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This resource involves all subjects

Next Generation Science Standards

Common Core State Standards (Math)

International Society for Technology in Education

Other educational standards body (non-Science, Technology,
Engineering, or ath related)

Next Generation Science Standards - Plan and conduct an
investigation to compare the effects of different strengths or different
directions of pushes and pulls on the motion of an object.

Next Generation Science Standards - Analyze data to determine
if a design solution works as intended to change the speed or direction of
an object with a push or a pull.

Next Generation Science Standards - Make observations to
determine the effect of sunlight on Earth’s surface.

Next Generation Science Standards - Use tools and materials
to design and build a structure that will reduce the warming effect of
sunlight on an area.

Next Generation Science Standards - Use observations to
describe patterns of what plants and animals (including humans) need to
survive.

Next Generation Science Standards - Use and share
observations of local weather conditions to describe patterns over time.

Next Generation Science Standards - Construct an argument
supported by evidence for how plants and animals (including humans) can
change the environment to meet their needs.

Next Generation Science Standards - Use a model to represent
the relationship between the needs of different plants or animals (including
humans) and the places they live.

Next Generation Science Standards - Ask questions to obtain
information about the purpose of weather forecasting to prepare for, and
respond to, severe weather.

Next Generation Science Standards - Communicate solutions
that will reduce the impact of humans on the land, water, air, and/or other
living things in the local environment.

Next Generation Science Standards - Plan and conduct
investigations to provide evidence that vibrating materials can make sound
and that sound can make materials vibrate.

Next Generation Science Standards - Make observations to
construct an evidence-based account that objects can be seen only when
illuminated.

Next Generation Science Standards - Plan and conduct an
investigation to determine the effect of placing objects made with different
materials in the path of a beam of light.

Next Generation Science Standards - Use tools and materials
to design and build a device that uses light or sound to solve the problem
of communicating over a distance.

Next Generation Science Standards - Use materials to design a
solution to a human problem by mimicking how plants and/or animals use their
external parts to help them survive, grow, and meet their needs.

Next Generation Science Standards - Read texts and use media
to determine patterns in behavior of parents and offspring that help
offspring survive.

Next Generation Science Standards - Make observations to
construct an evidence-based account that young plants and animals are like,
but not exactly like, their parents.

Next Generation Science Standards - Use observations of the
sun, moon, and stars to describe patterns that can be predicted.

Next Generation Science Standards - Make observations at
different times of year to relate the amount of daylight to the time of
year.

Next Generation Science Standards - Plan and conduct an
investigation to describe and classify different kinds of materials by their
observable properties.

Next Generation Science Standards - Analyze data obtained
from testing different materials to determine which materials have the
properties that are best suited for an intended purpose.

Next Generation Science Standards - Make observations to
construct an evidence-based account of how an object made of a small set of
pieces can be disassembled and made into a new object.

Next Generation Science Standards - Construct an argument
with evidence that some changes caused by heating or cooling can be reversed
and some cannot.

Next Generation Science Standards - Plan and conduct an
investigation to determine if plants need sunlight and water to grow.

Next Generation Science Standards - Develop a simple model
that mimics the function of an animal in dispersing seeds or pollinating
plants.

Next Generation Science Standards - LS4-1 Make observations
of plants and animals to compare the diversity of life in different
habitats.

Next Generation Science Standards - Use information from
several sources to provide evidence that Earth events can occur quickly or
slowly.

Next Generation Science Standards - Compare multiple
solutions designed to slow or prevent wind or water from changing the shape
of the land.

Next Generation Science Standards - Develop a model to
represent the shapes and kinds of land and bodies of water in an area.

Next Generation Science Standards - Obtain information to
identify where water is found on Earth and that it can be solid or liquid.

Next Generation Science Standards - Ask questions, make
observations, and gather information about a situation people want to change
to define a simple problem that can be solved through the development of a
new or improved object or tool.

Next Generation Science Standards - Develop a simple sketch,
drawing, or physical model to illustrate how the shape of an object helps it
function as needed to solve a given problem.

Next Generation Science Standards - Analyze data from tests
of two objects designed to solve the same problem to compare the strengths
and weaknesses of how each performs.

Next Generation Science Standards - Plan and conduct an
investigation to provide evidence of the effects of balanced and unbalanced
forces on the motion of an object.

Next Generation Science Standards - Make observations and/or
measurements of an object’s motion to provide evidence that a pattern can be
used to predict future motion.

Next Generation Science Standards - Ask questions to
determine cause and effect relationships of electric or magnetic
interactions between two objects not in contact with each other.

Next Generation Science Standards - Define a simple design
problem that can be solved by applying scientific ideas about magnets.

Next Generation Science Standards - Develop models to
describe that organisms have unique and diverse life cycles but all have in
common birth, growth, reproduction, and death.

Next Generation Science Standards - Construct an argument
that some animals form groups that help members survive.

Next Generation Science Standards - 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.

Next Generation Science Standards - Use evidence to support
the explanation that traits can be influenced by the environment.

Next Generation Science Standards - Analyze and interpret
data from fossils to provide evidence of the organisms and the environments
in which they lived long ago.

Next Generation Science Standards - Use evidence to construct
an explanation for how the variations in characteristics among individuals
of the same species may provide advantages in surviving, finding mates, and
reproducing.

Next Generation Science Standards - Construct an argument
with evidence that in a particular habitat some organisms can survive well,
some survive less well, and some cannot survive at all.

Next Generation Science Standards - Make a claim about the
merit of a solution to a problem caused when the environment changes and the
types of plants and animals that live there may change.

Next Generation Science Standards - Represent data in tables
and graphical displays to describe typical weather conditions expected
during a particular season.

Next Generation Science Standards - Obtain and combine
information to describe climates in different regions of the world.

Next Generation Science Standards - Make a claim about the
merit of a design solution that reduces the impacts of a weather-related
hazard.

Next Generation Science Standards - Use evidence to construct
an explanation relating the speed of an object to the energy of that object.

Next Generation Science Standards - Make observations to
provide evidence that energy can be transferred from place to place by
sound, light, heat, and electric currents.

Next Generation Science Standards - Ask questions and predict
outcomes about the changes in energy that occur when objects collide.

Next Generation Science Standards - Apply scientific ideas to
design, test, and refine a device that converts energy from one form to
another.

Next Generation Science Standards - Develop a model of waves
to describe patterns in terms of amplitude and wavelength and that waves can
cause objects to move.

Next Generation Science Standards - Develop a model to
describe that light reflecting from objects and entering the eye allows
objects to be seen.

Next Generation Science Standards - Generate and compare
multiple solutions that use patterns to transfer information.

Next Generation Science Standards - Construct an argument
that plants and animals have internal and external structures that function
to support survival, growth, behavior, and reproduction.

Next Generation Science Standards - Use a model to describe
that animals receive different types of information through their senses,
process the information in their brain, and respond to the information in
different ways.

Next Generation Science Standards - Identify evidence from
patterns in rock formations and fossils in rock layers to support an
explanation for changes in a landscape over time.

Next Generation Science Standards - Make observations and/or
measurements to provide evidence of the effects of weathering or the rate of
erosion by water, ice, wind, or vegetation.

Next Generation Science Standards - Analyze and interpret
data from maps to describe patterns of Earth’s features.

Next Generation Science Standards - Obtain and combine
information to describe that energy and fuels are derived from natural
resources and their uses affect the environment.

Next Generation Science Standards - Generate and compare
multiple solutions to reduce the impacts of natural Earth processes on
humans.

Next Generation Science Standards - Develop a model to
describe that matter is made of particles too small to be seen.

Next Generation Science Standards - Measure and graph
quantities to provide evidence that regardless of the type of change that
occurs when heating, cooling, or mixing substances, the total weight of
matter is conserved.

Next Generation Science Standards - Make observations and
measurements to identify materials based on their properties.

Next Generation Science Standards - Conduct an investigation
to determine whether the mixing of two or more substances results in new
substances.

Next Generation Science Standards - Support an argument that
the gravitational force exerted by Earth on objects is directed down.

Next Generation Science Standards - Use models to describe
that energy in animals’ food (used for body repair, growth, motion, and to
maintain body warmth) was once energy from the sun.

Next Generation Science Standards - Support an argument that
plants get the materials they need for growth chiefly from air and water.

Next Generation Science Standards - Develop a model to
describe the movement of matter among plants, animals, decomposers, and the
environment.

Next Generation Science Standards - Support an argument that
differences in the apparent brightness of the sun compared to other stars is
due to their relative distances from Earth.

Next Generation Science Standards - Represent data in
graphical displays to reveal patterns of daily changes in length and
direction of shadows, day and night, and the seasonal appearance of some
stars in the night sky.

Next Generation Science Standards - Develop a model using an
example to describe ways the geosphere, biosphere, hydrosphere, and/or
atmosphere interact.

Next Generation Science Standards - Describe and graph the
amounts and percentages of water and fresh water in various reservoirs to
provide evidence about the distribution of water on Earth.

Next Generation Science Standards - Obtain and combine
information about ways individual communities use science ideas to protect
the Earth’s resources and environment.

Next Generation Science Standards - Define a simple design
problem reflecting a need or a want that includes specified criteria for
success and constraints on materials, time, or cost.

Next Generation Science Standards - Generate and compare
multiple possible solutions to a problem based on how well each is likely to
meet the criteria and constraints of the problem.

Next Generation Science Standards - Plan and carry out fair
tests in which variables are controlled and failure points are considered to
identify aspects of a model or prototype that can be improved.

Next Generation Science Standards - Develop models to
describe the atomic composition of simple molecules and extended structures.

Next Generation Science Standards - Analyze and interpret
data on the properties of substances before and after the substances
interact to determine if a chemical reaction has occurred.

Next Generation Science Standards - Gather and make sense of
information to describe that synthetic materials come from natural resources
and impact society.

Next Generation Science Standards - Develop a model that
predicts and describes changes in particle motion, temperature, and state of
a pure substance when thermal energy is added or removed.

Next Generation Science Standards - Develop and use a model
to describe how the total number of atoms does not change in a chemical
reaction and thus mass is conserved.

Next Generation Science Standards - Undertake a design
project to construct, test, and modify a device that either releases or
absorbs thermal energy by chemical processes.

Next Generation Science Standards - Apply Newton’s Third Law
to design a solution to a problem involving the motion of two colliding
objects.

Next Generation Science Standards - Plan an investigation to
provide evidence that the change in an object’s motion depends on the sum of
the forces on the object and the mass of the object.

Next Generation Science Standards - Ask questions about data
to determine the factors that affect the strength of electric and magnetic
forces.

Next Generation Science Standards - Construct and present
arguments using evidence to support the claim that gravitational
interactions are attractive and depend on the masses of interacting objects.

Next Generation Science Standards - Conduct an investigation
and evaluate the experimental design to provide evidence that fields exist
between objects exerting forces on each other even though the objects are
not in contact.

Next Generation Science Standards - Construct and interpret
graphical displays of data to describe the relationships of kinetic energy
to the mass of an object and to the speed of an object.

Next Generation Science Standards - Develop a model to
describe that when the arrangement of objects interacting at a distance
changes, different amounts of potential energy are stored in the system.

Next Generation Science Standards - Apply scientific
principles to design, construct, and test a device that either minimizes or
maximizes thermal energy transfer.

Next Generation Science Standards - Plan an investigation to
determine the relationships among the energy transferred, the type of
matter, the mass, and the change in the average kinetic energy of the
particles as measured by the temperature of the sample.

Next Generation Science Standards - Construct, use, and
present arguments to support the claim that when the kinetic energy of an
object changes, energy is transferred to or from the object.

Next Generation Science Standards - Use mathematical
representations to describe a simple model for waves that includes how the
amplitude of a wave is related to the energy in a wave.

Next Generation Science Standards - Develop and use a model
to describe that waves are reflected, absorbed, or transmitted through
various materials.

Next Generation Science Standards - Integrate qualitative
scientific and technical information to support the claim that digitized
signals are a more reliable way to encode and transmit information than
analog signals.

Next Generation Science Standards - Conduct an investigation
to provide evidence that living things are made of cells; either one cell or
many different numbers and types of cells.

Next Generation Science Standards - Develop and use a model
to describe the function of a cell as a whole and ways parts of cells
contribute to the function.

Next Generation Science Standards - Use argument supported by
evidence for how the body is a system of interacting subsystems composed of
groups of cells.

Next Generation Science Standards - Use argument based on
empirical evidence and scientific reasoning to support an explanation for
how characteristic animal behaviors and specialized plant structures affect
the probability of successful reproduction of animals and plants
respectively.

Next Generation Science Standards - Construct a scientific
explanation based on evidence for how environmental and genetic factors
influence the growth of organisms.

Next Generation Science Standards - Construct a scientific
explanation based on evidence for the role of photosynthesis in the cycling
of matter and flow of energy into and out of organisms.

Next Generation Science Standards - Develop a model to
describe how food is rearranged through chemical reactions forming new
molecules that support growth and/or release energy as this matter moves
through an organism.

Next Generation Science Standards - Gather and synthesize
information that sensory receptors respond to stimuli by sending messages to
the brain for immediate behavior or storage as memories.

Next Generation Science Standards - Analyze and interpret
data to provide evidence for the effects of resource availability on
organisms and populations of organisms in an ecosystem.

Next Generation Science Standards - Construct an explanation
that predicts patterns of interactions among organisms across multiple
ecosystems.

Next Generation Science Standards - Develop a model to
describe the cycling of matter and flow of energy among living and nonliving
parts of an ecosystem.

Next Generation Science Standards - Construct an argument
supported by empirical evidence that changes to physical or biological
components of an ecosystem affect populations.

Next Generation Science Standards - Evaluate competing design
solutions for maintaining biodiversity and ecosystem services.

Next Generation Science Standards - Develop and use a model
to describe why structural changes to genes (mutations) located on
chromosomes may affect proteins and may result in harmful, beneficial, or
neutral effects to the structure and function of the organism.

Next Generation Science Standards - Develop and use a model
to describe why asexual reproduction results in offspring with identical
genetic information and sexual reproduction results in offspring with
genetic variation.

Next Generation Science Standards - Analyze and interpret
data for patterns in the fossil record that document the existence,
diversity, extinction, and change of life forms throughout the history of
life on Earth under the assumption that natural laws operate today as in the
past.

Next Generation Science Standards - Apply scientific ideas to
construct an explanation for the anatomical similarities and differences
among modern organisms and between modern and fossil organisms to infer
evolutionary relationships.

Next Generation Science Standards - Analyze displays of
pictorial data to compare patterns of similarities in the embryological
development across multiple species to identify relationships not evident in
the fully formed anatomy.

Next Generation Science Standards - Construct an explanation
based on evidence that describes how genetic variations of traits in a
population increase some individuals’ probability of surviving and
reproducing in a specific environment.

Next Generation Science Standards - Gather and synthesize
information about the technologies that have changed the way humans
influence the inheritance of desired traits in organisms.

Next Generation Science Standards - Use mathematical
representations to support explanations of how natural selection may lead to
increases and decreases of specific traits in populations over time.

Next Generation Science Standards - Develop and use a model
of the Earth-sun-moon system to describe the cyclic patterns of lunar
phases, eclipses of the sun and moon, and seasons.

Next Generation Science Standards - Develop and use a model
to describe the role of gravity in the motions within galaxies and the solar
system.

Next Generation Science Standards - Analyze and interpret
data to determine scale properties of objects in the solar system.

Next Generation Science Standards - Construct a scientific
explanation based on evidence from rock strata for how the geologic time
scale is used to organize Earth’s 4.6-billion-year-old history.

Next Generation Science Standards - Develop a model to
describe the cycling of Earth’s materials and the flow of energy that drives
this process.

Next Generation Science Standards - Construct an explanation
based on evidence for how geoscience processes have changed Earth’s surface
at varying time and spatial scales.

Next Generation Science Standards - Analyze and interpret
data on the distribution of fossils and rocks, continental shapes, and
seafloor structures to provide evidence of the past plate motions.

Next Generation Science Standards - Develop a model to
describe the cycling of water through Earth’s systems driven by energy from
the sun and the force of gravity.

Next Generation Science Standards - Collect data to provide
evidence for how the motions and complex interactions of air masses results
in changes in weather conditions.

Next Generation Science Standards - Develop and use a model
to describe how unequal heating and rotation of the Earth cause patterns of
atmospheric and oceanic circulation that determine regional climates.

Next Generation Science Standards - Construct a scientific
explanation based on evidence for how the uneven distributions of Earth’s
mineral, energy, and groundwater resources are the result of past and
current geoscience processes.

Next Generation Science Standards - Analyze and interpret
data on natural hazards to forecast future catastrophic events and inform
the development of technologies to mitigate their effects.

Next Generation Science Standards - Apply scientific
principles to design a method for monitoring and minimizing a human impact
on the environment.

Next Generation Science Standards - Construct an argument
supported by evidence for how increases in human population and per-capita
consumption of natural resources impact Earth’s systems.

Next Generation Science Standards - Ask questions to clarify
evidence of the factors that have caused the rise in global temperatures
over the past century.

Next Generation Science Standards - Define the criteria and
constraints of a design problem with sufficient precision to ensure a
successful solution, taking into account relevant scientific principles and
potential impacts on people and the natural environment that may limit
possible solutions.

Next Generation Science Standards - Evaluate competing design
solutions using a systematic process to determine how well they meet the
criteria and constraints of the problem.

Next Generation Science Standards - Analyze data from tests
to determine similarities and differences among several design solutions to
identify the best characteristics of each that can be combined into a new
solution to better meet the criteria for success.

Next Generation Science Standards - Develop a model to
generate data for iterative testing and modification of a proposed object,
tool, or process such that an optimal design can be achieved.

Next Generation Science Standards - Use the periodic table as
a model to predict the relative properties of elements based on the patterns
of electrons in the outermost energy level of atoms.

Next Generation Science Standards - Construct and revise an
explanation for the outcome of a simple chemical reaction based on the
outermost electron states of atoms, trends in the periodic table, and
knowledge of the patterns of chemical properties.

Next Generation Science Standards - Plan and conduct an
investigation to gather evidence to compare the structure of substances at
the bulk scale to infer the strength of electrical forces between particles.

Next Generation Science Standards - Develop a model to
illustrate that the release or absorption of energy from a chemical reaction
system depends upon the changes in total bond energy.

Next Generation Science Standards - Apply scientific
principles and evidence to provide an explanation about the effects of
changing the temperature or concentration of the reacting particles on the
rate at which a reaction occurs.

Next Generation Science Standards - Refine the design of a
chemical system by specifying a change in conditions that would produce
increased amounts of products at equilibrium.

Next Generation Science Standards - Use mathematical
representations to support the claim that atoms, and therefore mass, are
conserved during a chemical reaction.

Next Generation Science Standards - Develop models to
illustrate the changes in the composition of the nucleus of the atom and the
energy released during the processes of fission, fusion, and radioactive
decay.

Next Generation Science Standards - Analyze data to support
the claim that Newton’s second law of motion describes the mathematical
relationship among the net force on a macroscopic object, its mass, and its
acceleration.

Next Generation Science Standards - Use mathematical
representations to support the claim that the total momentum of a system of
objects is conserved when there is no net force on the system.

Next Generation Science Standards - Apply scientific and
engineering ideas to design, evaluate, and refine a device that minimizes
the force on a macroscopic object during a collision.

Next Generation Science Standards - Use mathematical
representations of Newton’s Law of Gravitation and Coulomb’s Law to describe
and predict the gravitational and electrostatic forces between objects.

Next Generation Science Standards - Plan and conduct an
investigation to provide evidence that an electric current can produce a
magnetic field and that a changing magnetic field can produce an electric
current.

Next Generation Science Standards - Communicate scientific
and technical information about why the molecular-level structure is
important in the functioning of designed materials.

Next Generation Science Standards - Create a computational
model to calculate the change in the energy of one component in a system
when the change in energy of the other component(s) and energy flows in and
out of the system are known.

Next Generation Science Standards - Develop and use models to
illustrate that energy at the macroscopic scale can be accounted for as a
combination of energy associated with the motions of particles (objects) and
energy associated with the relative position of particles (objects).

Next Generation Science Standards - Design, build, and refine
a device that works within given constraints to convert one form of energy
into another form of energy.

Next Generation Science Standards - Plan and conduct an
investigation to provide evidence that the transfer of thermal energy when
two components of different temperature are combined within a closed system
results in a more uniform energy distribution among the components in the
system (second law of thermodynamics).

Next Generation Science Standards - Develop and use a model
of two objects interacting through electric or magnetic fields to illustrate
the forces between objects and the changes in energy of the objects due to
the interaction.

Next Generation Science Standards - Use mathematical
representations to support a claim regarding relationships among the
frequency, wavelength, and speed of waves traveling in various media.

Next Generation Science Standards - Evaluate questions about
the advantages of using a digital transmission and storage of information.

Next Generation Science Standards - Evaluate the claims,
evidence, and reasoning behind the idea that electromagnetic radiation can
be described either by a wave model or a particle model, and that for some
situations one model is more useful than the other.

Next Generation Science Standards - Evaluate the validity and
reliability of claims in published materials of the effects that different
frequencies of electromagnetic radiation have when absorbed by matter.

Next Generation Science Standards - Communicate technical
information about how some technological devices use the principles of wave
behavior and wave interactions with matter to transmit and capture
information and energy.

Next Generation Science Standards - Construct an explanation
based on evidence for how the structure of DNA determines the structure of
proteins which carry out the essential functions of life through systems of
specialized cells.

Next Generation Science Standards - Develop and use a model
to illustrate the hierarchical organization of interacting systems that
provide specific functions within multicellular organisms.

Next Generation Science Standards - Plan and conduct an
investigation to provide evidence that feedback mechanisms maintain
homeostasis.

Next Generation Science Standards - Use a model to illustrate
the role of cellular division (mitosis) and differentiation in producing and
maintaining complex organisms.

Next Generation Science Standards - Use a model to illustrate
how photosynthesis transforms light energy into stored chemical energy.

Next Generation Science Standards - Construct and revise an
explanation based on evidence for how carbon, hydrogen, and oxygen from
sugar molecules may combine with other elements to form amino acids and/or
other large carbon-based molecules.

Next Generation Science Standards - Use a model to illustrate
that cellular respiration is a chemical process whereby the bonds of food
molecules and oxygen molecules are broken and the bonds in new compounds are
formed resulting in a net transfer of energy.

Next Generation Science Standards - Use mathematical and/or
computational representations to support explanations of factors that affect
carrying capacity of ecosystems at different scales.

Next Generation Science Standards - Use mathematical
representations to support and revise explanations based on evidence about
factors affecting biodiversity and populations in ecosystems of different
scales.

Next Generation Science Standards - Construct and revise an
explanation based on evidence for the cycling of matter and flow of energy
in aerobic and anaerobic conditions.

Next Generation Science Standards - Use mathematical
representations to support claims for the cycling of matter and flow of
energy among organisms in an ecosystem.

Next Generation Science Standards - Develop a model to
illustrate the role of photosynthesis and cellular respiration in the
cycling of carbon among the biosphere, atmosphere, hydrosphere, and
geosphere.

Next Generation Science Standards - Evaluate the claims,
evidence, and reasoning that the complex interactions in ecosystems maintain
relatively consistent numbers and types of organisms in stable conditions,
but changing conditions may result in a new ecosystem.

Next Generation Science Standards - Design, evaluate, and
refine a solution for reducing the impacts of human activities on the
environment and biodiversity.

Next Generation Science Standards - Evaluate the evidence for
the role of group behavior on individual and species’ chances to survive and
reproduce.

Next Generation Science Standards - Ask questions to clarify
relationships about the role of DNA and chromosomes in coding the
instructions for characteristic traits passed from parents to offspring.

Next Generation Science Standards - Make and defend a claim
based on evidence that inheritable genetic variations may result from: (1)
new genetic combinations through meiosis, (2) viable errors occurring during
replication, and/or (3) mutations caused by environmental factors.

Next Generation Science Standards - Apply concepts of
statistics and probability to explain the variation and distribution of
expressed traits in a population.

Next Generation Science Standards - Communicate scientific
information that common ancestry and biological evolution are supported by
multiple lines of empirical evidence.

Next Generation Science Standards - Construct an explanation
based on evidence that the process of evolution primarily results from four
factors: (1) the potential for a species to increase in number, (2) the
heritable genetic variation of individuals in a species due to mutation and
sexual reproduction, (3) competition for limited resources, and (4) the
proliferation of those organisms that are better able to survive and
reproduce in the environment.

Next Generation Science Standards - Apply concepts of
statistics and probability to support explanations that organisms with an
advantageous heritable trait tend to increase in proportion to organisms
lacking this trait.

Next Generation Science Standards - Construct an explanation
based on evidence for how natural selection leads to adaptation of
populations.

Next Generation Science Standards - Evaluate the evidence
supporting claims that changes in environmental conditions may result in:
(1) increases in the number of individuals of some species, (2) the
emergence of new species over time, and (3) the extinction of other species.

Next Generation Science Standards - Create or revise a
simulation to test a solution to mitigate adverse impacts of human activity
on biodiversity.

Next Generation Science Standards - Develop a model based on
evidence to illustrate the life span of the sun and the role of nuclear
fusion in the sun’s core to release energy that eventually reaches Earth in
the form of radiation.

Next Generation Science Standards - Construct an explanation
of the Big Bang theory based on astronomical evidence of light spectra,
motion of distant galaxies, and composition of matter in the universe.

Next Generation Science Standards - Communicate scientific
ideas about the way stars, over their life cycle, produce elements.

Next Generation Science Standards - Use mathematical or
computational representations to predict the motion of orbiting objects in
the solar system.

Next Generation Science Standards - Evaluate evidence of the
past and current movements of continental and oceanic crust and the theory
of plate tectonics to explain the ages of crustal rocks.

Next Generation Science Standards - Apply scientific
reasoning and evidence from ancient Earth materials, meteorites, and other
planetary surfaces to construct an account of Earth’s formation and early
history.

Next Generation Science Standards - Develop a model to
illustrate how Earth’s internal and surface processes operate at different
spatial and temporal scales to form continental and ocean-floor features.

Next Generation Science Standards - Analyze geoscience data
to make the claim that one change to Earth’s surface can create feedbacks
that cause changes to other Earth systems.

Next Generation Science Standards - Develop a model based on
evidence of Earth’s interior to describe the cycling of matter by thermal
convection.

Next Generation Science Standards - Use a model to describe
how variations in the flow of energy into and out of Earth’s systems result
in changes in climate.

Next Generation Science Standards - Plan and conduct an
investigation of the properties of water and its effects on Earth materials
and surface processes.

Next Generation Science Standards - Develop a quantitative
model to describe the cycling of carbon among the hydrosphere, atmosphere,
geosphere, and biosphere.

Next Generation Science Standards - Construct an argument
based on evidence about the simultaneous coevolution of Earth’s systems and
life on Earth.

Next Generation Science Standards - Construct an explanation
based on evidence for how the availability of natural resources, occurrence
of natural hazards, and changes in climate have influenced human activity.

Next Generation Science Standards - Evaluate competing design
solutions for developing, managing, and utilizing energy and mineral
resources based on cost-benefit ratios.

Next Generation Science Standards - Create a computational
simulation to illustrate the relationships among management of natural
resources, the sustainability of human populations, and biodiversity.

Next Generation Science Standards - Evaluate or refine a
technological solution that reduces impacts of human activities on natural
systems.

Next Generation Science Standards - Analyze geoscience data
and the results from global climate models to make an evidence-based
forecast of the current rate of global or regional climate change and
associated future impacts to Earth systems.

Next Generation Science Standards - Use a computational
representation to illustrate the relationships among Earth systems and how
those relationships are being modified due to human activity.

Next Generation Science Standards - Analyze a major global
challenge to specify qualitative and quantitative criteria and constraints
for solutions that account for societal needs and wants.

Next Generation Science Standards - Design a solution to a
complex real-world problem by breaking it down into smaller, more manageable
problems that can be solved through engineering.

Next Generation Science Standards - Evaluate a solution to a
complex real-world problem based on prioritized criteria and trade-offs that
account for a range of constraints, including cost, safety, reliability, and
aesthetics, as well as possible social, cultural, and environmental impacts.

Next Generation Science Standards - Use a computer simulation
to model the impact of proposed solutions to a complex real-world problem
with numerous criteria and constraints on interactions within and between
systems relevant to the problem.

Common Core State Standards Math - Know number names and the
count sequence. Count to 100 by ones and by tens.

Common Core State Standards Math - Know number names and the
count sequence. Count forward beginning from a given number within the known
sequence (instead of having to begin at 1).

Common Core State Standards Math - Know number names and the
count sequence. Write numbers from 0 to 20. Represent a number of objects
with a written numeral 0-20 (with 0 representing a count of no objects).

Common Core State Standards Math - Count to tell the number
of objects. Understand the relationship between numbers and quantities;
connect counting to cardinality.

Common Core State Standards Math - When counting objects, say
the number names in the standard order, pairing each object with one and
only one number name and each number name with one and only one object.

Common Core State Standards Math - Understand that the last
number name said tells the number of objects counted. The number of objects
is the same regardless of their arrangement or the order in which they were
counted.

Common Core State Standards Math - Understand that each
successive number name refers to a quantity that is one larger.

Common Core State Standards Math - Count to tell the number
of objects. Count to answer “how many?” questions about as many as 20 things
arranged in a line, a rectangular array, or a circle, or as many as 10
things in a scattered configuration; given a number from 1-20, count out
that many objects.

Common Core State Standards Math - Compare numbers. Identify
whether the number of objects in one group is greater than, less than, or
equal to the number of objects in another group, e.g., by using matching and
counting strategies. (Include groups with up to ten objects.)

Common Core State Standards Math - Compare numbers. Compare
two numbers between 1 and 10 presented as written numerals.

Common Core State Standards Math - Understand addition as
putting together and adding to, and understand subtraction as taking apart
and taking from. Represent addition and subtraction with objects, fingers,
mental images, drawings (drawings need not show details, but should show the
mathematics in the problem), sounds (e.g., claps), acting out situations,
verbal explanations, expressions, or equations.

Common Core State Standards Math - Understand addition as
putting together and adding to, and understand subtraction as taking apart
and taking from. Solve addition and subtraction word problems, and add and
subtract within 10, e.g., by using objects or drawings to represent the
problem.

Common Core State Standards Math - Understand addition as
putting together and adding to, and understand subtraction as taking apart
and taking from. Decompose numbers less than or equal to 10 into pairs in
more than one way, e.g., by using objects or drawings, and record each
decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

Common Core State Standards Math - Understand addition as
putting together and adding to, and understand subtraction as taking apart
and taking from. For any number from 1 to 9, find the number that makes 10
when added to the given number, e.g., by using objects or drawings, and
record the answer with a drawing or equation.

Common Core State Standards Math - Understand addition as
putting together and adding to, and understand subtraction as taking apart
and taking from. Fluently add and subtract within 5.

Common Core State Standards Math - Work with numbers 11-19 to
gain foundations for place value. Compose and decompose numbers from 11 to
19 into ten ones and some further ones, e.g., by using objects or drawings,
and record each composition or decomposition by a drawing or equation (such
as 18 = 10 + 8); understand that these numbers are composed of ten ones and
one, two, three, four, five, six, seven, eight, or nine ones.

Common Core State Standards Math - Describe and compare
measurable attributes. Describe measurable attributes of objects, such as
length or weight. Describe several measurable attributes of a single object.

Common Core State Standards Math - Describe and compare
measurable attributes. Directly compare two objects with a measurable
attribute in common, to see which object has “more of”/“less of” the
attribute, and describe the difference. For example, directly compare the
heights of two children and describe one child as taller/shorter.

Common Core State Standards Math - Classify objects and count
the number of objects in each category. Classify objects into given
categories; count the numbers of objects in each category and sort the
categories by count. (Limit category counts to be less than or equal to 10.)

Common Core State Standards Math - Identify and describe
shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres). Describe objects in the environment using names of
shapes, and describe the relative positions of these objects using terms
such as above, below, beside, in front of, behind, and next to.

Common Core State Standards Math - Identify and describe
shapes (such as squares, circles, triangles, rectangles, hexagons, cubes,
cones, cylinders, and spheres). Correctly name shapes regardless of their
orientations or overall size.

Common Core State Standards Math - Identify and describe
shapes (such as squares, circles, triangles, rectangles, hexagons, cubes,
cones, cylinders, and spheres). Identify shapes as two-dimensional (lying in
a plane, “flat”) or three-dimensional (“solid”).

Common Core State Standards Math - Analyze, compare, create,
and compose shapes. Analyze and compare two- and three-dimensional shapes,
in different sizes and orientations, using informal language to describe
their similarities, differences, parts (e.g., number of sides and
vertices/“corners”) and other attributes (e.g., having sides of equal
length).

Common Core State Standards Math - Analyze, compare, create,
and compose shapes. Model shapes in the world by building shapes from
components (e.g., sticks and clay balls) and drawing shapes.

Common Core State Standards Math - Analyze, compare, create,
and compose shapes. Compose simple shapes to form larger shapes. For
example, "can you join these two triangles with full sides touching to make
a rectangle?”

Common Core State Standards Math - Represent and solve
problems involving addition and subtraction. Use addition and subtraction
within 20 to solve word problems involving situations of adding to, taking
from, putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using objects, drawings, and equations with a symbol for
the unknown number to represent the problem.

Common Core State Standards Math - Represent and solve
problems involving addition and subtraction. Solve word problems that call
for addition of three whole numbers whose sum is less than or equal to 20,
e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.

Common Core State Standards Math - Understand and apply
properties of operations and the relationship between addition and
subtraction. Apply properties of operations as strategies to add and
subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known.
(Commutative property of addition.) To add 2 + 6 + 4, the second two numbers
can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative
property of addition.) (Students need not use formal terms for these
properties.)

Common Core State Standards Math - Understand and apply
properties of operations and the relationship between addition and
subtraction. Understand subtraction as an unknown-addend problem. For
example, subtract 10 – 8 by finding the number that makes 10 when added to
8.

Common Core State Standards Math - Add and subtract within
20. Relate counting to addition and subtraction (e.g., by counting on 2 to
add 2).

Common Core State Standards Math - Add and subtract within
20. Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making ten (e.g.,
8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten
(e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between
addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 =
4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by
creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Common Core State Standards Math - Work with addition and
subtraction equations. Understand the meaning of the equal sign, and
determine if equations involving addition and subtraction are true or false.
For example, which of the following equations are true and which are false?
6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Common Core State Standards Math - Work with addition and
subtraction equations. Determine the unknown whole number in an addition or
subtraction equation relating three whole numbers. For example, determine
the unknown number that makes the equation true in each of the equations 8 +
? = 11, 5 = ＿ – 3, 6 + 6 = ＿.

Common Core State Standards Math - Extend the counting
sequence. Count to 120, starting at any number less than 120. In this range,
read and write numerals and represent a number of objects with a written
numeral.

Common Core State Standards Math - Understand place value.
Understand that the two digits of a two-digit number represent amounts of
tens and ones. Understand the following as special cases: -- a. 10 can be
thought of as a bundle of ten ones — called a “ten.” -- b. The numbers from
11 to 19 are composed of a ten and one, two, three, four, five, six, seven,
eight, or nine ones. -- c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90
refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0
ones).

Common Core State Standards Math - Understand place value.
Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.

Common Core State Standards Math - Use place value
understanding and properties of operations to add and subtract. Add within
100, including adding a two-digit number and a one-digit number, and adding
a two-digit number and a multiple of 10, using concrete models or drawings
and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a
written method and explain the reasoning used. Understand that in adding
two-digit numbers, one adds tens and tens, ones and ones; and sometimes it
is necessary to compose a ten.

Common Core State Standards Math - Use place value
understanding and properties of operations to add and subtract. Given a
two-digit number, mentally find 10 more or 10 less than the number, without
having to count; explain the reasoning used.

Common Core State Standards Math - Use place value
understanding and properties of operations to add and subtract. Subtract
multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90
(positive or zero differences), using concrete models or drawings and
strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a
written method and explain the reasoning used.

Common Core State Standards Math - Measure lengths indirectly
and by iterating length units. Order three objects by length; compare the
lengths of two objects indirectly by using a third object.

Common Core State Standards Math - Measure lengths indirectly
and by iterating length units. Express the length of an object as a whole
number of length units, by laying multiple copies of a shorter object (the
length unit) end to end; understand that the length measurement of an object
is the number of same-size length units that span it with no gaps or
overlaps. Limit to contexts where the object being measured is spanned by a
whole number of length units with no gaps or overlaps.

Common Core State Standards Math - Tell and write time. Tell
and write time in hours and half-hours using analog and digital clocks.

Common Core State Standards Math - Represent and interpret
data. Organize, represent, and interpret data with up to three categories;
ask and answer questions about the total number of data points, how many in
each category, and how many more or less are in one category than in
another.

Common Core State Standards Math - Reason with shapes and
their attributes. Distinguish between defining attributes (e.g., triangles
are closed and three-sided) versus non-defining attributes (e.g., color,
orientation, overall size); for a wide variety of shapes; build and draw
shapes to possess defining attributes.

Common Core State Standards Math - Reason with shapes and
their attributes. Compose two-dimensional shapes (rectangles, squares,
trapezoids, triangles, half-circles, and quarter-circles) or
three-dimensional shapes (cubes, right rectangular prisms, right circular
cones, and right circular cylinders) to create a composite shape, and
compose new shapes from the composite shape. (Students do not need to learn
formal names such as “right rectangular prism.”)

Common Core State Standards Math - Reason with shapes and
their attributes. Partition circles and rectangles into two and four equal
shares, describe the shares using the words halves, fourths, and quarters,
and use the phrases half of, fourth of, and quarter of. Describe the whole
as two of, or four of the shares. Understand for these examples that
decomposing into more equal shares creates smaller shares.

Common Core State Standards Math - Represent and solve
problems involving addition and subtraction. Use addition and subtraction
within 100 to solve one- and two-step word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using drawings and equations with a
symbol for the unknown number to represent the problem.

Common Core State Standards Math - Add and subtract within
20. Fluently add and subtract within 20 using mental strategies. By end of
Grade 2, know from memory all sums of two one-digit numbers.

Common Core State Standards Math - Work with equal groups of
objects to gain foundations for multiplication. Determine whether a group of
objects (up to 20) has an odd or even number of members, e.g., by pairing
objects or counting them by 2s; write an equation to express an even number
as a sum of two equal addends.

Common Core State Standards Math - Work with equal groups of
objects to gain foundations for multiplication. Use addition to find the
total number of objects arranged in rectangular arrays with up to 5 rows and
up to 5 columns; write an equation to express the total as a sum of equal
addends.

Common Core State Standards Math - Understand place value.
Understand that the three digits of a three-digit number represent amounts
of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6
ones. Understand the following as special cases: -- a. 100 can be thought of
as a bundle of ten tens — called a “hundred.” -- b. The numbers 100, 200,
300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and 0 ones).

Common Core State Standards Math - Understand place value.
Count within 1000; skip-count by 5s, 10s, and 100s.

Common Core State Standards Math - Understand place value.
Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.

Common Core State Standards Math - Understand place value.
Compare two three-digit numbers based on meanings of the hundreds, tens, and
ones digits, using >, =, and < symbols to record the results of
comparisons.

Common Core State Standards Math - Use place value
understanding and properties of operations to add and subtract. Fluently add
and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.

Common Core State Standards Math - Use place value
understanding and properties of operations to add and subtract. Add up to
four two-digit numbers using strategies based on place value and properties
of operations.

Common Core State Standards Math - Use place value
understanding and properties of operations to add and subtract. Add and
subtract within 1000, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method.
Understand that in adding or subtracting three-digit numbers, one adds or
subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes
it is necessary to compose or decompose tens or hundreds.

Common Core State Standards Math - Use place value
understanding and properties of operations to add and subtract. Mentally add
10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a
given number 100-900.

Common Core State Standards Math - Use place value
understanding and properties of operations to add and subtract. Explain why
addition and subtraction strategies work, using place value and the
properties of operations. (Explanations may be supported by drawings or
objects.)

Common Core State Standards Math - Measure and estimate
lengths in standard units. Measure the length of an object by selecting and
using appropriate tools such as rulers, yardsticks, meter sticks, and
measuring tapes.

Common Core State Standards Math - Measure and estimate
lengths in standard units. Measure the length of an object twice, using
length units of different lengths for the two measurements; describe how the
two measurements relate to the size of the unit chosen.

Common Core State Standards Math - Measure and estimate
lengths in standard units. Estimate lengths using units of inches, feet,
centimeters, and meters.

Common Core State Standards Math - Measure and estimate
lengths in standard units. Measure to determine how much longer one object
is than another, expressing the length difference in terms of a standard
length unit.

Common Core State Standards Math - Relate addition and
subtraction to length. Use addition and subtraction within 100 to solve word
problems involving lengths that are given in the same units, e.g., by using
drawings (such as drawings of rulers) and equations with a symbol for the
unknown number to represent the problem.

Common Core State Standards Math - Relate addition and
subtraction to length. Represent whole numbers as lengths from 0 on a number
line diagram with equally spaced points corresponding to the numbers 0, 1,
2, … , and represent whole-number sums and differences within 100 on a
number line diagram.

Common Core State Standards Math - Work with time and money.
Tell and write time from analog and digital clocks to the nearest five
minutes, using a.m. and p.m.

Common Core State Standards Math - Work with time and money.
Solve word problems involving dollar bills, quarters, dimes, nickels, and
pennies, using $ (dollars) and ¢ (cents) symbols appropriately. Example: If
you have 2 dimes and 3 pennies, how many cents do you have?

Common Core State Standards Math - Represent and interpret
data. Generate measurement data by measuring lengths of several objects to
the nearest whole unit, or by making repeated measurements of the same
object. Show the measurements by making a line plot, where the horizontal
scale is marked off in whole-number units.

Common Core State Standards Math - Represent and interpret
data. Draw a picture graph and a bar graph (with single-unit scale) to
represent a data set with up to four categories. Solve simple put-together,
take-apart, and compare problems using information presented in a bar graph.

Common Core State Standards Math - Reason with shapes and
their attributes. Recognize and draw shapes having specified attributes,
such as a given number of angles or a given number of equal faces. Identify
triangles, quadrilaterals, pentagons, hexagons, and cubes. (Sizes are
compared directly or visually, not compared by measuring.)

Common Core State Standards Math - Reason with shapes and
their attributes. Partition a rectangle into rows and columns of same-size
squares and count to find the total number of them.

Common Core State Standards Math - Reason with shapes and
their attributes. Partition circles and rectangles into two, three, or four
equal shares, describe the shares using the words halves, thirds, half of, a
third of, etc., and describe the whole as two halves, three thirds, four
fourths. Recognize that equal shares of identical wholes need not have the
same shape.

Common Core State Standards Math - Represent and solve
problems involving multiplication and division. Interpret products of whole
numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of
7 objects each. For example, describe a context in which a total number of
objects can be expressed as 5 × 7.

Common Core State Standards Math - Represent and solve
problems involving multiplication and division. Interpret whole-number
quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects
in each share when 56 objects are partitioned equally into 8 shares, or as a
number of shares when 56 objects are partitioned into equal shares of 8
objects each. For example, describe a context in which a number of shares or
a number of groups can be expressed as 56 ÷ 8.

Common Core State Standards Math - Represent and solve
problems involving multiplication and division. Use multiplication and
division within 100 to solve word problems in situations involving equal
groups, arrays, and measurement quantities, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.

Common Core State Standards Math - Represent and solve
problems involving multiplication and division. Determine the unknown whole
number in a multiplication or division equation relating three whole
numbers. For example, determine the unknown number that makes the equation
true in each of the equations 8 × ? = 48, 5 = __÷ 3, 6 × 6 = ?.

Common Core State Standards Math - Understand properties of
multiplication and the relationship between multiplication and division.
Apply properties of operations as strategies to multiply and divide.
Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known.
(Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 =
15 then 15 × 2 = 30, or by 5 × 2 = 10 then 3 × 10 = 30. (Associative
property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can
find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive
property.) (Students need not use formal terms for these properties.)

Common Core State Standards Math - Understand properties of
multiplication and the relationship between multiplication and division.
Understand division as an unknown-factor problem. For example, divide 32 ÷ 8
by finding the number that makes 32 when multiplied by 8.

Common Core State Standards Math - Multiply and divide within
100. Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division (e.g., knowing that 8 × 5 =
40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade
3, know from memory all products of one-digit numbers.

Common Core State Standards Math - Solve problems involving
the four operations, and identify and explain patterns in arithmetic. Solve
two-step word problems using the four operations. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies
including rounding. (This standard is limited to problems posed with whole
numbers and having whole-number answers; students should know how to perform
operations in the conventional order when there are no parentheses to
specify a particular order (Order of Operations).)

Common Core State Standards Math - Solve problems involving
the four operations, and identify and explain patterns in arithmetic.
Identify arithmetic patterns (including patterns in the addition table or
multiplication table), and explain them using properties of operations. For
example, observe that 4 times a number is always even, and explain why 4
times a number can be decomposed into two equal addends.

Common Core State Standards Math - Use place value
understanding and properties of operations to perform multi-digit
arithmetic. Use place value understanding to round whole numbers to the
nearest 10 or 100.

Common Core State Standards Math - Use place value
understanding and properties of operations to perform multi-digit
arithmetic. 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.)

Common Core State Standards Math - Use place value
understanding and properties of operations to perform multi-digit
arithmetic. Multiply one-digit whole numbers by multiples of 10 in the range
10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and
properties of operations. (A range of algorithms may be used.)

Common Core State Standards Math - Develop understanding of
fractions as numbers. Understand a fraction 1/b as the quantity formed by 1
part when a whole is partitioned into b equal parts; understand a fraction
a/b as the quantity formed by a parts of size 1/b. (Grade 3 expectations in
this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)

Common Core State Standards Math - Develop understanding of
fractions as numbers. Understand a fraction as a number on the number line;
represent fractions on a number line diagram. (Grade 3 expectations in this
domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)

Common Core State Standards Math - Represent a fraction 1/b
on a number line diagram by defining the interval from 0 to 1 as the whole
and partitioning it into b equal parts. Recognize that each part has size
1/b and that the endpoint of the part based at 0 locates the number 1/b on
the number line. (Grade 3 expectations in this domain are limited to
fractions with denominators 2, 3, 4, 6, and 8.)

Common Core State Standards Math - Represent a fraction a/b
on a number line diagram by marking off a lengths 1/b from 0. Recognize that
the resulting interval has size a/b and that its endpoint locates the number
a/b on the number line. (Grade 3 expectations in this domain are limited to
fractions with denominators 2, 3, 4, 6, and 8.)

Common Core State Standards Math - Develop understanding of
fractions as numbers. Explain equivalence of fractions in special cases, and
compare fractions by reasoning about their size. (Grade 3 expectations in
this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)

Common Core State Standards Math - Understand two fractions
as equivalent (equal) if they are the same size, or the same point on a
number line. (Grade 3 expectations in this domain are limited to fractions
with denominators 2, 3, 4, 6, and 8.)