Learning Domain: Heredity: Inheritance and Variation of Traits

Standard: Use evidence to support the explanation that observable traits can be influenced by the environment.

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Learning Domain: Reading for Informational Text

Standard: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

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Learning Domain: Reading for Informational Text

Standard: Determine the main idea of a text; recount the key details and explain how they support the main idea.

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Learning Domain: Reading for Informational Text

Standard: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

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Learning Domain: Writing

Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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Learning Domain: Writing

Standard: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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Learning Domain: Reading for Informational Text

Standard: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

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Learning Domain: Reading for Informational Text

Standard: Determine the main idea of a text; recount the key details and explain how they support the main idea.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Reading for Informational Text

Standard: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

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Learning Domain: Writing

Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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Learning Domain: Writing

Standard: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1���3 above.)

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Learning Domain: Number and Operations in Base Ten

Standard: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. (A range of algorithms may be used.)

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Learning Domain: Mathematical Practices

Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize"Óto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents"Óand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

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Learning Domain: Mathematical Practices

Standard: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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Science Domain: Life Sciences

Topic: Inheritance and Variation of Traits: Life Cycles and Traits

Standard: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.]

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Science Domain: Life Sciences

Topic: Inheritance and Variation of Traits: Life Cycles and Traits

Standard: Use evidence to support the explanation that traits can be influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.]

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Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic

Standard: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. (A range of algorithms may be used.)

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Cluster: Mathematical practices

Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Degree of Alignment: Not Rated (0 users)

Cluster: Mathematical practices

Standard: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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Cluster: Key Ideas and Details.

Standard: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

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Cluster: Key Ideas and Details.

Standard: Determine the main idea of a text; recount the key details and explain how they support the main idea.

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Cluster: Key Ideas and Details.

Standard: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

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Cluster: Text Types and Purposes.

Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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Cluster: Production and Distribution of Writing.

Standard: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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