Unit Overview/Summary - FOCUS: This unit focuses on the Number System domain.  Learning this unit will enable students to: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. 

Unit Overview/Summary - FOCUS: This unit focuses on Number Systems and Expressions and Equations. Learning this unit will enable students to: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers; Use properties of operations to generate equivalent expressions; and Solve real-life and mathematical problems using numerical and algebraic expressions and equations. 

Unit Overview/Summary - FOCUS: This unit focuses on Statistics and Probability. Learning this unit will enable students to: Investigate chance processes and develop, use, and evaluate probability models. 

Unit Overview/Summary - FOCUS: This unit focuses on Ratios and Proportional Relationships and Expressions and Geometry. Learning this unit will enable students to: Analyze proportional relationships and use them to solve real-world and mathematical problems; and Draw, construct, and describe geometrical figures and describe the relationships between them. 

Unit Overview/Summary - FOCUS: This unit focuses on Geometry. Learning this unit will enable students to: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume; and Draw, construct, and describe geometrical figures and describe the relationships between them. 

Unit Overview/Summary - FOCUS: This unit focuses on the Geometry domain.  Learning this unit will enable students to: Understand congruence and similarity using physical models, transparencies, or geometry software. 

Unit Overview/Summary - FOCUS: This unit focuses on the Expressions and Equations and Functions domain.  Learning this unit will enable students to: Understand the connections between proportional relationships, lines, and linear equations. Analyze and solve linear equations  Define, evaluate, and compare functions. Use functions to model relationships between quantities. 

Unit Overview/Summary - FOCUS: This unit focuses on the Statistics and Probability domain.  Learning this unit will enable students to: Investigate patterns of association in bivariate data. 

Unit Overview/Summary - FOCUS: This unit focuses on Geometry.  Learning this unit will enable students to: Understand and apply the Pythagorean Theorem; and Work with radicals and integer exponents. 

Unit Overview/Summary - FOCUS: This unit focuses on Number Systems and Expressions and Equations. Learning this unit will enable students to: Know that there are numbers that are not rational, and approximate them by rational numbers; and Work with radicals and integer exponents. 

Unit Overview/Summary - FOCUS: This unit focuses on the Expressions and Equations and Functions domain.  Learning this unit will enable students to: Analyze and solve linear equations and pairs of simultaneous linear equations.  Use functions to model relationships between quantities. 

Unit Overview/Summary - FOCUS:  This unit focuses on the Geometry domain.  Learning this unit will enable students to: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. 

Unit Overview/Summary - FOCUS:  Summary The bundle organizes performance expectations around the relationship between the needs of different plants and animals and the places they live. Instruction developed from this bundle should always maintain the three-dimensional nature of the standards but recognize that instruction is not limited to the practices and concepts directly linked with any of the bundle performance expectations. Connections between unit Disciplinary Core Ideas (DCIs)  The concept that all animals need food and plants need water and light (LS1.C as in K-LS1-1) connects to the idea that living things need water, air, and resources from the land, and they live in places that have the things they need (ESS3.A as in K-ESS3-1). These ideas also connect to the concept that plants and animals (including humans) can change the environment to meet their needs (K-ESS2-2). The concept that humans use natural resources for everything they do (ESS3.A as in K-ESS3-1) connects to the idea that the things people do to live comfortably can affect the world around them, but they can make choices that reduce their impacts on the land, water, air, and other living things (ESS3.C as in K-ESS2-2 and K-ESS3-3) Weather—which is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time (ESS2.D as in K-ESS2-1) —connects to the idea that living things need water (ESS3.A as in K-ESS3-1) and the idea that plants need light (LS1.C as in K-LS1-1). Also, the concept of the needs of living things connects to weather through making observation to notice and describe patterns as: observations can be used to describe the patterns of what plants and animals need (K-LS1-1) and observations and measurements of weather conditions can be used to describe and record the weather and to notice patterns over time (ESS2.D as in K-ESS2-1). The concepts of weather and patterns of weather (ESS2.D as in K-ESS2-1) also connect to the idea that some kinds of severe weather are more likely than others in a given region (ESS3.B as in K-ESS3-2). The idea that a situation that people want to change or create can be approached as a problem to be solved through engineering (ETS1.A, K-2-ETS1-1) could connect to several concepts such as plants need water and light to live and grow (LS1.C as in K-LS1-1), humans use natural resources for everything they do (ESS3.A as in K-ESS3-1), or that people can make choices that reduce their impacts on the land, water, air, and other living things (ESS3.C as in K-ESS3-3). These connections could be made through tasks such as designing a solution to the problem of plants in a garden not getting enough water or sunlight or identifying ways to reduce their class’s impact on the local water system. Alternatively, students could be challenged with a different design task involving creating products out of natural resources that are abundant in their area. In both tasks, students need an opportunity to reflect on the situation to be changed and that it can be approached as a problem to be solved through engineering.Unit Science and Engineering Practices (SEPs)Instruction leading to this bundle of PEs will help students build toward proficiency in elements of the practices of asking questions and defining problems (K-ESS3-2 and K-2-ETS1-1); developing and using models (K-ESS3-1); analyzing and interpreting data (K-LS1-1 and K-ESS2-1); engaging in argument from evidence (K-ESS2-2); and obtaining, evaluating, and communicating Information (K-ESS3-2 and K-ESS3-3). Many other practice elements can be used in instruction. Unit Crosscutting Concepts (CCCs)Instruction leading to this bundle of PEs will help students build toward proficiency in elements of the concepts of Cause and Effect (K-ESS3-2 and K-ESS3-3); and Patterns (K-LS1-1 and K-ESS2-1); Systems and System Models (K-ESS2-2 and K-ESS3-1). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional.

Unit Overview/Summary - FOCUS:  Summary The unit organizes performance expectations around observations of patterns and effects of sunlight. Instruction developed from this unit should always maintain the three-dimensional nature of the standards but recognize that instruction is not limited to the practices and concepts directly linked with any of the bundle performance expectations. Connections between unit Disciplinary Core Ideas (DCIs)  Sunlight warms Earth’s surface. (PS3.B as in K-PS3-1 and K-PS3-2). This concept of sunlight warming Earth’s surface connects to the idea that weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time (ESS2.D as in K-ESS2-1). The concept that designs can be conveyed through sketches, drawings, or physical models (ETS1.B as in K-2-ETS1-2) could connect to multiple concepts such as sunlight warms Earth’s surface (PS3.B as in K-PS3-1 and K-PS3-2) and weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time (ESS2.D as in K-ESS2-1). These connections could be made through a task in which students must use a representation to convey their design of a structure that will provide a cool place for the students at their school to use when they are outside on a warm day. Students could also engage in a task in which they need to convey the design of an object that would protect them from any negative effects of wind and then reflect on the usefulness of conveying their ideas through representations. Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of developing and using models (K-2-ETS1-2), planning, and carrying out investigations (K-PS3-1), analyzing and interpreting data (K-ESS2-1) and constructing explanations and designing solutions (K-PS3- 2). Many other practice elements can be used in instruction. Unit Crosscutting Concepts (CCCs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (K-ESS2-1), Cause and Effect (K-PS3-1 and K-PS3-2), and Structure and Function (K-2-ETS1-2). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional.

Unit Overview/Summary - FOCUS:  Summary The unit organizes performance expectations around observations of patterns and effects of sunlight. Instruction developed from this unit should always maintain the three-dimensional nature of the standards but recognize that instruction is not limited to the practices and concepts directly linked with any of the bundle performance expectations.Connections between unit Disciplinary Core Ideas (DCIs)  Sunlight warms Earth’s surface. (PS3.B as in K-PS3-1 and K-PS3-2). This concept of sunlight warming Earth’s surface connects to the idea that weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time (ESS2.D as in K-ESS2-1). The concept that designs can be conveyed through sketches, drawings, or physical models (ETS1.B as in K-2-ETS1-2) could connect to multiple concepts such as sunlight warms Earth’s surface (PS3.B as in K-PS3-1 and K-PS3-2) and weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time (ESS2.D as in K-ESS2-1).These connections could be made through a task in which students must use a representation to convey their design of a structure that will provide a cool place for the students at their school to use when they are outside on a warm day. Students could also engage in a task in which they need to convey the design of an object that would protect them from any negative effects of wind and then reflect on the usefulness of conveying their ideas through representations.Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of developing and using models (K-2-ETS1-2), planning, and carrying out investigations (K-PS3-1), analyzing and interpreting data (K-ESS2-1) and constructing explanations and designing solutions (K-PS3- 2). Many other practice elements can be used in instruction.Unit Crosscutting Concepts (CCCs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (K-ESS2-1), Cause and Effect (K-PS3-1 and K-PS3-2), and Structure and Function (K-2-ETS1-2). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional.

Unit Overview/Summary - FOCUS:  Summary The unit organizes performance expectations around the topic of pushes and pulls. Instruction developed from this bundle should always maintain the three-dimensional nature of the standards but recognize that instruction is not limited to the practices and concepts directly linked with any of the bundle performance expectations. Connections between unit Disciplinary Core Ideas (DCIs)  Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it (PS2.A as in K-PS2-1 and K-PS2-2). This concept of motion connects to the idea that a bigger push or pull makes things speed up or slow down more quickly (PS3.C as in K-PS2-1). The concept of pushing or pulling on an object (PS2.A as in K-PS2-1 and K-PS2-2) also connects to the idea that when objects touch, or collide, they push on one another and can change motion. (PS2.B as in K-PS2-1) The idea that a bigger push or pull makes things speed up or slow down more quickly (PS3.C as in K-PS2-1) connects to the concept that pushes and pulls can have different strengths and directions (PS2.A as in K-PS2-1 and K-PS2-2). The concept that people measure weather conditions to describe and record the weather and to notice patterns over time (ESS2.D as in K-ESS2-1) connects to the idea that it is useful to compare and test designs (ETS1.C as in K-2-ETS1-3) through data analysis. The ideas that a situation that people want to change or create can be approached as a problem to be solved through engineering (ETS1.A as in K-PS2-2) and that, because there is always more than one possible solution to a problem, it is useful to compare and test designs (ETS1.C as in K-2-ETS1-3) could connect to multiple physical science concepts in this bundle. For example, these concepts could connect to the idea that when objects touch or collide, they push on one another and can change motion (PS2.B as in K-PS2-1) through a task in which students are challenged to work in groups to change the direction or speed of a ball with another object and then test and compare each group’s solution. Alternatively, these engineering concepts could connect to the idea that a bigger push or pull makes things speed up or slow down more quickly (PS3.C as in K-PS2-1) through a different task in which students are asked to pull or push an object in a certain amount of time and then challenged to do it faster. Students could then compare their solutions and reflect on how their pull or push needed to change in order to move the object faster. Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of planning and carrying out investigations (KPS2-1); and analyzing and interpreting data (K-PS2-2, K-ESS2-1, and K-2-ETS1-3). Many other practice elements can be used in instruction. Unit Crosscutting Concepts (CCCs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (K-ESS2-1) and Cause and Effect (K-PS2-1 and K-PS2-2). Many other crosscutting concepts elements can be used in instruction.

Unit Overview/Summary - FOCUS:  Summary The unit organizes performance expectations around the topic of pushes and pulls. Instruction developed from this bundle should always maintain the three-dimensional nature of the standards but recognize that instruction is not limited to the practices and concepts directly linked with any of the bundle performance expectations.Connections between unit Disciplinary Core Ideas (DCIs)  Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it (PS2.A as in K-PS2-1 and K-PS2-2). This concept of motion connects to the idea that a bigger push or pull makes things speed up or slow down more quickly (PS3.C as in K-PS2-1).The concept of pushing or pulling on an object (PS2.A as in K-PS2-1 and K-PS2-2) also connects to the idea that when objects touch, or collide, they push on one another and can change motion. (PS2.B as in K-PS2-1)The idea that a bigger push or pull makes things speed up or slow down more quickly (PS3.C as in K-PS2-1) connects to the concept that pushes and pulls can have different strengths and directions (PS2.A as in K-PS2-1 and K-PS2-2).The concept that people measure weather conditions to describe and record the weather and to notice patterns over time (ESS2.D as in K-ESS2-1) connects to the idea that it is useful to compare and test designs (ETS1.C as in K-2-ETS1-3) through data analysis.The ideas that a situation that people want to change or create can be approached as a problem to be solved through engineering (ETS1.A as in K-PS2-2) and that, because there is always more than one possible solution to a problem, it is useful to compare and test designs (ETS1.C as in K-2-ETS1-3) could connect to multiple physical science concepts in this bundle. For example, these concepts could connect to the idea that when objects touch or collide, they push on one another and can change motion (PS2.B as in K-PS2-1) through a task in which students are challenged to work in groups to change the direction or speed of a ball with another object and then test and compare each group’s solution. Alternatively, these engineering concepts could connect to the idea that a bigger push or pull makes things speed up or slow down more quickly (PS3.C as in K-PS2-1) through a different task in which students are asked to pull or push an object in a certain amount of time and then challenged to do it faster. Students could then compare their solutions and reflect on how their pull or push needed to change in order to move the object faster.Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of planning and carrying out investigations (KPS2-1); and analyzing and interpreting data (K-PS2-2, K-ESS2-1, and K-2-ETS1-3). Many other practice elements can be used in instruction.Unit Crosscutting Concepts (CCCs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (K-ESS2-1) and Cause and Effect (K-PS2-1 and K-PS2-2). Many other crosscutting concepts elements can be used in instruction.

Unit Overview/Summary - FOCUS:  Summary The unit organizes performance expectations around the theme of seeing objects. Instruction developed from this bundle should always maintain the three-dimensional nature of the standards but recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations. Connections between unit Disciplinary Core Ideas (DCIs)  The concept that seasonal patterns of sunrise and sunset can be observed, described, and predicted (ESS1.B as in 1-ESS1-2) connects to the idea that objects can be seen if they give off their own light or if there is light to illuminate them (PS4.B as in 1-PS4-2). This idea in turn connects to the idea that some materials allow light to pass through them, others allow only some light through, and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach (PS4.B as in 1-PS4-3). Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of planning and carrying out investigations (1- ESS1-2 and 1-PS4-3) and constructing explanations and designing solutions (1-PS4-2). Many other practice elements can be used in instruction. Unit Crosscutting Concepts (CCCs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (1-ESS1-2) and Cause and Effect (1-PS4-2 and 1-PS4-3). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional

Unit Overview/Summary - FOCUS: SummaryThe unit organizes performance expectations around the theme of seeing objects. Instruction developed from this bundle should always maintain the three-dimensional nature of the standards but recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations.Connections between unit Disciplinary Core Ideas (DCIs)  The concept that seasonal patterns of sunrise and sunset can be observed, described, and predicted (ESS1.B as in 1-ESS1-2) connects to the idea that objects can be seen if they give off their own light or if there is light to illuminate them (PS4.B as in 1-PS4-2). This idea in turn connects to the idea that some materials allow light to pass through them, others allow only some light through, and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach (PS4.B as in 1-PS4-3).Unit Science and Engineering Practices (SEPs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of planning and carrying out investigations (1- ESS1-2 and 1-PS4-3) and constructing explanations and designing solutions (1-PS4-2). Many other practice elements can be used in instruction.Unit Crosscutting Concepts (CCCs)Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (1-ESS1-2) and Cause and Effect (1-PS4-2 and 1-PS4-3). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional

Unit Overview/Summary - FOCUS:  Summary The unit organizes performance expectations with a focus on the theme of observing objects with sight and hearing. Instruction developed from this unit should always maintain the three-dimensional nature of the standards but recognize that instruction is not limited to the practices and concepts directly linked with any of the unit performance expectations. Connections between bundle DCIs The idea that seasonal patterns of sunrise and sunset can be observed, described, and predicted (ESS1.B as in 1-ESS1-2) connects to the concept that the patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted (ESS1.A as in 1-ESS1-1). These ideas also connect to the concept that objects can be seen if light is available to illuminate them or if they give off their own light (1-PS4-2). The concept of how objects can be seen can also connect to the idea that people also use a variety of devices to communicate (send and receive information) over long distances (PS4.C as in 1-PS4-4). Ideas about communication devices also connect to the concept that sound can make matter vibrate, and vibrating matter can make sound (PS4.A as in 1-PS4-1). The engineering design idea that a situation that people want to change or create can be approached as a problem to be solved through engineering (ETS1.A as in K-2-ETS1-1) could be applied to different science concepts, such as to the concept that sound can make matter vibrate, and vibrating matter can make sound (PS4.A as in 1-PS4-1), and to the concept that people also use a variety of devices to communicate (send and receive information) over long distances (PS4.C as in 1-PS4-4). Connections can be made through engineering tasks such as a task in which students identify devices they, or their families, may use that have been created to solve the problem of communicating over long distances, through a task in which students are challenged to create an instrument that uses vibrations to make sound, or through a task in which students try to make something move with vibrations created by sound. Additionally, students could connect these science concepts to the idea that because there is always more than one possible solution to a problem, it is useful to compare and test designs (ETS1.C as in K-2-ETS1- 3). For example, students could test the instruments they created, or they can compare different devices for how well the device allows people to communicate over long distances. Unit Science and Engineering Practices Instruction leading to this unit of PEs will help students build toward proficiency in elements of the practices of asking questions and defining problems (K-2- ETS1-1), planning and carrying out investigations (1-PS4-1 and 1-ESS1-2), analyzing and interpreting data (1-ESS1-1), and constructing explanations and designing solutions (1-PS4-2 and 1-PS4-4). Many other practice elements can be used in instruction. Unit Crosscutting Concepts Instruction leading to this unit of PEs will help students build toward proficiency in elements of the crosscutting concepts of Patterns (1-ESS1-1 and 1-ESS1-2) and Cause and Effect (1-PS4-1 and 1-PS4-2). Many other crosscutting concepts elements can be used in instruction. All instruction should be three-dimensional.