Fifth 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.1.2.1.5.1 The student extends previously learned prereading knowledge and skills of the fourth grade with increasingly complex reading texts and assignments and tasks. 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.1.2.2.5.1 The student refines previously learned knowledge and skills of the fourth grade with increasingly complex reading selections and assignments and tasks (for example, decoding, context clues, predicting, variety of word structure, constructing meaning, purposes of reading). 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.1.2.3.5.1 The student uses a variety of strategies to determine meaning and increase vocabulary (for example, homonyms, homophones, prefixes, suffixes, word-origins, multiple meanings, antonyms, synonyms, word relationships). LA.A.1.2.3.5.2 The student develops vocabulary by reading independently. LA.A.1.2.3.5.3 The student develops vocabulary by listening to, reading, and discussing both familiar and conceptually challenging selections. LA.A.1.2.3.5.4 The student uses resources and references such as dictionary, thesaurus, and context to build word meanings. LA.A.1.2.3.5.5 The student identifies, classifies, and demonstrates knowledge of levels of specificity among fifth-grade or higher level words from a variety of categories. LA.A.1.2.4 The student clarifies understanding by rereading, self-correction, summarizing, checking other sources, and class or group discussion.

LA.A.1.2.4.5.1 The student uses a variety of strategies to monitor reading in fifth-grade or higher level texts (for example, adjusting reading rate according to purpose and text difficulty, rereading, self-correcting, summarizing, checking other sources, class and group discussions, trying an alternate word). 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.2.2.1.5.1 The student extends previously learned knowledge and skills of the fourth grade level with increasingly complex reading texts and assignments and tasks (for example, explicit and implicit ideas). LA.A.2.2.2 LA.A.2.2.3 LA.A.2.2.4 The student identifies the author's purpose in a simple text. The student recognizes when a text is primarily intended to persuade. The student identifies specific personal preferences relative to fiction and nonfiction reading. LA.A.2.2.2.5.1 The student describes author's purpose and describes how an author's perspective influences the text. LA.A.2.2.3.5.1 The student knows characteristics of persuasive text. LA.A.2.2.4.5.1 The student uses a variety of criteria to choose own reading (for example, author's style, themes, knowledge of genres, text difficulty, recommendations of others).

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.2.2.5.5.1 The student reads and organizes information from multiple sources for a variety of purposes (for example, supporting opinions, predictions, and conclusions; writing a research report; conducting interviews; taking a test; performing tasks). LA.A.2.2.6 The student recognizes the difference between fact and opinion presented in a text. LA.A.2.2.6.5.1 The student extends the expectations of the fourth grade with increasingly complex reading selections, assignments and tasks (for example, differences between fact, fiction, opinion). LA.A.2.2.7 The student recognizes the use of comparison and contrast in a text. LA.A.2.2.7.5.1 The student extends the expectations of the fourth grade with increasingly complex reading selections, assignments and tasks (for example, textual organization, comparison and contrast). LA.A.2.2.8 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.2.2.8.5.1 The student extends previously learned knowledge and skills of the fourth grade with increasingly complex texts and assignments and tasks (for example, using reference materials and processes). 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.1.2.1.5.1 The student uses a variety of strategies to prepare for writing (for example, brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, taking notes). LA.B.1.2.1.5.2 The student establishes a purpose for writing (including but not limited to informing, entertaining, explaining). 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.1.2.2.5.1 The student focuses on a central idea or topic (for example, excluding loosely related, extraneous, or repetitious information). LA.B.1.2.2.5.2 The student uses an organizational pattern appropriate to purpose and audience (including but not limited to topic sentences, supporting sentences, and sequence; develops new ideas in separate paragraphs; concludes with effectiveness). LA.B.1.2.2.5.3 The student uses devices to develop relationships among ideas (for example, transitional devices; paragraphs that show a change in time, idea, or place; cause-and-effect relationships). LA.B.1.2.2.5.4 The student uses supporting ideas, details, and facts from a variety of sources to develop and elaborate the topic. LA.B.1.2.2.5.5 The student uses an effective organizational pattern and substantial support to achieve a sense of completeness or wholeness (for example, considering audience, sequencing events, choosing effective words; using specific details to clarify meaning). LA.B.1.2.2.5.6 The student uses varied sentence structures. LA.B.1.2.2.5.7 The student generally follows the conventions of punctuation, capitalization, and spelling appropriate at fifth-grade or higher level [see benchmark LA.B.1.2.3 for specifics]. LA.B.1.2.2.5.8 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.1.2.3.5.1 The student uses strategies to spell words (for example, using resources such as dictionary or thesaurus to confirm spelling).

LA.B.1.2.3.5.2 The student uses conventions of punctuation (including but not limited to commas in a series, dates, and addresses; beginning and ending quotation marks; hyphens in compound words). LA.B.1.2.3.5.3 The student uses conventions of capitalization (including but not limited to the names of organizations, nationalities, races, languages, and religions; the heading, salutation, and closing of a letter). LA.B.1.2.3.5.4 The student uses various parts of speech correctly in written work (including but not limited to using objective and subjective case pronouns, using singular and plural possessive forms of nouns, using common and proper nouns, using correct forms of adjectives, verbs, and adverbs). LA.B.1.2.3.5.5 The student uses a variety of strategies to format written work (for example, chapter book, reference source, electronic formatting). LA.B.1.2.3.5.6 The student evaluates own and other's writing (for example, identifing the best features of a piece of writing, determining how own writing achieves its purpose, asking for feedback, responding to classmate's writing). LA.B.1.2.3.5.7 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.2.2.1.5.1 The student writes notes, comments, and observations that reflect comprehension of fifth-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.2.2.2.5.1 The student uses alphabetical and numerical systems (for example, outlining to organize information). LA.B.2.2.3.5.1 The student writes for a variety of occasions, audiences, and purposes (for example, letters to persuade or request, humorous or suspenseful stories to entertain, instructions to inform). 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.2.2.4.5.1 The student uses electronic technology (including but not limited to word-processing software, electronic encyclopedias) to create, revise, retrieve, and verify information. 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.2.2.5.5.1 The student uses strategies to create an effective central theme or focus (suspense, humor, creativity or fantasy). LA.B.2.2.5.5.2 The student exhibits a consistent awareness of topic with no irrelevant information. LA.B.2.2.5.5.3 The student develops a story line that is easy to follow and paraphrase. LA.B.2.2.5.5.4 The student chooses specific detail and precise word choice to work together to support the story line. LA.B.2.2.5.5.5 The student creates a logical organizational pattern (including an effective beginning, middle, end, and transitions) appropriate to narrative writing. LA.B.2.2.5.5.6 The student uses transitions effectively to move the narrative story forward in time. LA.B.2.2.5.5.7 The student creates a clear sense of story completeness. LA.B.2.2.5.5.8 The student uses a variety of sentence structures to reinforce 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.2.2.6.5.1 The student establishes a clear, central focus with little or no irrelevant or repetitious information. LA.B.2.2.6.5.2 The student creates ample development of supporting ideas by presenting facts and information that clearly relate to the focus. LA.B.2.2.6.5.3 The student develops extended anecdotes or examples to support reasons. LA.B.2.2.6.5.4 The student presents facts, examples, and definitions objectively. LA.B.2.2.6.5.5 The student creates a logical organizational pattern (including an effective beginning, middle, end, and transitions) appropriate to expository writing.

LA.B.2.2.6.5.6 The student uses a variety of effective expository transitions to relate ideas within and between paragraphs. LA.B.2.2.6.5.7 The student uses a variety of sentence structures to reinforce 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.1.2.1.5.1 The student understands information presented orally in a variety of forms (for example, informational speeches, humor, persuasive messages, directions). LA.C.1.2.1.5.2 The student uses listening strategies in noninteractive settings (for example, assemblies, visual media, formal presentations). LA.C.1.2.2 The student identifies specific personal listening preferences regarding fiction, drama, literary nonfiction, and informational presentations.

LA.C.1.2.2.5.1 The student knows personal listening preferences (for example, audio tapes, radio news, nonfiction, drama, informational speeches). LA.C.1.2.3 The student carries on an extended conversation with a group of friends. LA.C.1.2.3.5.1 The student interacts with peers in a variety of situations to develop and present familiar ideas (for example, summarizing information from group activities, recognizing different perspectives). LA.C.1.2.4 The student listens attentively to the speaker, including making eye contact and facing the speaker. LA.C.1.2.4.5.1 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.1.2.5.5.1 The student uses strategies to respond to speakers (for example, asking questions, paraphrasing to confirm understanding, summarizing, making contributions, offering feedback). LA.C.2.2.1 The student determines main concept and supporting details in a nonprint media message. LA.C.2.2.1.5.1 The student identifies and explains the main concept and supporting details in a nonprint media message. LA.C.2.2.2 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.2.2.2.5.1 The student understands persuasive messages used in nonprint media (for example, television commercials, advertisements, commands, requests). 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.3.2.1.5.1 The student uses strategies to speak clearly, (for example, rate, volume, phrasing, enunciation).

LA.C.3.2.2.5.1 The student asks relevant questions and makes comments and observations (for example, gives feedback; draws conclusions; reflects on information; clarifies understanding of content, processes, and experiences. 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.3.2.3.5.1 The student prepares for and gives presentations for specific occasions, audiences, and purposes (including but not limited to informational or imaginative presentations, research reports, extemporaneous talks). LA.C.3.2.3.5.2 The student uses visual aids, technology, or demonstrations to support a presentation. LA.C.3.2.4 The student uses eye contact and gestures that engage the audience. LA.C.3.2.4.5.1 The student uses nonverbal strategies to engage an audience (for example, eye contact, gestures, posture, facial expressions). LA.C.3.2.5 The student participates as a contributor and occasionally acts as a leader in a group discussion. LA.C.3.2.5.5.1 The student uses discussion strategies (for example, acting as a participant and leader; organizing information for a group; using evidence to support ideas).

LA.C.3.2.6

The student organizes a speech using a basic beginning, middle, and ending.

LA.C.3.2.6.5.1 The student presents a speech in an organized manner (including but not limited to including content appropriate to the audience, using notes or other memory aids, summarizing main points). LA.D.1.2.1 The student understands that there are patterns and rules in the syntactic structure, symbols, sounds, and meanings conveyed through the English language.

LA.D.1.2.1.5.1 The student uses elements of grammar in speech (including but not limited to present, past, future, and progressive verb tenses; subject-verb agreement; pronoun references; word order). LA.D.1.2.1.5.2 The student uses sentence variety in speech. LA.D.1.2.2 The student understands that language formality varies according to situations and audiences. LA.D.1.2.2.5.1 The student varies language according to situation, audience, and purpose (for example, uses appropriate content, examples, vocabulary). LA.D.2.2.1 The student understands that word choices can shape reactions; perceptions, and beliefs. LA.D.2.2.1.5.1 The student uses appropriate words to shape reactions, perceptions, and beliefs (for example, connotative and idiomatic meanings, synonyms, antonyms, sensory words). LA.D.2.2.2 The student identifies and refers to symbol, theme, simile, alliteration, and assonance in oral and written texts.

LA.D.2.2.2.5.1 The student extends awareness of similes, metaphors, symbols, analogies, alliteration, and idiomatic language learned in third and fourth grades. LA.D.2.2.3 LA.D.2.2.4 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. LA.D.2.2.3.5.1 The student uses a technique employed in media messages to achieve a specific purpose.

LA.D.2.2.4.5.1 The student uses appropriate available technologies to enhance communication. LA.D.2.2.5 LA.D.2.2.5.5.1 The student understands techniques used to convey messages in mass media (for example, fact and opinion, persuasive devices). LA.E.1.2.1 The student identifies the distinguishing features among fiction, drama, and poetry and identifies the major characteristics of nonfiction.

LA.E.1.2.1.5.1 The student understands the distinguishing features of literary texts (for example, fiction, drama, poetry, folktales, myths, poems, historical fiction, autobiographies). LA.E.1.2.1.5.2 The student understands the distinguishing features of nonfiction texts (for example, textbooks, letters, scientific studies, magazines). LA.E.1.2.1.5.3 The student reads a variety of literary and informational texts (for example, fiction, drama, poetry, myths, fantasies, historical fiction, biographies, autobiographies, textbooks, manuals, magazines). LA.E.1.2.2 The student understands the development of plot and how conflicts are resolved in a story. LA.E.1.2.2.5.1 The student understands the development of plot in a fifth grade level or higher story. LA.E.1.2.2.5.2 The student understands how conflicts are resolved in a story, including problem solution or resolution. LA.E.1.2.2.5.3 The student makes inferences and draws conclusions regarding story elements of a fifth 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.1.2.3.5.1 The student knows the similarities and differences of characters presented within and across fifth grade or higher level selections. LA.E.1.2.3.5.2 The student knows the similarities and differences of settings presented within and across fifth grade or higher level selections. LA.E.1.2.3.5.3 The student knows the similarities and differences of events presented within and across fifth 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. LA.E.1.2.4.5.1 The student knows that the attitudes and values that exist in a time period affect stories and informational articles written during that time period. LA.E.1.2.5 The student identifies and uses literary terminology appropriate to the grade level, including symbol, theme, simile, alliteration, and assonance.

LA.E.1.2.5.5.1 The student identifies and uses literary terminology appropriate to fifth grade or higher level (including but not limited to 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.2.2.1.5.1 The student understands cause-and-effect relationships in literary texts.

LA.E.2.2.2.5.1 The student understands how the author's choices of language (for example, sensory words and vocabulary choice) and story structure (for example, rhymes, and story patterns) contribute to the overall quality of a literary work. 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.2.2.3.5.1 The student responds to literature by explaining how the motives of the characters compare with those of own life. LA.E.2.2.3.5.2 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.2.2.4.5.1 The student knows themes that recur across literary works. LA.E.2.2.4.5.2 The student identifies 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.2.2.5.5.1 The student uses specific information from text to support ideas about content in literary texts (for example, advancing judgments; referring to text, other works, other authors, nonprint media, and personal knowledge to support ideas).

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.1.2.1.5.1 The student reads, writes, and identifies whole numbers, fractions, and mixed numbers. MA.A.1.2.1.5.2 The student reads, writes, and identifies decimals through thousandths. MA.A.1.2.1.5.3 The student reads, writes, and identifies common percents including 10%, 20%, 25%, 30%, 40%, 50%, 60%, 70%, 75%, 80%, 90%, and 100%. MA.A.1.2.2 The student understands the relative size of whole numbers, commonly used fractions, decimals, and percents.

MA.A.1.2.2.5.1 The student uses symbols (greater than, less than, =) to compare numbers in the same and different forms such as 0.5 less than 3/4.

MA.A.1.2.2.5.2 The student compares and orders whole numbers using concrete materials, number lines, drawings, and numerals. MA.A.1.2.2.5.3 The student compares and orders commonly used fractions, percents, and decimals to thousandths using concrete materials, number lines, drawings, and numerals. MA.A.1.2.2.5.4 The student locates whole numbers, fractions, mixed numbers, and decimals on the same number line. 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.1.2.3.5.1 The student translates problem situations into diagrams, models, and numerals using whole numbers, fractions, mixed numbers, decimals, and percents. 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.1.2.4.5.1 The student knows that numbers in different forms are equivalent or nonequivalent, using whole numbers, decimals, fractions, mixed numbers, and percents. 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.2.2.1.5.1 The student knows that place value relates to powers of 10. MA.A.2.2.1.5.2 The student expresses numbers to millions or more in expanded form using powers of ten, with or without exponential notation. 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.2.2.2.5.1 The student explains the similarities and differences between the decimal (base 10) number system and other number systems that do or do not use place value. 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.3.2.1.5.1 The student explains and demonstrates the multiplication of common fractions using concrete materials, drawings, story problems, symbols, and algorithms. MA.A.3.2.1.5.2 The student explains and demonstrates the multiplication of decimals to hundredths using concrete materials, drawings, story problems, symbols, and algorithms. MA.A.3.2.1.5.3 The student predicts the relative size of solutions in the following: addition, subtraction, multiplication and division of whole numbers; addition, subtraction, and multiplication of fractions, decimals, and mixed numbers with particular attention given to fraction and decimal multiplication (for example, when two numbers less than one are multiplied, the result is a number less than either factor). MA.A.3.2.1.5.4 The student explains and demonstrates the inverse nature of multiplication and division, with particular attention to multiplication by a fraction (for example, multiplying by 1/4 yields the same result as dividing by 4). MA.A.3.2.1.5.5 The student explains and demonstrates the commutative, associative, and distributive properties of multiplication. 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.3.2.2.5.1 The student uses problem-solving strategies to determine the operation(s) needed to solve one- and two-step problems involving addition, subtraction, multiplication, and division of whole numbers, and addition, subtraction, and multiplication of decimals and fractions. 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.3.2.3.5.1 The student solves real-world problems involving addition, subtraction, multiplication, and division of whole numbers, and addition, subtraction, and multiplication of decimals, fractions, and mixed numbers using an appropriate method (for example, mental math, pencil and paper, calculator).

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.4.2.1.5.1 The student chooses, describes, and explains estimation strategies used to determine the reasonableness of solutions to real-world problems. MA.A.4.2.1.5.2 The student estimates quantities of objects to 1000 or more and justifies and explains the reasoning for the estimate (for example, using benchmark numbers, unitizing). MA.A.5.2.1 The student understands and applies basic number theory concepts, including primes, composites, factors, and multiples.

MA.A.5.2.1.5.1 The student finds factors of numbers to 100 to determine if they are prime or composite. MA.A.5.2.1.5.2 The student expresses a whole number ss a product of its prime factors. MA.A.5.2.1.5.3 The student determines the greatest common factor of two numbers. MA.A.5.2.1.5.4 The student determines the least common multiple of two numbers up to 100 or more. MA.A.5.2.1.5.5 The student multiplies by powers of 10 (100, 1,000, and 10,000) demonstrating patterns. MA.A.5.2.1.5.6 The student identifies and applies rules of divisibility for 2, 3, 4, 5, 6, 9, and 10. MA.A.5.2.1.5.7 The student uses models to identify perfect squares to 144. 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.1.2.1.5.1 The student knows measurement concepts and can use oral and written language to communicate them. MA.B.1.2.1.5.2 The student extends conceptual experiences into patterns to develop formulas for determining perimeter, area, and volume. MA.B.1.2.1.5.3 The student knows varied units of time that include centuries and seconds. MA.B.1.2.1.5.4 The student classifies angle measures as acute, obtuse, right, or straight. MA.B.1.2.1.5.5 The student investigates measures of circumference using concrete materials (for example, uses string or measuring tape to measure the circumference of cans or bottles). MA.B.1.2.2 The student solves real-world problems involving length, weight, perimeter, area, capacity, volume, time, temperature, and angles.

MA.B.1.2.2.5.1 The student solves real-world problems involving measurement of the following:length (for example, eighth-inch, kilometer, mile); weight or mass (for example, milligram, ton); temperature (comparing temperature changes within the same scale using either a Fahrenheit or Celcius thermometer); and angles (acute, obtuse, straight). MA.B.1.2.2.5.2 The student solves real-world problems involving perimeter, area, capacity, and volume using concrete, graphic or pictorial models. MA.B.1.2.2.5.3 The student uses schedules, calendars, and elapsed time 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.2.2.1.5.1 The student finds the length or height of `hard-to-reach` objects by using the measure of a portion of the objects (for example, find the height of a room or building by finding the height of one block or floor and multiplying by the number of blocks or floors). MA.B.2.2.1.5.2 The student uses customary and metric units to compare length, weight or mass, and capacity or volume. MA.B.2.2.1.5.3 The student uses multiplication and division to convert units of measure within the customary or metric system. MA.B.2.2.2 The student selects and uses appropriate standard and nonstandard units of measurement, according to type and size.

MA.B.2.2.2.5.1 The student knows an appropriate unit of measure to determine the dimension(s) of a given object (for example, standard - student chooses feet or yards instead of inches to measure a room; nonstandard - student chooses a length of yarn instead of a pencil to measure a room). MA.B.2.2.2.5.2 The student knows an appropriate unit of measure (standard or nonstandard) to measure weight,

mass, 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.3.2.1.5.1 The student knows how to determine whether an accurate or estimated measurement is needed for a solution. MA.B.3.2.1.5.2 The student solves real-world problems involving estimated measurements, including the following: length to nearest quarter-inch, centimeter; weight to nearest ounce, gram; time to nearest one-minute interval; temperature to nearest five-degree interval; and money to nearest $1.00. MA.B.3.2.1.5.3 The student knows how to estimate the area and perimeter of regular and irregular polygons. MA.B.3.2.1.5.4 The student knows how to estimate the volume of a rectangular prism. 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.4.2.1.5.1 The student selects an appropriate measurement unit for labeling the solution to real-world problems. MA.B.4.2.2

MA.B.4.2.2.5.1 The student selects and uses the appropriate tool for situational measures (for example, measuring sticks, scales and balances, thermometer, measuring cups, gauges, protractors). 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.1.2.1.5.1 The student uses appropriate geometric vocabulary to describe properties and attributes of two- and three-dimensional figures (for example, obtuse and acute angles; radius; equilateral, scalene, and isosceles triangles.). MA.C.1.2.1.5.2 The student draws and classifies two-dimensional figures having up to ten or more sides and threedimensional figures (cubes, rectangular prisms, pyramids). MA.C.1.2.1.5.3 The student knows the characteristics of and relationships among points, lines, line segments, rays, and planes. MA.C.2.2.1 The student understands the concepts of spatial relationships, symmetry, reflections, congruency, and similarity.

MA.C.2.2.1.5.1 The student uses manipulatives to solve problems requiring spatial visualization. MA.C.2.2.1.5.2 The student knows symmetry, congruency, and reflections in geometric figures. MA.C.2.2.1.5.3 The student knows how to justify that two figures are similar or congruent. 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.2.2.2.5.1 The student identifies and performs flips, slides, and turns (90 degrees, 180 degrees, 270 degrees)and direction (clockwise or counter clockwise) of turn. MA.C.2.2.2.5.2 The student knows the effect of a flip, slide or turn (90 degrees, 180 degrees, 270 degrees) on a geometric figure. MA.C.2.2.2.5.3 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.3.2.1.5.1 The student compares the concepts of area, perimeter, and volume using concrete materials (for example, geoboards, grid paper) and real-world situations (for example, tiling a floor, bordering a room, packing a box). MA.C.3.2.1.5.2 The student applies the concepts of area, perimeter, and volume to solve real-world and mathematical problems using student-developed formulas. MA.C.3.2.1.5.3 The student knows how area and perimeter are affected when geometric figures are combined, rearranged, enlarged, or reduced (for example, What happens to the area of a square when the sides are doubled?). MA.C.3.2.2 The student identifies and plots positive ordered pairs (whole numbers) in a rectangular coordinate

system (graph). MA.C.3.2.2.5.1 The student knows how to identify, locate, and plot ordered pairs of whole numbers on a graph or on the first quadrant of a coordinate system. MA.D.1.2.1 The student describes a wide variety of patterns and relationships through models, such as manipulatives, tables, graphs, rules using algebraic symbols.

MA.D.1.2.1.5.1 The student describes, extends, creates, predicts, and generalizes numerical and geometric patterns using a variety of models (for example, lists, tables, graphs, charts, diagrams, calendar math). MA.D.1.2.1.5.2 The student poses and solves problems by identifying a predictable visual or numerical pattern such as: Day 1 2 3 4....nNumber of Calls 4 7 10 ?....n MA.D.1.2.1.5.3 The student explains and expresses numerical relationships and pattern generalizations, using algebraic symbols (for example, in the problem above, the number of calls on the nth day can be expressed as 3n+1). 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.1.2.2.5.1 The student knows mathematical relationships in patterns (for example, Fibonacci numbers: 1, 1, 2, 3, 5, 8,...). MA.D.1.2.2.5.2 The student analyzes and generalizes number patterns and states the rule for relationships (for example, 1, 4, 9, 16, ...; the rule: +3, +5, +7, ...; or `squares of the whole numbers`). MA.D.1.2.2.5.3 The student applies the appropriate rule to complete a table or a chart, such as:IN 1 2 3 9OUT 1 4 9 ? 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.2.2.1.5.1 The student solves problems involving simple equations or inequalities using diagrams or models, symbolic expressions, or written phrases. MA.D.2.2.1.5.2 The student uses a variable to represent a given verbal expression (for example, 5 more than a number is n + 5). MA.D.2.2.1.5.3 The student translates equations into verbal and written problem situations. 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.2.2.2.5.1 The student uses concrete or pictorial models and graphs (for example, drawings, number lines) to solve equations or inequalities. MA.D.2.2.2.5.2 The student uses information from concrete or pictorial models or 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.1.2.1.5.1 The student knows which types of graphs are appropriate for different kinds of data (for example, bar graphs, line, or circle graphs). MA.E.1.2.1.5.2 The student interprets and compares information from different types of graphs including graphs from content-area materials and periodicals. MA.E.1.2.1.5.3 The student chooses reasonable titles, labels, scales and intervals for organizing data on graphs. MA.E.1.2.1.5.4 The student generates questions, collects responses, and displays data on a graph. MA.E.1.2.1.5.5 The student interprets and completes circle graphs using common fractions or percents. MA.E.1.2.1.5.6 The student analyzes and explains orally or in writing the implications of graphed data. MA.E.1.2.2 The student determines range, mean, median, and mode from sets of data. MA.E.1.2.2.5.1 The student uses a stem-and-leaf plot from a set of data to identify the range, median, mean, and mode. MA.E.1.2.2.5.2 The student uses range and measures of central tendency in real-world situations. 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.1.2.3.5.1 The student uses a calculator to determine the range and mean of a set of data. MA.E.1.2.3.5.2 The student uses computer applications to examine and evaluate data. MA.E.1.2.3.5.3 The student uses computer applications to construct labeled graphs. MA.E.1.2.3.5.4 The student uses computer-generated spreadsheets to record and display real-world data. MA.E.2.2.1 The student uses models, such as tree diagrams, to display possible outcomes and to predict events. MA.E.2.2.1.5.1 The student determines the number of possible combinations of given items and displays them in an organized way. MA.E.2.2.1.5.2 The student represents all possible outcomes for a simple probability situation or event using models such as organized lists, charts, or tree diagrams. MA.E.2.2.1.5.3 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.2.2.2.5.1 The student identifies and records the possible outcomes of an experiment using concrete materials (for example, spinners, marbles, number cubes). MA.E.2.2.2.5.2 The student explains and predicts which outcomes are most likely to occur and expresses the probabilities as frations. MA.E.2.2.2.5.3 The student conducts experiments to test predictions. 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.3.2.1.5.1 The student designs a survey to collect data. MA.E.3.2.1.5.2 The student as a class project, discusses ways to choose a sample representative of a large group such as a sample representative of the entire school. MA.E.3.2.1.5.3 The student creates an appropriate graph to display data, including titles, labels, scales, and intervals. MA.E.3.2.1.5.4 The student interprets the results using statistics (range and measures of central tendency). MA.E.3.2.2 The student uses statistical data about life situations to make predictions and justifies reasoning. MA.E.3.2.2.5.1 The student uses statistical data to predict trends. MA.E.3.2.2.5.2 The student applies statistical data to make generalizations. MA.E.3.2.2.5.3 The student justifies and 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). The student knows that common materials (e.g., water) can be changed from one state to another by heating and cooling.

SC.A.1.2.1.5.1 The student uses metric tools to determine the density and volume of materials. SC.A.1.2.2

SC.A.1.2.2.5.1 The student knows that matter is conserved during 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.

SC.A.1.2.3.5.0 Content covered at third grade.

SC.A.1.2.4.5.1 The student knows that different materials can be physically combined to produce different substances. SC.A.1.2.4.5.2 The student knows the differences and similarities between mixtures and solutions. SC.A.1.2.5 The student knows that materials made by chemically combining two or more substances may have properties that differ from the original materials.

SC.A.1.2.5.5.1 The student knows that materials made by chemically combining two or more substances have properties that differ from the original materials. SC.A.1.2.5.5.2 The student knows the difference between physical and chemical changes. SC.A.2.2.1 SC.B.1.2.1 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.2.2.1.5.1 The student knows that materials may be made of parts too small to be seen without magnification. SC.B.1.2.1.5.1 The student knows how to trace the flow of energy in a system (for example, electricity in a circuit to produce heat, light, sound, or magnetic fields). SC.B.1.2.2 The student recognizes various forms of energy (e.g., heat, light, and electricity). SC.B.1.2.2.5.1 The student knows that energy can be described as stored energy (potential) or energy of motion (kinetic). 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.1.2.3.5.0 Content addressed at third and fourth grades. SC.B.1.2.4.5.0 Content addressed at fourth grade.

SC.B.1.2.5.5.1 The student extends and refines use of a variety of tools to measure the gain or loss of energy. SC.B.1.2.6 SC.B.1.2.6.5.1 The student knows that some materials conduct heat better than others. SC.B.1.2.6.5.2 The student understands that convection, radiation, and conduction are methods of heat transfer. 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. 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.2.2.1.5.0 Content addressed at third grade.

SC.B.2.2.2.5.0 Content addressed at fourth grade. SC.B.2.2.3

SC.B.2.2.3.5.1 The student knows that the limited supply of usable energy sources (for example., fuels such as coal or oil) places great significance on the development of renewable energy sources. SC.C.1.2.1 The student understands that the motion of an object can be described and measured. SC.C.1.2.1.5.1 The student uses scientific tools (for example, stopwatch, meter stick, compass) to measure speed, distance, and direction of an object. SC.C.1.2.2 SC.C.2.2.1 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.1.2.2.5.1 The student knows that waves travel at different speeds through different materials.

SC.C.2.2.1.5.1 The student understands the relationship between force and distance as it relates to simple machines (for example, levers and fulcrums working to lift objects). 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.2.2.2.5.1 The student knows that objects do not change their motion unless acted upon by an outside force. SC.C.2.2.2.5.2 The student understands how friction affects an object in motion. SC.C.2.2.3 The student knows that the more massive an object is, the less effect a given force has. SC.C.2.2.3.5.1 The student knows the relationship between the strength of a force and its effect on an object (for example, the greater the force, the greater the change in motion; the more massive the object, the smaller the effect of a given force). SC.C.2.2.4 The student knows that the motion of an object is determined by the overall effect of all of the forces acting on the object.

SC.C.2.2.4.5.1 The student knows that motion in space is different from motion on Earth due to changes in gravitational force and friction. SC.C.2.2.4.5.2 The student understands how inertia, gravity, friction, mass, and force affect motion. SC.D.1.2.1 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. The student knows that 75 percent of the surface of the Earth is covered by water. The student knows that the water cycle is influenced by temperature, pressure, and the topography of the land. 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.

SC.D.1.2.1.5.1 The student knows that rocks are constantly being formed and worn away. SC.D.1.2.2 SC.D.1.2.3 SC.D.1.2.2.5.0 Content addressed at third grade.

SC.D.1.2.3.5.1 The student understands how atmospheric pressure affects the water cycle. SC.D.1.2.4

SC.D.1.2.4.5.1 The student understands how eroded materials are transported and deposited over time in new areas to form new features (for example, deltas, beaches, dunes). SC.D.1.2.4.5.2 The student understands that geological features result from the movement of the crust of the Earth (for example, mountains, volcanic islands). SC.D.1.2.5 The student knows that some changes in the Earth's surface are due to slow processes and some changes are due to rapid processes.

SC.D.1.2.5.5.1 The student understands how the surface of the Earth is shaped by both slow processes (for example, weathering, erosion, deposition) and rapid, cataclysmic events (for example, earthquakes, tsunamis, volcanoes). SC.D.2.2.1 The student knows that reusing, recycling, and reducing the use of natural resources improve and protect the quality of life.

SC.D.2.2.1.5.1 The student extends and refines knowledge of ways people can reuse, recycle, and reduce the use of resources to 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.1.2.1.5.1 The student knows the orbit of the Earth is slightly elliptical and the Earth is closest to the Sun in the Northern Hemisphere in winter. SC.E.1.2.1.5.2 The student knows that the angle that the rays of the Sun strike the surface of the Earth determines the amount of energy received and thus the season of the year. SC.E.1.2.1.5.3 The student knows the effect of the tilt of the Earth on polar climates. 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.

SC.E.1.2.2.5.1 The student knows the relative positions of the Moon, Earth, and Sun during each of the phases of the Moon.

SC.E.1.2.3

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.

SC.E.1.2.3.5.0 Content addressed at third and fourth grades. SC.E.1.2.4

SC.E.1.2.4.5.1 The student knows that the planets differ in size, characteristics, and composition and that they orbit the Sun in our Solar System. SC.E.1.2.5 SC.E.2.2.1 SC.F.1.2.1 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. SC.E.1.2.5.5.1 The student knows the arrangement of the planets and the asteroid belt in our Solar System. SC.E.2.2.1.5.0 Content addressed at third and fourth grades.

SC.F.1.2.1.5.1 The student understands how body systems interact (for example, how bones and muscles work together for movement). SC.F.1.2.2 SC.F.1.2.3 SC.F.1.2.4 The student knows how all animals depend on plants. The student knows that living things are different but share similar structures. The student knows that similar cells form different kinds of structures. SC.F.1.2.2.5.0 Content addressed at third grade. SC.F.1.2.3.5.0 Content addressed at third grade. SC.F.1.2.4.5.1 The student uses magnifying tools to identify similar cells and different kinds of structures. SC.F.1.2.4.5.2 The student knows the parts of plants and animal cells. SC.F.1.2.4.5.3 The student understands how similar cells are organized to form structures (for example, tissue, organs) in plants and animals. SC.F.2.2.1 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 environment.

SC.F.2.2.1.5.1 The student knows that many characteristics of an organism are inherited from the genetic ancestors of the organism (for example, eye color, flower color). SC.F.2.2.1.5.2 The student knows that some characteristics result from the organism's interactions with the environment (for example, flamingos eat a certain crustacean that causes their feathers to be pink). SC.G.1.2.1 The student knows ways that plants, animals, and protists interact. SC.G.1.2.1.5.1 The student understands the various roles of single-celled organisms in the environment. SC.G.1.2.1.5.2 The student knows ways in which protists interact with plants and animals in the environment. SC.G.1.2.2 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.1.2.2.5.1 The student understands how changes in the environment affect organisms (for example, some organisms move in, others move out; some organisms survive and reproduce, others die). 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.

SC.G.1.2.3.5.1 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. SC.G.1.2.4 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.1.2.4.5.0 Content addressed at fourth grade. SC.G.1.2.5

SC.G.1.2.5.5.0 Content addressed at third grade. 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. The student knows that the size of a population is dependent upon the available resources within its community. 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.1.2.6.5.0 Content addressed at fourth grade. SC.G.1.2.7

SC.G.1.2.7.5.0 Content addressed at fourth grade. SC.G.2.2.1

SC.G.2.2.1.5.1 The student knows that adaptations to their environment may increase the survival of a species. SC.G.2.2.2

SC.G.2.2.2.5.0 Content addressed at third grade. SC.G.2.2.3 SC.H.1.2.1 SC.G.2.2.3.5.0 Content addressed at fourth grade.

SC.H.1.2.1.5.1 The student understands that although the same scientific investigation may give slightly different results when it is carried out by different persons or at different times or places, the general evidence collected from the investigation should be replicable by others. 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.1.2.2.5.1 The student understands that scientists use different kinds of investigations (for example, observations of events in nature, controlled experiments) depending on the questions they are trying to answer. SC.H.1.2.2.5.2 The student understands the importance of accuracy in conducting measurements, and uses estimation when exact measurements are not possible. 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.1.2.3.5.1 The student understands the importance of communication among scientists (for example, informing and becoming informed about scientific investigations in progress and the work of others; exposing ideas to the criticism of others). SC.H.1.2.4 The student knows that to compare and contrast observations and results is an essential skill in science.

SC.H.1.2.4.5.1 The student uses strategies to review, compare and contrast, and critique scientific investigations. SC.H.1.2.4.5.2 The student knows that an experiment must be repeated many times and yield consistent results before the results are accepted. 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.

SC.H.1.2.5.5.1 The student uses sketches and diagrams to propose scientific solutions to problems. SC.H.1.2.5.5.2 The student constructs models to compare objects in science. SC.H.2.2.1 The student knows that natural events are often predictable and logical. SC.H.2.2.1.5.1 The student makes a prediction for a new investigation using the data from a previous investigation. SC.H.2.2.1.5.2 The student understands that change is constantly occurring and uses strategies to analyze different 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.3.2.1.5.1 The student knows areas in which technology has improved human lives (for example, transportation, communication, nutrition, sanitation, health care, entertainment).

SC.H.3.2.1.5.2 The student knows that new inventions often lead to other new inventions and ways of doing things. SC.H.3.2.2 The student knows that data are collected and interpreted in order to explain an event or concept. SC.H.3.2.2.5.1 The student selects appropriate graphical representations (for example, graphs, charts, diagrams) to collect, record, and report data. 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. The student knows that, through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas.

SC.H.3.2.3.5.1 The student understands how a solution to one scientific problem can create another problem. SC.H.3.2.4

SC.H.3.2.4.5.1 The student extends and refines knowledge of ways 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.1.2.1.5.1 The student extends and refines understanding of the effects of individuals, ideas, and decisions on historical events (for example, in the United States). 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.1.2.2.5.1 The student compares and contrasts primary and secondary accounts of selected historical events (for example, diary entries from a soldier in a Civil War battle and newspaper articles about the same battle). SS.A.1.2.3 The student understands broad categories of time in years, decades, and centuries. SS.A.1.2.3.5.1 The student constructs and labels a timeline based on a historical reading (for example, about United States history). 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). 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). 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). The student understands the emergence of different laws and systems of government (e.g., monarchy and republic). The student understands significant achievements in the humanities to the time of the Renaissance (e.g., Roman architecture and Greek art).

SS.A.2.2.1.5.1 The student Content addressed in third grade. SS.A.2.2.2

SS.A.2.2.2.5.0 Content addressed in third grade. SS.A.2.2.3

SS.A.2.2.3.5.0 Content addressed in third grade. SS.A.2.2.4

SS.A.2.2.4.5.0 Content addressed in third grade. SS.A.2.2.5

SS.A.2.2.5.5.0 Content covered in third grade. 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). 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). 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. 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). 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). 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). The student understands the geographic, economic, political, and cultural factors that characterized early exploration of the Americas.

SS.A.2.2.6.5.0 Content addressed in third grade. SS.A.2.2.7

SS.A.2.2.7.5.0 Content addressed in third grade. SS.A.3.2.1

SS.A.3.2.1.5.0 Content addressed in United States history (SS.A.4.2.1-8). SS.A.3.2.2

SS.A.3.2.2.5.0 Content addressed in third grade and in SS.A.5.2.1-8). SS.A.3.2.3

SS.A.3.2.3.5.0 Content addressed in third grade and SS.C.1.2.1 and SS.A.4.2.4). SS.A.3.2.4

SS.A.3.2.4.5.0 Content covered in third grade and in United States history (SS.A.4.2.1). SS.A.4.2.1

SS.A.4.2.1.5.1 The student knows selected European explorers and the territories they explored in North America. SS.A.4.2.1.5.2 The student understands selected geographic, economic, political, and cultural factors that characterized early exploration of the Americas (for example, impact on Native Americans, war between colonial powers, the institution of slavery). SS.A.4.2.2 The student understands why Colonial America was settled in regions. SS.A.4.2.2.5.1 The student knows significant events in the colonization of North America, including but not limited to the Jamestown and Plymouth settlements, and the formation of the thirteen original colonies. SS.A.4.2.2.5.2 The student understands selected aspects of everyday life in Colonial America (for example, impact of religions, types of work, use of land, leisure activities, relations with Native Americans, slavery). SS.A.4.2.3 The student knows significant social and political events that led to and characterized the American Revolution.

SS.A.4.2.3.5.1 The student understands reasons Americans and those who led them went to war to win independence from England. SS.A.4.2.3.5.2 The student knows significant events between 1756 and 1776 that led to the outbreak of the American Revolution (for example, the French and Indian War, the Stamp Act, the Boston Tea Party). SS.A.4.2.3.5.3 The student knows selected aspects of the major military campaigns of the Revolutionary War . SS.A.4.2.3.5.4 The student knows reasons why the colonies were able to defeat the British. SS.A.4.2.4 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).

SS.A.4.2.4.5.1 The student knows the history of events and the historic figures responsible for historical documents important to the founding of the United States (for example, the Declaration of Independence, the United States Constitution, the Bill of Rights). SS.A.4.2.4.5.2 The student knows selected principal ideas expressed in significant historical documents important to

the founding of the United States (including but not limited to the Declaration of Independence, the United States Constitution, the Bill of Rights, the Federalist Papers). SS.A.4.2.5 The student understands geographic, economic, and technological features of the growth and change that occurred in America from 1801 to 1861.

SS.A.4.2.5.5.1 The student understands selected geographic and economic features of the growth and change that occurred in America from 1801 to 1861 (for example, the Lewis and Clark expedition, the Louisiana Purchase). SS.A.4.2.5.5.2 The student understands selected technological developments and their effects that occurred in America from 1801 to 1861 (for example, the cotton gin increasing the need for large numbers of slaves to pick cotton). SS.A.4.2.6 The student knows the causes, key events, and effects of the Civil War and Reconstruction. SS.A.4.2.6.5.1 The student understands selected economic and philosophical differences between the North and the South prior to the Civil War, including but not limited to the institution of slavery. SS.A.4.2.6.5.2 The student knows roles and accomplishments of selected leaders on both sides of the Civil War (for example Abraham Lincoln, Ulysses Grant, Jefferson Davis, Robert E. Lee, Frederick Douglas, William Lloyd Garrison). SS.A.4.2.6.5.3 The student knows causes, selected key events, and effects of the Civil War (for example, major battles, the Emancipation Proclamation, General Lee's surrender at Appomattox Courthouse). SS.A.4.2.6.5.4 The student understands selected aspects of Reconstruction policies and ways they influenced the South after the Civil War. SS.A.5.2.1 The student knows that after the Civil War, massive immigration, big business, and mechanized farming transformed American life.

SS.A.5.2.1.5.1 The student knows ways American life was transformed socially, economically, and politically after the Civil War (for example, Western settlement, federal policy toward Native Americans, massive immigration, the growth of American cities, big business, mechanized farming). SS.A.5.2.2 The student knows the social and political consequences of industrialization and urbanization in the United States after 1880.

SS.A.5.2.2.5.1 The student knows selected economic, social, and political consequences of industrialization and urbanization in the United States after 1880 (for example, expansion of transportation, development of large population centers, woman's suffrage, rise of organized labor, improvements in the standard of living). SS.A.5.2.3 The student knows the political causes and outcomes of World War I. SS.A.5.2.3.5.1 The student knows the political causes and outcomes of World War I (for example, isolationism, League of Nations). SS.A.5.2.4 The student understands social and cultural transformations of the 1920's and 1930's. SS.A.5.2.4.5.1 The student understands selected social and cultural transformations of the 1920's and 1930's (for example, impact of the automobile, racial tensions, role of women). SS.A.5.2.5 The student understands the social and economic impact of the Great Depression on American society.

SS.A.5.2.5.5.1 The student understands the social and economic impact of the Great Depression on American society (for example, business failures, unemployment, home foreclosures, breadlines). SS.A.5.2.6 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.

SS.A.5.2.6.5.1 The student understands selected events that led to the involvement of the United States in World War II (for example, German aggression in Eastern Europe, the bombing of Pearl Harbor). SS.A.5.2.6.5.2 The student understands selected causes, key events, people, and effects of World War II (for example, major battles such as the D-Day invasion, the dropping of the atomic bombs on Japan, reasons for the Allied victory, the Holocaust). SS.A.5.2.7 The student knows the economic, political, and social transformations that have taken place in the United States since World War II.

SS.A.5.2.7.5.1 The student knows selected economic, political, and social transformations which have taken place in

the United States since World War II (for example, Civil Rights movement, role of women, Hispanic immigration, impact of new technologies, exploration of space). SS.A.5.2.8 The student knows the political and military aspects of United States foreign relations since World War II.

SS.A.5.2.8.5.1 The student knows selected political and military aspects of United States foreign relations since World War II (for example, Cold War attempts to contain communism such as in Berlin, Korea, Latin America, and Vietnam; nuclear weapons and the arms race; attempts to secure peace in the Middle East). SS.A.6.2.1 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.6.2.1.5.0 Content addressed in fourth grade. SS.A.6.2.2 SS.A.6.2.3 SS.A.6.2.2.5.0 Content addressed in fourth grade.

SS.A.6.2.3.5.0 Content addressed in fourth grade. SS.A.6.2.4

SS.A.6.2.4.5.0 Content addressed in fourth grade. SS.A.6.2.5

SS.A.6.2.5.5.0 Content addressed in fourth grade. SS.A.6.2.6

SS.A.6.2.6.5.0 Content addressed in fourth grade. SS.A.6.2.7

SS.A.6.2.7.5.0 Content addressed in fourth grade. SS.B.1.2.1

SS.B.1.2.1.5.1 The student extends and refines use of 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 (for example, in the United States). SS.B.1.2.2 The student knows how regions are constructed according to physical criteria and human criteria. SS.B.1.2.2.5.1 The student knows how regions in the United States 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. SS.B.1.2.3.5.0 Content addressed in third grade.

SS.B.1.2.4.5.0 Content addressed in SS.A.5.2.7 SS.B.1.2.5 SS.B.2.2.1 SS.B.1.2.5.5.1 The student understands varying perceptions of regions throughout the United States. SS.B.2.2.1.5.1 The student understands reasons certain areas of the United States are more densely populated than others. SS.B.2.2.3 The student understands how human activity affects the physical environment. SS.B.2.2.3.5.1 The student understands ways human activity has affected the physical environment in various places and times in the United States.

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. 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.

SS.B.2.2.4.5.0 Content addressed in SS.B.2.2.3. SS.C.1.2.1

SS.C.1.2.1.5.1 The student understands the functions of government under the framework of the United States Constitution. SS.C.1.2.1.5.2 The student understands the branches of federal government and their main roles. SS.C.1.2.2 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.

SS.C.1.2.2.5.1 The student understands the structure, functions, and primary responsibilities of executive, legislative, and judicial branches of the United States government. SS.C.1.2.2.5.2 The student understands ways all three branches of government promote the common good and protect individual rights. SS.C.1.2.3 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).

SS.C.1.2.3.5.1 The student knows the names of his or her representatives at the national level (for example, president, members of Congress). SS.C.1.2.4 SS.C.1.2.5 The student knows possible consequences of the absence of government, rules, and laws. 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. SS.C.1.2.4.5.1 The student knows possible consequences of the absence of government, rules, and laws.

SS.C.1.2.5.5.1 The student knows basic things the United States government does in one's school, community, state, and nation. SS.C.2.2.1 The student understands the importance of participation through community service, civic improvement, and political activities.

SS.C.2.2.1.5.1 The student understands the importance of participation through community service, civic improvement, and political activities. SS.C.2.2.2 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. 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).

SS.C.2.2.2.5.1 The student extends and refines understanding of ways personal and civic responsibility are important. SS.C.2.2.3

SS.C.2.2.3.5.1 The student knows that a citizen is a legally recognized member of the United States who has certain rights and privileges and certain responsibilities (for example, privileges such as the right to vote and hold public office and responsibilities such as respecting the law, voting, paying taxes, servinv on juries). SS.C.2.2.4 SS.C.2.2.5 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. SS.C.2.2.4.5.1 The student knows examples of the extension of the privileges and responsibilities of citizenship.

SS.C.2.2.5.5.1 The student knows what constitutes personal, political, and economic rights and why they are important (for example, right to vote, assemble, lobby, own property and business).

SS.C.2.2.5.5.2 The student knows examples of contemporary issues regarding rights (for example, freedom from discrimination in housing, employment). SS.D.1.2.1 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.D.1.2.1.5.1 The student knows examples from United States 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.

SS.D.1.2.2.5.1 The student understands that scarcity of resources requires choices on many levels, from the individual to societal. SS.D.1.2.3 SS.D.1.2.4 The student understands the basic concept of credit. The student understands that any consumer (e.g., an individual, a household, or a government) has certain rights. SS.D.1.2.3.5.1 The student understands the basic concept of credit.

SS.D.1.2.4.5.1 The student understands that any consumer has certain rights (for example, an individual, a household, a government). SS.D.1.2.5 The student understands the concept of earning income and the basic concept of a budget. SS.D.1.2.5.5.1 The student creates a simple budget including income and expenses. SS.D.1.2.5.5.2 The student knows different ways that money can increase in value through savings and investment (for example, banks savings accounts, stocks, bonds, real estate, other valuable goods). SS.D.2.2.1 The student understands economic specialization and how specialization generally affects costs, amount of goods and services produced, and interdependence.

SS.D.2.2.1.5.1 The student understands economic specialization and how specialization generally affects costs, amount of goods and services produced, and interdependence. 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. SS.D.2.2.2.5.1 The student understands the roles that money plays in a market economy.

SS.D.2.2.3.5.1 The student understands basic services that banks and other financial institutions in the economy provide to consumers, savers, borrowers, and businesses. SS.D.2.2.4 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.2.2.4.5.1 The student knows ways the Federal government provides goods and services through taxation and borrowing (for example, highways, military defense).