CT.CELP.1
Connecticut CELP Standards
Grades K-12
Learning Domain: Listening and Reading
Standard: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.
Learning Domain: Linguistic Structures of English
Standard: Make accurate use of standard English to communicate in grade appropriate speech and writing
CT.CELP.2
Connecticut CELP Standards
Grades K-12
Learning Domain: Listening, Speaking, Reading and Writing
Standard: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
CT.CELP.3
Connecticut CELP Standards
Grades K-12
Learning Domain: Speaking and Writing
Standard: Speak and write about grade-appropriate complex literary and informational texts and topics.
CT.CELP.4
Connecticut CELP Standards
Grades K-12
Learning Domain: Speaking and Writing
Standard: Construct grade-appropriate oral and written claims and support them with reasoning and evidence.
CT.CELP.5
Connecticut CELP Standards
Grades K-12
Learning Domain: Listening, Speaking, Reading and Writing
Standard: Conduct research and evaluate and communicate findings to answer questions or solve problems
CT.CELP.6
Connecticut CELP Standards
Grades K-12
Learning Domain: Listening, Speaking, Reading and Writing
Standard: Analyze and critique the arguments of others orally and in writing
CT.CELP.7
Connecticut CELP Standards
Grades K-12
Learning Domain: Speaking and Writing
Standard: Adapt language choices to purpose, task, and audience when speaking and writing
CT.CELP.8
Connecticut CELP Standards
Grades K-12
Learning Domain: Listening and Reading
Standard: Determine the meaning of words and phrases in oral presentations and literary and informational text
CT.CELP.9
Connecticut CELP Standards
Grades K-12
Learning Domain: Linguistic Structures of English
Standard: Create clear and coherent grade-appropriate speech and text
Learning Domain: Expressions and Equations
Standard: Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3^2 × 3^(–5) = 3^(–3) = 1/(3^3) = 1/27.
Learning Domain: Expressions and Equations
Standard: Use square root and cube root symbols to represent solutions to equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.
Learning Domain: Expressions and Equations
Standard: Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 10^8 and the population of the world as 7 × 10^9, and determine that the world population is more than 20 times larger.
Learning Domain: Expressions and Equations
Standard: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
Learning Domain: Expressions and Equations
Standard: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
Learning Domain: Expressions and Equations
Standard: Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y =mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
Learning Domain: Expressions and Equations
Standard: Solve linear equations in one variable.
Learning Domain: Expressions and Equations
Standard: Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
Learning Domain: Expressions and Equations
Standard: Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
Learning Domain: Expressions and Equations
Standard: Analyze and solve pairs of simultaneous linear equations.
Learning Domain: Expressions and Equations
Standard: Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
Learning Domain: Expressions and Equations
Standard: Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
Learning Domain: Expressions and Equations
Standard: Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.
Learning Domain: Functions
Standard: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
Learning Domain: Functions
Standard: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
Learning Domain: Functions
Standard: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
Learning Domain: Functions
Standard: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Learning Domain: Functions
Standard: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Learning Domain: Geometry
Standard: Verify experimentally the properties of rotations, reflections, and translations:
Learning Domain: Geometry
Standard: Lines are taken to lines, and line segments to line segments of the same length.
Learning Domain: Geometry
Standard: Angles are taken to angles of the same measure.
Learning Domain: Geometry
Standard: Parallel lines are taken to parallel lines.
Learning Domain: Geometry
Standard: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
Learning Domain: Geometry
Standard: Describe the effect of dilations, translations, rotations and reflections on two-dimensional figures using coordinates.
Learning Domain: Geometry
Standard: Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
Learning Domain: Geometry
Standard: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the three angles appear to form a line, and give an argument in terms of transversals why this is so.
Learning Domain: Geometry
Standard: Explain a proof of the Pythagorean Theorem and its converse.
Learning Domain: Geometry
Standard: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
Learning Domain: Geometry
Standard: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
Learning Domain: Geometry
Standard: Know the formulas for the volume of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
Learning Domain: The Number System
Standard: Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
Learning Domain: The Number System
Standard: Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π^2). For example, by truncating the decimal expansion of √2 (square root of 2), show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
Learning Domain: Statistics and Probability
Standard: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
Learning Domain: Statistics and Probability
Standard: Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
Learning Domain: Statistics and Probability
Standard: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
Learning Domain: Statistics and Probability
Standard: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?
