Third Grade All Standards

LA Language Arts A Reading B Writing C Listening D Language E Literature

Benchmark LA.A.1.2.1 Description The student uses a table of contents, index, headings, captions, illustrations, and major words to anticipate or predict content and purpose of a reading selection.

LA.A.1.2.1.3.1 The student uses text features to predict content and monitor comprehension (for example, uses table of contents, indexes, captions, illustrations, key words, preview text). LA.A.1.2.1.3.2 The student uses knowledge of formats, ideas, plots, and elements from previous reading to generate questions and make predictions about content of text. LA.A.1.2.2 The student selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming simple predictions, retelling, and using visual cues to identify words and construct meaning from various texts, illustrations, graphics, and charts.

LA.A.1.2.2.3.1 The student uses decoding strategies to clarify pronunciation (for example, lesson common vowel patterns, homophones). LA.A.1.2.2.3.2 The student uses context clues (for example, known words, phrases, structures) to infer the meaning of new and unfamiliar words, including synonyms, antonyms, and homophones. LA.A.1.2.2.3.3 The student makes, confirms, and revises predictions. LA.A.1.2.2.3.4 The student uses a variety of word structures and forms to construct meaning (for example, affixes, roots, homonyms, antonyms, synonyms, word analogies). LA.A.1.2.2.3.5 The student establishes a purpose for reading (for example, entertaining; skimming for facts; answering a specific question). LA.A.1.2.3 The student uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.

LA.A.1.2.3.3.1 The student uses a variety of strategies to determine meaning and increase vocabulary (for example, prefixes, suffixes, root words, less common vowel patterns, homophones, compound words, contractions). LA.A.1.2.3.3.2 The student discusses meanings of words and develops vocabulary through meaningful real-world experiences. LA.A.1.2.3.3.3 The student develops vocabulary by reading independently and using reference books. LA.A.1.2.4 The student clarifies understanding by rereading, self-correction, summarizing, checking other sources, and class or group discussion.

LA.A.1.2.4.3.1 The student uses a variety of strategies to monitor reading in third-grade or higher texts (for example, rereading, self-correcting, summarizing, checking other sources, class and group discussions, reading on, trying alternative pronunciations, asking questions). LA.A.2.2.1 The student reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order.

LA.A.2.2.1.3.1 The student understands explicit and implicit ideas and information in third-grade or higher texts (for example, main idea, implied message, relevant supporting details and facts, chronological order of events). LA.A.2.2.2 LA.A.2.2.3 The student identifies the author's purpose in a simple text. The student recognizes when a text is primarily intended to persuade. LA.A.2.2.2.3.1 The student identifies author's purpose in a simple text.

LA.A.2.2.3.3.1 The student recognizes when a text is intended primarily to persuade. LA.A.2.2.4 The student identifies specific personal preferences relative to fiction and nonfiction reading. LA.A.2.2.4.3.1 The student knows personal preferences for literary texts (for example, novels, stories, poems). LA.A.2.2.4.3.2 The student knows personal preferences for nonfiction (for example, biographies, journals, magazines, interviews). LA.A.2.2.5 The student reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing an authentic task.

LA.A.2.2.5.3.1 The student reads and organizes information (for example, in story maps, graphs, charts) for different purposes (for example, being informed, following directions, making a report, conducting interviews, taking a test, performing a task). LA.A.2.2.6 LA.A.2.2.7 LA.A.2.2.8 The student recognizes the difference between fact and opinion presented in a text. The student recognizes the use of comparison and contrast in a text. The student selects and uses a variety of appropriate reference materials, including multiple representations of information, such as maps, charts, and photos, to gather information for research projects. LA.A.2.2.6.3.1 The student knows the difference between a fact and an opinion. LA.A.2.2.7.3.1 The student understands the use of comparison and contrast within a selection.

LA.A.2.2.8.3.1 The student uses a variety of reference materials to gather information, including multiple representations of information (for example, maps, charts, photos). LA.B.1.2.1 The student prepares for writing by recording thoughts, focusing on a central idea, grouping related ideas, and identifying the purpose for writing.

LA.B.1.2.1.3.1 The student uses a variety of strategies to prepare for writing (for example, making lists, mapping ideas, rehearsing ideas, grouping related ideas, story webs). LA.B.1.2.2 The student drafts and revises writing in cursive that-focuses on the topic;-has a logical organizational pattern, including a beginning, middle, conclusion, and transitional devices;-has ample development of supporting ideas;-demonstrates a command of language including precision in word choice;-generally has correct subject/verb agreement;-generally has correct verb and noun forms;-with few exceptions, has sentences that are complete, except when fragments are usedpurposefully;-uses a variety of sentence structures; and-generally follows the conventions of punctuation, capitalization, and spelling.

LA.B.1.2.2.3.1 The student focuses on a central idea or topic (for example, excluding loosely related, extraneous, or repetitious information). LA.B.1.2.2.3.2 The student uses an organizational pattern having a beginning, middle, and end (including but not limited to organizing ideas sequentially or around major points of information). LA.B.1.2.2.3.3 The student uses supporting ideas and specific information that clearly relate to the focus. LA.B.1.2.2.3.4 The student uses an effective organizational pattern and substantial support to achieve a sense of completeness or wholeness. LA.B.1.2.2.3.5 The student understands the purpose of a first draft (for example, getting ideas on paper). LA.B.1.2.2.3.6 The student uses effective sentence variety. LA.B.1.2.2.3.7 The student generally follows the conventions of punctuation, capitalization, and spelling appropriate at third-grade or higher level [see benchmark LA.B.1.2.3 for specifics]. LA.B.1.2.2.3.8 The student revises draft to further develop a piece of writing by adding, deleting, and rearranging ideas and details. LA.B.1.2.3 The student produces final documents that have been edited for-correct spelling-correct use of punctuation, including commas in series, dates, and addresses, and beginning and ending quotation marks-correct paragraph indentation -correct usage of subject/verb agreement, verb and noun forms, and sentence structure and -correct formatting according to instruction.

LA.B.1.2.3.3.1 The student uses a variety of spelling strategies (for example, knowing root words, prefixes, and suffixes; using word families, syllabication). LA.B.1.2.3.3.2 The student uses conventions of punctuation (including but not limited to, commas in a series, dates, and addresses; quotation marks to indicate dialogue; apostrophes to indicate singular possession;

periods in abbreviations). LA.B.1.2.3.3.3 The student uses principles of agreement in written work (including but not limited to between subject and verb and noun and pronoun). LA.B.1.2.3.3.4 The student uses parts of speech correctly in written word (including but not limited to verb tenses, plurals of common irregular nouns, comparative and superlative adjectives and adverbs). LA.B.1.2.3.3.5 The student uses basic features of page format (for example, paragraph indentations, margins). LA.B.1.2.3.3.6 The student uses creative writing strategies appropriate to the format (for example, using appropriate voice; using descriptive language to clarify ideas and create vivid images; using elements of style, such as appropriate tone). LA.B.2.2.1 The student writes notes, comments, and observations that reflect comprehension of content and experiences from a variety of media.

LA.B.2.2.1.3.1 The student writes notes, comments, and observations that reflect comprehension of third-grade or higher level content and experiences from a variety of media. LA.B.2.2.2 LA.B.2.2.3 The student organizes information using alphabetical and numerical systems. The student writes for a variety of occasions, audiences, and purposes. LA.B.2.2.2.3.1 The student uses simple alphabetical and numerical systems to organize information. LA.B.2.2.3.3.1 The student writes for a variety of occasions, audiences, and purposes (for example, letters to invite or thank, stories or poems to entertain, information to record). LA.B.2.2.4 The student uses electronic technology, including word-processing software and electronic encyclopedias, to create, revise, retrieve, and verify information.

LA.B.2.2.4.3.1 The student uses electronic technology to create, revise, retrieve, and verify information (including but not limited to word-processing software, electronic encyclopedias). LA.B.2.2.5 The student creates narratives in which ideas, details, and events are in logical order and are relevant to the story line.

LA.B.2.2.5.3.1 The student attempts to establish a single story focus on a topic through the use of suspense, humor, creativity or fantasy. LA.B.2.2.5.3.2 The student exhibits an awareness of topic with little irrelevant information. LA.B.2.2.5.3.3 The student attempts to develop a story line that is easy to follow and paraphrase. LA.B.2.2.5.3.4 The student generally chooses specific detail and adequate word choice to support the story line. LA.B.2.2.5.3.5 The student attempts to create a logical organizational pattern appropriate to narrative writing (including a beginning, middle, end). LA.B.2.2.5.3.6 The student attempts to use transitions to move the narrative story forward in time. LA.B.2.2.5.3.7 The student generally creates a sense of story completeness. LA.B.2.2.5.3.8 The student attempts to use varied sentences within the story. LA.B.2.2.6 The student creates expository responses in which ideas and details follow an organizational pattern and are relevant to the purpose.

LA.B.2.2.6.3.1 The student attempts to focus on an expository topic with little or no irrelevant or repetitious information. LA.B.2.2.6.3.2 The student develops supporting ideas with information that relates to the focus. LA.B.2.2.6.3.3 The student develops anecdotes or examples objectively. LA.B.2.2.6.3.4 The student begins to present facts and examples objectively. LA.B.2.2.6.3.5 The student creates a logical organizational pattern appropriate to expository writing (including beginning, middle, end). LA.B.2.2.6.3.6 The student attempts to use appropriate expository transitions to relate ideas. LA.B.2.2.6.3.7 The student attempts to use a variety of sentence structures to present ideas. LA.C.1.2.1 The student listens and responds to a variety of oral presentations, such as stories, poems, skits, songs, personal accounts, informational speeches.

LA.C.1.2.1.3.1 The student listens and responds informally to a variety of oral presentations such as stories, poems, skits, songs, personal accounts, or informational speeches. LA.C.1.2.1.3.2 The student follows multiple-step oral directions. LA.C.1.2.2 The student identifies specific personal listening preferences regarding fiction, drama, literary nonfiction, and informational presentations.

LA.C.1.2.2.3.1 The student knows personal listening preferences (for example, poetry, songs, stories, fiction, nonfiction, drama, informational speeches). LA.C.1.2.3 The student carries on an extended conversation with a group of friends. LA.C.1.2.3.3.1 The student interacts with peers in a variety of situations to develop and present familiar ideas (for example, group activities, peer conferences, literature groups). LA.C.1.2.4 The student listens attentively to the speaker, including making eye contact and facing the speaker. LA.C.1.2.4.3.1 The student listens attentively to the speaker (including but not limited to making eye contact and facing the speaker). LA.C.1.2.5 The student responds to speakers by asking questions, making contributions, and paraphrasing what is said.

LA.C.1.2.5.3.1 The student uses strategies to respond to speakers (for example, asking questions, making contributions, paraphrasing). LA.C.2.2.1 LA.C.2.2.2 The student determines main concept and supporting details in a nonprint media message. The student recognizes and responds to nonverbal cues used in a variety of nonprint media, such as motion pictures, television advertisements, and works of art. LA.C.2.2.1.3.1 The student understands the main concept and supporting details in nonprint media messages.

LA.C.2.2.2.3.1 The student understands nonverbal cues used in a variety of media (for example, music, color, motion). LA.C.3.2.1 LA.C.3.2.2 The student speaks clearly at an understandable rate and uses appropriate volume. The student asks questions and makes comments and observations to clarify understanding of content, processes, and experiences. LA.C.3.2.1.3.1 The student uses strategies to speak clearly (for example, appropriate rate, volume, pitch).

LA.C.3.2.2.3.1 The student asks and responds to questions and makes comments and observations (for example, clarifies ideas, paraphrases information shared by others). LA.C.3.2.3 The student speaks for specific occasions, audiences, and purposes, including conversations, discussions, projects, and informational or imaginative presentations.

LA.C.3.2.3.3.1 The student gives oral presentations for different purposes (including but not limited to reporting, explaining, persuading). LA.C.3.2.4 LA.C.3.2.5 The student uses eye contact and gestures that engage the audience. The student participates as a contributor and occasionally acts as a leader in a group discussion. LA.C.3.2.4.3.1 The student uses eye contact and gestures that engage the audience. LA.C.3.2.5.3.1 The student actively participates in class discussions (for example, asking and responding to questions, explaining information, listening to discussions). LA.C.3.2.6 LA.D.1.2.1 The student organizes a speech using a basic beginning, middle, and ending. The student understands that there are patterns and rules in the syntactic structure, symbols, sounds, and meanings conveyed through the English language. LA.C.3.2.6.3.1 The student expresses thoughts in an organized manner.

LA.D.1.2.1.3.1 The student uses elements of grammar in speech (including but not limited to subject-verb agreement, singular and plural nouns, comparatives, superlatives, verb tenses). LA.D.1.2.2 The student understands that language formality varies according to situations and audiences. LA.D.1.2.2.3.1 The student uses language appropriate to situation and audience (including but not limited to appropriate vocabulary and examples appropriate to topic and audience). LA.D.2.2.1 The student understands that word choices can shape reactions; perceptions, and beliefs.

LA.D.2.2.1.3.1 The student understands that word choices can shape reactions, perceptions, and beliefs. LA.D.2.2.2 The student identifies and refers to symbol, theme, simile, alliteration, and assonance in oral and written texts. The student recognizes different techniques used in media messages and their purposes. The student selects and uses appropriate technologies to enhance efficiency and effectiveness of communication. The student understands that a variety of messages can be conveyed through mass media. The student identifies the distinguishing features among fiction, drama, and poetry and identifies the major characteristics of nonfiction.

LA.D.2.2.2.3.1 The student understands similes, symbols, and idiomatic language. LA.D.2.2.3 LA.D.2.2.4 LA.D.2.2.3.3.1 The student understands different techniques used in media messages and their purposes.

LA.D.2.2.4.3.1 The student understands the usefulness of various technologies for different tasks. LA.D.2.2.5 LA.E.1.2.1 LA.D.2.2.5.3.1 The student distinguishes fact from opinions in newspapers, magazines, and other media.

LA.E.1.2.1.3.1 The student understands the distinguishing features of literary texts (for example, fiction, drama, poetry, fairy tales, fables, fantasy, biography). LA.E.1.2.1.3.2 The student understands the distinguishing features of nonfiction texts (for example, directions, biographies, journals, interviews, magazines, textbooks, technical information). LA.E.1.2.1.3.3 The student reads a variety of self-selected and assigned literary and informational texts (for example, fiction, drama, poetry, realistic fiction, fables, fantasy, biography, autobiography). LA.E.1.2.2 The student understands the development of plot and how conflicts are resolved in a story. LA.E.1.2.2.3.1 The student understands the development of plot in a third grade level or higher story. LA.E.1.2.2.3.2 The student understands how conflicts are resolved in a story (including but not limited to problem solution or resolution). LA.E.1.2.2.3.3 The student makes inferences and draws conclusions regarding story elements of a fourth grade or higher level text (for example, the traits, actions, and motives of characters; plot development; setting). LA.E.1.2.3 The student knows the similarities and differences among the characters, settings, and events presented in various texts.

LA.E.1.2.3.3.1 The student knows the similarities and differences of characters presented within third grade or higher level selections. LA.E.1.2.3.3.2 The student knows the similarities and differences of settings presented within third grade or higher level selections. LA.E.1.2.3.3.3 The student knows the similarities and differences of events presented within third grade or higher level selections. LA.E.1.2.4 The student knows that the attitudes and values that exist in a time period affect the works that are written during that time period. The student identifies and uses literary terminology appropriate to the grade level, including symbol, theme, simile, alliteration, and assonance.

LA.E.1.2.4.3.1 The student makes connections between information in texts and stories and historical events. LA.E.1.2.5

LA.E.1.2.5.3.1 The student identifies and uses literary terminology appropriate to third grade or higher level (including theme, simile, alliteration, metaphor). LA.E.2.2.1 LA.E.2.2.2 The student recognizes cause-and-effect relationships in literary texts. The student recognizes and explains the effects of language, such as sensory words, rhymes, and choice of vocabulary and story structure, such as patterns, used in children's texts. LA.E.2.2.1.3.1 The student recognizes cause-and-effect relationships in literary texts.

LA.E.2.2.2.3.1 The student recognizes the techniques of language used in children's literature (for example, sensory words, rhymes, choice of vocabulary). LA.E.2.2.2.3.2 The student recognizes the use of story structure used in children's literature (for example, patterns). LA.E.2.2.3 The student responds to a work of literature by explaining how the motives of the characters or the

causes of events compare with those in his or her own life. LA.E.2.2.3.3.1 The student responds to literature by explaining how the motives of the characters compare with those of own life. LA.E.2.2.3.3.2 The student responds to literature by explaining how the causes of events compare with those of own life. LA.E.2.2.4 The student identifies the major theme in a story or nonfiction text. LA.E.2.2.4.3.1 The student recognizes the major theme in a story. LA.E.2.2.4.3.2 The student recognizes the major information in a nonfiction text. LA.E.2.2.5 The student forms his or her own ideas about what has been read in a literary text and uses specific information from the text to support these ideas.

LA.E.2.2.5.3.1 The student uses specific information from text to defend interpretations.

MA Mathematics A Number Sense B Measurement C Geometry and Spatial Sense D Algebraic Thinking E Data Analysis and Probability
Benchmark MA.A.1.2.1 Description The student names whole numbers combining 3-digit numeration (hundreds, tens, ones) and the use of number periods, such as ones, thousands, and millions and associates verbal names, written word names, and standard numerals with whole numbers, commonly used fractions, decimals, and percents.

MA.A.1.2.1.3.1 The student reads, writes, and identifies whole numbers through hundred thousands or more. MA.A.1.2.1.3.2 The student reads, writes, and identifies proper fractions with denominators including 2, 3, 4, 5, 6, 8, 10, and 100. MA.A.1.2.1.3.3 The student reads, writes, and identifies decimal notation in the context of money. MA.A.1.2.2 The student understands the relative size of whole numbers, commonly used fractions, decimals, and percents.

MA.A.1.2.2.3.1 The student uses language and symbols (greater than, less than, =) to compare the relative size of numbers in the same form. MA.A.1.2.2.3.2 The student compares and orders whole numbers through hundred thousands or more, using concrete materials, number lines, drawings, and numerals. MA.A.1.2.2.3.3 The student compares and orders commonly used fractions, including halves, thirds, fourths, fifths, sixths and eighths, using concrete materials. MA.A.1.2.3 The student understands concrete and symbolic representations of whole numbers, fractions, decimals, and percents in real-world situations.

MA.A.1.2.3.3.1 The student translates problem situations into diagrams and models using whole numbers, fractions, and decimal notation in the context of money. MA.A.1.2.4 The student understands that numbers can be represented in a variety of equivalent forms using whole numbers, decimals, fractions, and percents.

MA.A.1.2.4.3.1 The student uses concrete materials to model equivalent forms of whole numbers and common fractions. MA.A.1.2.4.3.2 The student identifies equivalent forms of numbers. MA.A.1.2.4.3.3 The student knows that two numbers in different forms are equivalent or non-equivalent, using whole numbers, fractions, and decimals in the context of money. MA.A.2.2.1 The student uses place-value concepts of grouping based upon powers of ten (thousandths, hundredths, tenths, ones, tens, hundreds, thousands) within the decimal number system.

MA.A.2.2.1.3.1 The student knows the value of a given digit in whole numbers to hundred thousands, including writing and interpreting expanded forms of numbers. MA.A.2.2.1.3.2 The student knows that the value of each place is 10 times that of the place to its right (for example, 1,000 = 10 x 100). MA.A.2.2.2 The student recognizes and compares the decimal number system to the structure of other number systems such as the Roman numeral system or bases other than ten.

MA.A.2.2.2.3.1 The student compares the decimal (base 10) number system to the Roman numeral system using the Roman numerals I, V, X, L, and C. MA.A.3.2.1 The student understands and explains the effects of addition, subtraction, and multiplication on whole numbers, decimals, and fractions, including mixed numbers, and the effects of division on whole numbers, including the inverse relationship of multiplication and division.

MA.A.3.2.1.3.1 The student explains and demonstrates the addition and subtraction of whole numbers (up to three digits or more) using concrete materials, drawings, symbols, and algorithms. MA.A.3.2.1.3.2 The student explains the inverse relationship of addition and subtraction and demonstrates that relationship by writing related fact families. MA.A.3.2.1.3.3 The student explains and demonstrates the meaning of multiplication (for the repeated addition, array, and area models) using manipulatives, drawings, number sentences, and story problems. MA.A.3.2.1.3.4 The student explains and demonstrates the meaning of division and of remainders (for the repeated subtraction and partitive models) using manipulatives, drawings, number sentences, and story problems. MA.A.3.2.1.3.5 The student solves multiplication basic facts using various strategies including the following: modeling with concrete objects or drawings; skip counting, for example, to find 4x5, count 5, 10, 15, 20; using doubles and near doubles, such as 3x8=(2x8)+8; applying the cummutative property of multiplication, such as 7x3=3x7; applying distributive property of multiplication, such as 8x7=(8x5)+(8x2); noting and applying patterns in the 'facts tables' such as the regularity in the 'nines'; and using the zero and identity properties of multiplication. MA.A.3.2.1.3.6 The student explains the inverse relationship of multiplication and division and writes related fact families. MA.A.3.2.1.3.7 The student predicts the relative size of solutions in addition, subtraction, multiplication, and division of whole numbers (for example, dividing a whole number by a smaller whole number results in another number that is smaller than the original number) MA.A.3.2.2 The student selects the appropriate operation to solve specific problems involving addition, subtraction, and multiplication of whole numbers, decimals, and fractions, and division of whole numbers.

MA.A.3.2.2.3.1 The student writes number sentences for given situations involving the addition, subtraction, multiplication, and division of whole numbers. MA.A.3.2.2.3.2 The student uses problem-solving strategies to determine the operation needed to solve one-step problems involving addition, subtraction, multiplication, and division of whole numbers. MA.A.3.2.3 The student adds, subtracts, and multiplies whole numbers, decimals, and fractions, including mixed numbers, and divides whole numbers to solve real-world problems, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator.

MA.A.3.2.3.3.1 The student solves real-world problems involving addition, subtraction, multiplication, and division of whole numbers using an appropriate method (for example, mental math, paper and pencil, concrete materials, calculator). MA.A.3.2.3.3.2 The student explains the reason for choosing a particular computing method for a particular problem. MA.A.3.2.3.3.3 The student solves real-world multiplication problems with whole numbers (two digits by one digit) using concrete materials, drawings, and paper and pencil. MA.A.3.2.3.3.4 The student solves real-world division problems having divisors of one digit, dividends not exceeding two digits, with or without remainders. MA.A.4.2.1 The student uses and justifies different estimation strategies in a real-world problem situation and determines the reasonableness of results of calculations in a given problem situation.

MA.A.4.2.1.3.1 The student uses estimation strategies to determine a reasonable estimate of a quantity.

MA.A.4.2.1.3.2 The student estimates quantities of objects to 250 or more (for example, using a benchmark or reference set of fewer objects). MA.A.4.2.1.3.3 The student chooses estimation strategies (for example, front-end, rounding) in real-world problem situations and explains the choice. MA.A.5.2.1 The student understands and applies basic number theory concepts, including primes, composites, factors, and multiples.

MA.A.5.2.1.3.1 The student knows multiples of whole numbers (with products to 60 or more). MA.A.5.2.1.3.2 The student uses a model to determine factors of whole numbers through 100 (for example, array). MA.A.5.2.1.3.3 The student uses tables and charts to determine multiples of whole numbers 1-10 (for example, hundred chart, calendar). MA.B.1.2.1 The student uses concrete and graphic models to develop procedures for solving problems related to measurement including length, weight, time, temperature, perimeter, area, volume, and angles.

MA.B.1.2.1.3.1 The student knows measurement concepts and can use oral and written language to communicate them.. MA.B.1.2.1.3.2 The student uses a wide variety of concrete objects to investigate measurement of length, weight, capacity, area, perimeter, and volume (for example, cubes, grid paper, string, squares). MA.B.1.2.1.3.3 The student knows about measurement of time including using A.M. and P.M., clocks and calendars. MA.B.1.2.1.3.4 The student knows temperature scales and uses thermometers. MA.B.1.2.1.3.5 The student knows right angles (90 degrees). MA.B.1.2.2 The student solves real-world problems involving length, weight, perimeter, area, capacity, volume, time, temperature, and angles.

MA.B.1.2.2.3.1 The student solves real-world problems involving measurement using concrete and pictorial models for the following: length (for example, half-inch, centimeter); weight (for example, pound, kilogram); time (fifteen-, five-, and on-minute intervals); capacity (for example, cup, liter); temperature (Fahrenheit and Celsius); angles (right). MA.B.1.2.2.3.2 The student solves real-world problems involving perimeter, area, and volume using concrete materials or graphic models. MA.B.1.2.2.3.3 The student uses schedules, calendars, and elapsed time in hour intervals to solve real-world problems. MA.B.2.2.1 The student uses direct (measured) and indirect (not measured) measures to calculate and compare measurable characteristics.

MA.B.2.2.1.3.1 The student calculates and compares measurable characteristics using manipulatives (for example, creates a meter using centimeter cubes). MA.B.2.2.1.3.2 The student devises nonstandard, indirect ways to compare lengths that cannot be physically compared (side-by-side) (for example, uses string to compare the lengths of crooked paths). MA.B.2.2.1.3.3 The student uses customary and metric units to compare length, weight, and capacity. MA.B.2.2.2 The student selects and uses appropriate standard and nonstandard units of measurement, according to type and size.

MA.B.2.2.2.3.1 The student knows an appropriate unit of measure to determine the dimension(s) of a given object (for example, standard - student chooses centimeters instead of meters to measure a pencil; nonstandard - student chooses a paper clip instead of his or her hand to measure the pencil). MA.B.2.2.2.3.2 The student knows an appropriate unit of measure (standard or nonstandard) to measure weight and capacity. MA.B.3.2.1 The student solves real-world problems involving estimates of measurements, including length, time, weight, temperature, money, perimeter, area, and volume.

MA.B.3.2.1.3.1 The student knows how to determine whether an accurate or estimated measurement is needed for a solution. MA.B.3.2.1.3.2 The student using real-world settings, objects, graph paper, or charts, solves problems involving estimated measurements including the following: length to nearest inch, centimeter; weight to nearest pound, kilogram; time to nearest half-hour interval; temperature to nearest five-degree interval; and

money to the nearest $1 or $10 (combination of coin and currency). MA.B.3.2.1.3.3 The student knows how to estimate the area and perimeter of square and rectangular shapes using graph paper, geoboard or other manipulatives. MA.B.3.2.1.3.4 The student knows how to estimate the volume of a rectangular prism using manipulatives. MA.B.4.2.1 The student determines which units of measurement, such as seconds, square inches, dollars per tankful, to use with answers to real-world problems. The student selects and uses appropriate instruments and technology, including scales, rulers, thermometers, measuring cups, protractors, and gauges, to measure in real-world situations.

MA.B.4.2.1.3.1 The student selects an appropriate measurement unit for labeling the solution to real-world problems. MA.B.4.2.2

MA.B.4.2.2.3.1 The student selects and uses the appropriate tool for situational measures (for example, measuring sticks, scales and balances, thermometers, measuring cups). MA.C.1.2.1 The student given a verbal description, draws and/or models two- and three-dimensional shapes and uses appropriate geometric vocabulary to write a description of a figure or a picture composed of geometric figures.

MA.C.1.2.1.3.1 The student uses appropriate geometric vocabulary to describe two- and three-dimensional figures (for example, parallel and perpendicular lines, quadrilateral, right angle). MA.C.1.2.1.3.2 The student draws and classifies two-dimensional figures having up to six or more sides. MA.C.1.2.1.3.3 The student uses appropriate geometric vocabulary to describe properties of two-dimensional figures. MA.C.2.2.1 The student understands the concepts of spatial relationships, symmetry, reflections, congruency, and similarity.

MA.C.2.2.1.3.1 The student uses manipulatives to solve problems requiring spatial visualization. MA.C.2.2.1.3.2 The student knows symmetry, congruency, and reflections in geometric figures using concrete materials (for example, pattern blocks, geoboards, mirrors). MA.C.2.2.1.3.3 The student knows congruent and similar figures. MA.C.2.2.2 The student predicts, illustrates, and verifies which figures could result from a flip, slide, or turn of a given figure.

MA.C.2.2.2.3.1 The student explores flips, slides, and 180o turns (either clockwise or counterclockwise) using concrete and graphic materials (for example, pattern blocks, geoboards, dot paper). MA.C.2.2.2.3.2 The student knows the effect of a flip, slide, and 180o turn on a geometric figure. MA.C.2.2.2.3.3 The student explores tessellations. MA.C.3.2.1 The student represents and applies a variety of strategies and geometric properties and formulas for two- and three-dimensional shapes to solve real-world and mathematical problems.

MA.C.3.2.1.3.1 The student compares the concepts of area and perimeter through the use of concrete and graphic materials (for example, geoboards, color tiles, grid paper). MA.C.3.2.1.3.2 The student applies the concepts of area and perimeter of rectangles to solve real-world and mathematical problems through the use of concrete materials (for example, framing a photograph). MA.C.3.2.2 The student identifies and plots positive ordered pairs (whole numbers) in a rectangular coordinate system (graph). The student describes a wide variety of patterns and relationships through models, such as manipulatives, tables, graphs, rules using algebraic symbols.

MA.C.3.2.2.3.1 The student knows how to identify, locate, and plot ordered pairs of whole numbers on a graph. MA.D.1.2.1

MA.D.1.2.1.3.1 The student identifies missing parts in patterns. MA.D.1.2.1.3.2 The student describes, extends, and creates numerical and geometric patterns through models (for example, concrete objects, drawings, simple number sequences). MA.D.1.2.1.3.3 The student poses and solves problems by identifying a predictable visual or numerical pattern (for example: Continue this pattern: + , - , = , + , + , - , - ,___ , ___, ...). MA.D.1.2.2 The student generalizes a pattern, relation, or function to explain how a change in one quantity results in a change in another.

MA.D.1.2.2.3.1 The student knows mathematical relationships in patterns (for example, the second number is two more than the first). MA.D.1.2.2.3.2 The student analyzes number patterns and states the rule for relationships (for example, 2, 4, 6, 8, ...; the rule: +2). MA.D.1.2.2.3.3 The student discusses and explains the choice of the rule that applies to the pattern. MA.D.1.2.2.3.4 The student identifies and extends a pattern according to the given rule. MA.D.1.2.2.3.5 The student applies and explains the appropriate rule to complete a table or chart (for example, in the following table, the rule is multiply by 6): 1 2 3 46 12 ? 24 MA.D.2.2.1 The student represents a given simple problem situation using diagrams, models, and symbolic expressions translated from verbal phrases, or verbal phrases translated from symbolic expressions, etc.

MA.D.2.2.1.3.1 The student uses concrete materials to model and solve a number sentence with a missing addend for simple word problems (for example, 13 + r = 15). MA.D.2.2.1.3.2 The student creates a simple word problem for a given number sentence, diagram, or model. MA.D.2.2.1.3.3 The student knows that an equation is a number sentence stating that two quantities are equal (for example, identifies and provides examples and non-examples of equations). MA.D.2.2.2 The student uses informal methods, such as physical models and graphs to solve real-world problems involving equations and inequalities.

MA.D.2.2.2.3.1 The student uses physical models and graphs (for example, cubes, number lines) to solve real-world equations and inequalities. MA.D.2.2.2.3.2 The student uses information from physical models and graphs to solve problems. MA.E.1.2.1 The student solves problems by generating, collecting, organizing, displaying, and analyzing data using histograms, bar graphs, circle graphs, line graphs, pictographs, and charts.

MA.E.1.2.1.3.1 The student identifies different parts of a graph (for example, titles, labels, key). MA.E.1.2.1.3.2 The student interprets and compares information from picto- and bar graphs including graphs from content-area materials and periodicals. MA.E.1.2.1.3.3 The student generates questions, collects responses, and displays data in a table, pictograph or bar graph. MA.E.1.2.1.3.4 The student interprets and explains orally and in writing displays of data. MA.E.1.2.2 The student determines range, mean, median, and mode from sets of data. MA.E.1.2.2.3.1 The student uses concrete materials to determine the mean in a set. MA.E.1.2.2.3.2 The student identifies the median and mode from a set of numerical data. MA.E.1.2.2.3.3 The student identifies the range in a set of numerical data. MA.E.1.2.2.3.4 The student uses concrete materials, pictures, or graphs to display data and identify range, median, and mode. MA.E.1.2.3 The student analyzes real-world data to recognize patterns and relationships of the measures of central tendency using tables, charts, histograms, bar graphs, line graphs, pictographs, and circle graphs generated by appropriate technology, including calculators and computers.

MA.E.1.2.3.3.1 The student uses a calculator to compare data. MA.E.1.2.3.3.2 The student in class projects, constructs and discusses patterns in computer-generated graphs using real-world problems (for example, identify most popular pizza topping). MA.E.2.2.1 The student uses models, such as tree diagrams, to display possible outcomes and to predict events. MA.E.2.2.1.3.1 The student determines the number of possible combinations of given items and displays them in an organized way (for example, lists all possible combinations of three shirts and two pairs of shorts). MA.E.2.2.1.3.2 The student represents all possible outcomes for a particular probability situation or event using models such as charts or lists. MA.E.2.2.1.3.3 The student calculates the probability of a particular event occurring from a set of all possible outcomes.

MA.E.2.2.2

The student predicts the likelihood of simple events occurring.

MA.E.2.2.2.3.1 The student identifies and records the possible outcomes of simple experiments using concrete materials (for example, spinners, marbles in a bag, coin toss). MA.E.2.2.2.3.2 The student determines which outcomes are most likely to occur in certain situations (for example, spinning red is most likely to occur when a spinner is divided equally among red, blue, green, and red). MA.E.3.2.1 The student designs experiments to answer class or personal questions, collects information, and interprets the results using statistics (range, mean, median, and mode) and pictographs, charts, bar graphs, circle graphs, and line graphs.

MA.E.3.2.1.3.1 The student designs appropriate questions for a survey. MA.E.3.2.1.3.2 The student creates a pictograph or bar graph to present data from a given survey. MA.E.3.2.1.3.3 The student explains the results from the data of a given survey. MA.E.3.2.2 The student uses statistical data about life situations to make predictions and justifies reasoning. MA.E.3.2.2.3.1 The student uses statistical data to recognize trends. MA.E.3.2.2.3.2 The student applies statistical data to make generalizations. MA.E.3.2.2.3.3 The student explains generalizations.

SC Science A Nature of Matter B Energy C Force and Motion D Processes that Shape the Earth E Earth and Space F Processes of Life G How Living Things Interact with Their Environment H The Nature of Science
Benchmark SC.A.1.2.1 Description The student determines that the properties of materials (e.g., density and volume) can be compared and measured (e.g., using rulers, balances, and thermometers).

SC.A.1.2.1.3.1 The student determines the physical properties of matter using metric measurements that incorporate tools such as rulers, thermometers, balances. SC.A.1.2.2 The student knows that common materials (e.g., water) can be changed from one state to another by heating and cooling.

SC.A.1.2.2.3.1 The student understands that physical changes in the states of matter can be produced by heating and cooling. SC.A.1.2.3 SC.A.1.2.4 The student knows that the weight of an object always equals the sum of its parts. The student knows that different materials are made by physically combining substances and that different objects can be made by combining different materials. The student knows that materials made by chemically combining two or more substances may have properties that differ from the original materials. The student knows that materials may be made of parts too small to be seen without magnification. The student knows how to trace the flow of energy in a system (e.g., as in an ecosystem). SC.A.1.2.3.3.1 The student knows that the weight of an object is equal to the sum of the weights of its parts.

SC.A.1.2.4.3.0 Content addressed at fifth grade. SC.A.1.2.5

SC.A.1.2.5.3.0 Content addressed at fifth grade. SC.A.2.2.1 SC.B.1.2.1 SC.A.2.2.1.3.1 The student uses a tool to observe and study minute details of objects (for example, hand lens). SC.B.1.2.1.3.0 Content covered a fourth and fifth grades.

SC.B.1.2.2

The student recognizes various forms of energy (e.g., heat, light, and electricity).

SC.B.1.2.2.3.1 The student knows objects that emit heat and light. SC.B.1.2.2.3.2 The student knows different forms of energy (for example, heat, light, sound). SC.B.1.2.3 SC.B.1.2.4 SC.B.1.2.5 The student knows that most things that emit light also emit heat. The student knows the many ways in which energy can be transformed from one type to another. The student knows that various forms of energy (e.g., mechanical, chemical, electrical, magnetic, nuclear, and radiant) can be measured in ways that make it possible to determine the amount of energy that is transformed. The student knows ways that heat can move from one object to another. SC.B.1.2.3.3.1 The student knows that the Sun provides energy for the Earth in the form of heat and light. SC.B.1.2.4.3.1 The student knows that heat can be produced by chemical reactions, electrical machines, and friction.

SC.B.1.2.5.3.1 The student uses a variety of tools to measure the gain or loss of energy. SC.B.1.2.6 SC.B.1.2.6.3.1 The student knows that when a warmer object comes in contact with a cooler one, the warm object loses heat and the cool one gains it until they are both at the same temperature. SC.B.2.2.1 SC.B.2.2.2 The student knows that some source of energy is needed for organisms to stay alive and grow. The student recognizes the costs and risks to society and the environment posed by the use of nonrenewable energy. SC.B.2.2.1.3.1 The student knows that some source of energy is needed for organisms to stay alive and grow.

SC.B.2.2.2.3.1 The student knows ways natural resources are important. SC.B.2.2.2.3.2 The student classifies resources as renewable or nonrenewable. SC.B.2.2.3 The student knows that the limited supply of usable energy sources (e.g., fuels such as coal or oil) places great significance on the development of renewable energy sources.

SC.B.2.2.3.3.1 The student knows that alternate energy sources (for example, synthetic fuels, geothermal energy) are being explored using natural and mechanical processes. SC.C.1.2.1 SC.C.1.2.2 SC.C.2.2.1 The student understands that the motion of an object can be described and measured. The student knows that waves travel at different speeds through different materials. The student recognizes that forces of gravity, magnetism, and electricity operate simple machines. SC.C.1.2.1.3.1 The student describes the motion of various objects (for example, forward, circular, wave). SC.C.1.2.2.3.1 The student understands the characteristics of waves (for example, crest, trough, length). SC.C.2.2.1.3.1 The student knows the six types of simple machines (screw, inclined plane, wedge, pulley, lever, and wheel and axle). SC.C.2.2.2 The student knows that an object may move in a straight line at a constant speed, speed up, slow down, or change direction dependent on net force acting on the object.

SC.C.2.2.2.3.1 The student knows that an object may move in a straight line at a constant speed, speed up, slow down, or change direction dependent on net force acting on the object. SC.C.2.2.3 SC.C.2.2.4 The student knows that the more massive an object is, the less effect a given force has. The student knows that the motion of an object is determined by the overall effect of all of the forces acting on the object. The student knows that larger rocks can be broken down into smaller rocks, which in turn can be broken down to combine with organic material to form soil. SC.C.2.2.3.3.0 Content addressed at fifth grade.

SC.C.2.2.4.3.0 Content addressed at fifth grade. SC.D.1.2.1

SC.D.1.2.1.3.1 The student knows that smaller rocks come from the breaking and weathering of bedrock and larger rocks. SC.D.1.2.2 The student knows that 75 percent of the surface of the Earth is covered by water. SC.D.1.2.2.3.1 The student knows that approximately 75 percent of the surface of the Earth is covered by water.

SC.D.1.2.3

The student knows that the water cycle is influenced by temperature, pressure, and the topography of the land.

SC.D.1.2.3.3.1 The student understands the stages of the water cycle (for example, evaporation, condensation, precipitation). SC.D.1.2.4 The student knows that the surface of the Earth is in a continuous state of change as waves, weather, and shifts of the land constantly change and produce many new features. The student knows that some changes in the Earth's surface are due to slow processes and some changes are due to rapid processes. The student knows that reusing, recycling, and reducing the use of natural resources improve and protect the quality of life.

SC.D.1.2.4.3.1 The student understands the processes of weathering and erosion. SC.D.1.2.5

SC.D.1.2.5.3.1 The student knows that land forms change over time (for example, earthquakes, volcanoes). SC.D.2.2.1

SC.D.2.2.1.3.1 The student knows that reusing, recycling, and reducing the use of natural resources improve and protect the quality of life. SC.E.1.2.1 The student knows that the tilt of the Earth on its own axis as it rotates and revolves around the Sun causes changes in season, length of day, and energy available.

SC.E.1.2.1.3.1 The student knows that days and nights change in length throughout the year. SC.E.1.2.1.3.2 The student knows the patterns of average temperatures throughout the year. SC.E.1.2.2 The student knows that the combination of the Earth's movement and the Moon's own orbit around the Earth results in the appearance of cyclical phases of the Moon. The student knows that the Sun is a star and that its energy can be captured or concentrated to generate heat and light for work on Earth. The student knows that the planets differ in size, characteristics, and composition and that they orbit the Sun in our Solar System. The student understands the arrangement of planets in our Solar System. The student knows that, in addition to the Sun, there are many other stars that are far away. The student knows that the human body is made of systems with structures and functions that are related. The student knows how all animals depend on plants.

SC.E.1.2.2.3.1 The student knows the frequency of the lunar cycle is approximately 28 days. SC.E.1.2.3

SC.E.1.2.3.3.1 The student knows the Sun is a star that is much nearer to the Earth than the other stars. SC.E.1.2.4

SC.E.1.2.4.3.1 The student knows characteristics of Mercury, Venus, Earth, and Mars. SC.E.1.2.5 SC.E.2.2.1 SC.F.1.2.1 SC.E.1.2.5.3.1 The student knows the relative positions of all the planets. SC.E.2.2.1.3.1 The student knows that, in addition to the Sun, there are many other stars that are far away.

SC.F.1.2.1.3.0 Content addressed at fourth and fifth grades. SC.F.1.2.2 SC.F.1.2.2.3.1 The student understands the various ways that animals depend on plants for survival (for example, food, shelter, oxygen). SC.F.1.2.3 The student knows that living things are different but share similar structures. SC.F.1.2.3.3.1 The student knows the common and distinguishing characteristics of groups of vertebrate animals (mammals, birds, fish, reptiles, amphibians). SC.F.1.2.3.3.2 The student understands similarities and differences among plants. SC.F.1.2.3.3.3 The student understands that although plants and animals are different, they also share common characteristics (for example, they both have structures for reproduction, respiration, and growth). SC.F.1.2.4 SC.F.2.2.1 The student knows that similar cells form different kinds of structures. The student knows that many characteristics of an organism are inherited from the parents of the organism, but that other characteristics are learned from an individual's interactions with the SC.F.1.2.4.3.0 Content addressed at fourth and fifth grades.

environment. SC.F.2.2.1.3.0 Content addressed at fifth grade. SC.G.1.2.1 SC.G.1.2.2 The student knows ways that plants, animals, and protists interact. The student knows that living things compete in a climatic region with other living things and that structural adaptations make them fit for an environment. SC.G.1.2.1.3.0 Content addressed at fourth and fifth grades.

SC.G.1.2.2.3.1 The student knows how organisms with similar needs in a climatic region compete with one another for resources such as food, water, oxygen, or space. SC.G.1.2.2.3.2 The student knows behavioral and structural adaptations that allow plants and animals to survive in an environment. SC.G.1.2.3 The student knows that green plants use carbon dioxide, water, and sunlight energy to turn minerals and nutrients into food for growth, maintenance, and reproduction. The student knows that some organisms decompose dead plants and animals into simple minerals and nutrients for use by living things and thereby recycle matter. The student knows that animals eat plants or other animals to acquire the energy they need for survival.

SC.G.1.2.3.3.0 Content addressed at fifth grade. SC.G.1.2.4

SC.G.1.2.4.3.0 Content addressed at fourth grade. SC.G.1.2.5

SC.G.1.2.5.3.1 The student understands that energy is transferred to living organisms through the food they eat. SC.G.1.2.5.3.2 The student knows examples of living things that are classified as producers, consumers, carnivores, herbivores, and omnivores. SC.G.1.2.6 The student knows that organisms are growing, dying, and decaying and that new organisms are being produced from the materials of dead organisms. The student knows that variations in light, water, temperature, and soil content are largely responsible for the existence of different kinds of organisms and population densities in an ecosystem. The student knows that all living things must compete for Earth's limited resources; organisms best adapted to compete for the available resources will be successful and pass their adaptations (traits) to their offspring.

SC.G.1.2.6.3.0 Content addressed at fourth grade. SC.G.1.2.7

SC.G.1.2.7.3.0 Content addressed at fourth grade. SC.G.2.2.1

SC.G.2.2.1.3.1 The student understands that plants and animals share and compete for limited resources such as oxygen, water, food, and space. SC.G.2.2.2 The student knows that the size of a population is dependent upon the available resources within its community.

SC.G.2.2.2.3.1 The student knows that the size of a population is dependent upon the available resources within its community. SC.G.2.2.3 SC.H.1.2.1 The student understands that changes in the habitat of an organism may be beneficial or harmful. The student knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments. SC.G.2.2.3.3.0 Content addressed at fourth grade.

SC.H.1.2.1.3.1 The student knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments. SC.H.1.2.2 The student knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results.

SC.H.1.2.2.3.1 The student plans and investigates an experiment that defines a problem, proposes a solution, identifies variables, collects and organizes data, interprets data in tables, charts and graphs, analyzes information, makes predictions, and presents and supports findings. SC.H.1.2.2.3.2 The student uses various kinds of instruments to collect and analyze information (for example, meter sticks, timing devices, graduated cylinders, force meters, pan balances, calipers, microscopes,

cameras, sound recorders, hot plates, magnets, collecting SC.H.1.2.3 The student knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.

SC.H.1.2.3.3.1 The student knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions. SC.H.1.2.4 The student knows that to compare and contrast observations and results is an essential skill in science.

SC.H.1.2.4.3.1 The student knows that to compare and contrast observations and results is an essential skill in science. SC.H.1.2.5 The student knows that a model of something is different from the real thing, but can be used to learn something about the real thing. The student knows that natural events are often predictable and logical.

SC.H.1.2.5.3.1 The student uses sketches, diagrams and models to understand scientific ideas. SC.H.2.2.1 SC.H.2.2.1.3.1 The student makes predictions and inferences based on observations. SC.H.2.2.1.3.2 The student uses charts and graphs to understand patterns of change. SC.H.3.2.1 The student understands that people, alone or in groups, invent new tools to solve problems and do work that affects aspects of life outside of science.

SC.H.3.2.1.3.1 The student understands the relationships between science concepts and the history of science and the contributions of scientists. SC.H.3.2.1.3.2 The student uses reference materials to obtain information related to science concepts. SC.H.3.2.2 The student knows that data are collected and interpreted in order to explain an event or concept. SC.H.3.2.2.3.1 The student knows that data are collected and interpreted in order to explain an event or concept. SC.H.3.2.2.3.2 The student understands that scientific information can be presented in several ways (for example, using numbers and mathematics, drawings, words, graphs, tables). SC.H.3.2.3 The student knows that before a group of people build something or try something new, they should determine how it may affect other people.

SC.H.3.2.3.3.1 The student understands how scientific discoveries have helped or hindered progress regarding human health and lifestyles. SC.H.3.2.4 The student knows that, through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas.

SC.H.3.2.4.3.1 The student knows that, through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas.

SS Social Studies A Time, Continuity, and Change (History) B People, Places, and Environments (Geography) C Government and the Citizen (Civics and Government) D Economics
Benchmark SS.A.1.2.1 Description The student understands how individuals, ideas, decisions, and events can influence history.

SS.A.1.2.1.3.1 The student understands ways selected individuals, ideas, and decisions influenced historical events (for example, in ancient times). SS.A.1.2.2 The student uses a variety of methods and sources to understand history (such as interpreting diaries, letters, newspapers; and reading maps and graphs) and knows the difference between primary and secondary sources.

SS.A.1.2.2.3.1 The student knows sources of information about ancient history (for example, books, magazines, documents at the school and community library, Internet sites about ancient history). SS.A.1.2.3 The student understands broad categories of time in years, decades, and centuries.

SS.A.1.2.3.3.1 The student reads and interprets a single timeline identifying the order of events (for example, in ancient times). SS.A.2.2.1 The student knows the significant scientific and technological achievements of various societies (e.g., the invention of paper in China, Mayan calendars, mummification and the use of cotton in Egypt, astronomical discoveries in the Moslem world, and the Arabic number system).

SS.A.2.2.1.3.1 The student knows significant scientific and technological achievements of various societies (for example, bow and arrow, pottery, Egyptian pyramids). SS.A.2.2.2 The student understands developments in transportation and communication in various societies (e.g. the development of extensive road systems in various cultures, the difficulties of travel and communication encountered by people of various cultures, the origins and changes in writing and how these changes made communication between people more effective).

SS.A.2.2.2.3.1 The student understands selected developments in transportation prior to the Renaissance (for example, Roman roads, trade routes by camel caravan linking Asia and Africa, developments in marine vessels). SS.A.2.2.2.3.2 The student understands the origins and changes in methods of writing prior to the Renaissance (for example, pictographs, cuneiform, hieroglyphics, alphabets). SS.A.2.2.2.3.3 The student understands ways changes in transportation and communication affected the lives of people prior to the Renaissance. SS.A.2.2.3 The student understands various aspects of family life, structures, and roles in different cultures and in many eras (e.g., pastoral and agrarian families of early civilizations, families of ancient times, and medieval families).

SS.A.2.2.3.3.1 The student knows aspects of family life found in many eras (for example, in prehistory, ancient civilizations). SS.A.2.2.3.3.2 The student knows aspects of family life found in pastoral, agrarian, and urban settings. SS.A.2.2.4 The student understands the emergence of different laws and systems of government (e.g., monarchy and republic).

SS.A.2.2.4.3.1 The student understands the emergence throughout history of different laws and systems of government (for example, monarchy, republic). SS.A.2.2.5 The student understands significant achievements in the humanities to the time of the Renaissance (e.g., Roman architecture and Greek art).

SS.A.2.2.5.3.1 The student knows selected cultural and intellectual achievements of various early and ancient civilizations. SS.A.2.2.6 The student knows how trade led to exploration in other regions of the world (e.g., the explorations of Marco Polo and the Vikings).

SS.A.2.2.6.3.1 The student knows how trade led to exploration in other regions of the world (for example, the explorations of Marco Polo and the Vikings). SS.A.2.2.7 The student understands how developments in the Middle Ages contributed to modern life (e.g., the development of social institutions and organizations, the rise of cities, the formation of guilds, the rise of commerce, the influence of the church, and the rise of universities).

SS.A.2.2.7.3.1 The student understands selected ways developments in the Middle Ages contributed to modern life (for example, the development of social institutions and organizations, the rise of cities, the formation of guilds, the rise of commerce, the influence of the church, the rise of universities). SS.A.3.2.1 The student knows significant people and their contributions in the field of communication and technology (e.g., inventors of various nonelectric communication devices such as the steam engine and the television) and the impact of these devices on society.

SS.A.3.2.1.3.1 The student knows selected significant people and the impact of their achievements in world in the fields of communication and technology since the Renaissance. SS.A.3.2.1.3.2 The student understands ways these devices impacted society. SS.A.3.2.2 The student knows developments in the humanities since the Renaissance (e.g., Renaissance architecture, Japanese and Chinese influences on art, the impact of literary and theatrical development during the Renaissance, changes in music including opera and ballet, and major movements in the arts in 19th-century Europe).

SS.A.3.2.2.3.1 The student knows selected developments in the humanities since the Renaissance. SS.A.3.2.3 The student understands the types of laws and government systems that have developed since the Renaissance (e.g., the development of democracy, the rise of totalitarian governments and dictatorships, communism and absolutism).

SS.A.3.2.3.3.1 The student understands types of laws and government systems that have developed since the Renaissance (for example, the development of democracy, the rise of totalitarian governments and dictatorships, communism and absolutism). SS.A.3.2.4 The student understands the post-Renaissance consequences of exploration that occurred during the Age of Discovery (e.g., European colonization in North America and British imperial efforts in India and other countries).

SS.A.3.2.4.3.1 The student knows selected consequences of explorations that occurred during the Age of Discovery (for example, colonization around the world). SS.A.4.2.1 The student understands the geographic, economic, political, and cultural factors that characterized early exploration of the Americas. The student understands why Colonial America was settled in regions. The student knows significant social and political events that led to and characterized the American Revolution. The student knows significant historical documents and the principal ideas expressed in them (e.g., Declaration of Independence, the United States Constitution, and the Bill of Rights). The student understands geographic, economic, and technological features of the growth and change that occurred in America from 1801 to 1861. The student knows the causes, key events, and effects of the Civil War and Reconstruction. The student knows that after the Civil War, massive immigration, big business, and mechanized farming transformed American life. The student knows the social and political consequences of industrialization and urbanization in the United States after 1880. The student knows the political causes and outcomes of World War I. The student understands social and cultural transformations of the 1920's and 1930's. The student understands the social and economic impact of the Great Depression on American society. The student understands the political circumstances leading to the involvement of the United States in World War II and the significant military events and personalities that shaped the course of the war. The student knows the economic, political, and social transformations that have taken place in the United States since World War II.

SS.A.4.2.1.3.0 Content addressed in fifth grade. SS.A.4.2.2 SS.A.4.2.3 SS.A.4.2.2.3.0 Content addressed in fourth and fifth grades.

SS.A.4.2.3.3.0 Content addressed in fifth grade. SS.A.4.2.4

SS.A.4.2.4.3.0 Content addressed in fifth grade. SS.A.4.2.5

SS.A.4.2.5.3.0 Content addressed in fourth and fifth grades. SS.A.4.2.6 SS.A.5.2.1 SS.A.4.2.6.3.0 Content addressed in fourth and fifth grades.

SS.A.5.2.1.3.0 Content addressed in fourth and fifth grades. SS.A.5.2.2

SS.A.5.2.2.3.0 Content addressed in fourth and fifth grades. SS.A.5.2.3 SS.A.5.2.4 SS.A.5.2.5 SS.A.5.2.3.3.0 Content addressed in fifth grade. SS.A.5.2.4.3.0 Content addressed in fourth and fifth grades.

SS.A.5.2.5.3.0 Content addressed in fifth grade. SS.A.5.2.6

SS.A.5.2.6.3.0 Content addressed in fifth grade. SS.A.5.2.7

SS.A.5.2.7.3.0 Content addressed in fifth grade.

SS.A.5.2.8

The student knows the political and military aspects of United States foreign relations since World War II. The student understands reasons that immigrants came to Florida and the contributions of immigrants to the state's history. The student understands the influence of geography on the history of Florida. The student knows the significant individuals, events, and social, political, and economic characteristics of different periods in Florida's history. The student understands the perspectives of diverse cultural, ethnic, and economic groups with regard to past and current events in Florida's history. The student knows how various cultures contributed to the unique social, cultural, economic, and political features of Florida. The student understands the cultural, social, and political features of Native American tribes in Florida's history. The student understands the unique historical conditions that influenced the formation of the state and how statehood was granted. The students uses maps, globes, charts, graphs, and other geographic tools including map keys and symbols to gather and interpret data and to draw conclusions about physical patterns.

SS.A.5.2.8.3.0 Content addressed in fifth grade. SS.A.6.2.1

SS.A.6.2.1.3.0 Content addressed in fourth grade. SS.A.6.2.2 SS.A.6.2.3 SS.A.6.2.2.3.0 Content addressed in fourth grade.

SS.A.6.2.3.3.0 Content addressed in fourth grade. SS.A.6.2.4

SS.A.6.2.4.3.0 Content addressed in fourth grade. SS.A.6.2.5

SS.A.6.2.5.3.0 Content addressed in fourth grade. SS.A.6.2.6

SS.A.6.2.6.3.0 Content addressed in fourth grade. SS.A.6.2.7

SS.A.6.2.7.3.0 Content addressed in fourth grade. SS.B.1.2.1

SS.B.1.2.1.3.1 The student uses maps and globes to locate and compare places and their environments (for example, oceans, river systems, continents, islands, mountains in or near areas where civilizations developed). SS.B.1.2.2 The student knows how regions are constructed according to physical criteria and human criteria. SS.B.1.2.2.3.1 The student knows how regions around the world are constructed according to physical criteria and human criteria. SS.B.1.2.3 SS.B.1.2.4 The student locates and describes the physical and cultural features of major world political regions. The student knows how changing transportation and communication technology have affected relationships between locations. The student knows ways in which people view and relate to places and regions differently. The student understands why certain areas of the world are more densely populated than others. The student understands how the physical environment supports and constrains human activities. SS.B.1.2.3.3.1 The student locates and describes the physical and cultural features of major world political regions.

SS.B.1.2.4.3.1 The student Content addressed in SS.A.2.2.2. SS.B.1.2.5 SS.B.2.2.1 SS.B.2.2.2 SS.B.1.2.5.3.1 The student knows different ways people view and relate to places and regions throughout the world. SS.B.2.2.1.3.1 The student understands reasons certain areas of the world are more densely populated than others. SS.B.2.2.2.3.1 The student understands ways the physical environment supports and constrains human activities throughout the world. SS.B.2.2.2.3.2 The student Content addressed in third and fifth grades. SS.B.2.2.3 The student understands how human activity affects the physical environment. SS.B.2.2.3.3.1 The student understands ways human activity has affected the physical environment in various places and times throughout the world. SS.B.2.2.4 The student understands how factors such as population growth, human migration, improved methods

of transportation and communication, and economic development affect the use and conservation of natural resources. SS.B.2.2.4.3.0 Content addressed in SS.B.2.2.3. SS.C.1.2.1 The student identifies the structure and function of local, state, and federal governments under the framework of the Constitutions of Florida and the United States. The student understands the structure, functions, and primary responsibilities of executive, legislative, and judicial branches of governments and understands how all three branches of government promote the common good and protect individual rights. The student knows the names of his or her representatives at the local, state, and national levels (e.g., city council members, state representatives, and members of Congress) and the name of the his or her representatives in the executive branches of government at the local, state, and national levels (e.g., mayor, governor, and president). The student knows possible consequences of the absence of government, rules, and laws.

SS.C.1.2.1.3.0 Content addressed in fourth and fifth grades. SS.C.1.2.2

SS.C.1.2.2.3.0 Content addressed in fourth and fifth grades. SS.C.1.2.3

SS.C.1.2.3.3.0 Content addressed in fourth and fifth grades. SS.C.1.2.4 SS.C.1.2.4.3.1 The student understands the benefits of the development of government (for example, in ancient civilizations). SS.C.1.2.5 The student knows the basic purposes of government in the United States and knows the basic things governments do in one's school, community, state, and nation. The student understands the importance of participation through community service, civic improvement, and political activities. The student understands why personal responsibility (e.g., taking advantage of the opportunity to be educated) and civic responsibility (e.g., obeying the law and respecting the rights of others) are important.

SS.C.1.2.5.3.0 Content addressed in fourth and fifth grades. SS.C.2.2.1

SS.C.2.2.1.3.1 The student understands ways citizens participated in the democracies of ancient civilizations. SS.C.2.2.2

SS.C.2.2.2.3.1 The student understands ways personal responsibility (for example, taking advantage of the opportunity to be educated) and civic responsibility (for example, obeying the law and respecting the rights of others) are important. SS.C.2.2.3 The student knows that a citizen is a legally recognized member of the United States who has certain rights and privileges and certain responsibilities (e.g., privileges such as the right to vote and hold public office and responsibilities such as respecting the law, voting, paying taxes, and serving on juries). The student knows examples of the extension of the privileges and responsibilities of citizenship. The student knows what constitutes personal, political, and economic rights and why they are important and knows examples of contemporary issues regarding rights. The student understands that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits associated with alternative choices.

SS.C.2.2.3.3.0 Content addressed in fifth grade. SS.C.2.2.4 SS.C.2.2.5 SS.C.2.2.4.3.0 Content addressed in fifth grade.

SS.C.2.2.5.3.0 Content addressed in fifth grade. SS.D.1.2.1

SS.D.1.2.1.3.1 The student knows examples from world history that demonstrate an understanding that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits associated with alternative choices. SS.D.1.2.2 The student understands that scarcity of resources requires choices on many levels, from the individual to societal. The student understands the basic concept of credit.

SS.D.1.2.2.3.1 The student knows situations in world history when scarcity impacted decisions. SS.D.1.2.3

SS.D.1.2.3.3.0 Content addressed in fifth grade. SS.D.1.2.4 The student understands that any consumer (e.g., an individual, a household, or a government) has certain rights. The student understands the concept of earning income and the basic concept of a budget. The student understands economic specialization and how specialization generally affects costs, amount of goods and services produced, and interdependence.

SS.D.1.2.4.3.0 Content addressed in fifth grade. SS.D.1.2.5 SS.D.2.2.1 SS.D.1.2.5.3.0 Content addressed in fourth and fifth grades.

SS.D.2.2.1.3.1 The student understands the rise of economic specialization (for example, in ancient civilizations and in Medieval cities). SS.D.2.2.2 SS.D.2.2.3 The student understands the roles that money plays in a market economy. The student understands the services that banks and other financial institutions in the economy provide to consumers, savers, borrowers, and businesses. The student knows that the government provides some of the goods and services that we use and that the government pays for the goods and services it provides through taxing and borrowing. SS.D.2.2.2.3.1 The student understands the role that money played in the development of ancient civilizations.

SS.D.2.2.3.3.0 Content addressed in fifth grade. SS.D.2.2.4

SS.D.2.2.4.3.1 The student knows ways governments have provided goods and services in selected periods in world history (for example, palaces, temples, tombs, and other public buildings in the ancient world).