cooperation ie. village clean up day, help delivering meals to seniors, class project to raise money for the student government, clearing brush from the village graveyard

em04.01.07

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T20:52:37+00:00

EM.04.01.07 ---------- Standard: EM04.01.07 Participates in group Wellness & Safety Plan Standard Unpacked: Participates in group Wellness & Safety Plan Lesson Plans: Brainpop lessons on hygiene Sleep education lessons Move it exercise lesson Resources: USDA kids corner on nutrition Kids Health sleep activities Poison center kids corner Safe kids activities Student safety month activities Safe touch activities Back to Employability Level 4

em05.01.01

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T23:11:07+00:00

EM.05.01.01 ---------- Standard: EM05.01.01 Demonstrates basic understanding of the skills needed to get and keep a job Lesson Plans: Show a basic understanding of the skills needed to get and keep a job by doing some of these items good attendance, basic academic skills, teamwork, respect for authority and punctuality

em05.01.02

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T23:16:39+00:00

EM.05.01.02 ---------- Standard: EM05.01.02 Understands how appearance and behavior are important in a variety of situations Standard Unpacked: Understands how appearance and behavior are important in a different of situations. How in a variety of situations are behavior and appearance important?

em05.01.03

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T23:18:20+00:00

EM.05.01.03 ---------- Standard: EM05.01.03 Identifies a variety of non-local jobs Standard Unpacked: What are some jobs not in our area or your town? Lesson Plans: Resources: Alaksa Career Information System Back to Employability Level 5

em05.01.04

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T23:21:00+00:00

EM.05.01.04 ---------- Standard: EM05.01.04 Demonstrates being a responsible student by displaying honesty and respect, staying on task, using good manners (e.g., politely interrupting someone, using phone and radio etiquette and interacting appropriately with adults), cleaning up after self and being organized

em05.01.05

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T23:22:52+00:00

EM.05.01.05 ---------- Standard: EM05.01.05 Participates in group and individual goal setting Standard Unpacked: Participates in group and individual goal setting Lesson Plans: Resources: Help Elementary Students Achieve Goals 42 goal setting activities for kids How to teach SMART goals to elementary students Back to Employability Level 5

em05.01.06

Anonymous (anonymous@undisclosed.example.com) — 2025-02-13T23:23:39+00:00

EM.05.01.06 ---------- Standard: EM05.01.06 Participates in class service project Standard Unpacked: Participates in class service project ie. village clean up day, help delivering meals to seniors, class project to raise money for the student government, clearing brush from the village graveyard

em05.01.07

Anonymous (anonymous@undisclosed.example.com) — 2025-02-14T17:56:46+00:00

EM.05.01.07 ---------- Standard: EM05.01.07 Participates in group Wellness & Safety Plan Standard Unpacked: Participates in group Wellness & Safety Plan Lesson Plans: Lessons on stopping the spread of communicable diseases Lesson on tobacco prevention Resources: Health powered kids lessons Alcohol and Tobacco resources ATV safety Snowmobile safety Boating safety for kids Weather safety for kids Good and bad touch safety Back to Employability Level 5

em07.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.07.01.01 ---------- Standard: EM07.01.01 Identifies possible strengths and weaknesses of people in general Standard Unpacked: Identifies possible strengths and weaknesses of people in general Lesson Plans: Resources: Back to Employability Level 7

em07.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.07.01.02 ---------- Standard: EM07.01.02 Identifies personal learning styles and develops strategies for more successful learning Standard Unpacked: Identifies personal learning styles and develops strategies for more successful learning Lesson Plans:

em07.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.07.01.03 ---------- Standard: EM07.01.03 Practices customer service skills Standard Unpacked: Practices customer service skills Lesson Plans: Resources: Back to Employability Level 7

em07.01.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.07.01.04 ---------- Standard: EM07.01.04 Articulates and demonstrates why good attendance and being on-time are important Standard Unpacked: * Tells why good attendance and being on-time are important * Shows good attendance and being on-time

em07.01.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.07.01.05 ---------- Standard: EM07.01.05 Displays good manners, positive attitude and best effort in various situations Standard Unpacked: Shows good manners, positive attitude and best effort in various situations Lesson Plans: Resources:

em07.01.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.07.01.06 ---------- Standard: EM07.01.06 Understands equality and respect for others Standard Unpacked: Understands equality and respect for others Lesson Plans: Resources: Back to Employability Level 7

em07.01.07

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.07.01.07 ---------- Standard: EM07.01.07 Uses strategies to deal with shyness, embarrassment, boredom and peer pressure Standard Unpacked: Uses strategies to deal with shyness, embarrassment, boredom and peer pressure Lesson Plans: Resources:

em07.01.08

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.07.01.08 ---------- Standard: EM07.01.08 Employs skills to be a team player Standard Unpacked: Employs skills to be a team player (e.g., cooperation, acceptance of roles, sportsmanship) Lesson Plans: Resources: Back to Employability Level 7

em07.01.09

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.07.01.09 ---------- Standard: EM07.01.09 Performs basic life skills Standard Unpacked: Performs basic life skills (e.g., cleaning up, organizing, planning daily activities) Lesson Plans: Resources: Back to Employability Level 7

em07.01.10

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.07.01.10 ---------- Standard: EM07.01.10 Revises education map Standard Unpacked: Revises education map Lesson Plans: Resources: Back to Employability Level 7

em07.01.11

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.07.01.11 ---------- Standard: EM07.01.11 Recognizes and discusses potential negative consequences due to lack of service and volunteerism Standard Unpacked: Recognizes and discusses potential negative consequences due to lack of service and volunteerism

em07.01.12

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.07.01.12 ---------- Standard: EM07.01.12 Volunteers for three hours and keeps a log of volunteer activities, including a reflection Standard Unpacked: Volunteers for three hours and keeps a log of volunteer activities, including a reflection

em07.01.13

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.07.01.13 ---------- Standard: EM07.01.13 Creates a personal Wellness and Safety Plan Standard Unpacked: Creates a personal Wellness and Safety Plan Lesson Plans: Resources: Back to Employability Level 7

em08.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.08.01.01 ---------- Standard: EM08.01.01 Assesses personal strengths, weaknesses, values and interests Standard Unpacked: assesses = evaluate or estimate the nature, ability, or quality of What are your personal strengths, weaknesses, values and interests?

em08.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

EM.08.01.02 ---------- Standard: EM08.01.02 Creates a resume, cover letter and list of references Standard Unpacked: Create a resume, cover letter and list of references Lesson Plans: Resources: Back to Employability Level 8

em08.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

EM.08.01.03 ---------- Standard: EM08.01.03 Understands and practices interviewing skills and dressing appropriately for interviews Standard Unpacked: * Understands interviewing skills * Understands dressing appropriately for interviews

em08.01.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.08.01.04 ---------- Standard: EM08.01.04 Can identify and describe professional communication skills Standard Unpacked: Can identify and describe professional communication skills (firm hand shake, eye contact, appropriate introductions, cold-calling businesses, etc.)

em08.01.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.08.01.05 ---------- Standard: EM08.01.05 Lists five post-secondary options and the pros and cons of each Standard Unpacked: * Lists five post-secondary options * List the pros and cons of each Lesson Plans: Resources: Back to Employability Level 8

em08.01.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.08.01.06 ---------- Standard: EM08.01.06 Explores three rural careers, three urban careers, and three possibilities for small businesses Standard Unpacked: * Explore three rural careers * Explore three urban careers * Explore three possibilities for small businesses

em08.01.07

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.08.01.07 ---------- Standard: EM08.01.07 Understands the need for equality, diversity, civility, and fairness Standard Unpacked: Understands the need for equality, diversity, civility, and fairness Lesson Plans: Resources: Back to Employability Level 8

em08.01.08

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.08.01.08 ---------- Standard: EM08.01.08 Explores and practices a variety of conflict resolution strategies Standard Unpacked: Explores and practices a variety of conflict resolution strategies Lesson Plans: Resources: Back to Employability Level 8

em08.01.09

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.08.01.09 ---------- Standard: EM08.01.09 Consistently demonstrates a strong personal ethic Standard Unpacked: Consistently shows a strong personal ethic - punctuality, attendance, best effort, good attitude, honesty, appropriate dress, and positive behavior

em08.01.10

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.08.01.10 ---------- Standard: EM08.01.10 Performs basic life skills (e.g., plans day, follows schedule, solves everyday problems) Standard Unpacked: Performs basic life skills (e.g., plans day, follows schedule, solves everyday problems) Lesson Plans:

em08.01.11

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.08.01.11 ---------- Standard: EM08.01.11 Revises education map Standard Unpacked: Revises education map Lesson Plans: Resources: Back to Employability Level 8

em08.01.12

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.08.01.12 ---------- Standard: EM08.01.12 Independently volunteers for six hours and keeps a log of volunteer activities, including a reflection Standard Unpacked: Independently volunteers for six hours and keeps a log of volunteer activities, including a reflection

em08.01.13

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.08.01.13 ---------- Standard: EM08.01.13 Maintains an updated personal Wellness and Safety Plan Standard Unpacked: Maintains an updated personal Wellness and Safety Plan Lesson Plans: Resources: Back to Employability Level 8

em09.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.09.01.01 ---------- Standard: EM09.01.01 Prioritizes three career choices based on personal strengths, weaknesses, values and interests Standard Unpacked: Prioritizes three career choices based on personal strengths, weaknesses, values and interests

em09.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.09.01.02 ---------- Standard: EM09.01.02 Updates resume and list of references Standard Unpacked: Updates resume and list of references Lesson Plans: Resources: Back to Employability Level 9

em09.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.09.01.03 ---------- Standard: EM09.01.03 Uses various resources to demonstrate skills to locate and use information about careers, jobs, and postsecondary options Standard Unpacked: Uses various resources to demonstrate skills to locate and use information about careers, jobs, and postsecondary options

em09.01.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.09.01.04 ---------- Standard: EM09.01.04 Practices professional communication skills Standard Unpacked: Practices professional communication skills of firm hand shake, eye contact, appropriate introductions, cold-calling businesses, etc Lesson Plans:

em09.01.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.09.01.05 ---------- Standard: EM09.01.05 Interviews one person from a career of personal interest Standard Unpacked: Interviews one person from a career of personal interest Lesson Plans: Resources: Back to Employability Level 9

em09.01.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.09.01.06 ---------- Standard: EM09.01.06 Understands the connection between education and career opportunities Standard Unpacked: Understands the connection between education and career opportunities Lesson Plans: Resources: Back to Employability Level 9

em09.01.07

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.09.01.07 ---------- Standard: EM09.01.07 Understands the connection between career choice and resultant lifestyle Standard Unpacked: Understands the connection between career choice and resultant lifestyle Lesson Plans: Resources: Back to Employability Level 9

em09.01.08

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.09.01.08 ---------- Standard: Standard Unpacked: Lesson Plans: Resources: Examples of organizational hierarchies: Back to Employability Level 9

em09.01.09

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.09.01.09 ---------- Standard: Standard Unpacked: Lesson Plans: Resources: Back to Employability Level 9

em09.01.10

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.09.01.10 ---------- Standard: EM09.01.10 Displays dependability by exhibiting commitment, follow-through and strong work ethic Standard Unpacked: Displays dependability by exhibiting commitment, follow-through and strong work ethic Lesson Plans:

em09.01.11

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.09.01.11 ---------- Standard: EM09.01.11 Demonstrates flexibility, adaptability and resiliency while maintaining a positive attitude. Standard Unpacked: EM09.01.11 Demonstrates flexibility, adaptability and resiliency while maintaining a positive attitude (through perseverance, acceptance, problem solving, and patience)

em09.01.12

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.09.01.12 ---------- Standard: EM09.01.12 Consistently applies non-violent conflict resolution strategies Standard Unpacked: Consistently applies non-violent conflict resolution strategies Lesson Plans: Resources: Back to Employability Level 9

em09.01.13

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.09.01.13 ---------- Standard: EM09.01.13 Revises education map Standard Unpacked: Revises education map Lesson Plans: Resources: Back to Employability Level 9

em09.01.14

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.09.01.14 ---------- Standard: EM09.01.14 Completes team service project following these steps: name three examples of possible service projects, complete needs assessment, evaluate the impact of various projects, design project, complete and evaluate

em09.01.15

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.09.01.15 ---------- Standard: EM09.01.15 Maintains an updated personal Wellness and Safety Plan Standard Unpacked: Maintains an updated personal Wellness and Safety Plan Lesson Plans: Resources: Back to Employability Level 9

em10.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM10.01.01 ---------- Standard: EM10.01.01 Develops a post-secondary plan that includes skills, abilities, strengths, weaknesses, values, and interests. Standard Unpacked: Develops a post-secondary plan that includes skills, abilities, strengths, weaknesses, values, and interests.

em10.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM10.01.02 ---------- Standard: EM10.01.02 Updates resume, cover letter, list of references; and gathers three letters of recommendation Standard Unpacked: Updates resume, cover letter, list of references; and gathers three letters of recommendation

em10.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM10.01.03 ---------- Standard: EM10.01.03 Applies and interviews for a specific job using resume, cover letter, list of references and letters of recommendation Standard Unpacked: Applies and interviews for a specific job using resume, cover letter, list of references and letters of recommendation

em10.01.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM10.01.04 ---------- Standard: EM10.01.04 Demonstrates and independently uses professional communication skills Standard Unpacked: Demonstrates and independently uses professional communication skills (firm hand shake, eye contact, appropriate introductions, cold-calling businesses, etc.)

em10.01.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM10.01.05 ---------- Standard: EM10.01.05 Applies skills for creating and maintaining healthy social and professional relationships Standard Unpacked: EM10.01.05 Applies skills for creating and maintaining healthy social and professional relationships (uses tact, manners and communication skills)

em10.01.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM10.01.06 ---------- Standard: EM10.01.06 Demonstrates responsibility and accepts consequences of one’s choices and actions Standard Unpacked: Demonstrates responsibility and accepts consequences of one’s choices and actions Lesson Plans:

em10.01.07

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM10.01.07 ---------- Standard: EM10.01.07 Revises education map Standard Unpacked: Revises education map Lesson Plans: Resources: Back to Employability Level 10

em10.01.08

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM10.01.08 ---------- Standard: EM10.01.08 Initiates, coordinates, implements and evaluates a community service project Standard Unpacked: Initiates, coordinates, implements and evaluates a community service project Lesson Plans: Resources: Back to Employability Level 10

em10.01.09

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM10.01.09 ---------- Standard: EM10.01.09 Maintains an updated personal Wellness and Safety Plan Standard Unpacked: Maintains an updated personal Wellness and Safety Plan Lesson Plans: Resources: Back to Employability Level 10

em11.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

EM.11.01.01 ---------- Standard: EM11.01.01 In partnership with an outside agency, initiates, coordinates and evaluates a community service project Standard Unpacked: In partnership with an outside agency, initiates, coordinates and evaluates a community service project

em11.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.11.01.02 ---------- Standard: EM11.01.02 Obtains an internship locally. Implements employability and independent living skills resulting in a positive performance evaluation and a healthy lifestyle Standard Unpacked: Obtains an internship locally. Implements employability and independent living skills resulting in a positive performance evaluation and a healthy lifestyle

employability

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Employability Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level 10 Level 11 Resources for All Employability Levels College & Career Readiness & Success Center Employability Skills Game Classroom Resources from APICC (Alaska Process Industry Careers Consortium): Career Coach Resource - Stand Up Speak Up: R…

employability_level_4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Employability Level 4 EM04.01.01 Visits local work sites and places of business EM04.01.02 Understands some basic employability words (e.g., job, career, pay, work, reward, cooperate, share, volunteer, service, caring) EM04.01.03 Demonstrates being a responsible student by listening, cooperating, sharing, taking turns, following rules, offering help when needed, using good manners

employability_level_5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Employability Level 5 EM05.01.01 Demonstrates basic understanding of the skills needed to get and keep a job (e.g., good attendance, basic academic skills, teamwork, respect for authority and punctuality) EM05.01.02 Understands how appearance and behavior are important in a variety of situations

employability_level_6

Anonymous (anonymous@undisclosed.example.com) — 2025-02-14T18:39:01+00:00

Level 06 Employability Standards EM 06.01.01 Understands the connection between a positive attitude towards learning and being successful in life EM 06.01.02 Understands how work can affect quality of life (e.g., wants vs. needs) EM 06.01.03 Investigates several careers EM 06.01.04 Demonstrates being a responsible student by completing tasks, being prepared to work, putting forth best effort, having pride in work, actively participating, and maintaining a positive attitude

employability_level_7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Employability Level 7 EM07.01.01 Identifies possible strengths and weaknesses of people in general EM07.01.02 Identifies personal learning styles and develops strategies for more successful learning EM07.01.03 Practices customer service skills EM07.01.04 Articulates and demonstrates why good attendance and being on-time are important

employability_level_8

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Employability Level 8 EM08.01.01 Assesses personal strengths, weaknesses, values and interests EM08.01.02 Creates a resume, cover letter and list of references EM08.01.03 Understands and practices interviewing skills and dressing appropriately for interviews EM08.01.04 Can identify and describe professional communication skills (firm hand shake, eye contact, appropriate introductions, cold-calling businesses, etc.)

employability_level_9

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Employability Level 9 EM09.01.01 Prioritizes three career choices based on personal strengths, weaknesses, values and interests EM09.01.02 Updates resume and list of references EM09.01.03 Uses various resources to demonstrate skills to locate and use information about careers, jobs, and postsecondary options

employability_level_10

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

Employability Level 10 EM10.01.01 Develops a post-secondary plan that includes skills, abilities, strengths, weaknesses, values, and interests. EM10.01.02 Updates resume, cover letter, list of references; and gathers three letters of recommendation EM10.01.03 Applies and interviews for a specific job using resume, cover letter, list of references and letters of recommendation

employability_level_11

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

Employability Level 11 EM11.01.01 In partnership with an outside agency, initiates, coordinates and evaluates a community service project EM11.01.02 Obtains an internship locally. Implements employability and independent living skills resulting in a positive performance evaluation and a healthy lifestyle

em_06.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

EM.06.01.01 ---------- Standard: EM 06.01.01 Understands the connection between a positive attitude towards learning and being successful in life Standard Unpacked: Understands the connection between a positive attitude towards learning and being successful in life

em_06.01.02

Anonymous (anonymous@undisclosed.example.com) — 2025-02-14T18:44:31+00:00

EM.06.01.02 ---------- Standard: EM 06.01.02 Understands how work can affect quality of life (e.g., wants vs. needs) Standard Unpacked: Understands how work can affect quality of life (e.g., wants vs. needs) How can work affect the quality of life?

em_06.01.03

Anonymous (anonymous@undisclosed.example.com) — 2025-02-14T18:48:23+00:00

EM.06.01.03 ---------- Standard: EM 06.01.03 Investigates several careers Standard Unpacked: Investigates several careers Lesson Plans: Resources: Vocational information center Alaksa Career Information Services Back to Employability Level 6

em_06.01.04

Anonymous (anonymous@undisclosed.example.com) — 2025-02-14T18:51:56+00:00

EM.06.01.04 ---------- Standard: Demonstrates being a responsible student by completing tasks, being prepared to work, putting forth best effort, having pride in work, actively participating, and maintaining a positive attitude Standard Unpacked:

em_06.01.05

Anonymous (anonymous@undisclosed.example.com) — 2025-02-14T18:54:19+00:00

EM.06.01.05 ---------- Standard: EM 06.01.05 Communicates feelings in a positive and constructive manner (e.g., empathy, compassion, using “I” messages) Standard Unpacked: Communicates feelings in a positive and constructive manner (e.g., empathy, compassion, using “I” messages)

em_06.01.06

Anonymous (anonymous@undisclosed.example.com) — 2025-02-14T19:01:03+00:00

EM.06.01.06 ---------- Standard: EM 06.01.06 Employs group interaction skills for dealing with peer pressure, resolving conflicts, communicating effectively and using humor responsibly Standard Unpacked: Uses group interaction skills for dealing with peer pressure, resolving conflicts, communicating effectively and using humor responsibly

em_06.01.07

Anonymous (anonymous@undisclosed.example.com) — 2025-02-14T19:06:01+00:00

EM.06.01.07 ---------- Standard: EM 06.01.07 Demonstrates resiliency using coping skills Standard Unpacked: Shows resiliency using coping skills Lesson Plans: Coping skills lesson Resources: Coping skills toolbox 6 steps for teaching coping skills Back to Employability Level 6

em_06.01.08

Anonymous (anonymous@undisclosed.example.com) — 2025-02-14T19:22:53+00:00

EM.06.01.08 ---------- Standard: EM 06.01.08 Practices decision making and problem solving strategies Standard Unpacked: Practices decision making and problem solving strategies Lesson Plans: Resources: Brain pop Quandary game Back to Employability Level 6

em_06.01.09

Anonymous (anonymous@undisclosed.example.com) — 2025-02-14T19:26:36+00:00

EM.06.01.09 ---------- Standard: EM 06.01.09 Practices goal setting process to establish short and long-term goals Standard Unpacked: Practices goal setting process to establish short and long-term goals Lesson Plans: Middle school goal setting lesson Resources: 4 steps to goal setting with kids Back to Employability Level 6

em_06.01.10

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.06.01.10 ---------- Standard: EM 06.01.10 Completes an education map Standard Unpacked: Completes an education map Lesson Plans: Resources: Back to Employability Level 6

em_06.01.11

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

EM.06.01.11 ---------- Standard: EM 06.01.11 Volunteers at an event in the community Standard Unpacked: Volunteers at an event in the community Lesson Plans: Resources: Back to Employability Level 6

em_06.01.12

Anonymous (anonymous@undisclosed.example.com) — 2025-02-14T20:57:58+00:00

EM.06.01.12 ---------- Standard: EM 06.01.12 Participates in group Wellness & Safety Plan Standard Unpacked: Participates in group Wellness & Safety Plan Lesson Plans: Health unit 6th grade Drug prevention lessons Gun safety lessons Bully free unit Resources: Hygiene during puberty Adolescent hygiene basics USDA kids handouts Over the counter medicine safety for 5/6th grade Water safety videos Fire safety activities for middle school Electrical safety activities Alaska bo…

filetest1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Here is a test file that has been uploaded.

math

Anonymous (anonymous@undisclosed.example.com) — 2025-10-08T16:32:08+00:00

Mathematics Levels Mathematics Level 0 Mathematics Level 1 Mathematics Level 2 Mathematics Level 3 Mathematics Level 4 Mathematics Level 5 Mathematics Level 6 Mathematics Level 7 Mathematics Level 8 ---------- Resources for All Levels template for fact practice Interesting lessons focusing on the Fibonacci sequence in nature. Many other interesting lessons as well. A Personal Finance Project

math_level_0

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Math Level 1 ---------- Standards: Counting & Cardinality MA 00.CC.A.1 MA 00.CC.A.2 MA 00.CC.A.3 MA 00.CC.B.4 MA 00.CC.B.5 MA 00.CC.6 MA 00.CC.7 Operations & Algebraic Thinking MA 00.OA.A.1 MA 00.OA.A.2 MA 00.OA.A.3 MA 00.OA.A.4 MA 500.OA.A.5 Number & Operations in Base Ten 00.NBT.A.1 Measurement & Data MA 00.MD.A.1 MA 00.MD.A.2 MA 00.MD.A.3 Geometry MA 00.G.A.1 MA 00.G.A.2 MA 00.G.A.3 MA 00.G.B.4 MA 00.G.B.5 MA 00.G.B.6 ---------- Links for all of Level O:…

math_level_1

Anonymous (anonymous@undisclosed.example.com) — 2025-01-30T20:47:41+00:00

Math Level 1 ---------- Standards Operations & Algebraic Thinking MA 01.0A.A.1 MA 01.0A.A.2 MA 01.0A.B.3 MA 01.0A.B.4 MA 01.0A.C.5 MA 01.0A.D.6 MA 01.0A.D.7 MA 01.0A.D.8 Number & Operations in Base Ten MA 01.NBT.B.2 MA 01.NBT.B.2a MA 01.NBT.B.2b MA 01.NBT.B.2c MA 01.NBT.B.3 MA 01.NBT.C.4 MA 01.NBT.C.5 MA 01.NBT.C.6 Measurement & Data MA 01.MD.A.1 MA 01.MD.A.2 MA 01.MD.B.3 MA 01.MD.C.4 Geometry MA 01.G.A.1 MA 01.G.A.2 MA 01.G.A.3 Math Resources for All of Level 1…

math_level_2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Math Level 2 ---------- Standards Operations & Algebraic Thinking MA 02.0A.A.1 MA 02.0A.B.2 MA 02.0A.C.3 MA 02.OA.C.4 Number & Operations in Base Ten MA 02.NBT.A.1 MA 02.NBT.A.1a MA 02.NBT.A.1b MA 02.NBT.A.2 MA 02.NBT.A.3 MA 02.NBT.A.4 MA 02.NBT.B.5 MA 02.NBT.B.6 MA 02.NBT.B.7 MA 02.NBT.B.8 MA 02.NBT.B.9 Measurement & Data MA 02.MD.A.1 MA 02.MD.A.2 MA 02.MD.A.3 MA 02.MD.A.4 MA 02.MD.B.5 MA 02.MD.B.6 MA 002.MD.C.7 MA 002.M…

math_level_3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Math Level 3 ---------- Standards Operations & Algebraic Thinking MA 03.0A.A.1 MA 03.0A.A.2 MA 03.0A.A.3 MA 03.0A.A.4 MA 03.0A.B.5 MA 03.0A.B.6 MA 03.0A.C.7 MA 03.0A.D.8 MA 03.0A.D.9 Number & Operations in Base Ten MA 03.NBT.A.1 MA 03.NBT.A.2 MA 03.NBT.A.3 Number & Operations Fractions MA 03.NF.A.1 MA 03.NF.A.2 MA 03.NF.A.2a MA 03.NF.A.2b MA 03.NF.A.3 MA 03.NF.A.3a MA 03.NF.A.3b MA 03.NF.A.3c MA 03.NF.A.3d Measurement & Data MA 03.MD.A.1 MA 03.MD.A.2 MA…

math_level_4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Math Level 4 ---------- Standards Operations & Algebraic Thinking MA 04.0A.A.1 MA 04.0A.A.2 MA 04.0A.A.3 MA 04.0A.B.4 MA 04.0A.B.5 Number & Operations in Base Ten MA 03.NBT.A.1 MA 04.NBT.A.2 MA 04.NBT.A.3 MA 04.NBT.B.4 MA 04.NBT.B.5 MA 04.NBT.B.6 Number & Operations Fractions MA 04.NF.A.1 MA 04.NF.A.2 MA 04.NF.B.3 MA 04.NF.A.3a MA 04.NF.A.3b MA 04.NF.A.3c MA 04.NF.A.3d MA 04.NF.A.4 MA 04.NF.B.4a MA 04.NF.B.4b MA 04.NF.B.4c MA 04.NF.C.4 MA 04.NF.C.6 …

math_level_5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Math Level 5 ---------- Standards Operations & Algebraic Thinking MA 05.0A.A.1 MA 05.0A.A.2 MA 05.0A.B.3 Number & Operations in Base Ten MA 05.NBT.A.1 MA 05.NBT.A.2 MA 05.NBT.A.3 MA 05.NBT.A.3a MA 05.NBT.A.3b MA 05.NBT.A.4 Number & Operations Fractions MA 05.NF.A.1 MA 05.NF.A.2 MA 05.NF.B.3 MA 05.NF.A.4 MA.05.NF.B.4a MA 05.NF.A.4b MA 05.NF.B.5 MA 05.NF.A.5a MA 05.NF.A.5b MA 05.NF.A.6 MA 05.NF.B.7 MA 05.NF.B.7a MA 05.NF.B.7b MA 05.NF.B.7c Measurement &…

math_level_6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Math Level 6 ---------- Standards Ratios & Proportional Relationships MA 06.RP.A.1 MA 06.RP.A.2 MA 06.RP.A.3 MA 06.RP.A.3a MA 06.RP.A.3b MA 06.RP.A.3c MA 06.RP.A.3d The Number System MA 06.NS.A.1 MA 06.NS.B.2 MA 06.NS.B.3 MA 06.NS.B.4 MA 06.NS.C.5 MA 06.NS.C.6 MA 06.NS.C.6a MA 06.NS.C.6b MA 06.NS.C.6c MA 06.NS.C.7 MA 06.NS.C.7a MA 06.NS.C.7b MA 06.NS.C.7c MA 06.NS.C.7d MA 06.NS.C.8 Expressions & Equations MA 06.EE.A.1 MA 06.EE.A.2 MA 06.EE.A.2a MA 06.EE.A.2b MA 06…

math_level_7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Math Level 7 ---------- Standards Ratios & Proportional Relationships MA 07.RP.A.1 MA 07.RP.A.2 MA 07.RP.A.2a MA 07.RP.A.2b MA 07.RP.A.2c MA 07.RP.A.2d The Number System MA 07.NS.A.1 MA 07.NS.A.1a MA 07.NS.A.1b MA 07.NS.A.1c MA 07.NS.A.1d MA 07.NS.A.2 MA 07.NS.A.2a MA 07.NS.A.2b MA 07.NS.A.2c MA 07.NS.A.2d MA 07.NS.A.3 Expressions & Equations MA 07.EE.A.1 MA 07.EE.A.2 MA 07.EE.B.3 MA 07.EE.B.4 MA 07.EE.B.4a MA 07.EE.B.4b Geometry MA 07.G.A.1 MA 07.G.A.2 MA 07.G.A.…

math_level_8

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Math Level 8 ---------- Standards The Number System MA 08.NS.A.1 MA 08.NS.A.2 Expressions & Equations MA 08.EE.A.1 MA 08.EE.A.2 MA 08.EE.A.3 MA 08.EE.A.4 MA 08.EE.B.5 MA 08.EE.B.6 MA 08.EE.C.7a-b MA 08.EE.C.8a-c Functions MA 08.F.A.1 MA 08.F.A.2 MA 08.F.A.3 MA 08.F.B.4 MA 08.F.B.5 Geometry MA 08.G.A.1a-c MA 08.G.A.2 MA 08.G.A.3 MA 07.G.A.4 MA 08.G.A.5 MA 08.G.B.6 MA 08.G.B.7 MA 08.G.B.8 MA 08.G.C.9 Statistics & Probability MA 08.SP.A.1 MA…

ma_00.cc.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA.00.CC.6 ---------- Standard: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies Standard Unpacked: Lesson Plans:

ma_00.cc.7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA.00.CC.7 ---------- Standard: Compare two numbers between 1 and 10 presented as written numerals. Standard Unpacked: Lesson Plans: Resources: Back to Math Level 0

ma_00.cc.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 00.CC.A.1 Standard: MA 00.CC.A.1 Count to 100 by ones and by tens. ---------- Standard Unpacked: ---------- Lesson Plans: ---------- Resources: Back to Mathematics Level 0

ma_00.cc.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA.00.CC.A.2 ---------- Standard: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Standard Unpacked: Lesson Plans: . Resources: Back to Math Level 0

ma_00.cc.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA.00.CC.A.3 ---------- Standard: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 Standard Unpacked: Lesson Plans: . Resources: Back to Math Level 0

ma_00.cc.b.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA.00.CC.B.4 ---------- Standard: 00.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. 00.CC.B.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. 00.CC.B.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the orde…

ma_00.cc.b.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA.00.CC.B.5 ---------- Standard: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

ma_00.g.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 00.G.A.1 ---------- Standard: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Standard Unpacked: Lesson Plans:

ma_00.g.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 00.G.A.2 ---------- Standard: Correctly name shapes regardless of their orientations or overall size. Standard Unpacked: Correctly name shapes regardless of their orientations or overall size. Lesson Plans: Resources: Back to Math Level 0

ma_00.g.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 00.G.A.3 ---------- Standard: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Standard Unpacked: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

ma_00.g.b.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

MA 00.G.A.4 ---------- Standard: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts Standard Unpacked: Lesson Plans: Resources:

ma_00.g.b.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

MA 00.G.A.5 ---------- Standard: Model shapes in the world by building shapes from components and drawing shapes. Standard Unpacked: Lesson Plans: Resources: Back to Math Level 0

ma_00.g.b.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 00.G.A.6 ---------- Standard: Compose simple shapes to form larger shapes Standard Unpacked: Lesson Plans: Resources: Back to Math Level 0

ma_00.md.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 00.MD.A.1 ---------- Standard: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Standard Unpacked: Lesson Plans: Resources: Back to Math Level 0

ma_00.md.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 00.MD.A.2 ---------- Standard: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference Standard Unpacked: Lesson Plans: Resources: Back to Math Level 0

ma_00.md.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 00.MD.A.3 ---------- Standard: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Standard Unpacked: Lesson Plans: Resources: Back to Math Level 0

ma_00.oa.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 00.OA.A.1 ---------- Standard: Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds Standard Unpacked: Lesson Plans: Resources: Back to Math Level 0

ma_00.oa.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 00.OA.A.1 ---------- Standard: Solve addition and subtraction word problems, and add and subtract within 10 Standard Unpacked: Lesson Plans: Resources: Back to Math Level 0

ma_00.oa.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 00.OA.A.1 ---------- Standard: Decompose numbers less than or equal to 10 into pairs in more than one way Standard Unpacked: Lesson Plans: Resources: Back to Math Level 0

ma_00.oa.a.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 00.OA.A.4 ---------- Standard: For any number from 1 to 9, find the number that makes 10 when added to the given number Standard Unpacked: Lesson Plans: Resources: Back to Math Level 0

ma_01.0a.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.0A.A.1 Standard: MA 01.0A.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, ---------- Standard Unpacked:

ma_01.0a.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.0A.A.2 Standard: MA 01.0A.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 ---------- Standard Unpacked: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

ma_01.0a.b.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.0A.B.3 Standard: 01.0A.B.3 Apply properties of operations as strategies to add and subtract. ---------- Standard Unpacked: Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

ma_01.0a.b.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

MA 01.0A.B.4 Standard: 01.0A.B.4 Understand subtraction as an unknown-addend problem. ---------- Standard Unpacked: Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20

ma_01.0a.c.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.0A.C.5 Standard: 01.0A.C.5 Relate counting to addition and subtraction ---------- Standard Unpacked: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). ---------- Lesson Plans: ---------- Resources: Good Projects here: Illustrative Mathematics

ma_01.0a.d.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.0A.C.6 Standard: MA 01.0A.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Standard Unpacked: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one …

ma_01.0a.d.7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.0A.D.7 Standard: MA 01.0A.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Standard Unpacked: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2

ma_01.0a.d.8

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.0A.D.8 Standard: MA 01.0A.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. ---------- Standard Unpacked: 01.0A.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.

ma_01.g.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.G.A.1 Standard: MA 01.G.A.1 Distinguish between defining attributes versus non-defining attributes; build and draw shapes to possess defining attributes. Standard Unpacked: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes.

ma_01.g.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.G.A.2 Standard: MA 01.G.A.2 Compose two-dimensional shapes or three-dimensional shapes to create a composite shape, and compose new shapes from the composite shape. ---------- Standard Unpacked: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composi…

ma_01.g.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MMA 01.G.A.3 Standard: MA 01.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

ma_01.md.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.MD.A.1 Standard: MA 01.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. ---------- Standard Unpacked: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Put these three rectangles in order from shortest to longest? Which of these two is longest? Is the the third one bigger or smaller than the other two?

ma_01.md.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.MD.A.2 Standard: MA 01.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; ---------- Standard Unpacked: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to …

ma_01.md.b.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.MD.B.3 Standard: MA 01.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks. ---- Standard Unpacked: Tell and write time in hours and half-hours using analog and digital clocks. Lesson Plans: ---------- Resources:

ma_01.md.c.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

MA 01.MD.C.4 Standard: MA 01.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

ma_01.nbt.b.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.NBT.B.2 Standard: MA 01.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. ---------- Standard Unpacked: Understand that the two digits of a two-digit number represent amounts of tens and ones.

ma_01.nbt.b.2a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

MA 01.NBT.B.2a Standard: MA 01.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.” ---------- Standard Unpacked: 10 can be thought of as a bundle of ten ones — called a “ten.” ---- Lesson Plans: ---------- Resources:

ma_01.nbt.b.2b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.NBT.B.2b Standard: MA 01.NBT.B.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. ---------- Standard Unpacked: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

ma_01.nbt.b.2c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.NBT.B.2c Standard: MA 01.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). ---------- Standard Unpacked: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

ma_01.nbt.b.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.NBT.B.3 Standard: 01.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. ---------- Standard Unpacked: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

ma_01.nbt.c.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.NBT.C.4 Standard: MA 01.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

ma_01.nbt.c.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.NBT.C.5 Standard: 01.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. ---------- Standard Unpacked: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

ma_01.nbt.c.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 01.NBT.C.6 Standard: MA 01.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

ma_02.0a.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.OA.A.1 Standard: MA 02.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, ----------

ma_02.0a.b.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.OA.B.2 Standard: MA 02.OA.B.2 Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. ---------- Standard Unpacked: Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.

ma_02.0a.c.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MMA 02.OA.C.3 Standard: MA 02.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members ---------- Standard Unpacked: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

ma_02.g.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.G.A.1 Standard: MA 02.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Standard Unpacked: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

ma_02.g.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.G.A.2 Standard: MA 02.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Standard Unpacked: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

ma_02.g.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.G.A.3 Standard: MA 02.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape

ma_02.md.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.MD.A.1 Standard: MA 02.MD.A.1 Measure the length of an object by selecting and using appropriate tools. Standard Unpacked: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

ma_02.md.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.MD.A.2 Standard: MA 02.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Standard Unpacked: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

ma_02.md.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA02.MD.A.3 Standard: MA02.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters. Standard Unpacked: Estimate lengths using units of inches, feet, centimeters, and meters. Lesson Plans: Resources: Good Projects here: Illustrative Mathematics

ma_02.md.a.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA02.MD.A.4 Standard: MA02.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Standard Unpacked: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

ma_02.md.b.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA02.MD.B.5 Standard: MA02.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, by using drawings and equations with a symbol for the unknown number to represent the problem. Standard Unpacked:

ma_02.md.b.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA02.MD.B.6 Standard: MA02.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers and represent whole-number sums and differences within 100 on a number line diagram. Standard Unpacked:

ma_02.md.c.7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.MD.C.7 Standard: MA 02.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Standard Unpacked: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

ma_02.md.c.8

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MMA 02.MD.C.8 Standard: MA 02.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Standard Unpacked: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Represent and interpret data.

ma_02.md.c.9

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.MD.C.9 Standard: MA 02.MD.C.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

ma_02.md.c.10

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.MD.C.10 Standard: MA 02.MD.C.10 Draw a picture graph and a bar graph to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph. Standard Unpacked:

ma_02.nbt.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.NBT.A.1 Standard: MA 02.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; ---------- Standard Unpacked: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.

ma_02.nbt.a.1a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.NBT.A.1a Standard: MA 02.NBT.A.1a 100 can be thought of as a bundle of ten tens — called a “hundred.” ---------- Standard Unpacked: 100 can be thought of as a bundle of ten tens — called a “hundred.” Lesson Plans: Resources:

ma_02.nbt.a.1b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.NBT.A.1b Standard: 02.NBT.A.1b The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). ---------- Standard Unpacked: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones)

ma_02.nbt.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.NBT.A.2 Standard: MA 02.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s. ---------- Standard Unpacked: Count within 1000; skip-count by 5s, 10s, and 100s. Lesson Plans: Resources: Good Projects here: Illustrative Mathematics

ma_02.nbt.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.NBT.A.3 Standard: MA 02.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. ---- Standard Unpacked: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Lesson Plans:

ma_02.nbt.a.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.NBT.A.4 Standard: 02.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and <. ---------- Standard Unpacked: MA 02.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

ma_02.nbt.b.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.NBT.B.5 Standard: MA 02.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. ---- Standard Unpacked: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

ma_02.nbt.b.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.NBT.B.6 Standard: MA 02.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. ---- Standard Unpacked: Add up to four two-digit numbers using strategies based on place value and properties of operations.

ma_02.nbt.b.7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.NBT.B.7 Standard: 02.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

ma_02.nbt.b.8

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.NBT.B.8 Standard: MA 02.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Standard Unpacked: Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

ma_02.nbt.b.9

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.NBT.B.9 Standard: MA 02.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.1 Standard Unpacked: Explain why addition and subtraction strategies work, using place value and the properties of operations.1

ma_02.oa.c.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 02.OA.C.4 Standard: MA 02.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. ---------- Standard Unpacked:

ma_03.0a.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.OA.A.1 Standard: MA 03.OA.A.1 Interpret products of whole numbers, ---------- Standard Unpacked: 03.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

ma_03.0a.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.OA.A.2 Standard: 03.OA.A.2 Interpret whole-number quotients of whole numbers, ---------- Standard Unpacked: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

ma_03.0a.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.OA.A.3 Standard: MA 03.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities ---------- Standard Unpacked: 03.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem

ma_03.0a.a.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

MA 03.OA.A.4 Standard: 03.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. ---------- Standard Unpacked: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

ma_03.0a.b.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.OA.B.5 Standard: MA 03.OA.B.5 Apply properties of operations as strategies to multiply and divide. ---------- Standard Unpacked: Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can …

ma_03.0a.b.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.OA.B.6 Standard: MA 03.OA.B.6 Understand division as an unknown-factor problem. ---------- Standard Unpacked: 03.OA.B.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

ma_03.0a.c.7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

MA 03.OA.C.7 Standard: MA 03.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division By the end of Grade 3, know from memory all products of two one-digit numbers. ---------- Standard Unpacked:

ma_03.0a.d.8

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.OA.D.8 Standard: MA 03.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

ma_03.0a.d.9

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.OA.D.9 Standard: MA 03.OA.D.9 Identify arithmetic patterns and explain them using properties of operations. ---------- Standard Unpacked: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

ma_03.g.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.G.A.1 Standard: MA03.G.A.1 Understand that shapes in different categories may share attributes, and that the shared attributes can define a larger category. Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

ma_03.g.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.G.A.2 Standard: MA03.G.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. ---------- Standard Unpacked: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape

ma_03.md.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.MD.A.1 Standard: MA 03.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, ---------- Standard Unpacked: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

ma_03.md.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.MD.A.2 Standard: MA 03.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units,

ma_03.md.b.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.MD.B.3 Standard: MA 03.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

ma_03.md.b.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.MD.B.4 Standard: MA 03.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

ma_03.md.c.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.MD.C.5 Standard: MA 03.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. ---------- Standard Unpacked: Recognize area as an attribute of plane figures and understand concepts of area measurement.

ma_03.md.c.5a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.MD.C.5a Standard: MA 03.MD.C.5a Recognize area as an attribute of plane figures and understand concepts of area measurement. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.

ma_03.md.c.5b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.MD.C5b Standard: MA 03.MD.C5b Recognize area as an attribute of plane figures and understand concepts of area measurement. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

ma_03.md.c.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.MD.C.6 Standard: MA 03.MD.C.6 Measure areas by counting unit squares ---------- Standard Unpacked: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). Lesson Plans: Resources: Good Projects here:

ma_03.md.c.7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.MD.C.7 Standard: 03.MD.C.7 Relate area to the operations of multiplication and addition. ---------- Standard Unpacked: Relate area to the operations of multiplication and addition.\ Lesson Plans: Resources: Good Projects here: Back to Mathematics Level 3

ma_03.md.c.7a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.MD.C.7a Standard: MA 03.MD.C.7a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. ---------- Standard Unpacked: Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

ma_03.md.c.7b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.MD.C.7b Standard: MA 03.MD.C.7b Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

ma_03.md.c.7c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.MD.C.7c Standard: MA 03.MD.C.7c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths. Use area models to represent the distributive property in mathematical reasoning. Standard Unpacked: Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

ma_03.md.c.7d

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.MD.C.7d Standard: 03.MD.C.7d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

ma_03.md.d.8

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.MD.C.8 Standard: MA03.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

ma_03.nbt.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.NBT.A.1 Standard: MA 03.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100. ---------- Standard Unpacked: Use place value understanding to round whole numbers to the nearest 10 or 100. Lesson Plans: Resources:

ma_03.nbt.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.NBT.A.2 Standard: MA 03.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. ---------- Standard Unpacked:

ma_03.nbt.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.NBT.A.3 Standard: MA 03.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 ---------- Standard Unpacked: MA 03.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

ma_03.nf.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.NF.A.1 Standard: MA 03.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. ---------- Standard Unpacked:

ma_03.nf.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.NF.A.2 Standard: MA 03.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. ---------- Standard Unpacked: Understand a fraction as a number on the number line; represent fractions on a number line diagram.

ma_03.nf.a.2a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.NF.A.2a Standard: MA 03.NF.A.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line

ma_03.nf.a.2b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.NF.A.2b Standard: MA 03.NF.A.2b Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. ----------

ma_03.nf.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.NF.A.3 Standard: MA 03.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. ---------- Standard Unpacked: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

ma_03.nf.a.3a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.NF.A.3a Standard: MA 03.NF.A.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. ---------- Standard Unpacked: Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

ma_03.nf.a.3b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.NF.A.3b Standard: MA 03.NF.A.3b Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent, ---------- Standard Unpacked: Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

ma_03.nf.a.3c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.NF.A.3c Standard: MA 03.NF.A.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. ---------- Standard Unpacked: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

ma_03.nf.a.3d

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 03.NF.A.3d Standard: MA 03.NF.A.3d Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions.

ma_04.0a.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.OA.A.1 Standard: MA 04.OA.A.1 Interpret a multiplication equation as a comparison, Represent verbal statements of multiplicative comparisons as multiplication equations. ---------- Standard Unpacked: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

ma_04.0a.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 004.OA.A.2 Standard: MA 004.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, ---------- Standard Unpacked: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

ma_04.0a.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.OA.A.3 Standard: MA 04.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

ma_04.0a.b.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.OA.A.3 Standard: MA 04.OA.B.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.

ma_04.0a.b.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.OA.B.5 Standard: MA 04.OA.B.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Explain informally why the numbers will continue to alternate in this way.

ma_04.g.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.G.A.1 Standard: MA 04.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures ---------- Standard Unpacked: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures

ma_04.g.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.G.A.2 Standard: MA 04.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

ma_04.g.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.G.A.3 Standard: MA 04.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

ma_04.md.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.MD.A.1 Standard: MA 04.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.

ma_04.md.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

MA 04.MD.A.2 Standard: MA 04.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

ma_04.md.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

MA 04.MD.A.3 Standard: MA 04.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. ---------- Standard Unpacked: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

ma_04.md.b.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.MD.B.4 Standard: MA 04.MD.B.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. ] ----------

ma_04.md.c.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.MD.C.5 Standard: MA 04.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement ---------- Standard Unpacked: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement

ma_04.md.c.5a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.MD.C.5a Standard: MA 04.MD.C.5a An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. ----------

ma_04.md.c.5b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.MD.C.5b Standard: MA 04.MD.C.5b An angle that turns through n one-degree angles is said to have an angle measure of n degrees. measurement ---------- Standard Unpacked: An angle that turns through n one-degree angles is said to have an angle measure of n degrees.

ma_04.md.c.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.MD.C.6 Standard: MA 04.MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. ---------- Standard Unpacked: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure..

ma_04.md.c.7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.MD.C.7 Standard: MA 04.MD.C.7 Recognize angle measure as additive. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems ---------- Standard Unpacked: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematica…

ma_04.nbt.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NBT.A.1 Standard: MA 04.NBT.A.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. ---------- Standard Unpacked: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

ma_04.nbt.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NBT.A.2 Standard: MA 04.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

ma_04.nbt.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NBT.A.3 Standard: MA 04.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place. ---- Standard Unpacked: 04.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place. Lesson Plans:

ma_04.nbt.b.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NBT.B.4 Standard: MA 04.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. ---------- Standard Unpacked: Fluently add and subtract multi-digit whole numbers using the standard algorithm. Lesson Plans:

ma_04.nbt.b.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NBT.B.5 Standard: MA 04.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

ma_04.nbt.b.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NBT.B.6 Standard: MA 04.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

ma_04.nf.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NF.A.1 Standard: MA 04.NF.A.1 Explain why a fraction a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

ma_04.nf.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NF.A.2 Standard: MA 04.NF.A.2 Compare two fractions with different numerators and different denominators, Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions

ma_04.nf.b.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NF.B.3 Standard: MA 04.NF.B.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. ---------- Standard Unpacked: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Lesson Plans: Resources: Good Projects here:

ma_04.nf.b.3a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NF.B.3a Standard: MA 04.NF.B.3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. ---------- Standard Unpacked: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

ma_04.nf.b.3b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NF.B.3b Standard: MA 04.NF.B.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, ---------- Standard Unpacked: Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 …

ma_04.nf.b.3c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NF.B.3c Standard: MA 04.NF.B.3c Add and subtract mixed numbers with like denominators ---------- Standard Unpacked: Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

ma_04.nf.b.3d

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NF.B.3d Standard: MA 04.NF.B.3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, ---------- Standard Unpacked: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

ma_04.nf.b.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NF.B.4 Standard: MA 04.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. ---------- Standard Unpacked: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

ma_04.nf.b.4a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NF.B.4a Standard: MA 04.NF.B.4a Understand a fraction a/b as a multiple of 1/b. ---------- Standard Unpacked: Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

ma_04.nf.b.4b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NF.B.4b Standard: MA 04.NF.B.4b Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. ---------- Standard Unpacked: Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

ma_04.nf.b.4c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NF.B.4c Standard: MA 4.NF.B.4c Solve word problems involving multiplication of a fraction by a whole number. ---------- Standard Unpacked: Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbe…

ma_04.nf.c.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NF.B.4 Standard: MA 04.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. ---- Standard Unpacked: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

ma_04.nf.c.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NF.C.6 Standard: MA 04.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. ---------- Standard Unpacked: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

ma_04.nf.c.7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 04.NF.C.7 Standard: MA 04.NF.C.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions.

ma_05.0a.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.OA.A.1 Standard: MA 05.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. ---------- Standard Unpacked: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

ma_05.0a.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.OA.A.2 Standard: MA 05.OA.A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. ---------- Standard Unpacked: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to…

ma_05.0a.b.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.OA.B.3 Standard: MA 05.OA.B.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.

ma_05.g.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.MD.A.1 Standard: MA 05.MD.A.1 Use a pair of perpendicular number lines to define a coordinate system, with the intersection of the lines arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of t…

ma_05.g.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.MD.A.2 Standard: MA 05.MD.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. ---------- Standard Unpacked:

ma_05.g.b.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.MD.B.3 Standard: MA 05.MD.B.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. ---- Standard Unpacked: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

ma_05.g.b.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.MD.B.4 Standard: MA 005.MD.B.4 Classify two-dimensional figures in a hierarchy based on properties. ---- Standard Unpacked: Classify two-dimensional figures in a hierarchy based on properties.. ---------- Lesson Plans: Resources: Good Projects here:

ma_05.md.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.MD.A.1 Standard: MA 05.MD.A.1 Convert among different-sized standard measurement units within a given measurement system and use these conversions in solving multi-step, real world problems. ---------- Standard Unpacked: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

ma_05.md.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.MD.A.2 Standard: MA 05.MD.A.2 Make a line plot to display a data set of measurements in fractions of a unit Use operations on fractions for this grade to solve problems involving information presented in line plots. ---------- Standard Unpacked:

ma_05.md.b.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.MD.B.3 Standard: MA 05.MD.B.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. ---------- Standard Unpacked: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

ma_05.md.b.3a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.MD.B.3 Standard: 05.MD.B.3a Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.

ma_05.md.b.3b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.MD.B.3b Standard: 05.MD.B.3b Recognize volume as an attribute of solid figures and understand concepts of volume measurement. 05.MD.B.3b A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

ma_05.md.b.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.MD.B.4 Standard: MA 05.MD.B.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. ---------- Standard Unpacked: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

ma_05.md.b.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.MD.B.5 Standard: MA 05.MD.B.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. ---------- Standard Unpacked: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

ma_05.md.b.5a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.MD.B.5a Standard: MA 005.MD.B.5a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes,

ma_05.md.b.5b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.MD.B.5b Standard: MA 05.MD.B.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems

ma_05.md.b.5c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.MD.B.5c Standard: 05.MD.B.5c Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

ma_05.nbt.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NBT.A.1 Standard: MA 05.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. ---------- Standard Unpacked:

ma_05.nbt.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NBT.A2 Standard: MA 05.NBT.A2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

ma_05.nbt.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NBT.A.3 Standard: MA 05.NBT.A.3 Read, write, and compare decimals to thousandths. ---- Standard Unpacked: Read, write, and compare decimals to thousandths. Lesson Plans: Resources: Good Projects here: Back to Mathematics Level 5

ma_05.nbt.a.3a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NBT.A.3a Standard: MA 05.NBT.A.3a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form. ---- Standard Unpacked: Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

ma_05.nbt.a.3b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NBT.A.3b Standard: MA 05.NBT.A.3b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons ---- Standard Unpacked: Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons

ma_05.nbt.a.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NBT.A.4 Standard: MA 05.NBT.A.4 Use place value understanding to round decimals to any place. ---------- Standard Unpacked: Use place value understanding to round decimals to any place. Lesson Plans: Resources: Good Projects here: Back to Mathematics Level 5

ma_05.nf.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NBT.A.4 Standard: MA 05.NF.A.1 Add and subtract fractions with unlike denominators by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. Standard Unpacked:

ma_05.nf.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NF.A.2 Standard: MA 05.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.

ma_05.nf.b.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NF.B.3 Standard: MA 05.NF.B.3 Interpret a fraction as division of the numerator by the denominator Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

ma_05.nf.b.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NF.B.4 Standard: MA 05.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. ---------- Standard Unpacked: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

ma_05.nf.b.4a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NF.B.4a Standard: MA 05.NF.B.4a Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. ---------- Standard Unpacked: Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same wi…

ma_05.nf.b.4b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NF.B.4b Standard: MA 05.NF.B.4b Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

ma_05.nf.b.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NF.B.5 Standard: MA 05.NF.B.5 Interpret multiplication as scaling (resizing), by: ---------- Standard Unpacked: Interpret multiplication as scaling (resizing), by: Lesson Plans: Resources: Good Projects here: Back to Mathematics Level 5

ma_05.nf.b.5a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NF.B.5a Standard: MA 05.NF.B.5a Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. ---------- Standard Unpacked: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

ma_05.nf.b.5b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NF.B.5b Standard: MA 05.NF.B.5b Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number; explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence to the effect of multiplying a/b by 1.

ma_05.nf.b.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NF.B.6 Standard: MA 05.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers ---------- Standard Unpacked: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

ma_05.nf.b.7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

MA 05.NF.B.7 Standard: MA 05.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. ---------- Standard Unpacked: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

ma_05.nf.b.7a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

MA 05.NF.B.7a Standard: MA 05.NF.B.7a Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. ---------- Standard Unpacked: Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3

ma_05.nf.b.7b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NF.B.7b Standard: MA 05.NF.B.7b Interpret division of a whole number by a unit fraction, and compute such quotients. ---------- Standard Unpacked: Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.

ma_05.nf.b.7c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 05.NF.B.7c Standard: MA 05.NF.B.7c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, ---------- Standard Unpacked: Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1…

ma_06.ee.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.EE.A.1 Standard: MA 06.EE.A.1 Write and evaluate numerical expressions involving whole-number exponents. Standard Unpacked: Write and evaluate numerical expressions involving whole-number exponents. Lesson Plans: Resources: Good Projects here:

ma_06.ee.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.EE.A.2 Standard: MA 06.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers. Standard Unpacked: Write, read, and evaluate expressions in which letters stand for numbers. evaluate numerical expressions involving whole-number exponents.

ma_06.ee.a.2a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.EE.A.2a Standard: 06.EE.A.2a Write expressions that record operations with numbers and with letters standing for numbers. Standard Unpacked: Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y.

ma_06.ee.a.2b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.EE.A.2b Standard: MA 06.EE.A.2b Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. Standard Unpacked: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a…

ma_06.ee.a.2c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.EE.A.2c Standard: MA 06.EE.A.2c Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations)

ma_06.ee.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.EE.A.3 Standard: MA 06.EE.A.3 Apply the properties of operations to generate equivalent expressions. Standard Unpacked: Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent …

ma_06.ee.a.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.EE.A.4 Standard: MA 06.EE.A.4 Identify when two expressions are equivalent ---------- Standard Unpacked: Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.

ma_06.ee.b.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.EE.B.5 Standard: MA 06.EE.B.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

ma_06.ee.b.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.EE.B.6 Standard: MA 06.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

ma_06.ee.b.7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.EE.B.7 Standard: MA 06.EE.B.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. ---------- Standard Unpacked:

ma_06.ee.b.8

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.EE.B.8 Standard: MA 06.EE.B.8 Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.

ma_06.ee.c.9

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.EE.C.9 Standard: MA 06.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

ma_06.g.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.G.A.1 Standard: MA 06.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

ma_06.g.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.G.A.2 Standard: MA 06.G.A.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

ma_06.g.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.G.A.3 Standard: MA 06.G.A.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.

ma_06.g.a.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.G.A.4 Standard: MA 06.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

ma_06.ns.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.NS.A.1 Standard: MA 06.NS.A.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions. ---------- Standard Unpacked: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the r…

ma_06.ns.b.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.NS.B.2 Standard: MA 06.NS.B.2 Fluently divide multi-digit numbers using the standard algorithm. ---------- Standard Unpacked: Fluently divide multi-digit numbers using the standard algorithm. Lesson Plans: Resources: Good Projects here:

ma_06.ns.b.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.NS.B.3 Standard: MA 06.NS.B.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. ---------- Standard Unpacked: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

ma_06.ns.b.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.NS.B.4 Standard: MA 06.NS.B.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor.

ma_06.ns.c.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.NS.C.5 Standard: MA 06.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

ma_06.ns.c.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.NS.C.6 Standard: MA 06.NS.C.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

ma_06.ns.c.6a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.NS.C.6a Standard: MA 06.NS.C.6a Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself. Standard Unpacked: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.

ma_06.ns.c.6b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.NS.C.6b Standard: 06.NS.C.6b Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes

ma_06.ns.c.6c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.NS.C.6c Standard: MA 06.NS.C.6c Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Standard Unpacked:

ma_06.ns.c.7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.NS.C.7 Standard: MA 06.NS.C.7 Understand ordering and absolute value of rational numbers. Standard Unpacked: Understand ordering and absolute value of rational numbers. Lesson Plans: Resources: Good Projects here: Back to Mathematics Level 6

ma_06.ns.c.7a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.NS.C.7a Standard: MA 06.NS.C.7a Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. Standard Unpacked: Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.

ma_06.ns.c.7b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.NS.C.7b Standard: MA 06.NS.C.7b Write, interpret, and explain statements of order for rational numbers in real-world contexts. Standard Unpacked: Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC.

ma_06.ns.c.7c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.NS.C.7c Standard: MA 06.NS.C.7c Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. Standard Unpacked:

ma_06.ns.c.7d

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.NS.C.7d Standard: MA 06.NS.C.7d Distinguish comparisons of absolute value from statements about order. Standard Unpacked: Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.

ma_06.ns.c.8

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.NS.C.8 Standard: MA 06.NS.C.8 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

ma_06.rp.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.RP.A.1 Standard: MA 06.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. ---------- Standard Unpacked: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three vot…

ma_06.rp.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.RP.A.2 Standard: MA 06.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. ---------- Standard Unpacked: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid…

ma_06.rp.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.RP.A.3 Standard: MA 06.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems. ---------- Standard Unpacked: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

ma_06.rp.a.3a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.RP.A.3a Standard: MA 06.RP.A.3a Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. ----------

ma_06.rp.a.3b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.RP.A.3b Standard: MA 06.RP.A.3b Solve unit rate problems including those involving unit pricing and constant speed. ---------- Standard Unpacked: Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

ma_06.rp.a.3c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.RP.A.3c Standard: MA 06.RP.A.3c Find a percent of a quantity as a rate per 100; solve problems involving finding the whole, given a part and the percent. ---- Standard Unpacked: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

ma_06.rp.a.3d

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.RP.A.3d Standard: MA 06.RP.A.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. ---------- Standard Unpacked: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

ma_06.sp.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.SP.A.1 Standard: MA 06.SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. ---------- Standard Unpacked: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.

ma_06.sp.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.SP.A.2 Standard: MA 06.SP.A.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. ---------- Standard Unpacked: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

ma_06.sp.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.SP.A.3 Standard: MA 06.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. ---------- Standard Unpacked:

ma_06.sp.a.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.SP.B.4 Standard: MA 06.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. ---- Standard Unpacked: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

ma_06.sp.b.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.SP.B.5 Standard: MA 06.SP.B.5 Summarize numerical data sets in relation to their context: ---------- Standard Unpacked: Summarize numerical data sets in relation to their context, such as by: This standard should be done along with these:

ma_06.sp.b.5a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.SP.B.5a Standard: MA 06.SP.B.5a Reporting the number of observations. ---------- Standard Unpacked: Summarize numerical data sets in relation to their context, such as by: Reporting the number of observations. This standard should be done along with these:

ma_06.sp.b.5b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.SP.B.5b Standard: MA 06.SP.B.5b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. ---------- Standard Unpacked: Summarize numerical data sets in relation to their context, such as by:

ma_06.sp.b.5c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.SP.B.5c Standard: MA 06.SP.B.5c Giving quantitative measures of center and variability as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

ma_06.sp.b.5d

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 06.SP.B.5d Standard: MA 06.SP.B.5d Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. ---------- Standard Unpacked:

ma_07.ee.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.EE.A.1 Standard: MA 07.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. ---------- Standard Unpacked: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients

ma_07.ee.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.EE.A.2 Standard: MA 07.EE.A.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. ---------- Standard Unpacked: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.

ma_07.ee.b.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.EE.B.3 Standard: MA 07.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.

ma_07.ee.b.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.EE.B.4 Standard: MA 07.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. ---------- Standard Unpacked:

ma_07.ee.b.4a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.EE.B.4a Standard: MA 07.EE.B.4a Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.

ma_07.ee.b.4b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.EE.B.4b Standard: MA 07.EE.B.4b Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.

ma_07.g.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.G.A.1 Standard: MA 07.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. ---------- Standard Unpacked:

ma_07.g.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.G.A.2 Standard: MA 07.G.A.2 Draw geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

ma_07.g.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

MA 07.G.A.3 Standard: MA 07.G.A.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. ---------- Standard Unpacked: Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.

ma_07.g.a.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.G.A.4 Standard: MA 08.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

ma_07.g.b.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.G.B.4 Standard: MA 07.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. ---------- Standard Unpacked:

ma_07.g.b.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.G.B.5 Standard: MA 07.G.B.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. ---------- Standard Unpacked: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

ma_07.g.b.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.G.B.6 Standard: MA 07.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. ---------- Standard Unpacked:

ma_07.ns.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.NS.A.1 Standard: MA 07.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram ---------- Standard Unpacked:

ma_07.ns.a.1a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.NS.A.1a Standard: MA 07.NS.A.1a Describe situations in which opposite quantities combine to make 0. ---------- Standard Unpacked: 07.NS.A.1a Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.

ma_07.ns.a.1b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

MA 07.NS.A.1b Standard: MA 07.NS.A.1 b Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.

ma_07.ns.a.1c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.NS.A.1c Standard: MA 07.NS.A.1 c Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.

ma_07.ns.a.1d

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.NS.A.1d Standard: MA 07.NS.A.1d Apply properties of operations as strategies to add and subtract rational numbers. ---------- Standard Unpacked: Apply properties of operations as strategies to add and subtract rational numbers. Lesson Plans:

ma_07.ns.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.NS.A.2 Standard: MA 07.NS.A.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers ---------- Standard Unpacked: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers

ma_07.ns.a.2a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.NS.A.2a Standard: MA 07.NS.A.2a Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.

ma_07.ns.a.2b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.NS.A.2b Standard: MA 07.NS.A.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. Interpret quotients of rational numbers by describing real-world contexts.

ma_07.ns.a.2c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.NS.A.2c Standard: MA 07.NS.A.2c Apply properties of operations as strategies to multiply and divide rational numbers. ---------- Standard Unpacked: Apply properties of operations as strategies to multiply and divide rational numbers. Lesson Plans:

ma_07.ns.a.2d

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.NS.A.2d Standard: MA 07.NS.A.2d Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. ---------- Standard Unpacked: Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.

ma_07.ns.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.NS.A.3 Standard: MA 07.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers ---------- Standard Unpacked: Solve real-world and mathematical problems involving the four operations with rational numbers

ma_07.rp.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.RP.A.1 Standard: MA 07.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. ---------- Standard Unpacked: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, e…

ma_07.rp.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.RP.A.2 Standard: MA 07.RP.A.2 Recognize and represent proportional relationships between quantities. ---------- Standard Unpacked: Recognize and represent proportional relationships between quantities. Lesson Plans: Resources: Good Projects here:

ma_07.rp.a.2a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.RP.A.2a Standard: MA 07.RP.A.2a Decide whether two quantities are in a proportional relationship. ---------- Standard Unpacked: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

ma_07.rp.a.2b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.RP.A.2b Standard: MA 07.RP.A.2bIdentify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. ---------- Standard Unpacked: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

ma_07.rp.a.2c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.RP.A.2c Standard: MA 07.RP.A.2c Represent proportional relationships by equations ---------- Standard Unpacked: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.

ma_07.rp.a.2d

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.RP.A.2d Standard: MA 07.RP.A.2d Explain what a point on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. ---------- Standard Unpacked:

ma_07.sp.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.SP.A.1 Standard: MA 07.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.

ma_07.sp.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.SP.A.2 Standard: MA 07.SP.A.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.

ma_07.sp.b.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.SP.B.3 Standard: MA 07.SP.B.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.

ma_07.sp.b.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.SP.B.4 Standard: MA 07.SP.B.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. ---------- Standard Unpacked: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in …

ma_07.sp.c.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.SP.C.5 Standard: MA 07.SP.C.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. ---------- Standard Unpacked: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely n…

ma_07.sp.c.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.SP.C.6 Standard: MA 07.SP.C.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.

ma_07.sp.c.7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.SP.C.7 Standard: MA 07.SP.C.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. ----------

ma_07.sp.c.7a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.SP.C.7a Standard: MA 07.SP.C.7a Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. ---------- Standard Unpacked: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will…

ma_07.sp.c.7b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.SP.C.7b Standard: MA 07.SP.C.7b Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. ---------- Standard Unpacked: Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear…

ma_07.sp.c.8

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.SP.C.8 Standard: MA 07.SP.C.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. ---------- Standard Unpacked: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.

ma_07.sp.c.8a

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.SP.C.8a Standard: MA 07.SP.C.8a Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. ---------- Standard Unpacked: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.

ma_07.sp.c.8b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.SP.C.8b Standard: MA 07.SP.C.8b Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.

ma_07.sp.c.8c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 07.SP.C.8c Standard: MA 07.SP.C.8c Design and use a simulation to generate frequencies for compound events. ---------- Standard Unpacked: Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?

ma_08.ee.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.EE.A.1 Standard: MA 08.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. Standard Unpacked: Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27

ma_08.ee.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.EE.A.2 Standard: MA 08.EE.A.2 Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.

ma_08.ee.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.EE.A.3 Standard: MA 08.EE.A.3 Use numbers expressed in the form of a single digit times a whole-number power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. Standard Unpacked:

ma_08.ee.a.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

MA 08.EE.A.4 Standard: MA 08.EE.A.4 Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities. Interpret scientific notation that has been generated by technology.

ma_08.ee.b.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.EE.B.5 Standard: MA 08.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. Standard Unpacked: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving…

ma_08.ee.b.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.EE.B.6 Standard: MA 08.EE.B.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

ma_08.ee.c.7a-b

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.EE.C.7, MA 08.EE.C.7a, MA 08.EE.C.7b Standard: MA 08.EE.C.7 Solve linear equations in one variable. MA 08.EE.C.7a Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).

ma_08.ee.c.8a-c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.EE.C.8, MA 08.EE.C.8a, MA 08.EE.C.8b, MA 08.EE.C.8c Standard: MA 08.EE.C.8 Analyze and solve pairs of simultaneous linear equations. MA 08.EE.C.8a Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

ma_08.f.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.F.A.1 Standard: MA 08.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1 Standard Unpacked: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1

ma_08.f.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.F.A.2 Standard: 08.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). Standard Unpacked: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determin…

ma_08.f.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.F.A.3 Standard: MA 08.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. Standard Unpacked: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1),…

ma_08.f.b.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.F.B.4 Standard: MA 08.F.B.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

ma_08.f.b.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.F.B.5 Standard: MA 08.F.B.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Standard Unpacked:

ma_08.g.a.1a-c

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.G.A.1,MA 08.G.A.1a, MA 08.G.A.1b, MA 08.G.A.1c Standard: MA 08.G.A.1 Verify experimentally the properties of rotations, reflections, and translations: MA 08.G.A.1a Lines are taken to lines, and line segments to line segments of the same length.

ma_08.g.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.G.A.2 Standard: MA 08.G.A.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

ma_08.g.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.G.A.3 Standard: MA 08.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. Standard Unpacked: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

ma_08.g.a.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.G.A.5 Standard: MA 08.G.A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

ma_08.g.b.6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.G.B.6 Standard: MA 08.G.B.6 Explain a proof of the Pythagorean Theorem and its converse. Standard Unpacked: Explain a proof of the Pythagorean Theorem and its converse. Lesson Plans: Resources: Back to Math Level 8

ma_08.g.b.7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.G.B.7 Standard: MA 08.G.B.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. Standard Unpacked: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

ma_08.g.b.8

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

MA 08.G.B.8 Standard: MA 08.G.B.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. Standard Unpacked: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. Lesson Plans:

ma_08.g.c.9

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.G.C.9 Standard: MA 08.G.C.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. Standard Unpacked: Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

ma_08.ns.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.NS.A.1 Standard: MA 08.NS.A.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

ma_08.ns.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.NS.A.2 Standard: 08.NS.A.2 Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). Standard Unpacked:

ma_08.sp.a.1

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.SP.A.1 Standard: MA 08.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

ma_08.sp.a.2

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.SP.A.2 Standard: MA 08.SP.A.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.

ma_08.sp.a.3

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.SP.A.3 Standard: MA 08.SP.A.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. Standard Unpacked: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an…

ma_08.sp.a.4

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 08.SP.A.4 Standard: MA 08.SP.A.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.

ma_500.oa.a.5

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

MA 500.OA.A.5 ---------- Standard: Fluently add and subtract within 5 Standard Unpacked: Lesson Plans: Resources: Back to Math Level 0

online_resources_from_the_statewide_library_electronic_doorway_sled

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Online Resources from the Statewide Library Electronic Doorway (SLED) Book Collection: Nonfiction Explora for Grades 6-12 Live Homework Help Novelist K-8 Alaska's Digital Archives Biography Reference Center Gale in Context GreenFILE History Reference Center Oxford Premium Reference Collection Points of View Reference Center Science Reference Center TOPICsearch Explora for Grades K-5 Primary Search TumbleBooks Middle Search Plus Academic Search Premier Consumer Health Complete…

place_based_education

Anonymous (anonymous@undisclosed.example.com) — 2025-10-02T17:18:57+00:00

Place Based Education ---------- Resources Sample Field Trip Permission Slip Placed-Based Education Template

reading

Anonymous (anonymous@undisclosed.example.com) — 2025-02-11T20:56:36+00:00

Reading Resources for All Levels PDF files of all the R4R phonics picture cards Science standards covered by R4R Reading Mastery fast track for levels 2-3 ---- Resources For Specific Levels ---- Level K Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level 10 Level 11 Level 12

science

Anonymous (anonymous@undisclosed.example.com) — 2024-09-25T12:10:18+00:00

Science ---------- Level 0 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level 10 Level 11 Links for All Science Levels AK Department of Fish and Game - Lots of great activities here and most are about Alaska: BrainPop: BrainPop, Jr.: The Alaska K-12 Science Curricular Initiative (AKSCI) offers excellent lessons that…

sidebar

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

HomePage Content Areas Cultural Awareness Employability Mathematics Science Social Studies Technology Writing Online Resources from the Statewide Library Electronic Doorway (SLED)

social_studies

Anonymous (anonymous@undisclosed.example.com) — 2025-01-29T22:35:17+00:00

Social Studies Level 0 Self and Family Level 1 School Level 2 Community Level 3 Alaska Studies Level 4 U.S. History to the Revolutionary War Level 5 U.S. History: Post Revolutionary War Level 6 World History - Western Hemisphere Level 7 World History - Eastern Hemisphere Level 8 U.S. Civics and Government/Alaska History and Government Level 9 Early U.S. History Level 10 Late U.S. History Level 11 World History ---------- Resources for All Levels Primary Source Resource:

social_studies_level_0

Anonymous (anonymous@undisclosed.example.com) — 2025-01-29T22:31:22+00:00

Social Studies Level 0 SS00.01.01Shares experiences that reflect family culture (camping, fishing, potlucks, hunting, story telling, travel) SS00.02.01Creates a timeline using events from their own lives (e.g., birth, crawling, walking, loosing teeth) SS00.03.01Uses directions or positional words (up/down, in/out, above/below) to identify locations in the classroom.

social_studies_level_1

Anonymous (anonymous@undisclosed.example.com) — 2025-01-29T22:32:49+00:00

Social Studies Level 1 SS01.01.01Compares and contrasts family cultures (e.g. foods, language, religion, traditions) around the world SS01.01.02Summarizes stories and/or songs originating from a variety of cultures SS01.02.01Compares and contrasts school life in the past to school life in the present. (eg. Parents/grandparents interviews, class presenters, AK digital archives)

social_studies_level_2

Anonymous (anonymous@undisclosed.example.com) — 2025-01-29T22:33:51+00:00

Social Studies Level 2 SS02.01.01 Compares and contrasts different types of communities (village, city, rural, urban) SS02.01.02 Summarizes and restates information gained by listening to and questioning a community member SS02.02.01 Presents a project on how the community has or might change using the terms past, present, and future (ex. transportation, tools, clothing)

social_studies_level_3

Anonymous (anonymous@undisclosed.example.com) — 2025-01-29T22:37:09+00:00

Social Studies Level 3 Alaska Studies SS03.01.01 Presents an indigenous migration theory (Bering Land Bridge, Island Hopping) through writing, drawing and/or discussions SS03.01.02 Creates a project that compares and contrasts housing, family structures, clothing, language, art, and use of environmental resources between at least two Alaskan Native Groups

social_studies_level_4

Anonymous (anonymous@undisclosed.example.com) — 2025-01-29T22:38:42+00:00

Level 4 Social Studies U.S. History to the Revolutionary War SS04.01.01 Compares and contrasts tools, shelter, clothing, artwork and food used by two or more different Native American groups SS04.01.02 Creates a diorama highlighting the culture, resources and climate of a Native American group

social_studies_level_5

Anonymous (anonymous@undisclosed.example.com) — 2025-01-29T22:39:55+00:00

Level 5 Social Studies US History: Post Revolutionary War SS05.01.01 Formulates an opinion based upon reading and interpreting a slavery song, an Abolitionist writing, and a Pro-Slavery piece SS05.01.02 Creates a Venn Diagram comparing the views of Northern and Southern Soldiers in the Civil War

social_studies_level_6

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Social Studies Level 6 Western Hemisphere SS06.01.01 Describes the lives of hunting and gathering people during the earliest eras of human society SS06.01.02 Describes the early migrations of people among Earth’s continents SS06.01.03 Describes the transition from hunter gatherers to sedentary agriculture

social_studies_level_7

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

Social Studies Level 7 Eastern Hemisphere 07.01.01 Uses primary and secondary sources (i.e., historical and modern maps) to locate and describe the geographic spread of the Mongolian Empire and life of leader Genghis Khan 07.01.02 Explains the effects of British imperialism on India

social_studies_level_8

Anonymous (anonymous@undisclosed.example.com) — 2025-10-08T16:32:49+00:00

Social Studies Level 8 US Civics and Government/Alaska History and Government US Civics and Government SS08.01.01 Distinguishes between a government and a nation SS08.01.02 Explains the purpose and functions of government SS08.01.03 Compares and contrasts different forms of government both in theory and practice

social_studies_level_9

Anonymous (anonymous@undisclosed.example.com) — 2025-10-08T16:33:16+00:00

Social Studies Level 9 Early US History SS09.01.01 Describes the cultures of the North American continent including: Paleo-Indians, Moundbuilders, Hohokam, and Anasazi SS09.01.02 Compares and contrasts at least two Native American culture regions including lifestyle, political leadership, and subsistence

social_studies_level_10

Anonymous (anonymous@undisclosed.example.com) — 2025-10-08T16:33:30+00:00

Social Studies Level 10 Late US History SS10.01.01 Examines the rise of the Industrial Revolution in America and identifies key figures SS10.01.02 Describes daily life during the Gilded Age and working conditions that led to organized labor movements SS10.01.03 Examines major strikes of the late 1800s

social_studies_level_11

Anonymous (anonymous@undisclosed.example.com) — 2025-10-08T16:33:50+00:00

Social Studies Level 11 World History SS11.01.01 Describes and maps key Renaissance explorers, including Marco Polo and Magellan SS11.01.02 Explains the origins, growth, and consequences of the Protestant Reformation including key figures SS11.01.03 Explains the origins, growth, and consequences of the Enlightenment and Scientific Revolution including key figures

ss00.01.01

Anonymous (anonymous@undisclosed.example.com) — 2025-02-24T19:41:08+00:00

SS.00.01.01 ---------- Standard: Shares experiences that reflect family culture (camping, fishing, potlucks, hunting, story telling, travel) Standard Unpacked: Can share experiences that reflect family culture. Experiences could be, camping, fishing, potlucks, hunting, story telling, travel.

ss00.02.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.00.02.01 ---------- Standard: Creates a timeline using events from their own lives (e.g., birth, crawling, walking, loosing teeth) Standard Unpacked: Creates a timeline using events from their own lives Lesson Plans: Resources: ReadWriteThink Timeline Maker

ss00.03.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.00.03.01 ---------- Standard: Uses directions or positional words (up/down, in/out, above/below) to identify locations in the classroom Standard Unpacked: Uses directions or positional words like up/down, in/out, above/below) to identify locations in the classroom.

ss00.04.01

Anonymous (anonymous@undisclosed.example.com) — 2025-02-24T19:44:36+00:00

SS.00.04.01 ---------- Standard: Explains (i.e. using classroom rules) why people do not have the right to do whatever they want (i.e. to promote fairness, ensure the common good, and to maintain safety Standard Unpacked: Student why people do not have the right to do whatever they want. Use the classroom rules as an example and for reference.

ss00.05.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.00.05.01 ---------- Standard: Makes a list of needs and wants and explains the difference Standard Unpacked: Can make a list of needs and wants and explains the difference Lesson Plans: Resources: Brain Pop Jr. Apps to use with this standard

ss00.05.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.00.05.02 ---------- Standard: Describes job experiences he/she may have at home or in the classroom Standard Unpacked: Describes job experiences he/she may have at home or in the classroom Lesson Plans: Resources: Apps to use with this standard

ss01.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.01.01.01 ---------- Standard: SS.01.01.01 Compares and contrasts family cultures (e.g. foods, language, religion, traditions) around the world Standard Unpacked: Student can compare and contrast family cultures and traditions from around the world.

ss01.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.01.01.02 ---------- Standard: SS.01.01.02 Summarizes stories and/or songs originating from a variety of cultures Standard Unpacked: Summarizes stories and/or songs originating from a variety of cultures Lesson Plans: Resources: Songs:

ss01.02.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.01.02.01 ---------- Standard: SS.01.02.01 Compares and contrasts school life in the past to school life in the present. (eg. Parents/grandparents interviews, class presenters, AK digital archives) Standard Unpacked: How was school different in the past? How was school the same in the past?

ss01.02.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.01.02.02 ---------- Standard: SS.01.02.02 Tells a historical narrative about his/her own family Standard Unpacked: Tells a historical narrative about his/her own family. Tells an event from his/her family history. Lesson Plans: Resources:

ss01.02.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.01.02.03 ---------- Standard: SS.01.02.03 Understands and makes family connections using the terms niece, nephew, sister, brother, uncle, aunt, cousin, grandparents, mother (mom), father (dad) Standard Unpacked: Understands the terms niece, nephew, sister, brother, uncle, aunt, cousin, grandparents, mother (mom), father (dad). Student can tell who some or all of these are in their own family.

ss01.03.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.01.03.01 ---------- Standard: SS01.03.01Creates and uses a map of the classroom; map includes title, legend, and directions (north, south, east, west) Standard Unpacked: Can create and use a map of the classroom; map includes title, legend, and directions (north, south, east, west)

ss01.04.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.01.04.01 ---------- Standard: SS01.04.01Recognizes important United States symbols (etc. Bald Eagle, Statue of Liberty, US Flag, White House) Standard Unpacked: Recognizes important United States symbols (etc. Bald Eagle, Statue of Liberty, US Flag, White House). Student can name these symbols when looking at pictures of them.

ss01.04.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.01.04.02 ---------- Standard: SS01.04.02Creates classroom rules and explains why people do not have the right to do whatever they want (to promote fairness, ensure the common good, and maintain safety) Standard Unpacked: Creates classroom rules and explains why people do not have the right to do whatever they want (to promote fairness, ensure the common good, and maintain safety)

ss01.05.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.01.05.01 ---------- Standard: SS01.05.01Knows the names of presidents on a nickel (Thomas Jefferson), dime (Franklin Roosevelt), quarter (George Washington), and penny (Abraham Lincoln) Standard Unpacked: Knows the names of presidents on a nickel (Thomas Jefferson), dime (Franklin Roosevelt), quarter (George Washington), and penny (Abraham Lincoln)

ss01.05.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.01.05.02 ---------- Standard: SS01.05.02Writes, tells, or draws and presents information about a job in the school (i.e., teacher, cook, aide) and supplies some facts (duties, pay, work) relevant to that job Standard Unpacked: Writes, tells, or draws and presents information about a job in the school and supplies some facts relevant to that job.

ss01.05.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.01.05.03 ---------- Standard: SS01.05.03Creates a project showing understanding of potential economical resources in local environment (i.e., recipe book of subsistence food, wood for sale sign, bottled water) Standard Unpacked: Creates a project showing understanding of potential economical resources in local environment.

ss02.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.02.01.01 ---------- Standard: SS02.01.01 Compares and contrasts different types of communities (village, city, rural, urban) Standard Unpacked: Compares and contrasts different types of communities (village, city, rural, urban) Lesson Plans:

ss02.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.02.01.02 ---------- Standard: SS02.01.02 Summarizes and restates information gained by listening to and questioning a community member Standard Unpacked: * Listens to a community member * Asks questions * Restates what information is learned from the community member

ss02.02.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.02.02.01 ---------- Standard: SS02.02.01 Presents a project on how the community has or might change using the terms past, present, and future (ex. transportation, tools, clothing) Standard Unpacked: How was the community different in the past, present and future?

ss02.03.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.02.03.01 ---------- Standard: SS02.03.01 Creates a class map of the community which includes title, legend, cardinal directions, important landmarks and a map scale Standard Unpacked: Creates a class map of the community which includes title, legend, cardinal directions, important landmarks and a map scale. This can be done as group projects.

ss02.03.02

Anonymous (anonymous@undisclosed.example.com) — 2025-01-29T18:22:25+00:00

SS.02.03.02 ---------- Standard: SS02.03.02 Routinely locates his/her village and any nearby major bodies of water or land features (lakes, rivers, volcanoes, mountains) on a map of Alaska Standard Unpacked: If you are shown a map of Alaska you can locate your village, nearby villages, major body of water, and nearby land features.

ss02.04.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.02.04.01 ---------- Standard: SS02.04.01 Describes causes and effects for creating and following local rules (i.e., pollution, vandalism, breaking and entering, curfew, treatment of elders) Standard Unpacked: Describes causes and effects for creating and following local rules (i.e., pollution, vandalism, breaking and entering, curfew, treatment of elders)

ss02.04.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.02.04.02 ---------- Standard: SS02.04.02 Formulates appropriate questions to ask local leaders Standard Unpacked: What are some good questions to ask local leaders? Lesson Plans: Resources: Back to Social Studies Level 2

ss02.05.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.02.05.01 ---------- Standard: SS02.05.01 Presents information about how community members use local resources through drawing, writing, and/or discussion Standard Unpacked: How do community members use local resources? Lesson Plans: Resources:

ss02.05.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.02.05.02 ---------- Standard: SS02.05.02 Identifies the presidents and historical figures on bills $1 to $20 ($1 –George Washington, $5 – Abraham Lincoln, $10 – Alexandar Hamilton (1st US Secretary of the US Treasury), $20 Andrew Jackson)

ss02.05.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.02.05.03 ---------- Standard: SS02.05.03 Creates a list of appropriate questions to ask while visiting local work sites and places of business Standard Unpacked: What are some good questions to ask while visiting local work sites and places of business?

ss03.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.03.01.01 ---------- Standard: SS03.01.01 Presents an indigenous migration theory (Bering Land Bridge, Island Hopping) through writing, drawing and/or discussions Standard Unpacked: Presents an indigenous migration theory (Bering Land Bridge, Island Hopping) through writing, drawing and/or discussions

ss03.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.03.01.02 ---------- Standard: SS03.01.02 Creates a project that compares and contrasts housing, family structures, clothing, language, art, and use of environmental resources between at least two Alaskan Native Groups Standard Unpacked: * Pick two Alaska Native Groups

ss03.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.03.01.03 ---------- Standard: SS03.01.03 Explains reasons for Russian exploration and lists causes and effects of contact Standard Unpacked: * Explains reasons for Russian exploration * lists causes and effects of contact Lesson Plans:

ss03.01.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.03.01.04 ---------- Standard: SS03.01.04 Reads and summarizes an Alaskan Native legend and/or song. Standard Unpacked: * Reads an Alaskan Native legend * summarizes an Alaskan Native legend and/or song Lesson Plans: Resources: Many of the school libraries have Alaska Native legends in their Alaska section

ss03.02.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.03.02.01 ---------- Standard: SS03.02.01 Creates a timeline that sequences at least 10 main events from Native Alaskan history to the present Standard Unpacked: Creates a timeline that sequences at least 10 main events from Native Alaskan history to the present. Some events are Russian exploration, Molly Hootch case, AK purchase by the United States, ANCSA

ss03.02.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.03.02.02 ---------- Standard: SS03.02.02 Presents a project on how tools, technology, and/or transportation has or will change in Alaska using the terms past, present, and future Standard Unpacked: Who has tools, technology, and/or transportation changed over time in Alaska? How will tools, technology, and/or transportation change in the in Alaska, in the future? Present a project on how tools, technology, and/or transportation has or will change in Alaska using the terms past, present,…

ss03.03.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.03.03.01 ---------- Standard: SS03.03.01 Creates a relief map identifying major land features (rivers, deltas, lakes, glaciers, mountains, valleys, volcanoes) and towns of Alaska Standard Unpacked: Creates a relief map identifying major land features (rivers, deltas, lakes, glaciers, mountains, valleys, volcanoes) and towns of Alaska

ss03.03.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.03.03.02 ---------- Standard: SS.03.03.02 Creates a simple map showing where Alaskan Native groups (Athabascan, Aleut, Tlingit, Haida, Inuit, Eyak, Yup’ik, and Tsimshian ) reside Standard Unpacked: Creates a map showing where the Alaska Native groups reside (traditionally lived)

ss03.04.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.03.04.01 ---------- Standard: SS.03.04.01 Identifies major Alaskan symbols such as Alaskan flag, song, flower, bird etc. Standard Unpacked: Some symbols to include: * Flag * Song * Flower * Bird * Nickname * Motto * Flower *

ss03.04.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.03.04.02 ---------- Standard: SS03.04.02 Presents information about a significant Alaskan leader through writing, drawings and discussions Standard Unpacked: Presents information about a significant Alaskan leader through writing, drawings and discussions

ss03.04.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.03.04.03 ---------- Standard: SS03.04.03 Creates a diagram that shows leadership and government roles in Alaska including the following: village or tribal leader, mayor, city council, state courts, governor, state legislature Standard Unpacked:

ss03.05.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.03.05.01 ---------- Standard: SS03.05.01 Identifies natural and manufactured resources exported, imported and used in Alaska Standard Unpacked: Identifies natural and manufactured resources exported, imported and used in Alaska What resources does Alaska import? What resources does Alaska export? Which of these resources is natural and which is manufactured?

ss03.05.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.03.05.02 ---------- Standard: SS03.05.02 Creates a travel brochure which includes a graph or chart and outlines major attractions (services) and resources (goods) of Alaska Standard Unpacked: Creates a travel brochure which includes a graph or chart and outlines major attractions (services) and resources (goods) of Alaska

ss04.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.04.01.01 ---------- Standard: SS04.01.01 Compares and contrasts tools, shelter, clothing, artwork and food used by two or more different Native American groups Standard Unpacked: Compares and contrasts tools, shelter, clothing, artwork and food used by two or more different Native American groups

ss04.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.04.01.02 ---------- Standard: SS04.01.02 Creates a diorama highlighting the culture, resources and climate of a Native American group Standard Unpacked: Creates a diorama highlighting the culture, resources and climate of a Native American group

ss04.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.04.01.03 ---------- Standard: SS04.01.03 Describes how the first Americans used resources from their environment to survive Standard Unpacked: SS04.01.03 Describes how the first Americans used resources from their environment to survive Lesson Plans:

ss04.01.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.04.01.04 ---------- Standard: SS04.01.04 Explains why people migrated to North America Standard Unpacked: Explains why people migrated to North America Lesson Plans: Resources: Core Resource: Scott Foresman The United State Volume 1 Chapter 1

ss04.01.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.04.01.05 ---------- Standard: SS04.01.05 Summarizes the impact of explorers and the settlement of Europeans on indigenous populations Standard Unpacked: What was the impact of explorers and the settlement of Europeans on indigenous populations

ss04.01.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.04.01.06 ---------- Standard: SS04.01.06 Describes the relationships between the 13 colonies and the differences between north and south Standard Unpacked: Describes the relationships between the 13 colonies and the differences between north and south What was the relationship between the 13 colonies? How were the north colonies different than the southern colonies?

ss04.02.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.04.02.01 ---------- Standard: SS04.02.01 Creates a Venn Diagram comparing pre-colonial (Native Americans) to colonial settlement; Venn Diagram highlights the changes that occurred during colonization Standard Unpacked: Creates a Venn Diagram comparing pre-colonial (Native Americans) to colonial settlement; Venn Diagram highlights the changes that occurred during colonization

ss04.02.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.04.02.02 ---------- Standard: SS04.02.02 Sequences the major events of the Revolutionary War Standard Unpacked: Sequences the major events of the Revolutionary War. What were the major events of the Revolutionary war? Put them in order. Describe each event.

ss04.03.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.04.03.01 ---------- Standard: SS04.03.01 Creates a map of the original 13 colonies Standard Unpacked: Creates a map of the original 13 colonies Lesson Plans: Resources: Back to Social Studies Level 4

ss04.03.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.04.03.02 ---------- Standard: SS04.03.02 Creates and labels a relief map of the United States that includes major mountain ranges, rivers, oceans, and lakes Standard Unpacked: Creates and labels a relief map of the United States that includes major mountain ranges, rivers, oceans, and lakes

ss04.04.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.04.04.01 ---------- Standard: SS04.04.01 Outlines British policies that led to the Revolutionary War Standard Unpacked: Outlines British policies that led to the Revolutionary War. What did the British government do to the American colonies that led to the Revolutionary War. These policies were introduced in order to combat the debt created from the French and Indian War. Some of the British policies that inflamed tensions in the colonies included:

ss04.05.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.04.05.01 ---------- Standard: SS04.05.01 Creates a diagram of imports and exports (including slavery) and the major trade routes of the Colonial Period Standard Unpacked: Creates a diagram of imports and exports (including slavery) and the major trade routes of the Colonial Period

ss04.05.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.04.05.02 ---------- Standard: SS04.05.02 Explains the economic cause of the Revolutionary War (Stamp Act, Boston Tea Party, Intolerable Acts) Standard Unpacked: Explains the economic cause of the Revolutionary War (Stamp Act, Boston Tea Party, Intolerable Acts)

ss05.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.05.01.01 ---------- Standard: SS05.01.01 Formulates an opinion based upon reading and interpreting a slavery song, an Abolitionist writing, and a Pro-Slavery piece Standard Unpacked: * Read and interpret a spiritual, Abolitionist writing, and Pro-Slavery piece. (primary sources)

ss05.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.05.01.02 ---------- Standard: SS05.01.02 Creates a Venn Diagram comparing the views of Northern and Southern Soldiers in the Civil War Standard Unpacked: Creates a Venn Diagram comparing the views of Northern and Southern Soldiers in the Civil War

ss05.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.05.01.03 ---------- Standard: SS05.01.03 Creates a project using a variety of sources that investigates a famous early American figure. Standard Unpacked: Creates a project using a variety of sources that investigates a famous early American figure.

ss05.01.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.05.01.04 ---------- Standard: SS.05.01.04 Writes a narrative from the point of view of a person immigrating to the United States through Ellis Island Standard Unpacked: Writes a narrative from the point of view of a person immigrating to the United States through Ellis Island

ss05.01.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.05.01.05 ---------- Standard: SS05.01.05 Creates a project using a variety of sources that investigates a famous influential person from 1900 to present. Standard Unpacked: Creates a project using a variety of sources that investigates a famous influential person from 1900 to present.

ss05.02.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.05.02.01 ---------- Standard: SS05.02.01 Creates a project that demonstrates an understanding of Manifest Destiny Standard Unpacked: Creates a project that demonstrates an understanding of Manifest Destiny. What is Manifest Destiny? Lesson Plans:

ss05.02.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.05.02.02 ---------- Standard: SS05.02.02 Sequences the major events of the Civil War Standard Unpacked: List in order the major events of the Civil War. Lesson Plans: Resources: Back to Social Studies Level 5

ss05.02.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.05.02.03 ---------- Standard: SS05.02.03 Creates a timeline of the 20th Century America including major wars, depression, and the industrial revolution Standard Unpacked: Creates a timeline of the 20th Century America including major wars, depression, and the industrial revolution

ss05.03.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.05.03.01 ---------- Standard: SS05.03.01 Creates a map of the Louisiana Purchase and Lewis and Clark Expedition Standard Unpacked: Creates a map of the Louisiana Purchase and Lewis and Clark Expedition Lesson Plans: Resources:

ss05.03.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.05.03.02 ---------- Standard: SS05.03.02 Identifies the 50 States and their capitals Standard Unpacked: Can name the 50 states and each states capital. State and Capital. Lesson Plans: Resources: 50 states game - Another 50 states game

ss05.03.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.05.03.03 ---------- Standard: SS05.03.03 Identifies the major geographical features and regions of the United States Standard Unpacked: Knows and can show where the major geographical features and regions of the United States are located. Lesson Plans:

ss05.03.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.05.03.04 ---------- Standard: SS05.03.04 Uses and calculates scale, longitude, latitude, and time zones on maps Standard Unpacked: Uses and calculates scale, longitude, latitude, and time zones on maps Lesson Plans: Resources: Back to Social Studies Level 5

ss05.04.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.05.04.01 ---------- Standard: SS05.04.01 Diagrams and explains the branches of US government Standard Unpacked: Diagrams and explains the branches of US government. Make a diagram showing what the three branches of government are and their jobs or functions.

ss05.04.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.05.04.02 ---------- Standard: SS05.04.02 Explains the importance of the Constitution and the Bill of Rights. Standard Unpacked: Explains the importance of the Constitution and the Bill of Rights. Lesson Plans: Resources:

ss05.05.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.05.05.01 ---------- Standard: SS05.05.01 Creates a model, diagram, or map showing the economic injustices of a southern plantation Standard Unpacked: Creates a model, diagram, or map showing the economic injustices of a southern plantation

ss05.05.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.05.05.02 ---------- Standard: SS05.05.02 Formulates questions and investigates economic reasons for westward expansion Standard Unpacked: Formulates questions and investigates economic reasons for westward expansion (ex. Gold rush, homesteading, ranching)

ss06.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.01.01 ---------- Standard: SS06.01.01 Describes the lives of hunting and gathering people during the earliest eras of human society Standard Unpacked: Describes the lives of hunting and gathering people during the earliest eras of human society (tools, fire, and how early were organized [laws and government]

ss06.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.01.02 ---------- Standard: SS06.01.02 Describes the early migrations of people among Earth’s continents Standard Unpacked: Describes the early migrations of people among Earth’s continents including Bering Land Bridge. Lesson Plans:

ss06.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.01.03 ---------- Standard: SS06.01.03 Describes the transition from hunter gatherers to sedentary agriculture Standard Unpacked: Describes the transition from hunter gatherers to sedentary agriculture (domestication of plants and animals)

ss06.01.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.01.04 ---------- Standard: SS06.01.04 Describes the importance of the natural environment in the development of agricultural settlements in different locations Standard Unpacked: Describes the importance of the natural environment in the development of agricultural settlements in different locations (e.g., availability of water for irrigation, adequate precipitation, and suitable growing season)

ss06.01.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.01.05 ---------- Standard: SS06.01.05 Explains the impact of the Agricultural Revolution Standard Unpacked: Explains the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements)

ss06.01.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.01.06 ---------- Standard: SS06.01.06 Summarizes at least two different creation myths of cultures of the Western hemisphere Standard Unpacked: Summarizes at least two different creation myths of cultures of the Western hemisphere (i.e., Aztec, Judeo-Christian)

ss06.01.07

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.01.07 ---------- Standard: SS06.01.07 Compares and contrasts the Mayan, Aztec, and Incan societies, including economy, religion, and role and class structure Standard Unpacked: Compares and contrasts the Mayan, Aztec, and Incan societies, including economy, religion, and role and class structure

ss06.01.08

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.01.08 ---------- Standard: SS06.01.08 Explains the effects of European Imperialism on the Aztec Empire and identifies key figures Standard Unpacked: Explains the effects of European Imperialism on the Aztec Empire and identifies key figures (Montezuma and Cortez)

ss06.01.09

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.01.09 ---------- Standard: SS06.01.09 Explains the effects of European Imperialism on the Incan Empire and identifies key figures Standard Unpacked: Explains the effects of European Imperialism on the Incan Empire and identifies key figures (Tupac Amaru and Pizarro)

ss06.01.10

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.01.10 ---------- Standard: SS06.01.10 Describes the rise of Greek city-states (Athens and Sparta) and identifies key figures Standard Unpacked: Describes the rise of Greek city-states (Athens and Sparta) and identifies key figures (Homer and Plato)

ss06.01.11

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.01.11 ---------- Standard: SS06.01.11 Explains the effects of the rise of the Macedonian Empire and identifies key figures Standard Unpacked: Explains the effects of the rise of the Macedonian Empire and identifies key figures like Alexander the Great.

ss06.01.12

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.01.12 ---------- Standard: SS06.01.12 Explains the effects of the rise of the Roman Empire and identifies key figures Standard Unpacked: Explains the effects of the rise of the Roman Empire and identifies key figures (Julius Cesar and Hannibal)

ss06.02.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.02.01 ---------- Standard: SS06.02.01 Creates a timeline that illustrates the rise and fall of the Roman Empire Standard Unpacked: Creates a timeline that illustrates the rise and fall of the Roman Empire Lesson Plans: Resources: Timeline Maker -

ss06.02.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.02.02 ---------- Standard: SS06.02.02 Creates a timeline of the rise of Christianity which includes the geographical center and spread of Christianity Standard Unpacked: Creates a timeline of the rise of Christianity which includes the geographical center and spread of Christianity

ss06.02.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.02.03 ---------- Standard: SS06.02.03 Explains the causes and spread of the Plague [the Black Death] and analyzes its consequences Standard Unpacked: What caused and spread the Plague [the Black Death] and what were its consequences Lesson Plans:

ss06.03.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.03.01 ---------- Standard: SS06.03.01 Draws the geographic boundaries of Europe, North America, and South America Standard Unpacked: Draws the geographic boundaries of Europe, North America, and South America Lesson Plans: Resources:

ss06.03.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.03.02 ---------- Standard: SS06.03.02 Compares and contrasts two maps to show change over time Standard Unpacked: * find two maps of the same place, each from a different time in history * tell how the pace changed over time Things to look for - population, migration, political boundaries, colonization, plagues/epidemic, and more.

ss06.03.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.03.03 ---------- Standard: SS06.03.03 Using historic and modern maps, locates the Macedonian and Roman Empires, and describes their geographic characteristics including physical features Standard Unpacked: * locate on a modern map where the Macedonian and Roman Empires located

ss06.03.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.03.04 ---------- Standard: SS06.03.04 Identifies major river systems and transportation routes of the Western Hemisphere including physical features Standard Unpacked: Identifies major river systems and transportation routes of the Western Hemisphere (i.e., Amazon and Atlantic trade routes)including physical features

ss06.04.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.04.01 ---------- Standard: SS06.04.01 Compares and contrasts the defining characteristics of a city-state, civilization, and empire Standard Unpacked: Compares and contrasts the defining characteristics of a city-state, civilization, and empire

ss06.04.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.04.02 ---------- Standard: SS06.04.02 Explains the importance of Greek ideas about democracy to our world today Standard Unpacked: What is the importance of Greek ideas about democracy to our world today? Lesson Plans: Resources:

ss06.04.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.04.03 ---------- Standard: SS06.04.03 Defines the system of republicanism as used during the Roman Republic Standard Unpacked: Defines the system of republicanism as used during the Roman Republic. What is republicanism? How was it used during the Roman Republic?

ss06.05.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.05.01 ---------- Standard: SS06.05.01 Uses historic and modern maps to locate and describe trade networks among empires using the terms: infrastructure, import/export, barter/trade, monetary system Standard Unpacked: Uses historic and modern maps to locate and describe trade networks among empires (i.e., the Inca Road, the Roman Road system) using the terms: infrastructure, import/export, barter/trade, monetary system

ss06.05.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.05.02 ---------- Standard: SS06.05.02 Using the terms supply and demand, explains how limited resources and human wants cause people to choose some things and give up others Standard Unpacked: Using the terms supply and demand, explains how limited resources and human wants cause people to choose some things and give up others

ss06.05.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.05.03 ---------- Standard: SS06.05.03 Describes the economic impacts of slavery for Greeks, Romans, Aztecs, or Incas Standard Unpacked: * What impact economically did slavery have for the Ancient Greeks? * What impact economically did slavery have for the Ancient Romans?

ss06.05.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.06.05.04 ---------- Standard: SS06.05.04 Defines the terms class and aristocracy and describes how the tribute system led to the rise of aristocracy Standard Unpacked: * Define class * Define aristocracy * How did the tribute system lead to the rise of aristocracy

ss08.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.08.01.01 ---------- Standard: SS08.01.01 Distinguishes between a government and a nation Standard Unpacked: What is the difference between a government and a nation ? Lesson Plans: Resources: Government explained Back to Social Studies Level 8

ss08.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.01.02 ---------- Standard: SS08.01.02 Explains the purpose and functions of government Standard Unpacked: Explains the purpose and functions of government (i.e., common defense, protection of property, justice, diplomatic relations) Lesson Plans:

ss08.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.01.03 ---------- Standard: SS08.01.03 Compares and contrasts different forms of government both in theory and practice Standard Unpacked: Compares and contrasts different forms of government both in theory and practice (democracy, autocracy, communist state, socialist state)

ss08.01.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.01.04 ---------- Standard: SS.08.01.04 Defines sovereignty and the three “unalienable rights” listed in the Declaration of Independence Standard Unpacked: Defines sovereignty and the three “unalienable rights” listed in the Declaration of Independence

ss08.01.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.01.05 ---------- Standard: SS.08.01.05 Identifies and explains 6 basic principles in the U.S. Constitution Standard Unpacked: SS.08.01.05 Identifies and explains 6 basic principles in the U.S. Constitution (popular sovereignty, limited government, separation of powers, checks and balances, judicial review and federalism)

ss08.01.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.01.06 ---------- Standard: SS08.01.06 Describes the divisions of power between the federal, state, and local governments and the role/function of each Standard Unpacked: Describes the divisions of power between the federal, state, and local governments and the role/function of each

ss08.01.07

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.01.07 ---------- Standard: SS08.01.07 Explains the rights and responsibilities of civics as it applies to citizenship Standard Unpacked: Explains the rights and responsibilities of civics as it applies to citizenship. What rights do all citizens have? What responsibilities do all citizens have?

ss08.01.08

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.01.08 ---------- Standard: SS08.01.08 Demonstrates an understanding of the following concepts: equality, justice, liberty and privacy Standard Unpacked: Demonstrates an understanding of the following concepts: equality, justice, liberty and privacy

ss08.01.09

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.01.09 ---------- Standard: SS08.01.09 Researches and reports on at least two issues, problems, or concepts in constitutional law Standard Unpacked: Researches and reports on at least two issues, problems, or concepts in constitutional law

ss08.01.10

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.01.10 ---------- Standard: SS08.01.10 Explains how a bill becomes law Standard Unpacked: How does a bill become a law. Lesson Plans: Resources: Videos Schoolhouse Rock Crash Course Government Back to Social Studies Level 8

ss08.01.11

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.01.11 ---------- Standard: SS08.01.11 Explains the different components and participants of the trial process Standard Unpacked: Explains the different components and participants of the trial process Lesson Plans: Trial Go Fish Game -

ss08.01.12

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.01.12 ---------- Standard: SS08.01.12 Researches and reports on at least one Supreme Court case Standard Unpacked: Researches and reports on at least one Supreme Court case * Find on Supreme Court case of the present or past * Research that case

ss08.01.13

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.01.13 ---------- Standard: SS08.01.13 Compares and contrasts 5 different political points of view and their characteristics across the left-center-right political spectrum Standard Unpacked: Compares and contrasts 5 different political points of view and their characteristics across the left-center-right political spectrum (i.e., conservative, liberal, socialist, communist, anarchist, etc.)

ss08.01.14

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.01.14 ---------- Standard: SS08.01.14 Identifies the role of political parties and campaigns in elections Standard Unpacked: What is the role of political parties and campaigns in elections? Lesson Plans: Resources: Back to Social Studies Level 8

ss08.01.15

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.08.01.15 ---------- Standard: SS08.01.15 Explains the electoral process Standard Unpacked: Explains the electoral process Lesson Plans: Resources: Electing a U…

ss08.01.16

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.01.16 ---------- Standard: SS08.01.16 Writes a letter, article, editorial, or persuasive essay to influence those in power in the local, state, or national community Standard Unpacked: Write a letter, article, editorial, or persuasive essay to influence those in power in the local, state, or national community

ss08.02.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.02.01 ---------- Standard: SS08.02.01Uses a variety of sources to analyze the historical contributions and/or influences of significant individuals, groups, and organizations of indigenous Alaskans before western contact Standard Unpacked:

ss08.02.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.02.02 ---------- Standard: SS08.02.02 Uses a variety of sources to analyze the impact of the relationships between AK Natives an Russians Standard Unpacked: Uses a variety of sources to analyze the impact of the relationships between AK Natives an Russians (i.e. Russian Orthodox Church, early fur traders, Russian American Companies, enslavement, and Creoles).

ss08.02.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.02.03 ---------- Standard: SS08.02.03 Identifies patterns of transformation, competition, supply and demand, and subsistence activities in response to the use of natural resources during the Colonial Russian Period Standard Unpacked: Identifies patterns of transformation, competition, supply and demand, and subsistence activities in response to the use of natural resources during the Colonial Russian Period (1741-1867) (i.e. fur, minerals, whaling)

ss08.02.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.02.04 ---------- Standard: Compares and contrasts tribal and western concepts of land ownership and how acting upon those concepts contributes to changes in land use, control, and ownership Standard Unpacked: Compares and contrasts tribal and western concepts of land ownership and how acting upon those concepts contributes to changes in land use, control, and ownership

ss08.02.05

Anonymous (anonymous@undisclosed.example.com) — 2024-11-11T18:24:03+00:00

SS.08.02.05 ---------- Standard: SS08.02.05 Describes impacts the Treaty of Cession, the Marshall Trilogy, Mining Act of 1872, Organic Act of 1884 had on Alaskans Standard Unpacked: SS08.02.05 Describes impacts the Treaty of Cession, the Marshall Trilogy, Mining Act of 1872, Organic Act of 1884 had on Alaskans

ss08.02.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.02.06 ---------- Standard: SS08.02.06 Describes at least one gold rush and its impact on natural resource development, land management, and social aspects of Alaskan communities Standard Unpacked: Describes at least one gold rush (Juneau, Klonkike, Nome) and its impact on natural resource development, land management, and social aspects of Alaskan communities

ss08.02.07

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.02.07 ---------- Standard: SS08.02.07 Explains the significance of the Nelson Act of 1905 on education and the subsequent history of education in Alaska Standard Unpacked: Explains the significance of the Nelson Act of 1905 on education and the subsequent history of education in Alaska (include role of Sheldon Jackson, Tobeluk vs. Lind Case [Molly Hootch])

ss08.02.08

Anonymous (anonymous@undisclosed.example.com) — 2024-11-11T18:44:30+00:00

SS.08.02.08 ---------- Standard: SS08.02.08 Explains Alaskan’s quest for self determination (i.e., full rights as US citizens) through the statehood movement Standard Unpacked: Explains Alaskan’s quest for self determination (i.e., full rights as US citizens) through the statehood movement

ss08.02.09

Anonymous (anonymous@undisclosed.example.com) — 2024-11-11T19:14:25+00:00

SS.08.02.09 ---------- Standard: SS08.02.09 Draws conclusions about the significance of natural resources in Alaska’s development Standard Unpacked: Draws conclusions about the significance of natural resources (i.e., fisheries, timber, Swanson River oil discovery, North Slope oil, “sustained yield” in the AK Constitution) in Alaska’s development

ss08.02.10

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.02.10 ---------- Standard: SS.08.02.10 Explains the impact of military actions on Alaskan communities Standard Unpacked: Explains the impact of military actions on Alaskan communities (e.g., Naval bombardment of Angoon, Aleut internment, WWII [Attu/Kiska], military expeditions, nuclear testing)

ss08.02.11

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.02.11 ---------- Standard: SS08.02.11 Describes the historical basis of federal recognition of tribes, the ongoing nature and diversity of tribal governance, and the plenary power of Congress Standard Unpacked: Describes * the historical basis of federal recognition of tribes

ss08.02.12

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.02.12 ---------- Standard: SS08.02.12 Explains Native efforts toward civil and land rights Standard Unpacked: Explains Native efforts toward civil and land rights (i.e., founding of AK Native Brotherhood, Alaska Native Sisterhood, Alaska Federation of Natives, and Tanana Chiefs) and challenge to status quo (i.e., appeals to the Russian government, Ward Cove Packing Co. Case, anti-discrimination acts, women’s suffrage)

ss08.02.13

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.08.02.13 ---------- Standard: SS08.02.13 Describes federal policies and legislation that recognized Native rights Standard Unpacked: Describes federal policies and legislation that recognized Native rights (AK Citizenship Act, Tlingit-Haida Jurisdiction Act, Indian Citizenship Act of 1925, AK Reorganization Act, ANCSA)

ss08.02.14

Anonymous (anonymous@undisclosed.example.com) — 2024-11-11T19:10:24+00:00

SS.08.02.14 ---------- Standard: SS08.02.14 Describes the importance of at least three significant individuals in modern Alaska history and/or government Standard Unpacked: Describes the importance of at least three significant individuals in modern Alaska history and/or government: Judge Wichersham, William Paul, Elizabeth Peratrovich, Ernest Gruening, William Hensley, Eben Hopson, Howard Rock,Gov. Jay Hammond, Ted Stevens, Katie John

ss08.02.15

Anonymous (anonymous@undisclosed.example.com) — 2024-11-11T19:06:53+00:00

SS.08.02.15 ---------- Standard: SS08.02.15 Describes ANCSA and ANILCA and their impact on the state Standard Unpacked: Describes ANCSA and ANILCA and their impact on the state Lesson Plans: Resources: ANILCA ANCSA ANCSA Videos Teacher Created Resource:

ss08.02.16

Anonymous (anonymous@undisclosed.example.com) — 2024-11-11T19:07:05+00:00

SS.08.02.16 ---------- Standard: SS08.02.16 Lists and describes the formation of Alaska Native Corporations and explains their impact on state and local economies Standard Unpacked: Lists and describes the formation of Alaska Native Corporations and explains their impact on state and local economies

ss08.02.17

Anonymous (anonymous@undisclosed.example.com) — 2024-11-11T19:10:43+00:00

SS.08.02.17 ---------- Standard: SS08.02.17 Creates a timeline that describes key turning points in recent Alaska history Standard Unpacked: Creates a timeline that describes key turning points in recent Alaska history (building of Prudoe Bay pipeline, Molly Hootch case, ANCSA, ANILCA, ANWR, natural and manmade disasters, establishment of corporations, Permanent Fund Dividend)

ss09.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.01.01 ---------- Standard: SS09.01.01 Describes the cultures of the North American continent including: Paleo-Indians, Moundbuilders, Hohokam, and Anasazi Standard Unpacked: Describes the cultures of the North American continent including: Paleo-Indians, Moundbuilders, Hohokam, and Anasazi

ss09.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.01.02 ---------- Standard: SS09.01.02 Compares and contrasts at least two Native American culture regions including lifestyle, political leadership, and subsistence Standard Unpacked: Compares and contrasts at least two Native American culture regions (i.e., Arctic, Subarctic, Northwest coast, Great Basin, Southwest, Great Plains, Southeast, and Northeast) including lifestyle, political leadership, and subsistence

ss09.02.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.02.01 ---------- Standard: SS09.02.01 Compares and contrasts the motivations and goals of different European groups in coming to North America Standard Unpacked: Compares and contrasts the motivations and goals of different European groups in coming to North America (i.e., Spain, Portugal, France, and Britain)

ss09.02.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.02.02 ---------- Standard: SS09.02.02 Describes the rise of early colonies and discusses key figures Standard Unpacked: Describes the rise of early colonies (i.e., Roanoke, Jamestown, Plymouth) and discusses key figures (John Smith, Powhatan, John Winthrop, William Penn)

ss09.02.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.02.03 ---------- Standard: SS09.02.03 Explains the importance of religion in early colonies and the consequences of different perspectives of religious faith Standard Unpacked: Explains the importance of religion in early colonies and the consequences of different perspectives of religious faith (i.e., European-Native relations, the Salem witch trials, Quakers, first Great Awakening)

ss09.02.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.02.04 ---------- Standard: SS09.02.04 Describes Native American and African American rebellions against European settlers Standard Unpacked: Describes Native American and African American rebellions against European settlers (i.e., Pontiac’s Rebellion and Stono Rebellion)

ss09.03.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.03.01 ---------- Standard: SS09.03.01 Explains the causes of the American War for Independence Standard Unpacked: What are the causes of the American War for Independence? Explain each. Lesson Plans: Resources: Crash Course History -

ss09.03.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.03.02 ---------- Standard: SS.09.03.02 Describes key figures and their roles in the American War for Independence Standard Unpacked: Describes key figures and their roles in the American War for Independence (Samuel Adams, John Adams, Patrick Henry, George Washington, Thomas Jefferson, Paul Revere, Thomas Paine, Ben Franklin, King George, Marquis de Lafayette)

ss09.04.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.04.01 ---------- Standard: SS09.04.01 Describes the importance of religion in early America Standard Unpacked: Describes the importance of religion in early America (i.e., the Second Great Awakening, temperance movement) Lesson Plans: Resources:

ss09.04.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.04.02 ---------- Standard: SS09.04.02 Describes the rise and importance of the Antislavery (Abolitionist) Movement and identifies key figures Standard Unpacked: Describes the rise and importance of the Antislavery (Abolitionist) Movement and identifies key figures (Nat Turner, Frederick Douglass, John Brown, Dred Scott, Harriet Tubman, and Harriet Beecher Stowe)

ss09.04.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.04.03 ---------- Standard: SS09.04.03 Compares and contrasts differing perspectives on slavery Standard Unpacked: Compares and contrasts differing perspectives on slavery Pro Slavery vs Anti-Slavery Lesson Plans: Many lesson plans can be found here -

ss09.04.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.04.04 ---------- Standard: SS09.04.04 Explains the causes of the Mexican-American War and identifies key figures Standard Unpacked: Explains the causes of the Mexican-American War and identifies key figures (Sam Houston and Santa Ana) Lesson Plans:

ss09.04.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.04.05 ---------- Standard: SS09.04.05 Describes the rise and importance of the Women’s Movement and identifies key figures Standard Unpacked: Describes the rise and importance of the Women’s Movement and identifies key figures (Sojourner Truth, Lucretia Mott, and Elizabeth Stanton)

ss09.05.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.05.01 ---------- Standard: SS09.05.01 Explains the causes of the U.S. Civil War Standard Unpacked: Explains the causes of the U.S. Civil War (i.e., slavery, state’s rights, westward expansion, the 1860 election of Lincoln) Lesson Plans:

ss09.05.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.05.02 ---------- Standard: SS.09.05.02Identifies and explains importance of the key figures of the U.S. Civil War Standard Unpacked: Identifies and explains importance of the key figures of the U.S. Civil War (Abraham Lincoln, Jefferson Davis, Ulysses Grant, “Stonewall” Jackson, Robert E. Lee)

ss09.05.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.05.03 ---------- Standard: SS09.05.03 Analyzes primary sources of Abraham Lincoln in relation to the U.S. Civil War Standard Unpacked: Analyzes primary sources of Abraham Lincoln in relation to the U.S. Civil War (i.e., A House Divided Speech, the Gettysburg Address, the Emancipation Proclamation, the 13th Amendment)

ss09.05.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.05.04 ---------- Standard: SS09.05.04 Analyzes political cartoons from the Reconstruction and explains differing perspectives Standard Unpacked: Analyzes political cartoons from the Reconstruction and explains differing perspectives Lesson Plans:

ss09.06.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.06.01 ---------- Standard: SS09.06.01 Describes the Columbian Exchange and its impact on Europeans, Native Americans, and Africans Standard Unpacked: Describes the Columbian Exchange and its impact on Europeans, Native Americans, and Africans (i.e., disease, crops, and trade)

ss09.06.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.06.02 ---------- Standard: SS09.06.02 Creates a timeline of the major events of the American War for Independence Standard Unpacked: Create a timeline of the major events of the American War for Independence Lesson Plans: Resources:

ss09.06.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.06.03 ---------- Standard: SS09.06.03 Defines Manifest Destiny and explains its impact on westward migration with specific attention to the displacement of Native American tribes Standard Unpacked: Defines Manifest Destiny and explains its impact on westward migration with specific attention to the displacement of Native American tribes (i.e., Treaty of Fort Laramie)

ss09.06.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.06.04 ---------- Standard: SS09.06.04 Creates a timeline of the major events of the U.S. Civil War Standard Unpacked: Create a timeline of the major events of the U.S. Civil War Lesson Plans: Resources:

ss09.06.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.06.05 ---------- Standard: SS09.06.05 Defines infrastructure and describes the rebuilding and institutional consequences of the Nation after the U.S. Civil War Standard Unpacked: Defines infrastructure and describes the rebuilding and institutional consequences of the Nation after the U.S. Civil War (i.e., the Freedmen’s Bureau and the Ku Klux Klan)

ss09.07.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.07.01 ---------- Standard: SS09.07.01 Maps the colonies of Spain, France, and England in North America Standard Unpacked: SS09.07.01 Maps the colonies of Spain, France, and England in North America Lesson Plans: Resources: Back to Social Studies Level 9

ss09.07.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.07.02 ---------- Standard: SS09.07.02 Maps the Trans-Atlantic Slave Trade routes and destinations Standard Unpacked: Maps the Trans-Atlantic Slave Trade routes and destinations Lesson Plans: Resources: Interactive Map -

ss09.07.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.09.07.03 ---------- Standard: SS09.07.03 Maps the routes that settlers traveled during Manifest Destiny Standard Unpacked: Maps the routes that settlers traveled during Manifest Destiny Lesson Plans: Resources: Back to Social Studies Level 9

ss09.07.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.07.04 ---------- Standard: SS09.07.04 Maps the Confederacy states, the Union, and the Border States during the U.S. Civil War Standard Unpacked: Maps the Confederacy states, the Union, and the Border States during the U.S. Civil War Lesson Plans:

ss09.08.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.08.01 ---------- Standard: SS09.08.01 Reads and summarizes the meaning and significance of the Mayflower Compact Standard Unpacked: * Reads the Mayflower Compact * Summarize the importance of the Mayflower Compact Lesson Plans: Resources:

ss09.08.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.08.02 ---------- Standard: SS09.08.02 Describes the political interactions between the colonies, Native American tribes, British and French Standard Unpacked: Describes the political interactions between the colonies, Native American tribes, British and French (i.e., the French and Indian War)

ss09.08.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.08.03 ---------- Standard: SS09.08.03 Analyzes historical documents that influenced the creation of the U.S. Constitution Standard Unpacked: What historical documents influenced the U.S. Constitution? What was the importance of each document?

ss09.08.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.08.04 ---------- Standard: SS09.08.04 Compares and contrasts the perspectives of “patriots” and “loyalists” in Revolutionary America Standard Unpacked: Compare patriots vs. loyalists in the Revolutionary America. Lesson Plans: Resources:

ss09.08.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.08.05 ---------- Standard: SS09.08.05 Analyzes the Declaration of Independence and reconstructs the literal meaning Standard Unpacked: Analyzes the Declaration of Independence and reconstructs the literal meaning (i.e., principles and grievances)

ss09.08.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.08.06 ---------- Standard: SS09.08.06 Briefly describes the Federal Government created by the United States Constitution, the Bill of Rights, and the 14th and 15th Amendments Standard Unpacked: Briefly describes the Federal Government created by the United States Constitution (i.e., three branches of government, checks and balances, bicameral legislature), the Bill of Rights (first ten amendments to the Constitution), and the 14th and 15th Amendments

ss09.09.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.09.01 ---------- Standard: SS09.09.01 Analyzes the push and pull factors that led European groups to begin exploration Standard Unpacked: What lead European groups to begin exploration? Lesson Plans: Resources: Back to Social Studies Level 9

ss09.09.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.09.02 ---------- Standard: SS09.09.02 Explains the economic factors which led to the Trans-Atlantic Slave Trade and compares and contrasts the economics of slavery and indentured servitude Standard Unpacked: * Explains the economic factors which led to the Trans-Atlantic Slave Trade

ss09.09.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.09.03 ---------- Standard: SS09.09.03 Analyzes the push and pull factors that led to Manifest Destiny Standard Unpacked: Analyzes the push and pull factors that led to Manifest Destiny Push and pull factors The push factor involves a force which acts to drive people away from a place and the pull factor is what draws them to a new location. From:

ss09.09.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.09.04 ---------- Standard: SS09.09.04 Explains the economic factors which led to the U.S. Civil War and the Union victory Standard Unpacked: * What economic factors led to the U.S. Civil War? Explain each. * What economic factors led a Union Victory? Explain each.

ss09.09.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.09.09.05 ---------- Standard: SS09.09.05 Compares and contrasts slavery and sharecropping Standard Unpacked: Compares and contrasts slavery and sharecropping Slavery vs. Sharecropping Lesson Plans: Resources: Back to Social Studies Level 9

ss10.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.01.01 ---------- Standard: SS10.01.01 Examines the rise of the Industrial Revolution in America and identifies key figures Standard Unpacked: Examines the rise of the Industrial Revolution in America and identifies key figures (Andrew Carnegie, John Rockefeller, Thomas Edison)

ss10.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.01.02 ---------- Standard: SS10.01.02 Describes daily life during the Gilded Age and working conditions that led to organized labor movements Standard Unpacked: Describes daily life during the Gilded Age and working conditions that led to organized labor movements (i.e., child labor, sweat shops, long working hours, unsafe conditions, low pay)

ss10.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.01.03 ---------- Standard: SS10.01.03 Examines major strikes of the late 1800s Standard Unpacked: Examines major strikes of the late 1800s (i.e., Railroad strikes, Haymarket Square, Pullman strike) Lesson Plans: Resources: Back to Social Studies Level 10

ss10.02.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.02.01 ---------- Standard: SS.10.02.01 Explains the primary causes of WWI Standard Unpacked: Explains the primary causes of WWI (militarism, alliances, imperialism, and nationalism) What were the causes of WWI? Lesson Plans: Resources:

ss10.02.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.02.02 ---------- Standard: SS10.02.02 Describes the aims of Wilson’s Fourteen Points and the League of Nations Standard Unpacked: What was the aims of Wilson's Fourteen Points? What was the League of Nations? Lesson Plans: Resources:

ss10.02.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.02.03 ---------- Standard: SS10.02.03 Analyzes changes in the home front during WWI Standard Unpacked: What changed on the home front during World War I? Lesson Plans: Resources: Back to Social Studies Level 10

ss10.03.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.03.01 ---------- Standard: SS10.03.01 Examines the Women’s Movement Standard Unpacked: Examines the Women’s Movement (i.e., temperance movement, suffrage, Margaret Sanger, 19th Amendment, “flapper’s”) Lesson Plans: Resources:

ss10.03.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.03.02 ---------- Standard: Standard Unpacked: SS10.03.02 Explains the causes and effects of Prohibition and identifies key figures and ideas Lesson Plans: Explains the causes and effects of Prohibition and identifies key figures and ideas (Carrie Nation, Al Capone, Volstead Act, speakeasies)

ss10.04.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.04.01 ---------- Standard: SS10.04.01 Explains the causes of WW II Standard Unpacked: Explains the causes of WW II (i.e., Treaty of Versailles, German imperialism, bombing of Pearl Harbor) Lesson Plans: Resources: Back to Social Studies Level 10

ss10.04.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.04.02 ---------- Standard: SS10.04.02 Explains the changing role of Women during WWII Standard Unpacked: Explains the changing role of Women during WWII (i.e., Rosie the Riveter, Women’s Army Corps) Lesson Plans: Resources: Back to Social Studies Level 10

ss10.04.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.04.03 ---------- Standard: SS10.04.03 Explains the contributions of African-Americans and Native Americans during WWII Standard Unpacked: Explains the contributions of African-Americans and Native Americans during WWII (Tuskegee Airman, Codetalkers)

ss10.04.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.04.04 ---------- Standard: SS10.04.04 Examines the internment of Japanese Americans during WWII Standard Unpacked: Examines the internment of Japanese Americans during WWII Lesson Plans: (signing up will need to be done before you can use this lesson)

ss10.04.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.04.05 ---------- Standard: SS10.04.05 Examines Alaska’s role in WWII Standard Unpacked: Examines Alaska’s role in WWII (i.e., Battle of Attu and Kiska, relocation of Alaskan Natives) Lesson Plans: Resources: National Park Service -

ss10.05.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.05.01 ---------- Standard: SS10.05.01 Compares and contrasts two decades from the Cold War Standard Unpacked: Compares and contrasts two decades from the Cold War (best to do two decades not close together) Lesson Plans: Resources:

ss10.05.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.05.02 ---------- Standard: SS10.05.02 Examines the Cuban Missile Crisis and identifies key figures Standard Unpacked: Examines the Cuban Missile Crisis and identifies key figures (John F. Kennedy, Nikita Khrushchev, and Fidel Castro) Lesson Plans:

ss10.05.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.05.03 ---------- Standard: SS10.05.03 Examines the causes of the Vietnam War and the growth of the anti- war/counterculture movement in America in the 1960s and 1970s Standard Unpacked: Examines the causes of the Vietnam War (i.e., domino theory, Gulf of Tonkin resolution) and the growth of the anti- war/counterculture movement in America in the 1960s and 1970s

ss10.05.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.05.04 ---------- Standard: SS10.05.04 Examines the rise of Republicanism and the end of the Cold War Standard Unpacked: Examines the rise of Republicanism and the end of the Cold War Lesson Plans: Resources: End of Cold War - Regan Years -

ss10.05.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.10.05.05 ---------- Standard: SS10.05.05 Identifies and explains significance of key figures of the Civil Rights Movements Standard Unpacked: Identifies and explains significance of key figures of the Civil Rights Movements (Martin Luther King Jr., Rosa Parks, Malcolm X, Little Rock 9, Cesar Chavez, Betty Friedan)

ss10.05.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.05.06 ---------- Standard: SS10.05.06 Identifies and explains significance of key figures of the Modern Era Standard Unpacked: Identifies and explains significance of key figures of the Modern Era (George H.W. Bush, Saddam Hussein, Bill Clinton, George W. Bush, Osama Ben Ladin, Barrack Obama

ss10.06.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.06.01 ---------- Standard: SS10.06.01 Uses census data from 1790-1940 to describe population changes Standard Unpacked: Uses census data from 1790-1940 to describe population changes (i.e., composition, distribution, density) Lesson Plans:

ss10.06.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.06.02 ---------- Standard: SS10.06.02 Creates a timeline of the major inventions of the Industrial Revolution Standard Unpacked: Creates a timeline of the major inventions of the Industrial Revolution (i.e., Bessemer process, telegraph, sewing machine, light bulb, internal combustion engine)

ss10.06.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.06.03 ---------- Standard: SS10.06.03 Creates a timeline of U.S. Imperialism and expansionism Standard Unpacked: Create a timeline of U.S. Imperialism and expansionism Lesson Plans: Resources: example - Back to Social Studies Level 10

ss10.06.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.06.04 ---------- Standard: SS10.06.04 Maps the area known as the Dust Bowl Standard Unpacked: Map the area known as the Dust Bowl Lesson Plans: Resources: Back to Social Studies Level 10

ss10.06.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.06.05 ---------- Standard: SS10.06.05 Analyzes the Holocaust Standard Unpacked: What was the Holocaust? What were some of the events of the Holocaust? Who impact did the Holocaust have? Lesson Plans: Resources: U.S. Holocaust Memorial Museum -

ss10.06.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.06.06 ---------- Standard: SS10.06.06 Creates a timeline of the major events of the Cold War Standard Unpacked: Creates a timeline of the major events of the Cold War (i.e., Berlin airlift, Korean War, HUAC Hearings, Sputnik, Vietnam War, Fall of the Berlin Wall)

ss10.06.07

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.06.07 ---------- Standard: SS10.05.01 Compares and contrasts two decades from the Cold War Standard Unpacked: Compares and contrasts the coming home of at least two groups of Veteran’s (i.e., WWII, Vietnam, Iraq) To easier group of veteran's to compare are WWII and Vietnam or Vietnam and WWI or Vietnam and Iraq

ss10.06.08

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.06.08 ---------- Standard: SS10.06.08 Describes major acts of Terrorism Standard Unpacked: Describes major acts of Terrorism (i.e., U.S.S. Cole, Oklahoma City bombing, 9/11) Lesson Plans: Resources: Back to Social Studies Level 10

ss10.07.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.10.07.01 ---------- Standard: SS.10.07.01 - Describes major trends in urban and industrial transformation in America Standard Unpacked: Describes major trends in urban and industrial transformation in America (i.e., the development of cities, growth of commerce and transportation)

ss10.07.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.07.02 ---------- Standard: SS10.07.02 Compares and contrasts the changes in political boundaries before and after World War I Standard Unpacked: What were the political boundaries before and after World War 1? How were these boundaries the same and how where they different?

ss10.07.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.07.03 ---------- Standard: SS10.07.03 Maps the participating countries during WWII Standard Unpacked: Maps the participating countries during WWII (Axis and Allied powers) Lesson Plans: Resources: Back to Social Studies Level 10

ss10.07.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.07.04 ---------- Standard: SS10.07.04 Maps countries in East and Southeast Asia reflecting post WWII political boundaries Standard Unpacked: Maps countries in East and Southeast Asia reflecting post WWII political boundaries (North Korea, South Korea, China, Japan, Vietnam, Laos, Cambodia, Myanmar/Burma, Thailand, Philippines, and Indonesia)

ss10.08.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.08.01 ---------- Standard: SS10.08.01 Compares and contrasts the Monroe Doctrine with Roosevelt’s “big stick” diplomacy Standard Unpacked: Compares and contrasts the Monroe Doctrine with Roosevelt’s “big stick” diplomacy Lesson Plans:

ss10.08.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.08.02 ---------- Standard: SS10.08.02 Explains the Manhattan Project and the decision to drop the Atomic Bomb Standard Unpacked: Explains the Manhattan Project and the decision to drop the Atomic Bomb Lesson Plans: Resources: Back to Social Studies Level 10

ss10.08.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.08.03 ---------- Standard: SS10.08.03 Compares and contrasts treaties after WWI and after WWII Standard Unpacked: Compares and contrasts treaties after WWI (Treaty of Versailles) and after WWII (Yalta and Potsdam conferences) Lesson Plans:

ss10.08.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.08.04 ---------- Standard: SS10.08.04 Describes the effects of the assassination of JFK and the presidential succession Standard Unpacked: Describes the effects of the assassination of JFK and the presidential succession Lesson Plans: Resources:

ss10.08.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.08.05 ---------- Standard: SS10.08.05 Compares and contrasts Plessy vs. Ferguson and Brown v Board of Education Standard Unpacked: Compares and contrasts Plessy vs. Ferguson and Brown v Board of Education Lesson Plans: Resources: Plessy vs. Ferguson

ss10.08.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.08.06 ---------- Standard: SS10.08.06 Explains the significance of Watergate Standard Unpacked: Explains the significance of Watergate (i.e., the impeachment and eventual resignation of Nixon) Lesson Plans: Resources: Essay - Back to Social Studies Level 10

ss10.08.07

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.08.07 ---------- Standard: Explains the consequences of 9/11 (i.e., creation of the Dept of Homeland Security, Patriot Act, Afghanistan War, Iraq War, etc. Standard Unpacked: SS.10.08.07 Explains the consequences of 9/11 (i.e., creation of the Dept of Homeland Security, Patriot Act, Afghanistan War, Iraq War, etc.

ss10.09.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.09.01 ---------- Standard: SS10.09.01 Defines and describes the concepts of horizontal and vertical integration and its relation to monopolies Standard Unpacked: Defines and describes the concepts of horizontal and vertical integration and its relation to monopolies

ss10.09.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.09.02 ---------- Standard: SS10.09.02 Describes the economic factors that led to the Industrial Revolution in America Standard Unpacked: Describes the economic factors that led to the Industrial Revolution in America (i.e., the rise of organized labor, the assembly line, and capital

ss10.09.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.09.03 ---------- Standard: SS10.09.03 Explains the push and pull factors that effected immigration from 1870 to 1910 Standard Unpacked: Explains the push and pull factors that effected immigration from 1870 to 1910 Lesson Plans: Resources:

ss10.09.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.10.09.04 ---------- Standard: SS10.09.04 Explains the causes of the Great Depression and the Government’s response to help alleviate the problems Standard Unpacked: Explains the causes of the Great Depression (i.e., stock market crash, Hawley-Smoot Tariff) and the Government’s response to help alleviate the problems (i.e., the New Deal)

ss10.09.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.10.09.05 ---------- Standard: SS10.09.05 Analyzes issues of supply and demand during WWII Standard Unpacked: Analyzes issues of supply and demand during WWII (i.e., rationing, scarcity) Lesson Plans: Resources: www.history.com/news/hungry-history/food-rationing-in-wartime-america Back to Social Studies Level 10

ss10.09.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.10.09.06 ---------- Standard: SS10.09.06 Analyzes the growth of internet business Standard Unpacked: Analyzes the growth of internet business Lesson Plans: Resources: Back to Social Studies Level 10

ss11.01.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.01.01 ---------- Standard: SS11.01.01 Describes and maps key Renaissance explorers, including Marco Polo and Magellan Standard Unpacked: Describes and maps key Renaissance explorers, including Marco Polo (Italy) and Magellan (Portugal) Lesson Plans:

ss11.01.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.11.01.02 ---------- Standard: SS11.01.02 Explains the origins, growth, and consequences of the Protestant Reformation including key figures Standard Unpacked: Explains the origins, growth, and consequences of the Protestant Reformation including key figures (Gutenberg, Martin Luther, Johannes John Calvin, John Wycliffe, Jan Hus)

ss11.01.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:22+00:00

SS.11.01.03 ---------- Standard: SS11.01.03 Explains the origins, growth, and consequences of the Enlightenment and Scientific Revolution including key figures Standard Unpacked: Explains the origins, growth, and consequences of the Enlightenment and Scientific Revolution including key figures (Voltaire, John Locke, Galileo, Sir Isaac Newton, and Copernicus)

ss11.01.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.01.04 ---------- Standard: SS11.01.04 Explains the origins, growth, and consequences of the French Revolution and key figures Standard Unpacked: Explains the origins, growth, and consequences of the French Revolution and key figures (Robespierre and Napoleon)

ss11.01.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.01.05 ---------- Standard: SS11.01.05 Explains the causes of the Russian Revolution and discuss key figures Standard Unpacked: Explains the causes of the Russian Revolution (i.e., monarchy, pogroms) and discuss key figures (Lenin and Stalin)

ss11.02.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.02.01 ---------- Standard: SS11.02.01 Explains at least one African resistance movement to European imperialism Standard Unpacked: Explains at least one African resistance movement to European imperialism (i.e., Algeria, Zulu, Ethiopia) Lesson Plans:

ss11.02.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.02.02 ---------- Standard: SS11.02.02 Analyzes the modern Palestine-Israel conflict Standard Unpacked: Analyzes the modern Palestine-Israel conflict Lesson Plans: Resources: Timeline 1982-2001: Troy's Resource: Troy's Resource:

ss11.02.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.02.03 ---------- Standard: SS11.02.03 Analyzes the causes and consequences of the Iranian Islamic Revolution and identifies key figures Standard Unpacked: Analyzes the causes and consequences of the Iranian Islamic Revolution and identifies key figures (i.e., Mohammed Mosaddeq,Shah Pahlavi, Ayotallah Khomeini, Mahmoud Ahmadinejad)

ss11.03.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.03.01 ---------- Standard: SS11.03.01 Explains the causes of British imperialism in India, Indian resistance movements, and Indian independence Standard Unpacked: Explains the causes of British imperialism in India, Indian resistance movements, and Indian independence (i.e., Ghandi)

ss11.03.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.03.02 ---------- Standard: SS11.03.02 Explains the causes and effects of the Opium Wars Standard Unpacked: What are the causes and effects of the Opium Wars? Lesson Plans: Resources: Back to Social Studies Level 11

ss11.03.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.03.03 ---------- Standard: SS11.03.03 Compares and contrasts the Taiping Rebellion and Boxer Uprising Standard Unpacked: Compares and contrasts the Taiping Rebellion and Boxer Uprising Lesson Plans: Resources: Taiping Rebellion

ss11.03.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.03.04 ---------- Standard: SS11.03.04 Explains the causes and consequences of the Chinese Revolution and identifies key figures Standard Unpacked: Explains the causes and consequences of the Chinese Revolution (i.e., communism) and identifies key figures (Mao Zedong)

ss11.04.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.04.01 ---------- Standard: SS11.04.01 Describes pre and post revolutionary Latin America and identifies key figures Standard Unpacked: Describes pre and post revolutionary Latin America (i.e., Mexico, Haiti, Venezuela, Brazil) and identifies key figures (Hidalgo, Toussaint L’Ouverture, Simone Bolivar, Don Pedro

ss11.04.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.04.02 ---------- Standard: SS.11.04.02 Analyzes present day issues in South American and identifies key figures Standard Unpacked: Analyzes present day issues in South American (i.e., drugs, international indebtedness) and identifies key figures (i.e., Hugo Chavez)

ss11.05.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.05.01 ---------- Standard: SS11.05.01 Compares and contrasts the art and literature of two eras Standard Unpacked: Compares and contrasts the art and literature of two eras (i.e., the Renaissance, Baroque, Romantic, Modern) Lesson Plans:

ss11.05.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.05.02 ---------- Standard: SS11.05.02 Explains the origins, growth, and consequences of the Industrial Revolution and key inventions Standard Unpacked: Explains the origins, growth, and consequences of the Industrial Revolution and key inventions (steam engine and cotton gin) in a global context

ss11.05.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.05.03 ---------- Standard: SS11.05.03 Describes the indigenous cultures of Australia and explains the push and pull factors of European imperialism Standard Unpacked: Describes the indigenous cultures of Australia and explains the push and pull factors of European imperialism (i.e., the penal colony)

ss11.05.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.05.41 ---------- Standard: SS11.05.04 Compares and contrasts the Panama and Suez Canals and their significance in world trade Standard Unpacked: Compares and contrasts the Panama and Suez Canals and their significance in world trade Lesson Plans:

ss11.05.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.05.05 ---------- Standard: SS11.05.05 Analyzes modern genocides Standard Unpacked: Analyzes modern genocides (i.e., Rwanda, Darfur, Serbia, Congo) Lesson Plans: Resources: Modern Era Genocides: Troy's Resource: Troy's Resource:

ss11.05.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.05.06 ---------- Standard: SS11.05.06 Uses census data from the last 50 years to describe population changes in India and China Standard Unpacked: Uses census data from the last 50 years to describe population changes in India and China

ss11.06.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.06.01 ---------- Standard: SS11.06.01 Compares and contrasts two maps to show change over time Standard Unpacked: Compares and contrasts two maps to show change over time (i.e., population, migration, political boundaries, colonization, plagues/epidemics)

ss11.06.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.06.02 ---------- Standard: SS11.06.02 Maps the military conquests of Napoleon and compare to modern European political boundaries Standard Unpacked: Maps the military conquests of Napoleon and compare to modern European political boundaries

ss11.06.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.06.03 ---------- Standard: SS11.06.03 Compares and contrasts at least two famines in history in relation to their geographic location Standard Unpacked: Compares and contrasts at least two famines in history (i.e., China, France, India, Ireland, Soviet Union) in relation to their geographic location

ss11.06.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.06.04 ---------- Standard: SS11.06.04 Maps the partition of Africa during European imperialism to 1914 Standard Unpacked: Maps the partition of Africa during European imperialism to 1914 (i.e., France/Algeria, Britain/South Africa & Kenya, Portugal/Angola, Belgium/Congo)

ss11.06.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.06.05 ---------- Standard: SS11.06.05 Locates the countries of the Middle East on a map Standard Unpacked: Locates the countries of the Middle East (i.e., Iraq, Iran, Syria, Israel, Jordan, Saudi Arabia, Kuwait, Afghanistan, Lebanon, Egypt, Turkey, Yemen, Oman, UAE, Qatar, and Bahrain) on a map

ss11.06.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.06.06 ---------- Standard: SS11.06.06 Locates all the countries on the continent of Africa (including Madagascar) Standard Unpacked: Locates all the countries on the continent of Africa (including Madagascar) Lesson Plans: Resources:

ss11.06.07

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.06.07 ---------- Standard: SS11.06.07 Maps the member nations of OPEC and charts world oil consumption Standard Unpacked: Maps the member nations of OPEC and charts world oil consumption Lesson Plans: Resources: Troy's Resource:

ss11.07.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.07.01 ---------- Standard: SS11.07.01 Compares and contrasts at least two systems of government Standard Unpacked: Compares and contrasts at least two systems of government (i.e., democracy, communism, socialism) Lesson Plans: Resources:

ss11.07.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.07.02 ---------- Standard: SS11.07.02 Analyzes a current crisis in Africa and develops a potential solution Standard Unpacked: Analyzes a current crisis in Africa and develops a potential solution (i.e., famine, AIDS, civil wars, genocide)

ss11.08.01

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.08.01 ---------- Standard: SS11.08.01 Explains how limited resources and human wants cause people to choose some things and give up others Standard Unpacked: Explains how limited resources and human wants cause people to choose some things and give up others

ss11.08.02

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.08.02 ---------- Standard: SS11.08.02 Describes how natural resources affected the growth of the Industrial Revolution and names one industry that was affected Standard Unpacked: Describes how natural resources affected the growth of the Industrial Revolution and names one industry that was affected (i.e., textiles, transportation)

ss11.08.03

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.08.03 ---------- Standard: SS11.08.03 Defines infrastructure and identifies key elements Standard Unpacked: Defines infrastructure and identifies key elements (roads, transportation, communication, trade/money) Lesson Plans: Resources:

ss11.08.04

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.08.04 ---------- Standard: SS11.08.04 Analyzes current economic issues in Africa in relation to early 20th century European imperialism Standard Unpacked: Analyzes current economic issues in Africa in relation to early 20th century European imperialism

ss11.08.05

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.08.05 ---------- Standard: SS11.08.05 Explains China’s current trend towards capitalism as a consequence of globalization Standard Unpacked: Explains China’s current trend towards capitalism (i.e., Walmart) as a consequence of globalization (i.e., outsourcing, multi- national corporation)

ss11.08.06

Anonymous (anonymous@undisclosed.example.com) — 2024-09-18T20:37:23+00:00

SS.11.08.06 ---------- Standard: SS11.08.06 Examines the rise of the European Union and its economic consequences Standard Unpacked: Examines the rise of the European Union and its economic consequences (i.e., the euro, freer flow of capital, labor, services, and trade)

start

Anonymous (anonymous@undisclosed.example.com) — 2025-01-30T00:06:36+00:00

Home Page ---------- Content Areas Cultural Awareness Levels 4-12 Employability Levels 4-11 Mathematics Levels 0-12 Science Levels 0-11 Social Studies Levels 0-11 Technology Levels 4-12 Writing Levels 0-12 Reading Levels 0-12 Place Based Education - Other Teacher Resources ---------- View SBS Booklet PowerSchool

technology

Anonymous (anonymous@undisclosed.example.com) — 2025-01-24T23:01:33+00:00

Technology ---------- Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level 10 Level 11 Level 12 There are some PowerSchool classes pages available on the Unified Classroom Content Library. Resources for All Levels ---------- [Technology Guidelines for Lower Elementary] Be internet Awesome by Google Python Coding Tynker Learn Coding/Programing with Google Blockly Games Web2.0 Cool Tools for Schools Digital Citizenship Sites to Keep Users Safe While Online

te_9.07

Anonymous (anonymous@undisclosed.example.com) — 2024-09-23T18:14:46+00:00

TE 9.07 Standard: TE 9.07 Can analyze common computer problems, and explain solutions to problems as they arise (common display issues, frozen screen, etc.). ---------- Standard Unpacked: You can identify a computer problem and how to fix it.

writing

Anonymous (anonymous@undisclosed.example.com) — 2025-01-31T18:23:22+00:00

Writing Resources for All Levels ---------- APA format lessons Handwriting Worksheets - d'nealian handwriting sheets, one of each letter letter coloring sheets, one of each letter Journal Prompts - Story Board Creator - Read Write Think - Transitions -