Fredericksburg City Public Schools

Math

	SOL	Skill
1st Quarter	K.MG.3a-e	Calendar skills to address all year long. Patterns, Counting to the current day of school, 100’s chart- different colors for 5’s and 10’s, Graph the weather, Part-Part Whole, Number Identification (0-30)
	K.NS.1a-h	Gradually counting to 100, writing numbers to 30, and gradually counting backwards from 20 should begin at the beginning of the year and continued all year.
	K.NS.2a-g
	K.MG.2	The student will identify, describe, name, compare, and construct plane figures (circles, triangles, squares, and rectangles).
	K.MG.2a	Identify and name concrete and pictorial representations of circles, triangles, squares, and rectangles regardless of their orientation in space.
	K.MG.2b	Describe triangles, squares, and rectangles to include the number of sides and number of vertices.
	K.MG.2c	Describe a circle using terms such as round and curved.
	K.MG.2d	Distinguish between examples and nonexamples of identified plane figures (circles, triangles, squares, and rectangles).
	K.MG.2f	Construct plane figures (circles, triangles, squares, and rectangles) using a variety of materials (e.g., straws, sticks, pipe cleaners).
	K.MG.2e	Compare and contrast two plane figures using characteristics to describe similarities and differences.
	K.PS.1	The student will apply the data cycle (pose questions; collect or acquire data; organize and represent data; and analyze data and communicate results) with a focus on object graphs and picture graphs.
	K.PS.1a	Sort and classify concrete objects into appropriate subsets (categories) based on one attribute (e.g., size, shape, color, thickness).
	K.PS.1b	Describe and label attributes (e.g., size, color, shape) of a set of objects (e.g., coins, counters, buttons) that has been sorted.
	K.MG.1	The student will reason mathematically by making direct comparisons between two objects or events using the attributes of length, height, weight, volume, and time.
	K.MG.1a.i	Use direct comparisons to compare, describe, and justify the: i) lengths of two objects using the terms longer or shorter;
	K.MG.1a.ii	Use direct comparisons to compare, describe, and justify the: ii) heights of two objects using the terms taller or shorter;
	K.MG.1a.iii	Use direct comparisons to compare, describe, and justify the: iii) weights of two objects using the terms heavier or lighter;
	K.MG.1a.iv	Use direct comparisons to compare, describe, and justify the: iv) volumes of two containers using the terms more or less; and
	K.MG.1a.v	Use direct comparisons to compare, describe, and justify the: v) amount of time spent on two events using the terms longer or shorter.
	K.PFA.1	The student will identify, describe, extend, and create simple repeating patterns using various representations.
	K.PFA.1a	Identify and describe the core found in repeating patterns.
	K.PFA.1b	Extend a repeating pattern by adding at least two complete repetitions of the core to the pattern.
	K.PFA.1c	Create and describe a repeating pattern using objects, colors, sounds, movements, or pictures.
	K.NS.1	The student will utilize flexible counting strategies to determine and describe quantities up to 100.
	K.NS.1a	Use one-to-one correspondence to determine how many are in a given set containing 30 or fewer concrete objects (e.g., cubes, pennies, balls), and describe the last number named as the total number of objects counted.
	K.NS.1b	Recognize and explain that the number of objects remains the same regardless of the arrangement or the order in which the objects are counted.
	K.NS.1c	Represent forward counting by ones using a variety of tools, including five-frames, ten-frames, and number paths (a prelude to number lines).
	K.NS.1d	Count forward orally by ones from 0 to 100.
	K.NS.1e	Count forward orally by ones, within 100, starting at any given number.
	K.NS.2	The student will identify, represent, and compare quantities up to 30.
	K.NS.2a	Read, write, and identify the numerals 0 through 30.
	K.NS.2b	Construct a set of objects that corresponds to a given numeral within 30, including an empty set.
	K.NS.2c	Determine and write the numeral that corresponds to the total number of objects in a given set of 30 or fewer concrete objects or pictorial models.
	K.NS.2d	Given a set of up to 30 objects, construct another set which has more, fewer, or the same number of objects using concrete or pictorial models.
	K.NS.2e	Given a numeral up to 30, construct a set which has more, fewer, or the same number of objects using concrete or pictorial models.
	K.NS.2f	Compare two sets containing up to 30 concrete objects or pictorial models, using the terms more, fewer, or the same as (equal to).
	K.NS.2g	Compare numbers up to 30, to the benchmarks of 5 and to the benchmark of 10 using various models (e.g., five frames, ten frames, number paths [a prelude to number lines], beaded racks, hands) using the terms greater than, less than, or the same as (equal to).

2nd Quarter	K.NS.1	The student will utilize flexible counting strategies to determine and describe quantities up to 100.
	K.NS.1a	Use one-to-one correspondence to determine how many are in a given set containing 30 or fewer concrete objects (e.g., cubes, pennies, balls), and describe the last number named as the total number of objects counted.
	K.NS.1b	Recognize and explain that the number of objects remains the same regardless of the arrangement or the order in which the objects are counted.
	K.NS.1c	Represent forward counting by ones using a variety of tools, including five-frames, ten-frames, and number paths (a prelude to number lines).
	K.NS.1d	Count forward orally by ones from 0 to 100.
	K.NS.1e	Count forward orally by ones, within 100, starting at any given number.
	K.NS.1f	Count backward orally by ones when given any number between 1 and 20.
	K.NS.1g	State the number after, without counting, when given any number between 0 and 30.
	K.NS.1h	State the number before, without counting, when given any number between 1 and 20.
	K.PFA.1	The student will identify, describe, extend, and create simple repeating patterns using various representations.
	K.PFA.1a	Identify and describe the core found in repeating patterns.
	K.PFA.1b	Extend a repeating pattern by adding at least two complete repetitions of the core to the pattern.
	K.PFA.1c	Create and describe a repeating pattern using objects, colors, sounds, movements, or pictures.
	K.CE.1	The student will model and solve single-step contextual problems using addition and subtraction with whole numbers within 10.
	K.CE.1a	Use objects, drawings, words, or numbers to compose and decompose numbers less than or equal to 5 in multiple ways.
	K.CE.1b	Recognize and describe with fluency part-part-whole relationships for numbers up to 5 in a variety of configurations.
	K.CE.1c	Model and identify the number that makes 5 when added to a given number less than or equal to 5.
	K.CE.1d	Use objects, drawings, words, or numbers to compose and decompose numbers less than or equal to 10 in multiple ways.
	K.CE.1e	Model and identify the number that makes 10 when added to a given number less than or equal to 10.
	K.NS.2	The student will identify, represent, and compare quantities up to 30.
	K.NS.2a	Read, write, and identify the numerals 0 through 30.
	K.NS.2b	Construct a set of objects that corresponds to a given numeral within 30, including an empty set.
	K.NS.2c	Determine and write the numeral that corresponds to the total number of objects in a given set of 30 or fewer concrete objects or pictorial models.
	K.NS.2d	Given a set of up to 30 objects, construct another set which has more, fewer, or the same number of objects using concrete or pictorial models.
	K.NS.2e	Given a numeral up to 30, construct a set which has more, fewer, or the same number of objects using concrete or pictorial models.
	K.NS.2f	Compare two sets containing up to 30 concrete objects or pictorial models, using the terms more, fewer, or the same as (equal to).
	K.NS.2g	Compare numbers up to 30, to the benchmarks of 5 and to the benchmark of 10 using various models (e.g., five frames, ten frames, number paths [a prelude to number lines], beaded racks, hands) using the terms greater than, less than, or the same as (equal to).

3rd Quarter	K.NS.1	The student will utilize flexible counting strategies to determine and describe quantities up to 100.
	K.NS.1b	Recognize and explain that the number of objects remains the same regardless of the arrangement or the order in which the objects are counted.
	K.NS.1c	Represent forward counting by ones using a variety of tools, including five-frames, ten-frames, and number paths (a prelude to number lines).
	K.NS.1d	Count forward orally by ones from 0 to 100.
	K.NS.1e	Count forward orally by ones, within 100, starting at any given number.
	K.NS.1f	Count backward orally by ones when given any number between 1 and 20.
	K.NS.1g	State the number after, without counting, when given any number between 0 and 30.
	K.NS.1h	State the number before, without counting, when given any number between 1 and 20.
	K.NS.1i	Use objects, drawings, words, or numbers to compose and decompose numbers 11-19 into a ten and some ones.
	K.NS.2	The student will identify, represent, and compare quantities up to 30.
	K.NS.2a	Read, write, and identify the numerals 0 through 30.
	K.NS.2b	Construct a set of objects that corresponds to a given numeral within 30, including an empty set.
	K.NS.2c	Determine and write the numeral that corresponds to the total number of objects in a given set of 30 or fewer concrete objects or pictorial models.
	K.NS.2g	Compare numbers up to 30, to the benchmarks of 5 and to the benchmark of 10 using various models (e.g., five frames, ten frames, number paths [a prelude to number lines], beaded racks, hands) using the terms greater than, less than, or the same as (equal to).
	K.CE.1	The student will model and solve single-step contextual problems using addition and subtraction with whole numbers within 10.
	K.CE.1f	Model and solve single-step contextual problems (join, separate, and part-part-whole) using 10 or fewer concrete objects.
	K.CE.1a	Use objects, drawings, words, or numbers to compose and decompose numbers less than or equal to 5 in multiple ways.
	K.CE.1b	Recognize and describe with fluency part-part-whole relationships for numbers up to 5 in a variety of configurations.
	K.CE.1d	Use objects, drawings, words, or numbers to compose and decompose numbers less than or equal to 10 in multiple ways.
	K.CE.1e	Model and identify the number that makes 10 when added to a given number less than or equal to 10.
	K.PS.1	The student will apply the data cycle (pose questions; collect or acquire data; organize and represent data; and analyze data and communicate results) with a focus on object graphs and picture graphs.
	K.PS.1b	Describe and label attributes (e.g., size, color, shape) of a set of objects (e.g., coins, counters, buttons) that has been sorted.

4th Quarter	K.NS.1	The student will utilize flexible counting strategies to determine and describe quantities up to 100.
	K.NS.1a	Use one-to-one correspondence to determine how many are in a given set containing 30 or fewer concrete objects (e.g., cubes, pennies, balls), and describe the last number named as the total number of objects counted.
	K.NS.1c	Represent forward counting by ones using a variety of tools, including five-frames, ten-frames, and number paths (a prelude to number lines).
	K.NS.1d	Count forward orally by ones from 0 to 100.
	K.NS.1e	Count forward orally by ones, within 100, starting at any given number.
	K.NS.1j	Group a collection of up to 100 objects (e.g., counters, pennies, cubes) into sets of ten and count by tens to determine the total (e.g., there are 3 groups of ten and 6 leftovers, 36 total objects).
	K.NS.2	The student will identify, represent, and compare quantities up to 30.
	K.NS.2a	Read, write, and identify the numerals 0 through 30.
	K.NS.2b	Construct a set of objects that corresponds to a given numeral within 30, including an empty set.
	K.NS.2c	Determine and write the numeral that corresponds to the total number of objects in a given set of 30 or fewer concrete objects or pictorial models.
	K.MG.3	The student will describe the units of time represented in a calendar.
	K.MG.3a	Identify a calendar as a tool used to measure time.
	K.MG.3b	Name the days of the week and state that there are seven days in one week.
	K.MG.3c	Determine the day before and after a given day (e.g., yesterday, today, tomorrow).
	K.MG.3d	Name the twelve months of the year and state that there are twelve months in one year.
	K.MG.3e	Distinguish between days of the week and months of the year.
	K.PS.1	The student will apply the data cycle (pose questions; collect or acquire data; organize and represent data; and analyze data and communicate results) with a focus on object graphs and picture graphs.
	K.PS.1b	Describe and label attributes (e.g., size, color, shape) of a set of objects (e.g., coins, counters, buttons) that has been sorted.
	K.PS.1c	Pose questions, given a predetermined context, that require the collection of data (limited to 25 or fewer data points for no more than four categories).
	K.PS.1d	Determine the data needed to answer a posed question, and collect the data using various methods (e.g., counting objects, drawing pictures).
	K.PS.1e	Organize and represent a data set (vertically or horizontally) by sorting concrete objects into organized groups to form a simple object graph.
	K.PS.1f	Organize and represent a data set (vertically or horizontally) using pictures to form a simple picture graph.
	K.PS.1g.i	Analyze data represented in object graphs and picture graphs and communicate results: i)ask and answer questions about the data represented in object graphs and picture graphs (e.g., how many in each category, which categories have the greatest, least, or the same amount of data);
	K.PS.1g.ii	Analyze data represented in object graphs and picture graphs and communicate results: ii) draw conclusions about the data and make predictions based on the data.

	SOL	Skill
1st Quarter	Shapes
	1.MG.2a	Describe triangles, squares, and rectangles using the terms sides, vertices, and angles. Describe a circle using terms such as round and curved.
	1.MG.2b	Sort plane figures based on their characteristics (e.g., number of sides, vertices, angles, curved).
	1.MG.2c	Draw and name the plane figure (circle, square, rectangle, triangle) when given information about the number of sides, vertices, and angles.
	1.MG.2d	Identify, name, and describe representations of circles, squares, rectangles, and triangles, regardless of orientation, in different environments and explain reasoning.
	1.MG.2e	Recognize and name the angles found in rectangles and squares as right angles.
	1.MG.2f	Compose larger plane figures by combining two or three simple plane figures (triangles, squares, and/or rectangles).
	Sort and Classify
	1.PS.1a	Sort and classify concrete objects into appropriate subsets (categories) based on one or two attributes, such as size, shape, color, and/or thickness (e.g., sort a set of objects that are both red and thick).
	1.PS.1b	Describe and label attributes of a set of objects that has been sorted.
	Repeating Patterns
	1.PFA.1a	Identify and describe repeating and increasing patterns.
	1.PFA.1b	Analyze a repeating or increasing pattern and generalize the change to extend the pattern using objects, colors, movements, pictures, or geometric figures.
	1.PFA.1c	Create a repeating or increasing pattern using objects, pictures, movements, colors, or geometric figures.
	1.PFA.1d	Transfer a repeating or increasing pattern from one form to another.
	Number Sense (Counting Place Value and Money)
	1.NS.1a	Count forward orally by ones from 0 to 120 starting at any number between 0 and 120.
	1.NS.1.b	Count backward orally by ones when given any number between 1 and 30.
	1.NS.2.a	Read and write numerals 0-120 in sequence and out of sequence.
	1.NS.1.c	Represent forward counting patterns when counting by groups of 5 and groups of 10 up to 120 using a variety of tools (e.g., objects, coins, 120 chart).
	1.NS.1.e	Group a collection of up to 120 objects into tens and ones, and count to determine the total (e.g., 5 groups of ten and 6 ones is equal to 56 total objects).
	1.NS.1.f	Identify a penny, nickel, and dime by their attributes and describe the number of pennies equivalent to a nickel and a dime.
	1.NS.2.c	Create a concrete or pictorial representation of a number using tens and ones and write the corresponding numeral up to 120 (e.g., 47 can be represented as 47 ones or it can be grouped into 4 tens with 7 ones left over).
	1.NS.2.d	Describe the number of groups of tens and ones when given a two-digit number and justify reasoning.
	1.NS.2.e	Compare two numbers between 0 and 120 represented pictorially or with concrete objects using the terms greater than, less than, or equal to.
	1.NS.2.f	Order three sets, each set containing up to 120 objects, from least to greatest, and greatest to least.

2nd Quarter
		Number Sense (Counting and Place Value)
	1.NS.1a	Count forward orally by ones from 0 to 120 starting at any number between 0 and 120.
	1.NS.1.b	Count backward orally by ones when given any number between 1 and 30.
	1.NS.2.a	Read and write numerals 0-120 in sequence and out of sequence.
	1.NS.1.c	Represent forward counting patterns when counting by groups of 5 and groups of 10 up to 120 using a variety of tools (e.g., objects, coins, 120 chart).
	1.NS.1.e	Group a collection of up to 120 objects into tens and ones, and count to determine the total (e.g., 5 groups of ten and 6 ones is equal to 56 total objects).
	1.NS.2.c	Create a concrete or pictorial representation of a number using tens and ones and write the corresponding numeral up to 120 (e.g., 47 can be represented as 47 ones or it can be grouped into 4 tens with 7 ones left over).
	1.NS.2.d	Describe the number of groups of tens and ones when given a two-digit number and justify reasoning.
	1.NS.2.e	Compare two numbers between 0 and 120 represented pictorially or with concrete objects using the terms greater than, less than, or equal to.
	1.NS.2.f	Order three sets, each set containing up to 120 objects, from least to greatest, and greatest to least.
	Addition and Subtraction
	1.CE.1.a	Recognize and describe with fluency part-part-whole relationships for numbers up to 10 in a variety of configurations.
	1.CE.1.b	Demonstrate fluency with addition and subtraction within 10 by applying reasoning strategies (e.g., count on/count back, one more/one less, doubles, make ten).
	1.CE.1.d	Investigate, recognize, and describe part-part-whole relationships for numbers up to 20 in a variety of configurations (e.g., beaded racks, double ten frames).
	1.CE.1.e	Solve addition and subtraction problems within 20 using various strategies (e.g., inverse relationships: if 9 + 3 = 12 then 12 - 3 = 9; decomposition using known sums/differences: 9 + 7 can be thought of as 9 decomposed into 2 and 7, then use doubles, 7 + 7 = 14; 14 + 2 = 16 or decompose the 7 into 1 and 6; make a ten: 1 + 9 = 10; 10 + 6 = 16).
	1.CE.1.g	Determine the unknown whole number that will result in a sum or difference of 10 or 20 (e.g., 14 - __ = 10 or 15 + __ = 20).
	1.CE.1.h	Identify and use (+) as a symbol for addition and (-) as a symbol for subtraction.
	Fractions
	1.NS.3.a	Represent equal shares of a whole with two or four sharers, when given a contextual problem.
	1.NS.3.b	Represent and name halves and fourths of a whole, using a region/area model (e.g., pie pieces, pattern blocks, paper folding, drawings) and a set model (e.g., eggs, marbles, counters) limited to two or four items.
	1.NS.3.c	Describe and justify how shares are equal pieces or equal parts of the whole (limited to halves, fourths) when given a contextual problem.
	Time
	1.MG.3a	Identify different tools to measure time including clocks (analog and digital) and calendar.
	1.MG.3b	Describe the units of time represented on a clock as minutes and hours.
	1.MG.3c	Tell time to the hour and half-hour, using analog and digital clocks.
	1.MG.3d	Describe the location of the hour hand relative to time to the hour and half-hour on an analog clock.
	1.MG.3e	Describe the location of the minute hand relative to time to the hour and half-hour on an analog clock.
	1.MG.3f	Match the time shown on a digital clock to an analog clock to the hour and half-hour.

3rd Quarter
	Number Sense (Counting, Place Value, and Money)
	1.NS.1a	Count forward orally by ones from 0 to 120 starting at any number between 0 and 120.
	1.NS.2.a	Read and write numerals 0-120 in sequence and out of sequence.
	1.NS.1.d	Represent forward counting patterns when counting by groups of 2 up to at least 30 using a variety of tools (e.g., beaded number strings, number paths [a prelude to number lines], 120 chart).
	1.NS.1.e	Group a collection of up to 120 objects into tens and ones, and count to determine the total (e.g., 5 groups of ten and 6 ones is equal to 56 total objects).
	1.NS.1.f	Identify a penny, nickel, and dime by their attributes and describe the number of pennies equivalent to a nickel and a dime.
	1.NS.1.g	Count by ones, fives, or tens to determine the value of a collection of like coins (pennies, nickels, or dimes), whose total value is 100 cents or less.
	1.NS.2.c	Create a concrete or pictorial representation of a number using tens and ones and write the corresponding numeral up to 120 (e.g., 47 can be represented as 47 ones or it can be grouped into 4 tens with 7 ones left over).
	1.NS.2.d	Describe the number of groups of tens and ones when given a two-digit number and justify reasoning.
	1.NS.2.e	Compare two numbers between 0 and 120 represented pictorially or with concrete objects using the terms greater than, less than, or equal to.
	1.NS.2.f	Order three sets, each set containing up to 120 objects, from least to greatest, and greatest to least.
	Patterns
	1.PFA.1a	Identify and describe repeating and increasing patterns.
	1.PFA.1b	Analyze a repeating or increasing pattern and generalize the change to extend the pattern using objects, colors, movements, pictures, or geometric figures.
	1.PFA.1c	Create a repeating or increasing pattern using objects, pictures, movements, colors, or geometric figures.
	1.PFA.1d	Transfer a repeating or increasing pattern from one form to another.
	Graphing
	1.PS.1c	Pose questions, given a predetermined context, that require the collection of data (limited to 25 or fewer data points for no more than four categories).
	1.PS.1d	Determine the data needed to answer a posed question and collect the data using various methods (e.g., counting objects, drawing pictures, tallying).
	1.PS.1e	Organize and represent a data set by sorting the collected data using various methods (e.g., tallying, T-charts).
	1.PS.1f	Represent a data set (vertically or horizontally) using object graphs, picture graphs, and tables.
	1.PS.1g.i	Analyze data represented in object graphs, picture graphs, and tables and communicate results: i) ask and answer questions about the data represented in object graphs, picture graphs, and tables (e.g., total number of data points represented, how many in each category, how many more or less are in one category than another);
	1.PS.1g.ii	Analyze data represented in object graphs, picture graphs, and tables and communicate results: ii) draw conclusions about the data and make predictions based on the data.
	Equalities
	1.CE.1.i	Describe the equal symbol (=) as a balance representing an equivalent relationship between expressions on either side of the equal symbol (e.g., 6 and 1 is the same as 4 and 3; 6 + 1 is balanced with 4 + 3; 6 + 1 = 4 + 3).
	1.CE.1.j	Use concrete materials to model, identify, and justify when two expressions are not equal (e.g., 10 - 3 is not equal to 3 + 5).
	1.CE.1.k	Use concrete materials to model an equation that represents the relationship of two expressions of equal value.

4th Quarter
	Calendar
	1.MG.3g	Identify specific days/dates on a calendar (e.g., What date is Saturday? How many Fridays are in October?).
	1.MG.3h	Use ordinal numbers first through tenth to describe the relative position of specific days/dates (e.g., What is the first Monday in October? What day of the week is May 6th?).
	1.MG.3h	Use ordinal numbers first through tenth to describe the relative position of specific days/dates (e.g., What is the first Monday in October? What day of the week is May 6th?).
	1.MG.3i	Determine the day/date before and after a given day/date (e.g., Today is the 8th, so yesterday was the ?), and a date that is a specific number of days/weeks in the past or future (e.g., Tim’s birthday is in 10 days, what will be the date of his birthday?).
	Number Sense (Counting and Place Value)
	1.NS.1a	Count forward orally by ones from 0 to 120 starting at any number between 0 and 120.
	1.NS.2.a	Read and write numerals 0-120 in sequence and out of sequence.
	1.NS.1.d	Represent forward counting patterns when counting by groups of 2 up to at least 30 using a variety of tools (e.g., beaded number strings, number paths [a prelude to number lines], 120 chart).
	1.NS.1.e	Group a collection of up to 120 objects into tens and ones, and count to determine the total (e.g., 5 groups of ten and 6 ones is equal to 56 total objects).
	1.NS.2.c	Create a concrete or pictorial representation of a number using tens and ones and write the corresponding numeral up to 120 (e.g., 47 can be represented as 47 ones or it can be grouped into 4 tens with 7 ones left over).
	1.NS.2.d	Describe the number of groups of tens and ones when given a two-digit number and justify reasoning.
	1.NS.2.e	Compare two numbers between 0 and 120 represented pictorially or with concrete objects using the terms greater than, less than, or equal to.
	1.NS.2.f	Order three sets, each set containing up to 120 objects, from least to greatest, and greatest to least.
	Measurement
	1.MG.1a.i	Use nonstandard units to measure the: i) lengths of two objects (units laid end to end with no gaps or overlaps) and compare the measurements using the terms longer/shorter, taller/shorter, or the same as;
	1.MG.1a.ii	Use nonstandard units to measure the: ii) weights of two objects (using a balance scale or a pan scale) and compare the measurements using the terms lighter, heavier, or the same as
	1.MG.1a.iii	Use nonstandard units to measure the: iii) volumes of two containers and compare the measurements using the terms more, less, or the same as
	1.MG.1b	Measure the length, weight, or volume of the same object or container with two different units and describe how and why the measurements differ.
	Story Problems
	1.CE.1.c	Recall with automaticity addition and subtraction facts within 10.
	1.CE.1.f	Represent, solve, and justify solutions to single-step addition and subtraction problems (join, separate, and part-part-whole) within 20, including those in context, using words, objects, drawings, or numbers.
	1.CE.1.l	Write an equation that could be used to represent the solution to an oral, written, or picture problem.
	Estimation
	1.NS.2.b	Estimate the number of objects (up to 120) in a given collection and justify the reasonableness of an answer.

	SOL	Skill
1st Quarter	Shapes
	1.MG.2a	Describe triangles, squares, and rectangles using the terms sides, vertices, and angles. Describe a circle using terms such as round and curved.
	1.MG.2b	Sort plane figures based on their characteristics (e.g., number of sides, vertices, angles, curved).
	1.MG.2c	Draw and name the plane figure (circle, square, rectangle, triangle) when given information about the number of sides, vertices, and angles.
	1.MG.2d	Identify, name, and describe representations of circles, squares, rectangles, and triangles, regardless of orientation, in different environments and explain reasoning.
	1.MG.2e	Recognize and name the angles found in rectangles and squares as right angles.
	1.MG.2f	Compose larger plane figures by combining two or three simple plane figures (triangles, squares, and/or rectangles).
	Sort and Classify
	1.PS.1a	Sort and classify concrete objects into appropriate subsets (categories) based on one or two attributes, such as size, shape, color, and/or thickness (e.g., sort a set of objects that are both red and thick).
	1.PS.1b	Describe and label attributes of a set of objects that has been sorted.
	Repeating Patterns
	1.PFA.1a	Identify and describe repeating and increasing patterns.
	1.PFA.1b	Analyze a repeating or increasing pattern and generalize the change to extend the pattern using objects, colors, movements, pictures, or geometric figures.
	1.PFA.1c	Create a repeating or increasing pattern using objects, pictures, movements, colors, or geometric figures.
	1.PFA.1d	Transfer a repeating or increasing pattern from one form to another.
	Number Sense (Counting Place Value and Money)
	1.NS.1a	Count forward orally by ones from 0 to 120 starting at any number between 0 and 120.
	1.NS.1.b	Count backward orally by ones when given any number between 1 and 30.
	1.NS.2.a	Read and write numerals 0-120 in sequence and out of sequence.
	1.NS.1.c	Represent forward counting patterns when counting by groups of 5 and groups of 10 up to 120 using a variety of tools (e.g., objects, coins, 120 chart).
	1.NS.1.e	Group a collection of up to 120 objects into tens and ones, and count to determine the total (e.g., 5 groups of ten and 6 ones is equal to 56 total objects).
	1.NS.1.f	Identify a penny, nickel, and dime by their attributes and describe the number of pennies equivalent to a nickel and a dime.
	1.NS.2.c	Create a concrete or pictorial representation of a number using tens and ones and write the corresponding numeral up to 120 (e.g., 47 can be represented as 47 ones or it can be grouped into 4 tens with 7 ones left over).
	1.NS.2.d	Describe the number of groups of tens and ones when given a two-digit number and justify reasoning.
	1.NS.2.e	Compare two numbers between 0 and 120 represented pictorially or with concrete objects using the terms greater than, less than, or equal to.
	1.NS.2.f	Order three sets, each set containing up to 120 objects, from least to greatest, and greatest to least.

2nd Quarter	2.CE.1.a	Apply strategies (e.g., rounding to the nearest 10, compatible numbers, other number relationships) to estimate a solution for single-step addition or subtraction problems, including those in context, where addends and minuends do not exceed 100.
	2.NS.1.g	Choose a reasonable estimate up to 1,000 when given a contextual problem (e.g., What would be the best estimate for the number of students in our school – 5, 50, or 500?).
	2.CE.1.b	Apply strategies (e.g., the use of concrete and pictorial models, place value, properties of addition, the relationship between addition and subtraction) to determine the sum or difference of two whole numbers where addends or minuends do not exceed 100.
	2.CE.1.c	Represent, solve, and justify solutions to single-step and multistep contextual problems (e.g., join, separate, part-part-whole, comparison) involving addition or subtraction of whole numbers where addends or minuends do not exceed 100.
	2.CE.1.i	Describe the not equal symbol (≠) as representing a relationship where expressions on either side of the not equal symbol represent different values and justify reasoning.
	2.CE.1.j	Represent and justify the relationship between values and expressions as equal or not equal using appropriate models and/or symbols (e.g., 9 + 24 = 10 + 23; 45 - 9 = 46 - 10; 15 +16 ≠ 31 +15).
	2.MG.3.a	Explore a figure using a variety of tools (e.g., paper folding, geoboards, drawings) to show and justify a line of symmetry, if one exists.
	2.MG.3.b	Create figures with at least one line of symmetry using various concrete and pictorial representations.
	2.MG.3.c	Describe the two resulting figures formed by a line of symmetry as being congruent (having the same shape and size).
	2.MG.4.a	Trace faces of solid figures (cubes and rectangular prisms) to create the set of plane figures related to the solid figure.
	2.MG.4.b	Compare and contrast models and nets (cutouts) of cubes and rectangular prisms (e.g., number and shapes of faces, edges, vertices).
	2.MG.4.c	Given a concrete or pictorial model, name and describe the solid figure (sphere, cube, and rectangular prism) by its characteristics (e.g., number of edges, number of vertices, shapes of faces).
	2.MG.4.d	Compare and contrast plane and solid figures (circles/spheres, squares/cubes, and rectangles/rectangular prisms) according to their characteristics (e.g., number and shapes of their faces, edges, vertices).

3rd Quarter	2.CE.1.a	Apply strategies (e.g., rounding to the nearest 10, compatible numbers, other number relationships) to estimate a solution for single-step addition or subtraction problems, including those in context, where addends and minuends do not exceed 100.
	2.CE.1.b	Apply strategies (e.g., the use of concrete and pictorial models, place value, properties of addition, the relationship between addition and subtraction) to determine the sum or difference of two whole numbers where addends or minuends do not exceed 100.
	2.CE.1.c	Represent, solve, and justify solutions to single-step and multistep contextual problems (e.g., join, separate, part-part-whole, comparison) involving addition or subtraction of whole numbers where addends or minuends do not exceed 100.
	2.CE.1.i	Describe the not equal symbol (≠) as representing a relationship where expressions on either side of the not equal symbol represent different values and justify reasoning.
	2.CE.1.j	Represent and justify the relationship between values and expressions as equal or not equal using appropriate models and/or symbols (e.g., 9 + 24 = 10 + 23; 45 - 9 = 46 - 10; 15 +16 ≠ 31 +15).
	2.NS.4.a	Identify a quarter and its value and determine multiple ways to represent the value of a quarter using pennies, nickels, and/or dimes.
	2.NS.4.b	Count by ones, fives, tens, and twenty-fives to determine the value of a collection of mixed coins and one-dollar bills whose total value is $2.00 or less.
	2.NS.4.c	Construct a set of coins and/or bills to total a given amount of money whose value is $2.00 or less.
	2.NS.4.d	Represent the value of a collection of coins and one-dollar bills (limited to $2.00 or less) using the cent (¢) and dollar ($) symbols and decimal point (.).
	2.NS.3.a	Model and describe fractions as representing equal-size parts of a whole.
	2.NS.3.b	Describe the relationship between the number of fractional parts needed to make a whole and the size of the parts (i.e., as the whole is divided into more parts, each part becomes smaller).
	2.NS.3.c	Compose the whole for a given fractional part and its value (in context) for halves, fourths, eighths, thirds, and sixths (e.g., when given 1/4, determine how many pieces would be needed to make 4/4).
	2.NS.3.d	Using same-size fraction pieces, from a region/area model, count by unit fractions up to two wholes (e.g., zero one-fourths, one one-fourth, two one-fourths, three one-fourths, four one-fourths, five one-fourths; or zero-fourths, one-fourth, two-fourths, three-fourths, four-fourths, five-fourths).
	2.NS.3.e.i	Given a context, represent, name, and write fractional parts of a whole for halves, fourths, eighths, thirds, and sixths using: region/area models (e.g., pie pieces, pattern blocks, geoboards)
	2.NS.3.e.ii	Given a context, represent, name, and write fractional parts of a whole for halves, fourths, eighths, thirds, and sixths using: length models (e.g., paper fraction strips, fraction bars, rods, number lines);
	2.NS.3.e.iii	Given a context, represent, name, and write fractional parts of a whole for halves, fourths, eighths, thirds, and sixths using: set models (e.g., chips, counters, cubes).
	2.NS.3.f	Compare unit fractions for halves, fourths, eighths, thirds, and sixths using words (greater than, less than or equal to) and symbols (>, <, =), with region/area and length models.

4th Quarter	2.MG.2.a	Identify the number of minutes in an hour (60 minutes) and the number of hours in a day (24 hours).
	2.MG.2.b	Determine the unit of time (minutes, hours, days, or weeks) that is most appropriate when measuring a given activity or context and explain reasoning (e.g., Would you measure the time it takes to brush your teeth in minutes or hours?).
	2.MG.2.c	Show, tell, and write time to the nearest five minutes, using analog and digital clocks.
	2.MG.2.d	Match a written time (e.g., 1:35, 6:20, 9:05) to the time shown on an analog clock to the nearest five minutes.
	2.PS.1.a	Pose questions, given a predetermined context, that require the collection of data (limited to 25 or fewer data points for no more than six categories).
	2.PS.1.b	Determine the data needed to answer a posed question and collect the data using various methods (e.g., voting; creating lists, tables, or charts; tallying).
	2.PS.1.c	Organize and represent a data set using a pictograph where each symbol represents up to 2 data points. Determine and use a key to assist in the analysis of the data.
	2.PS.1.d	Organize and represent a data set using a bar graph with a title and labeled axes (limited to 25 or fewer data points for up to six categories, and limit increments of scale to multiples of 1 or 2).
	2.PS.1.e.i	Analyze data represented in pictographs and bar graphs and communicate results: ask and answer questions about the data represented in pictographs and bar graphs (e.g., total number of data points represented, how many in each category, how many more or less are in one category than another). Pictograph keys will be limited to symbols representing 1, 2, 5, or 10 pieces of data and bar graphs will be limited to scales with increments in multiples of 1, 2, 5, or 10
	2.PS.1.e.ii	Analyze data represented in pictographs and bar graphs and communicate results: draw conclusions about the data and make predictions based on the data.
	2.MG.1.ai	Explain the purpose of various measurement tools and how to use them appropriately by: identifying a ruler as an instrument to measure length;
	2.MG.1.aii	Explain the purpose of various measurement tools and how to use them appropriately by: identifying different types of scales as instruments to measure weight;
	2.MG.1.aiii	Explain the purpose of various measurement tools and how to use them appropriately by: identifying different types of measuring cups as instruments to measure liquid volume.
	2.MG.1.bi	Use U.S. Customary units to estimate, measure, and compare the two for reasonableness: the length of an object to the nearest inch, using a ruler;
	2.MG.1.bii	Use U.S. Customary units to estimate, measure, and compare the two for reasonableness: the weight of an object to the nearest pound, using a scale; and
	2.MG.1.biii	Use U.S. Customary units to estimate, measure, and compare the two for reasonableness: the liquid volume of a container to the nearest cup, using a measuring cup.
	2.PFA.1.a	Identify and describe repeating and increasing patterns.
	2.PFA.1.b	Analyze a repeating or increasing pattern and generalize the change to extend the pattern using objects, pictures, and numbers.
	2.PFA.1.c	Create a repeating or increasing pattern using various representations (e.g., objects, pictures, numbers).
	2.PFA.1.d	Transfer a given repeating or increasing pattern from one form to another (e.g., objects, pictures, numbers) and explain the connection between the two patterns.

	SOL	Skill
1st Quarter	2.MG.2.a	Identify the number of minutes in an hour (60 minutes) and the number of hours in a day (24 hours).
	2.MG.2.b	Determine the unit of time (minutes, hours, days, or weeks) that is most appropriate when measuring a given activity or context and explain reasoning (e.g., Would you measure the time it takes to brush your teeth in minutes or hours?).
	2.MG.2.c	Show, tell, and write time to the nearest five minutes, using analog and digital clocks.
	2.MG.2.d	Match a written time (e.g., 1:35, 6:20, 9:05) to the time shown on an analog clock to the nearest five minutes.
	2.PS.1.a	Pose questions, given a predetermined context, that require the collection of data (limited to 25 or fewer data points for no more than six categories).
	2.PS.1.b	Determine the data needed to answer a posed question and collect the data using various methods (e.g., voting; creating lists, tables, or charts; tallying).
	2.PS.1.c	Organize and represent a data set using a pictograph where each symbol represents up to 2 data points. Determine and use a key to assist in the analysis of the data.
	2.PS.1.d	Organize and represent a data set using a bar graph with a title and labeled axes (limited to 25 or fewer data points for up to six categories, and limit increments of scale to multiples of 1 or 2).
	2.PS.1.e.i	Analyze data represented in pictographs and bar graphs and communicate results: ask and answer questions about the data represented in pictographs and bar graphs (e.g., total number of data points represented, how many in each category, how many more or less are in one category than another). Pictograph keys will be limited to symbols representing 1, 2, 5, or 10 pieces of data and bar graphs will be limited to scales with increments in multiples of 1, 2, 5, or 10
	2.PS.1.e.ii	Analyze data represented in pictographs and bar graphs and communicate results: draw conclusions about the data and make predictions based on the data.
	2.MG.1.ai	Explain the purpose of various measurement tools and how to use them appropriately by: identifying a ruler as an instrument to measure length;
	2.MG.1.aii	Explain the purpose of various measurement tools and how to use them appropriately by: identifying different types of scales as instruments to measure weight;
	2.MG.1.aiii	Explain the purpose of various measurement tools and how to use them appropriately by: identifying different types of measuring cups as instruments to measure liquid volume.
	2.MG.1.bi	Use U.S. Customary units to estimate, measure, and compare the two for reasonableness: the length of an object to the nearest inch, using a ruler;
	2.MG.1.bii	Use U.S. Customary units to estimate, measure, and compare the two for reasonableness: the weight of an object to the nearest pound, using a scale; and
	2.MG.1.biii	Use U.S. Customary units to estimate, measure, and compare the two for reasonableness: the liquid volume of a container to the nearest cup, using a measuring cup.
	2.PFA.1.a	Identify and describe repeating and increasing patterns.
	2.PFA.1.b	Analyze a repeating or increasing pattern and generalize the change to extend the pattern using objects, pictures, and numbers.
	2.PFA.1.c	Create a repeating or increasing pattern using various representations (e.g., objects, pictures, numbers).
	2.PFA.1.d	Transfer a given repeating or increasing pattern from one form to another (e.g., objects, pictures, numbers) and explain the connection between the two patterns.

2nd Quarter	3.NS.4.a	Determine the value of a collection of bills and coins whose total is $5.00 or less.
	3.NS.4.b	Construct a set of bills and coins to total a given amount of money whose value is $5.00 or less.
	3.NS.4.c	Compare the values of two sets of coins or two sets of bills and coins, up to $5.00, with words (greater than, less than, equal to) and/or symbols (>, <, =) using concrete or pictorial models.
	3.NS.4.d	Solve contextual problems to make change from $5.00 or less by using counting on or counting back strategies with concrete or pictorial models.
	3.CE.2.a	Represent multiplication and division of whole numbers through 10 × 10, including in a contextual situation, using a variety of approaches and models (e.g., repeated addition/subtraction, equal-sized groups/sharing, arrays, equal jumps on a number line, using multiples to skip count).
	3.CE.2.b	Use inverse relationships to write the related facts connected to a given model for multiplication and division of whole numbers through 10 × 10.
	3.CE.2.c	Apply strategies (e.g., place value, the properties of multiplication and/or addition) when multiplying and dividing whole numbers.
	3.CE.2.e	Represent, solve, and justify solutions to single-step contextual problems that involve multiplication and division of whole numbers through 10 × 10.
	3.CE.2.g	Create an equation to represent the mathematical relationship between equivalent expressions using multiplication and/or division facts through 10 × 10 (e.g., 4 × 3 = 14 - 2, 35 ÷ 5 = 1 × 7).
	3.CE.2.d	Demonstrate fluency with multiplication facts through 10 × 10 by applying reasoning strategies (e.g., doubling, add-a-group, subtract-a-group, near squares, and inverse relationships).
	3.CE.2.f	Recall with automaticity the multiplication facts through 10 × 10 and the corresponding division facts.
	3.PFA.1.a	Identify and describe increasing and decreasing patterns using various representations (e.g., objects, pictures, numbers, number lines).
	3.PFA.1.b	Analyze an increasing or decreasing pattern and generalize the change to extend the pattern or identify missing terms using various representations.
	3.PFA.1.c	Solve contextual problems that involve identifying, describing, and extending patterns.
	3.PFA.1.d	Create increasing and decreasing patterns using objects, pictures, numbers, and number lines.
	3.PFA.1.e	Investigate and explain the connection between two different representations of the same increasing or decreasing pattern.

3rd Quarter	3.PS.1.a	Formulate questions that require the collection or acquisition of data.
	3.PS.1.b	Determine the data needed to answer a formulated question and collect or acquire existing data (limited to 30 or fewer data points for no more than eight categories) using various methods (e.g., polls, observations, tallies).
	3.PS.1.c	Organize and represent a data set using pictographs that include an appropriate title, labeled axes, and key. Each pictograph symbol should represent 1, 2, 5 or 10 data points.
	3.PS.1.d	Organize and represent a data set using bar graphs with a title and labeled axes, with and without the use of technology tools. Determine and use an appropriate scale (increments limited to multiples of 1, 2, 5 or 10).
	3.PS.1.e.i	Analyze data represented in pictographs and bar graphs, and communicate results orally and in writing: describe the categories of data and the data as a whole (e.g., data were collected on preferred ways to cook or prepare eggs - scrambled, fried, hard boiled, and egg salad);
	3.PS.1.e.ii	Analyze data represented in pictographs and bar graphs, and communicate results orally and in writing: identify parts of the data that have special characteristics, including categories with the greatest, the least, or the same (e.g., most students prefer scrambled eggs);
	3.PS.1.e.iii	Analyze data represented in pictographs and bar graphs, and communicate results orally and in writing: make inferences about data represented in pictographs and bar graphs;
	3.PS.1.e.iv	Analyze data represented in pictographs and bar graphs, and communicate results orally and in writing: use characteristics of the data to draw conclusions about the data and make predictions based on the data (e.g., it is unlikely that a third grader would like hard boiled eggs); and
	3.PS.1.e.v	Analyze data represented in pictographs and bar graphs, and communicate results orally and in writing: solve one- and two-step addition and subtraction problems using data from pictographs and bar graphs.
	3.NS.3.a.i	Represent, name, and write a given fraction (proper or improper) or mixed number with denominators of 2, 3, 4, 5, 6, 8, and 10 using: region/area models (e.g., pie pieces, pattern blocks, geoboards);
	3.NS.3.a.ii	Represent, name, and write a given fraction (proper or improper) or mixed number with denominators of 2, 3, 4, 5, 6, 8, and 10 using: length models (e.g., paper fraction strips, fraction bars, rods, number lines); and
	3.NS.3.a.iii	Represent, name, and write a given fraction (proper or improper) or mixed number with denominators of 2, 3, 4, 5, 6, 8, and 10 using: set models (e.g., chips, counters, cubes).
	3.NS.3.b	Identify a fraction represented by a model as the sum of unit fractions.
	3.NS.3.c	Use a model of a fraction greater than one to count the fractional parts to name and write it as an improper fraction and as a mixed number (e.g., 1/4, 2/4, 3/4, 4/4, 5/4 = 1 1/4).
	3.NS.3.d	Compose and decompose fractions (proper and improper) with denominators of 2, 3, 4, 5, 6, 8, and 10 in multiple ways (e.g., 7/4 = 4/4 + 3/4 or 4/6 = 3/6 + 1/6 = 2/6 + 2/6) with models.
	3.NS.3.e	Compare a fraction, less than or equal to one, to the benchmarks of 0, 1/2, and 1 using area/region models, length models, and without models.
	3.NS.3.f	Compare two fractions (proper or improper) and/or mixed numbers with like numerators of 2, 3, 4, 5, 6, 8, and 10 (e.g., 2/3 > 2/8) using words (greater than, less than, equal to) and/or symbols (>, <, =), using area/region models, length models, and without models.
	3.NS.3.g	Compare two fractions (proper or improper) and/or mixed numbers with like denominators of 2, 3, 4, 5, 6, 8, and 10 (e.g., 3/6 < 4/6) using words (greater than, less than, equal to) and/or symbols (>, <, =), using area/region models, length models, and without models.
	3.NS.3.h	Represent equivalent fractions with denominators of 2, 3, 4, 5, 6, 8, or 10, using region/area models and length models.
	3.MG.4.a	Describe a polygon as a closed plane figure composed of at least three line segments that do not cross.
	3.MG.4.b	Classify figures as polygons or not polygons and justify reasoning.
	3.MG.4.c	Identify and describe triangles, quadrilaterals, pentagons, hexagons, and octagons in various orientations, with and without contexts.
	3.MG.4.d	Identify and name examples of polygons (triangles, quadrilaterals, pentagons, hexagons, octagons) in the environment.
	3.MG.4.e	Classify and compare polygons (triangles, quadrilaterals, pentagons, hexagons, octagons).
	3.MG.4.f	Combine no more than three polygons, where each has three or four sides, and name the resulting polygon (triangles, quadrilaterals, pentagons, hexagons, octagons).
	3.MG.4.g	Subdivide a three-sided or four-sided polygon into no more than three parts and name the resulting polygons.

4th Quarter	3.MG.1.a	Justify whether an estimate or an exact measurement is needed for a contextual situation and choose an appropriate unit.
	3.MG.1.b.i	Estimate and measure: length of an object to the nearest U.S. Customary unit (1/2 inch, inch, foot, yard) and metric unit (centimeter, meter);
	3.MG.2.a.i	Solve problems, including those in context, involving area: describe and give examples of area as a measurement in contextual situations;
	3.MG.2.b.i	Solve problems, including those in context, involving perimeter: describe and give examples of perimeter as a measurement in contextual situations;
	3.MG.2.b.ii	Solve problems, including those in context, involving perimeter: estimate and measure the distance around a polygon (with no more than six sides) to determine the perimeter and justify the measurement;
	3.MG.2.b.iii	Solve problems, including those in context, involving perimeter: given the lengths of all sides of a polygon (with no more than six sides), determine its perimeter and justify the measurement.
	3.MG.2.a.ii	Solve problems, including those in context, involving area: estimate and determine the area of a given surface by counting the number of square units, describe the measurement (using the number and unit) and justify the measurement.
	3.MG.1.b.ii	Estimate and measure: weight/mass of an object to the nearest U.S. Customary unit (pound) and metric unit (kilogram); and
	3.MG.1.b.iii	Estimate and measure: liquid volume to the nearest U.S. Customary unit (cup, pint, quart, gallon) and metric unit (liter).
	3.MG.1.c	Compare estimates of length, weight/mass, or liquid volume with the actual measurements.
	3.MG.3.a	Tell and write time to the nearest minute, using analog and digital clocks.
	3.MG.3.b	Match a written time (e.g., 4:38, 7:09, 12:51) to the time shown on analog and digital clocks to the nearest minute.
	3.MG.3.c.i	Solve single-step contextual problems involving elapsed time in one-hour increments, within a 12-hour period (within a.m. or within p.m.) when given: the starting time and the ending time, determine the amount of time that has elapsed;
	3.MG.3.c.ii	Solve single-step contextual problems involving elapsed time in one-hour increments, within a 12-hour period (within a.m. or within p.m.) when given: the starting time and amount of elapsed time in one-hour increments, determine the ending time; or
	3.MG.3.c.iii	Solve single-step contextual problems involving elapsed time in one-hour increments, within a 12-hour period (within a.m. or within p.m.) when given: the ending time and the amount of elapsed time in one-hour increments, determine the starting time.

	SOL	Skill
1st Quarter	4.MG.2.a.i	Solve single-step and multistep contextual problems involving elapsed time in hours and minutes, within a 12-hour period (within a.m., within p.m., and across a.m. and p.m.) when given: the starting time and the ending time, determine the amount of time that has elapsed in hours and minutes;
	4.MG.2.a.ii	Solve single-step and multistep contextual problems involving elapsed time in hours and minutes, within a 12-hour period (within a.m., within p.m., and across a.m. and p.m.) when given: the starting time and amount of elapsed time in hours and minutes, determine the ending time;
	4.MG.2.a.iii	Solve single-step and multistep contextual problems involving elapsed time in hours and minutes, within a 12-hour period (within a.m., within p.m., and across a.m. and p.m.) when given: the ending time and the amount of elapsed time in hours and minutes, determine the starting time.
	4.NS.1.a	Read nine-digit whole numbers, presented in standard form, and represent the same number in written form.
	4.NS.1.b	Write nine-digit whole numbers in standard form when the numbers are presented orally or in written form.
	4.NS.1.c	Apply patterns within the base 10 system to determine and communicate, orally and in written form, the place and value of each digit in a nine-digit whole number (e.g., in 568,165,724, the 8 represents 8 millions and its value is 8,000,000).
	4.NS.2.a	Compare two whole numbers up to seven digits each, using words (greater than, less than, equal to, not equal to) and/or using symbols (>, <, =, ≠).
	4.NS.2.b	Order up to four whole numbers up to seven digits each, from least to greatest or greatest to least.
	4.CE.1.a	Determine and justify whether an estimate or an exact answer is appropriate when solving contextual problems involving addition and subtraction with whole numbers. Refine estimates by adjusting the final amount, using terms such as closer to, between, and a little more than.
	4.CE.1.b	Apply strategies (e.g., rounding to the nearest 100 or 1,000, using compatible numbers, other number relationships) to estimate a solution for single-step or multistep addition or subtraction problems with whole numbers, where addends or minuends do not exceed 10,000.*
	4.CE.1.c	Apply strategies (e.g., place value, properties of addition, other number relationships) and algorithms, including the standard algorithm, to determine the sum or difference of two whole numbers, where addends and minuends do not exceed 10,000.*
	4.CE.1.d	Estimate, represent, solve, and justify solutions to single-step and multistep contextual problems involving addition and subtraction with whole numbers where addends and minuends do not exceed 1,000,000.
	4.CE.2.b	Recall with automaticity the multiplication facts through 12 × 12 and the corresponding division facts.*
	4.CE.2.c	Create an equation using addition, subtraction, multiplication, and division to represent the relationship between equivalent mathematical expressions (e.g., 4 × 3 = 2 × 6; 10 + 8 = 36 ÷ 2; 12 × 4 = 60 - 12).
	4.CE.2.d	Identify and use the appropriate symbol to distinguish between expressions that are equal and expressions that are not equal, using addition, subtraction, multiplication, and division (e.g., 4 × 12 = 8 × 6 and 64 ÷ 8 ≠ 8 × 8).
	4.PS.1.a	Formulate questions that require the collection or acquisition of data.
	4.PS.1.b	Determine the data needed to answer a formulated question and collect or acquire existing data (limited to 10 or fewer data points) using various methods (e.g., observations, measurements, experiments).
	4.PS.1.c	Organize and represent a data set using line graphs with a title and labeled axes with whole number increments, with and without the use of technology tools.
	4.PS.1.d.i	Analyze data represented in line graphs and communicate results orally and in writing: describe the characteristics of the data represented in a line graph and the data as a whole (e.g., the time period when the temperature increased the most);
	4.PS.1.d.ii	Analyze data represented in line graphs and communicate results orally and in writing: identify parts of the data that have special characteristics and explain the meaning of the greatest, the least, or the same (e.g., the highest temperature shows the warmest day);
	4.PS.1.d.iii	Analyze data represented in line graphs and communicate results orally and in writing: make inferences about data represented in line graphs;
	4.PS.1.d.iv	Analyze data represented in line graphs and communicate results orally and in writing: draw conclusions about the data and make predictions based on the data to answer questions;
	4.PS.1.d.v	Analyze data represented in line graphs and communicate results orally and in writing: solve single-step and multistep addition and subtraction problems using data from line graphs.
	4.PFA.1.a	Identify, describe, extend, and create increasing and decreasing patterns using various representations (e.g., objects, pictures, numbers, number lines, input/output tables, and function machines).
	4.PFA.1.b	Analyze an increasing or decreasing single-operation numerical pattern found in lists, input/output tables, or function machines and generalize the change to identify the rule, extend the pattern, or identify missing terms.
	4.PFA.1.c	Given a rule, create increasing and decreasing patterns using numbers and input/output tables (including function machines).
	4.PFA.1.d	Solve contextual problems that involve identifying, describing, and extending increasing and decreasing patterns using single-operation input and output rules.

2nd Quarter	4.CE.2.e	Determine all factor pairs for a whole number 1 to 100, using concrete, pictorial, and numerical representations.
	4.CE.2.f	Determine common factors and the greatest common factor of no more than three numbers.
	4.CE.2.g.i	Apply strategies (e.g., rounding, place value, properties of multiplication and/or addition) and algorithms, including the standard algorithm, to estimate and determine the product of two whole numbers when given: a two-digit factor and a one-digit factor;*
	4.CE.2.g.ii	Apply strategies (e.g., rounding, place value, properties of multiplication and/or addition) and algorithms, including the standard algorithm, to estimate and determine the product of two whole numbers when given: a three-digit factor and a one-digit factor;* or
	4.CE.2.g.iii	Apply strategies (e.g., rounding, place value, properties of multiplication and/or addition) and algorithms, including the standard algorithm, to estimate and determine the product of two whole numbers when given: a two-digit factor and a two-digit factor.*
	4.CE.2.h	Estimate, represent, solve, and justify solutions to single-step and multistep contextual problems that involve multiplication with whole numbers.
	4.CE.2.a	Determine and justify whether an estimate or an exact answer is appropriate when solving contextual problems involving multiplication and division of whole numbers. Refine estimates by adjusting the final amount, using terms such as closer to, between, and a little more than.
	4.CE.2.i	Apply strategies (e.g., rounding, compatible numbers, place value) and algorithms, including the standard algorithm, to estimate and determine the quotient of two whole numbers, given a one-digit divisor and a two- or three-digit dividend, with and without remainders.*
	4.CE.2.j	Estimate, represent, solve, and justify solutions to single-step contextual problems involving division with whole numbers.
	4.CE.2.k	Interpret the quotient and remainder when solving a contextual problem.
	4.CE.2.a	Determine and justify whether an estimate or an exact answer is appropriate when solving contextual problems involving multiplication and division of whole numbers. Refine estimates by adjusting the final amount, using terms such as closer to, between, and a little more than.
	4.MG.4.a	Identify and describe points, lines, line segments, rays, and angles, including endpoints and vertices.
	4.MG.4.b	Describe endpoints and vertices in relation to lines, line segments, rays, and angles.
	4.MG.4.c	Draw representations of points, line segments, rays, angles, and lines, using a ruler or straightedge.
	4.MG.4.d	Identify parallel, perpendicular, and intersecting lines and line segments in plane and solid figures, including those in context.
	4.MG.4.e	Use symbolic notation to name points, lines, line segments, rays, angles, and to describe parallel and perpendicular lines.
	4.MG.5.a	Develop definitions for parallelograms, rectangles, squares, rhombi, and trapezoids through the exploration of properties and attributes.
	4.MG.5.b	Identify and describe points, line segments, angles, and vertices in quadrilaterals.
	4.MG.5.c	Identify and describe parallel, intersecting, perpendicular, and congruent sides in quadrilaterals.
	4.MG.5.d.i	Compare, contrast, and classify quadrilaterals (parallelograms, rectangles, squares, rhombi, and/or trapezoids) based on the following properties and attributes: parallel sides;
	4.MG.5.d.ii	Compare, contrast, and classify quadrilaterals (parallelograms, rectangles, squares, rhombi, and/or trapezoids) based on the following properties and attributes: perpendicular sides;
	4.MG.5.d.iii	Compare, contrast, and classify quadrilaterals (parallelograms, rectangles, squares, rhombi, and/or trapezoids) based on the following properties and attributes: congruence of sides;
	4.MG.5.d.iv	Compare, contrast, and classify quadrilaterals (parallelograms, rectangles, squares, rhombi, and/or trapezoids) based on the following properties and attributes: number of right angles.
	4.MG.5.e	Denote properties of quadrilaterals and identify parallel sides, congruent sides, and right angles by using geometric markings.
	4.MG.5.f	Use symbolic notation to name line segments and angles in quadrilaterals.
	4.MG.6.a	Identify concrete models and pictorial representations of solid figures (cube, rectangular prism, square pyramid, sphere, cone, and cylinder).
	4.MG.6.b	Identify and describe solid figures (cube, rectangular prism, square pyramid, and sphere) according to their characteristics (number of angles, vertices, edges, and by the number and shape of faces).
	4.MG.6.c	Compare and contrast plane and solid figures (limited to circles, squares, triangles, rectangles, spheres, cubes, square pyramids, and rectangular prisms) according to their characteristics (number of sides, angles, vertices, edges, and the number and shape of faces).

3rd Quarter	4.NS.3.d	Compare two fractions (proper or improper) and/or mixed numbers using fractions with denominators of 12 or less, using the symbols >, <, and = (e.g., 2/3 > 1/7). Justify comparisons orally, in writing, or with a model.*
	4.NS.3.a	Compare and order no more than four fractions (proper or improper), and/or mixed numbers, with like denominators by comparing the number of parts (numerators) using fractions with denominators of 12 or less (e.g., 1/5 < 3/5). Justify comparisons orally, in writing, or with a model.*
	4.NS.3.b	Compare and order no more than four fractions (proper or improper), and/or mixed numbers, with like numerators and unlike denominators by comparing the size of the parts using fractions with denominators of 12 or less (e.g., 3/8 < 3/5). Justify comparisons orally, in writing, or with a model.*
	4.NS.3.c	Use benchmarks (e.g., 0, 1/2, or 1) to compare and order no more than four fractions (proper or improper), and/or mixed numbers, with like and unlike denominators of 12 or less. Justify comparisons orally, in writing, or with a model.*
	4.NS.3.f	Compose and decompose fractions (proper and improper) and/or mixed numbers with denominators of 12 or less, in multiple ways, with and without models.*
	4.NS.3.e	Represent equivalent fractions with denominators of 12 or less, with and without models.*
	4.NS.3.g	Represent the division of two whole numbers as a fraction given a contextual situation and a model (e.g., 3/5 means the same as 3 divided by 5 or 3/5 represents the amount of muffin each of five children will receive when sharing three muffins equally).
	4.CE.3.a	Estimate and determine the sum or difference of two fractions (proper or improper) and/or mixed numbers, having like denominators limited to 2, 3, 4, 5, 6, 8, 10, and 12 (e.g., 3/8 + 3/8, 21/5 + 4/5, 7/4 - 5/4) and simplify the resulting fraction. Addition and subtraction with fractions may include regrouping.*
	4.CE.3.b	Estimate, represent, solve, and justify solutions to single-step contextual problems using addition and subtraction with fractions (proper or improper) and/or mixed numbers, having like denominators limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fraction. Addition and subtraction with fractions may include regrouping.
	4.CE.3.c	Solve single-step contextual problems involving multiplication of a whole number, limited to 12 or less, and a unit fraction (e.g., 6 × 1/3, 1/5 × 8, 2 × 1/10), with models.*
	4.CE.3.d	Apply the inverse property of multiplication in models (e.g., use a visual fraction model to represent 4/4 or 1 as the product of 4 × 1/4).
	4.NS.4.a	Investigate and describe the ten-to-one place value relationship for decimals through thousandths, using concrete models (e.g., place value mats/charts, decimal squares, base 10 blocks).
	4.NS.4.b	Represent and identify decimals expressed through thousandths, using concrete, pictorial, and numerical representations.
	4.NS.4.c	Read and write decimals expressed through thousandths, using concrete, pictorial, and numerical representations.
	4.NS.4.d	Identify and communicate, both orally and in written form, the place and value of each digit in a decimal through thousandths (e.g., given 0.385, the 8 is in the hundredths place and has a value of 0.08).
	4.NS.4.e	Compare using symbols (<, >, =) and/or words (greater than, less than, equal to) and order (least to greatest and greatest to least), a set of no more than four decimals expressed through thousandths, using multiple strategies (e.g., benchmarks, place value, number lines). Justify comparisons with a model, orally, and in writing.
	4.NS.5.a	Represent fractions (proper or improper) and/or mixed numbers as decimals through hundredths, using multiple representations, limited to halves, fourths, fifths, tenths, and hundredths.*
	4.NS.5.b	Identify and model equivalent relationships between fractions (proper or improper) and/or mixed numbers and decimals, using halves, fourths, fifths, tenths, and hundredths.*
	4.NS.5.c	Write the decimal and fraction equivalent for a given model (e.g., 1/4 = 0.25 or 0.25 = 1/4; 1.25 = 5/4 or 11/4; 1.02 = 102/100 or 12/100).*
	4.CE.4.a.i	Apply strategies (e.g., rounding to the nearest whole number, using compatible numbers) and algorithms, including the standard algorithm, to estimate and determine the sum or difference of two decimals through the thousandths, with and without models, in which:* decimals do not exceed the thousandths
	4.CE.4.a.ii	Apply strategies (e.g., rounding to the nearest whole number, using compatible numbers) and algorithms, including the standard algorithm, to estimate and determine the sum or difference of two decimals through the thousandths, with and without models, in which:* addends, subtrahends, and minuends are limited to four digits.
	4.CE.4.b	Estimate, represent, solve, and justify solutions to single-step and multistep contextual problems using addition and subtraction of decimals through the thousandths.

4th Quarter	4.PS.2.a	Describe probability as the degree of likelihood of an outcome occurring using terms such as impossible, unlikely, equally likely, likely, and certain.
	4.PS.2.b	Model and determine all possible outcomes of a given simple event where there are no more than 24 possible outcomes, using a variety of manipulatives (e.g., coins, two-sided counters, number cubes, spinners).
	4.PS.2.c	Write the probability of a given simple event as a fraction between 0 and 1, where there are no more than 24 possible outcomes.
	4.PS.2.d	Determine the likelihood of an event occurring and relate it to its whole number or fractional representation (e.g., impossible or zero; equally likely; certain or one).
	4.PS.2.e	Create a model or contextual problem to represent a given probability.
	4.MG.2.a.i	Solve single-step and multistep contextual problems involving elapsed time in hours and minutes, within a 12-hour period (within a.m., within p.m., and across a.m. and p.m.) when given: the starting time and the ending time, determine the amount of time that has elapsed in hours and minutes;
	4.MG.2.a.ii	Solve single-step and multistep contextual problems involving elapsed time in hours and minutes, within a 12-hour period (within a.m., within p.m., and across a.m. and p.m.) when given: the starting time and amount of elapsed time in hours and minutes, determine the ending time;
	4.MG.2.a.iii	Solve single-step and multistep contextual problems involving elapsed time in hours and minutes, within a 12-hour period (within a.m., within p.m., and across a.m. and p.m.) when given: the ending time and the amount of elapsed time in hours and minutes, determine the starting time.
	4.MG.1.a.i	Determine an appropriate unit of measure to use when measuring liquid volume in both U.S. Customary (cup, pint, quart, gallon) and metric unit (milliliter, liter): length in both U.S. Customary (inch, foot, yard, mile) and metric units (millimeter, centimeter, meter);
	4.MG.1.a.ii	Determine an appropriate unit of measure to use when measuring liquid volume in both U.S. Customary (cup, pint, quart, gallon) and metric unit (milliliter, liter): weight/mass in both U.S. Customary (ounce, pound) and metric units (gram, kilogram);
	4.MG.1.a.iii	Determine an appropriate unit of measure to use when measuring liquid volume in both U.S. Customary (cup, pint, quart, gallon) and metric unit (milliliter, liter): liquid volume in both U.S. Customary (cup, pint, quart, gallon) and metric units (milliliter, liter).
	4.MG.1.b.i	Estimate and measure: length of an object to the nearest U.S. Customary unit (1/2 inch, 1/4 inch, 1/8 inch, foot, yard) and nearest metric unit (millimeter, centimeter, or meter);
	4.MG.1.b.ii	Estimate and measure: weight/mass of an object to the nearest U.S. Customary unit (ounce, pound) and nearest metric unit (gram, kilogram);
	4.MG.1.b.iii	Estimate and measure: liquid volume to the nearest U.S. Customary unit (cup, pint, quart, gallon) and nearest metric unit (milliliter, liter).
	4.MG.1.c	Compare estimates of length, weight/mass, or liquid volume with the actual measurements.
	4.MG.1.d.i	Given the equivalent measure of one unit, solve problems, including those in context, by determining the equivalent measures within the U.S. Customary system for: length (inches and feet, feet and yards, inches and yards);
	4.MG.1.d.ii	Given the equivalent measure of one unit, solve problems, including those in context, by determining the equivalent measures within the U.S. Customary system for: weight/mass (ounces and pounds);
	4.MG.1.d.iii	Given the equivalent measure of one unit, solve problems, including those in context, by determining the equivalent measures within the U.S. Customary system for: liquid volume (cups, pints, quarts, and gallons).
	4.MG.3.a	Use concrete materials and pictorial models to develop a formula for the area and perimeter of a rectangle (including a square).
	4.MG.3.b	Determine the area and perimeter of a rectangle when given the measure of two adjacent sides (in whole number units), with and without models.
	4.MG.3.c	Determine the area and perimeter of a square when given the measure of one side (in whole number units), with and without models.
	4.MG.3.d	Use concrete materials and pictorial models to explore the relationship between area and perimeter of rectangles.
	4.MG.3.e	Identify and represent rectangles with the same perimeter and different areas or with the same area and different perimeters.
	4.MG.3.f	Solve contextual problems involving area and perimeter of rectangles and squares.

	SOL	Skill
1st Quarter	4.PS.2.a	Describe probability as the degree of likelihood of an outcome occurring using terms such as impossible, unlikely, equally likely, likely, and certain.
	4.PS.2.b	Model and determine all possible outcomes of a given simple event where there are no more than 24 possible outcomes, using a variety of manipulatives (e.g., coins, two-sided counters, number cubes, spinners).
	4.PS.2.c	Write the probability of a given simple event as a fraction between 0 and 1, where there are no more than 24 possible outcomes.
	4.PS.2.d	Determine the likelihood of an event occurring and relate it to its whole number or fractional representation (e.g., impossible or zero; equally likely; certain or one).
	4.PS.2.e	Create a model or contextual problem to represent a given probability.
	4.MG.2.a.i	Solve single-step and multistep contextual problems involving elapsed time in hours and minutes, within a 12-hour period (within a.m., within p.m., and across a.m. and p.m.) when given: the starting time and the ending time, determine the amount of time that has elapsed in hours and minutes;
	4.MG.2.a.ii	Solve single-step and multistep contextual problems involving elapsed time in hours and minutes, within a 12-hour period (within a.m., within p.m., and across a.m. and p.m.) when given: the starting time and amount of elapsed time in hours and minutes, determine the ending time;
	4.MG.2.a.iii	Solve single-step and multistep contextual problems involving elapsed time in hours and minutes, within a 12-hour period (within a.m., within p.m., and across a.m. and p.m.) when given: the ending time and the amount of elapsed time in hours and minutes, determine the starting time.
	4.MG.1.a.i	Determine an appropriate unit of measure to use when measuring liquid volume in both U.S. Customary (cup, pint, quart, gallon) and metric unit (milliliter, liter): length in both U.S. Customary (inch, foot, yard, mile) and metric units (millimeter, centimeter, meter);
	4.MG.1.a.ii	Determine an appropriate unit of measure to use when measuring liquid volume in both U.S. Customary (cup, pint, quart, gallon) and metric unit (milliliter, liter): weight/mass in both U.S. Customary (ounce, pound) and metric units (gram, kilogram);
	4.MG.1.a.iii	Determine an appropriate unit of measure to use when measuring liquid volume in both U.S. Customary (cup, pint, quart, gallon) and metric unit (milliliter, liter): liquid volume in both U.S. Customary (cup, pint, quart, gallon) and metric units (milliliter, liter).
	4.MG.1.b.i	Estimate and measure: length of an object to the nearest U.S. Customary unit (1/2 inch, 1/4 inch, 1/8 inch, foot, yard) and nearest metric unit (millimeter, centimeter, or meter);
	4.MG.1.b.ii	Estimate and measure: weight/mass of an object to the nearest U.S. Customary unit (ounce, pound) and nearest metric unit (gram, kilogram);
	4.MG.1.b.iii	Estimate and measure: liquid volume to the nearest U.S. Customary unit (cup, pint, quart, gallon) and nearest metric unit (milliliter, liter).
	4.MG.1.c	Compare estimates of length, weight/mass, or liquid volume with the actual measurements.
	4.MG.1.d.i	Given the equivalent measure of one unit, solve problems, including those in context, by determining the equivalent measures within the U.S. Customary system for: length (inches and feet, feet and yards, inches and yards);
	4.MG.1.d.ii	Given the equivalent measure of one unit, solve problems, including those in context, by determining the equivalent measures within the U.S. Customary system for: weight/mass (ounces and pounds);
	4.MG.1.d.iii	Given the equivalent measure of one unit, solve problems, including those in context, by determining the equivalent measures within the U.S. Customary system for: liquid volume (cups, pints, quarts, and gallons).
	4.MG.3.a	Use concrete materials and pictorial models to develop a formula for the area and perimeter of a rectangle (including a square).
	4.MG.3.b	Determine the area and perimeter of a rectangle when given the measure of two adjacent sides (in whole number units), with and without models.
	4.MG.3.c	Determine the area and perimeter of a square when given the measure of one side (in whole number units), with and without models.
	4.MG.3.d	Use concrete materials and pictorial models to explore the relationship between area and perimeter of rectangles.
	4.MG.3.e	Identify and represent rectangles with the same perimeter and different areas or with the same area and different perimeters.
	4.MG.3.f	Solve contextual problems involving area and perimeter of rectangles and squares.

2nd Quarter	5.CE.2.a	Determine the least common multiple of two numbers to find the least common denominator for two fractions.
	5.CE.2.b	Estimate and determine the sum or difference of two fractions (proper or improper) and/or mixed numbers, having like and unlike denominators limited to 2, 3, 4, 5, 6, 8, 10, and 12 (e.g., 5/8 + 1/4 , 4/5 − 2/3 , 33/4 + 25/12), and simplify the resulting fraction.*
	5.CE.2.c	Estimate and solve single-step and multistep contextual problems involving addition and subtraction with fractions (proper or improper) and/or mixed numbers having like and unlike denominators, with and without models. Denominators should be limited to 2, 3, 4, 5, 6, 8, 10, and 12. Answers should be expressed in simplest form.
	5.CE.2.d	Solve single-step contextual problems involving multiplication of a whole number, limited to 12 or less, and a proper fraction (e.g., 9 × 2/3, 8 × 3/4), with models. The denominator will be a factor of the whole number and answers should be expressed in simplest form.*
	5.CE.4.a.i	Use order of operations to simplify numerical expressions with whole numbers, limited to addition, subtraction, multiplication, and division in which:* expressions may contain no more than one set of parentheses;
	5.CE.4.a.ii	Use order of operations to simplify numerical expressions with whole numbers, limited to addition, subtraction, multiplication, and division in which:* simplification will be limited to five whole numbers and four operations in any combination of addition, subtraction, multiplication, or division;
	5.CE.4.a.iii	Use order of operations to simplify numerical expressions with whole numbers, limited to addition, subtraction, multiplication, and division in which:* whole numbers will be limited to two digits or less; and
	5.CE.4.a.iv	Use order of operations to simplify numerical expressions with whole numbers, limited to addition, subtraction, multiplication, and division in which:* expressions should not include braces, brackets, or fraction bars.
	5.CE.4.b	Given a whole number numerical expression involving more than one operation, describe which operation is completed first, which is second, and which is third.*
	5.PFA.2.a	Describe the concept of a variable (presented as a box, letter, or other symbol) as a representation of an unknown quantity.
	5.PFA.2.b	Write an equation (with a single variable that represents an unknown quantity and one operation) from a contextual situation, using addition, subtraction, multiplication, or division.
	5.PFA.2.c	Use an expression with a variable to represent a given verbal expression involving one operation (e.g., “5 more than a number” can be represented by y + 5).
	5.PFA.2.d	Create and write a word problem to match a given equation with a single variable and one operation.
	5.PFA.1.a	Identify, describe, extend, and create increasing and decreasing patterns using various representations (e.g., objects, pictures, numbers, number lines, input/output tables, function machines).
	5.PFA.1.b	Analyze an increasing or decreasing single-operation numerical pattern found in lists, input/output tables, and function machines, and generalize the change to identify the rule, extend the pattern, or identify missing terms. (Patterns will be limited to addition, subtraction, multiplication, and division of whole numbers; addition and subtraction of fractions with like denominators of 12 or less; and addition and subtraction of decimals expressed in tenths or hundredths).
	5.PFA.1.c	Solve contextual problems that involve identifying, describing, and extending increasing and decreasing patterns using single-operation input and output rules (limited to addition, subtraction, multiplication, and division of whole numbers; addition and subtraction of fractions with like denominators of 12 or less; and addition and subtraction of decimals expressed in tenths or hundredths).

3rd Quarter	5.MG.1.a.i	Determine the most appropriate unit of measure to use in a contextual problem that involves metric units: length (millimeters, centimeters, meters, and kilometers);
	5.MG.1.a.ii	Determine the most appropriate unit of measure to use in a contextual problem that involves metric units: mass (grams and kilograms);
	5.MG.1.a.iii	Determine the most appropriate unit of measure to use in a contextual problem that involves metric units: liquid volume (milliliters and liters).
	5.MG.1.c.i	Given the equivalent metric measure of one unit, in a contextual problem, determine the equivalent measurement within the metric system: length (millimeters, centimeters, meters, and kilometers);
	5.MG.1.c.ii	Given the equivalent metric measure of one unit, in a contextual problem, determine the equivalent measurement within the metric system: mass (grams and kilograms);
	5.MG.1.c.iii	Given the equivalent metric measure of one unit, in a contextual problem, determine the equivalent measurement within the metric system: liquid volume (milliliters and liters).
	5.MG.1.b.i	Estimate and measure to solve contextual problems that involve metric units: length (millimeters, centimeters, and meters);
	5.MG.1.b.ii	Estimate and measure to solve contextual problems that involve metric units: mass (grams and kilograms);
	5.MG.1.b.iii	Estimate and measure to solve contextual problems that involve metric units: liquid volume (milliliters and liters).
	5.MG.2.a	Investigate and develop a formula for determining the area of a right triangle.
	5.MG.2.b	Estimate and determine the area of a right triangle, with diagrams, when the base and the height are given in whole number units, in metric or U.S. Customary units, and record the solution with the appropriate unit of measure (e.g., 16 square inches).
	5.MG.2.d	Investigate and develop a formula for determining the volume of rectangular prisms using concrete objects.
	5.MG.2.e	Solve problems, including those in context, to estimate and determine the volume of a rectangular prism using concrete objects, diagrams, and formulas when the length, width, and height are given in whole number units. Record the solution with the appropriate unit of measure (e.g., 12 cubic inches).
	5.MG.2.c	Describe volume as a measure of capacity and give examples of volume as a measurement in contextual situations.
	5.MG.2.f	Identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation.
	5.MG.2.g	Solve contextual problems that involve perimeter, area, and volume in standard units of measure.
	5.MG.3.a	Classify angles as right, acute, obtuse, or straight and justify reasoning.
	5.MG.3.e	Identify the appropriate tools (e.g., protractor, straightedge, angle ruler, available technology) to measure and draw angles.
	5.MG.3.f	Measure right, acute, obtuse, and straight angles, using appropriate tools, and identify measures in degrees.
	5.MG.3.d	Compare and contrast the properties of triangles.
	5.MG.3.h	Solve addition and subtraction contextual problems to determine unknown angle measures on a diagram.
	5.MG.3.b	Classify triangles as right, acute, or obtuse and equilateral, scalene, or isosceles and justify reasoning.
	5.MG.3.c	Identify congruent sides and right angles using geometric markings to denote properties of triangles.
	5.MG.3.g	Use models to prove that the sum of the interior angles of a triangle is 180 degrees and use the relationship to determine an unknown angle measure in a triangle.
	5.PS.3.a	Determine the probability of an outcome by constructing a sample space (with a total of 24 or fewer equally likely possible outcomes), using a tree diagram, list, or chart to represent and determine all possible outcomes.
	5.PS.3.b	Determine the number of possible outcomes by using the Fundamental (Basic) Counting Principle.

4th Quarter	5.PS.2.b	Describe and determine the mean of a set of data values representing data from a given context as a measure of center.
	5.PS.2.c	Describe and determine the median of a set of data values representing data from a given context as a measure of center.
	5.PS.2.d	Describe and determine the mode of a set of data values representing data from a given context as a measure of center.
	5.PS.2.a	Describe mean as fair share.
	5.PS.2.e	Describe and determine the range of a set of data values representing data from a given context as a measure of spread.
	5.PS.1.a	Formulate questions that require the collection or acquisition of data.
	5.PS.1.b	Determine the data needed to answer a formulated question and collect or acquire existing data (limited to 30 or fewer data points) using various methods (e.g., polls, observations, measurements, experiments).
	5.PS.1.c	Organize and represent a data set using a line plot (dot plot) with a title, labeled axes, and a key, with and without the use of technology tools. Lines plots (dot plots) may contain whole numbers, fractions, or decimals.
	5.PS.1.d	Organize and represent numerical data using a stem-and-leaf plot with a title and key, where the stems are listed in ascending order and the leaves are in ascending order, with or without commas between the leaves.
	5.PS.1.e.i	Analyze data represented in line plots (dot plots) and stem-and-leaf plots and communicate results orally and in writing: describe the characteristics of the data represented in a line plot (dot plot) and stem-and-leaf plot as a whole (e.g., the shape and spread of the data);
	5.PS.1.e.ii	Analyze data represented in line plots (dot plots) and stem-and-leaf plots and communicate results orally and in writing: make inferences about data represented in line plots (dot plots) and stem-and-leaf plots (e.g., based on a line plot (dot plot) of the number of books students in a bus line have in their backpack, every student will have from two to four books in their backpack);
	5.PS.1.e.iii	Analyze data represented in line plots (dot plots) and stem-and-leaf plots and communicate results orally and in writing: identify parts of the data that have special characteristics and explain the meaning of the greatest, the least, or the same (e.g., the stem-and-leaf plot shows that the same number of students scored in the 90s as scored in the 70s);
	5.PS.1.e.iv	Analyze data represented in line plots (dot plots) and stem-and-leaf plots and communicate results orally and in writing: draw conclusions about the data and make predictions based on the data to answer questions;
	5.PS.1.e.v	Analyze data represented in line plots (dot plots) and stem-and-leaf plots and communicate results orally and in writing: solve single-step and multistep addition and subtraction problems using data from line plots (dot plots) and stem-and-leaf plots.

	SOL	Skill
1st Quarter	6.PFA.1.a	Represent a relationship between two quantities using ratios.
	6.PFA.1.b	Represent a relationship in context that makes a comparison by using the notations a/b, a:b, and a to b.
	6.PFA.1.c	Represent different comparisons within the same quantity or between different quantities (e.g., part to part, part to whole, whole to whole).
	6.PFA.1.d	Create a relationship in words for a given ratio expressed symbolically.
	6.NS.1.a	Estimate and determine the percent represented by a given model (e.g., number line, picture, verbal description), including percents greater than 100% and less than 1%.*
	6.NS.1.b	Represent and determine equivalencies among decimals (through the thousandths place) and percents incorporating the use of number lines, and concrete and pictorial models.*
	6.NS.1.c	Represent and determine equivalencies among fractions (proper or improper) and mixed numbers that have denominators that are 12 or less or factors of 100 and percents incorporating the use of number lines, and concrete and pictorial models.*
	6.NS.1.d	Represent and determine equivalencies among decimals, percents, fractions (proper or improper), and mixed numbers that have denominators that are 12 or less or factors of 100 incorporating the use of number lines, and concrete and pictorial models.*
	6.NS.1.e	Use multiple strategies (e.g., benchmarks, number line, equivalency) to compare and order no more than four positive rational numbers expressed as fractions (proper or improper), mixed numbers, decimals, and percents (decimals through thousandths, fractions with denominators of 12 or less or factors of 100) with and without models. Justify solutions orally, in writing or with a model. Ordering may be in ascending or descending order.*
	6.CE.1.a	Demonstrate/model multiplication and division of fractions (proper or improper) and mixed numbers using multiple representations.*
	6.CE.1.b	Multiply and divide fractions (proper or improper) and mixed numbers that include denominators of 12 or less. Answers are expressed in simplest form.*
	6.CE.1.c	Investigate and explain the effect of multiplying or dividing a fraction, whole number, or mixed number by a number between zero and one.*
	6.CE.1.d	Estimate, determine, and justify the solution to single-step and multistep problems in context that involve addition and subtraction with fractions (proper or improper) and mixed numbers, with and without regrouping, that include like and unlike denominators of 12 or less. Answers are expressed in simplest form.
	6.CE.1.e	Estimate, determine, and justify the solution to single-step and multistep problems in context that involve multiplication and division with fractions (proper or improper) and mixed numbers that include denominators of 12 or less. Answers are expressed in simplest form.

2nd Quarter	6.NS.3.a	Recognize and represent patterns with bases and exponents that are whole numbers.
	6.NS.3.b	Recognize and represent patterns of perfect squares not to exceed〖 20〗^2, by using concrete and pictorial models.
	6.NS.3.c	Justify if a number between 0 and 400 is a perfect square through modeling or mathematical reasoning.
	6.NS.3.d	Recognize and represent powers of 10 with whole number exponents by examining patterns in place value.
	6.NS.2.a	Represent integers (e.g., number lines, concrete materials, pictorial models), including models derived from contextual situations, and identify an integer represented by a point on a number line.
	6.NS.2.b	Compare and order integers using a number line.
	6.NS.2.c	Compare integers, using mathematical symbols (<, >, =).
	6.NS.2.d	Identify and describe the absolute value of an integer as the distance from zero on the number line.
	6.CE.2.a	Demonstrate/model addition, subtraction, multiplication, and division of integers using pictorial representations or concrete manipulatives.*
	6.CE.2.b	Add, subtract, multiply, and divide two integers.*
	6.CE.2.d	Estimate, determine, and justify the solution to one and two-step contextual problems, involving addition, subtraction, multiplication, and division with integers.
	6.CE.2.c	Simplify an expression that contains absolute value bars \| \| and an operation with two integers (e.g., –\|5 – 8\| or \|-12\|/8) and represent the result on a number line.
	6.MG.3.a	Identify and label the axes, origin, and quadrants of a coordinate plane.
	6.MG.3.b	Identify and describe the location (quadrant or the axis) of a point given as an ordered pair. Ordered pairs will be limited to coordinates expressed as integers.
	6.MG.3.c	Graph ordered pairs in the four quadrants and on the axes of a coordinate plane. Ordered pairs will be limited to coordinates expressed as integers.
	6.MG.3.d	Identify ordered pairs represented by points in the four quadrants and on the axes of the coordinate plane. Ordered pairs will be limited to coordinates expressed as integers.
	6.MG.3.e	Relate the coordinates of a point to the distance from each axis and relate the coordinates of a single point to another point on the same horizontal or vertical line. Ordered pairs will be limited to coordinates expressed as integers.
	6.MG.3.f	Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to determine the length of a side joining points with the same first coordinate or the same second coordinate. Ordered pairs will be limited to coordinates expressed as integers. Apply these techniques in the context of solving contextual and mathematical problems.
	6.MG.4.a	Identify regular polygons.
	6.MG.4.b	Draw lines of symmetry to divide regular polygons into two congruent parts.
	6.MG.4.c	Determine the congruence of segments, angles, and polygons given their properties.
	6.MG.4.d	Determine whether polygons are congruent or noncongruent according to the measures of their sides and angles.

3rd Quarter	6.PFA.3.a	Identify and develop examples of the following algebraic vocabulary: equation, variable, expression, term, and coefficient.
	6.PFA.3.b	Represent and solve one-step linear equations in one variable, using a variety of concrete manipulatives and pictorial representations (e.g., colored chips, algebra tiles, weights on a balance scale).
	6.PFA.3.c	Apply properties of real numbers and properties of equality to solve a one-step equation in one variable. Coefficients are limited to integers and unit fractions. Numeric terms are limited to integers.
	6.PFA.3.d	Confirm solutions to one-step linear equations in one variable using a variety of concrete manipulatives and pictorial representations (e.g., colored chips, algebra tiles, weights on a balance scale).
	6.PFA.3.e	Write a one-step linear equation in one variable to represent a verbal situation, including those in context.
	6.PFA.3.f	Create a verbal situation in context given a one-step linear equation in one variable.
	6.PFA.4.c	Given a linear inequality in one variable, create a corresponding contextual situation or create a number line graph.
	6.PFA.4.a	Given the graph of a linear inequality in one variable on a number line, represent the inequality in two equivalent ways (e.g., x < -5 or -5 > x) using symbols. Symbols include <, >, ≤, ≥.
	6.PFA.4.b	Write a linear inequality in one variable to represent a given constraint or condition in context or given a graph on a number line.
	6.PFA.4.d	Use substitution or a number line graph to justify whether a given number in a specified set makes a linear inequality in one variable true.
	6.PFA.4.e	Identify a numerical value(s) that is part of the solution set of a given inequality in one variable.
	6.PFA.1.e	Create a table of equivalent ratios to represent a proportional relationship between two quantities, when given a ratio.
	6.PFA.1.f	Create a table of equivalent ratios to represent a proportional relationship between two quantities, when given a contextual situation.
	6.PFA.2.d	When given a contextual situation representing a proportional relationship, find the unit rate and create a table of values or a graph.
	6.PFA.2.a	Identify the unit rate of a proportional relationship represented by a table of values, a contextual situation, or a graph.
	6.PFA.2.b	Determine a missing value in a ratio table that represents a proportional relationship between two quantities using a unit rate.
	6.PFA.2.c	Determine whether a proportional relationship exists between two quantities, when given a table of values, context, or graph.
	6.PFA.2.e	Make connections between and among multiple representations of the same proportional relationship using verbal descriptions, ratio tables, and graphs.

4th Quarter	6.MG.1.a	Identify and describe chord, diameter, radius, circumference, and area of a circle.
	6.MG.1.b.i	Investigate and describe the relationship between: diameter and radius;
	6.MG.1.b.ii	Investigate and describe the relationship between: radius and circumference
	6.MG.1.b.iii	Investigate and describe the relationship between: diameter and circumference.
	6.MG.1.c	Develop an approximation for pi (3.14) by gathering data and comparing the circumference to the diameter of various circles, using concrete manipulatives or technological models.
	6.MG.1.d	Develop the formula for circumference using the relationship between diameter, radius, and pi.
	6.MG.1.e	Solve problems, including those in context, involving circumference and area of a circle when given the length of the diameter or radius.
	6.MG.2.a	Develop the formula for determining the area of parallelograms and triangles using pictorial representations and concrete manipulatives (e.g., two-dimensional diagrams, grid paper).
	6.MG.2.b	Solve problems, including those in context, involving the perimeter and area of triangles and parallelograms.
	6.PS.1.a	Formulate questions that require the collection or acquisition of data with a focus on circle graphs.
	6.PS.1.b	Determine the data needed to answer a formulated question and collect the data (or acquire existing data) using various methods (e.g., observations, measurement, surveys, experiments).
	6.PS.1.c	Determine the factors that will ensure that the data collected is a sample that is representative of a larger population.
	6.PS.1.d	Organize and represent data using circle graphs, with and without the use of technology tools. The number of data values should be limited to allow for comparisons that have denominators of 12 or less or those that are factors of 100 (e.g., in a class of 20 students, 7 choose apples as a favorite fruit, so the comparison is 7 out of 20, 7/20 , or 35%).
	6.PS.1.e	Analyze data represented in a circle graph by making observations and drawing conclusions.
	6.PS.1.f	Compare data represented in a circle graph with the same data represented in other graphs, including but not limited to bar graphs, pictographs, and line plots (dot plots), and justify which graphical representation best represents the data.
	6.PS.2.a	Represent the mean of a set of data graphically as the balance point represented in a line plot (dot plot).
	6.PS.2.b	Determine the effect on measures of center when a single value of a data set is added, removed, or changed.
	6.PS.2.c	Observe patterns in data to identify outliers and determine their effect on mean, median, mode, or range.

	SOL	Skill
1st Quarter	7.CE.1.a	Estimate, solve, and justify solutions to contextual problems involving addition, subtraction, multiplication, and division with rational numbers expressed as integers, fractions (proper or improper), mixed numbers, and decimals. Fractions may be positive or negative. Decimals may be positive or negative and are limited to the thousandths place.
	6.CE.2.a, 6.CE.2.b	add, subtract, multiply, and divide integers
	Moved to 5th grade	solve practical problems involving operations with integers
	6.CE.2.c	simplify numerical expressions involving integers
	7.NS.1.a	Investigate and describe powers of 10 with negative exponents by examining patterns.
	7.NS.1.b	Represent a power of 10 with a negative exponent in fraction and decimal form.
	7.NS.1.c	Convert between numbers greater than 0 written in scientific notation and decimals.*
	7.NS.1.d	Compare and order no more than four numbers greater than 0 written in scientific notation. Ordering may be in ascending or descending order.*
	7.NS.2.a	Use multiple strategies (e.g., benchmarks, number line, equivalency) to compare (using symbols <, >, =) and order (a set of no more than four) rational numbers expressed as integers, fractions (proper or improper), mixed numbers, decimals, and percents. Fractions and mixed numbers may be positive or negative. Decimals may be positive or negative and are limited to the thousandths place. Ordering may be in ascending or descending order. Justify solutions orally, in writing or with a model.*
	7.NS.3.a	Determine the positive square root of a perfect square from 0 to 400.*
	7.NS.3.b	Describe the relationship between square roots and perfect squares.*
	7.PFA.2.a	Use the order of operations and apply the properties of real numbers to simplify numerical expressions. Exponents are limited to 1, 2, 3, or 4 and bases are limited to positive integers. Expressions should not include braces { } but may include brackets [ ] and absolute value bars \| \|. Square roots are limited to perfect squares.*
	7.PFA.2.b	Represent equivalent algebraic expressions in one variable using concrete manipulatives and pictorial representations (e.g., colored chips, algebra tiles).
	7.PFA.2.c	Simplify and generate equivalent algebraic expressions in one variable by applying the order of operations and properties of real numbers. Expressions may require combining like terms to simplify. Expressions will include only linear and numeric terms. Coefficients and numeric terms may be positive or negative rational numbers.*
	7.PFA.2.d	Use the order of operations and apply the properties of real numbers to evaluate algebraic expressions for given replacement values of the variables. Exponents are limited to 1, 2, 3, or 4 and bases are limited to positive integers. Expressions should not include braces { } but may include brackets [ ] and absolute value bars \| \|. Square roots are limited to perfect squares. Limit the number of replacements to no more than three per expression. Replacement values may be positive or negative rational numbers.

2nd Quarter	7.CE.1.a	Estimate, solve, and justify solutions to contextual problems involving addition, subtraction, multiplication, and division with rational numbers expressed as integers, fractions (proper or improper), mixed numbers, and decimals. Fractions may be positive or negative. Decimals may be positive or negative and are limited to the thousandths place.
	7.PFA.3.a	Represent and solve two-step linear equations in one variable using a variety of concrete materials and pictorial representations.
	7.PFA.3.b	Apply properties of real numbers and properties of equality to solve two-step linear equations in one variable. Coefficients and numeric terms will be rational.
	7.PFA.3.c	Confirm algebraic solutions to linear equations in one variable.
	7.PFA.3.d	Write a two-step linear equation in one variable to represent a verbal situation, including those in context.
	7.PFA.3.e	Create a verbal situation in context given a two-step linear equation in one variable.
	7.PFA.3.f	Solve problems in context that require the solution of a two-step linear equation.
	7.PFA.4.a	Apply properties of real numbers and the addition, subtraction, multiplication, and division properties of inequality to solve one- and two-step inequalities in one variable. Coefficients and numeric terms will be rational.
	7.PFA.4.b	Investigate and explain how the solution set of a linear inequality is affected by multiplying or dividing both sides of the inequality statement by a rational number less than zero.
	7.PFA.4.c	Represent solutions to one- or two-step linear inequalities in one variable algebraically and graphically using a number line.
	7.PFA.4.d	Write one- or two-step linear inequalities in one variable to represent a verbal situation, including those in context.
	7.PFA.4.e	Create a verbal situation in context given a one or two-step linear inequality in one variable.
	7.PFA.4.f	Solve problems in context that require the solution of a one- or two-step inequality.
	7.PFA.4.g	Identify a numerical value(s) that is part of the solution set of as given one- or two-step linear inequality in one variable.
	7.PFA.4.h	Describe the differences and similarities between solving linear inequalities in one variable and linear equations in one variable.
	6.PFA.2.e	make connections between and among representations of a proportional relationship between two quantities using verbal descriptions, ratio tables, and graphs
	7.CE.2.a	Given a proportional relationship between two quantities, create and use a ratio table to determine missing values.
	7.CE.2.b	Write and solve a proportion that represents a proportional relationship between two quantities to find a missing value, including problems in context.
	7.CE.2.c	Apply proportional reasoning to solve problems in context, including converting units of measurement, when given the conversion factor.
	7.CE.2.d	Estimate and determine the percentage of a given whole number, including but not limited to the use of benchmark percentages.
	7.MG.2.h	Apply proportional reasoning to solve problems in context including scale drawings. Scale factors shall have denominators no greater than 12 and decimals no less than tenths.

3rd Quarter	7.CE.1.a	Estimate, solve, and justify solutions to contextual problems involving addition, subtraction, multiplication, and division with rational numbers expressed as integers, fractions (proper or improper), mixed numbers, and decimals. Fractions may be positive or negative. Decimals may be positive or negative and are limited to the thousandths place.
	7.MG.4.a	Given a preimage in the coordinate plane, identify the coordinates of the image of a polygon that has been dilated. Scale factors are limited to 1/4, 1/2, 2, 3, or 4. The center of the dilation will be the origin.
	7.MG.4.b	Sketch the image of a dilation of a polygon limited to a scale factor of 1/4, 1/2, 2, 3, or 4. The center of the dilation will be the origin.
	7.MG.4.c	Identify and describe dilations in context including, but not limited to, scale drawings and graphic design.
	7.PFA.1.a	Determine the slope, m, as the rate of change in a proportional relationship between two quantities given a table of values, graph, or contextual situation and write an equation in the form y = mx to represent the direct variation relationship. Slope may include positive or negative values (slope will be limited to positive values in a contextual situation).
	7.PFA.1.b	Identify and describe a line with a slope that is positive, negative, or zero (0), given a graph.
	7.PFA.1.c	Graph a line representing a proportional relationship, between two quantities given an ordered pair on the line and the slope, m, as rate of change. Slope may include positive or negative values.
	7.PFA.1.d	Graph a line representing a proportional relationship between two quantities given the equation of the line in the form y = mx, where m represents the slope as rate of change. Slope may include positive or negative values.
	7.PFA.1.e	Make connections between and among representations of a proportional relationship between two quantities using problems in context, tables, equations, and graphs. Slope may include positive or negative values (slope will be limited to positive values in a contextual situation).
	7.MG.2.a	Identify corresponding congruent angles of similar quadrilaterals and triangles, through the use of geometric markings.
	7.MG.2.b	Identify corresponding sides of similar quadrilaterals and triangles.
	7.MG.2.c	Given two similar quadrilaterals or triangles, write similarity statements using symbols.
	7.MG.2.d	Write proportions to express the relationships between the lengths of corresponding sides of similar quadrilaterals and triangles.
	7.MG.2.e	Recognize and justify if two quadrilaterals or triangles are similar using the ratios of corresponding side lengths.
	7.MG.2.f	Solve a proportion to determine a missing side length of similar quadrilaterals or triangles.
	7.MG.2.g	Given angle measures in a quadrilateral or triangle, determine unknown angle measures in a similar quadrilateral or triangle.
	7.PS.1.a	Determine the theoretical probability of an event.
	7.PS.1.b	Given the results of a statistical investigation, determine the experimental probability of an event.
	7.PS.1.c	Describe changes in the experimental probability as the number of trials increases.
	7.PS.1.d	Investigate and describe the difference between the probability of an event found through experiment or simulation versus the theoretical probability of that same event.

4th Quarter	7.CE.1.a	Estimate, solve, and justify solutions to contextual problems involving addition, subtraction, multiplication, and division with rational numbers expressed as integers, fractions (proper or improper), mixed numbers, and decimals. Fractions may be positive or negative. Decimals may be positive or negative and are limited to the thousandths place.
	7.MG.3.a.i	Compare and contrast properties of the following quadrilaterals: parallelogram, rectangle, square, rhombus, and trapezoid: parallel/perpendicular sides and diagonals;
	7.MG.3.a.ii	Compare and contrast properties of the following quadrilaterals: parallelogram, rectangle, square, rhombus, and trapezoid: congruence of angle measures, side, and diagonal lengths;
	7.MG.3.a.iii	Compare and contrast properties of the following quadrilaterals: parallelogram, rectangle, square, rhombus, and trapezoid: lines of symmetry.
	7.MG.3.b.i	Sort and classify quadrilaterals as parallelograms, rectangles, trapezoids, rhombi, and/or squares based on their properties: parallel/perpendicular sides and diagonals;
	7.MG.3.b.ii	Sort and classify quadrilaterals as parallelograms, rectangles, trapezoids, rhombi, and/or squares based on their properties: congruence of angle measures, side, and diagonal lengths;
	7.MG.3.b.iii	Sort and classify quadrilaterals as parallelograms, rectangles, trapezoids, rhombi, and/or squares based on their properties: lines of symmetry.
	7.MG.3.c	Given a diagram, determine an unknown angle measure in a quadrilateral, using properties of quadrilaterals.
	7.MG.3.d	Given a diagram, determine an unknown side length in a quadrilateral using properties of quadrilaterals.
	7.MG.1.a	Develop the formulas for determining the volume of right cylinders and solve problems, including those in contextual situations, using concrete objects, diagrams, and formulas.
	7.MG.1.b	Develop the formulas for determining the surface area of rectangular prisms and right cylinders and solve problems, including those in contextual situations, using concrete objects, two-dimensional diagrams, nets, and formulas.
	7.MG.1.c	Determine if a problem in context, involving a rectangular prism or right cylinder, represents the application of volume or surface area.
	7.MG.1.d	Describe how the volume of a rectangular prism is affected when one measured attribute is multiplied by a factor of 1/4, 1/3, 1/2, 2, 3, or 4, including those in contextual situations.
	7.MG.1.e	Describe how the surface area of a rectangular prism is affected when one measured attribute is multiplied by a factor of 1/2 or 2, including those in contextual situations.
	7.PS.2.a	Formulate questions that require the collection or acquisition of data with a focus on histograms.
	7.PS.2.b	Determine the data needed to answer a formulated question and collect the data (or acquire existing data) using various methods (e.g., observations, measurement, surveys, experiments).
	7.PS.2.c	Determine how sample size and randomness will ensure that the data collected is a sample that is representative of a larger population.
	7.PS.2.d	Organize and represent numerical data using histograms with and without the use of technology
	7.PS.2.e	Investigate and explain how using different intervals could impact the representation of the data in a histogram.
	7.PS.2.g	Analyze data represented in histograms by making observations and drawing conclusions. Determine how histograms reveal patterns in data that cannot be easily seen by looking at the corresponding given data set.
	7.PS.2.f	Compare data represented in histograms with the same data represented in other graphs, including but not limited to line plots (dot plots), circle graphs, and stem-and-leaf plots, and justify which graphical representation best represents the data.

	SOL
1st Quarter	8.NS.2.a	Describe and illustrate the relationships among the subsets of the real number system by using representations (e.g., graphic organizers, number lines). Subsets include rational numbers, irrational numbers, integers, whole numbers, and natural numbers.
	8.NS.2.b	Classify and explain why a given number is a member of a particular subset or subsets of the real number system.
	8.NS.2.c	Describe each subset of the set of real numbers and include examples and non-examples.
	8.NS.1.a	Estimate and identify the two consecutive natural numbers between which the positive square root of a given number lies and justify which natural number is the better approximation. Numbers are limited to natural numbers from 1 to 400.
	8.NS.1.b	Use rational approximations (to the nearest hundredth) of irrational numbers to compare, order, and locate values on a number line. Radicals may include both positive and negative square roots of values from 0 to 400 yielding an irrational number.
	8.NS.1.c	Use multiple strategies (e.g., benchmarks, number line, equivalency) to compare and order no more than five real numbers expressed as integers, fractions (proper or improper), decimals, mixed numbers, percents, numbers written in scientific notation, radicals, and π. Radicals may include both positive and negative square roots of values from 0 to 400. Ordering may be in ascending or descending order. Justify solutions orally, in writing or with a model.
	8.CE.1.a	Estimate and solve contextual problems that require the computation of one discount or markup and the resulting sale price.
	8.CE.1.b	Estimate and solve contextual problems that require the computation of the sales tax, tip and resulting total.
	8.CE.1.c	Estimate and solve contextual problems that require the computation of the percent increase or decrease.
	8.PFA.1.a	Represent algebraic expressions using concrete manipulatives or pictorial representations (e.g., colored chips, algebra tiles), including expressions that apply the distributive property.
	8.PFA.1.b	Simplify and generate equivalent algebraic expressions in one variable by applying the order of operations and properties of real numbers. Expressions may need to be expanded (using the distributive property) or require combining like terms to simplify. Expressions will include only linear and numeric terms. Coefficients and numeric terms may be rational.
	8.PS.1.a	Determine whether two events are independent or dependent and explain how replacement impacts the probability.
	8.PS.1.b	Compare and contrast the probability of independent and dependent events.
	8.PS.1.c	Determine the probability of two independent events.
	8.PS.1.d	Determine the probability of two dependent events.

2nd Quarter	8.PFA.4.a	Represent and solve multistep linear equations in one variable with the variable on one or both sides of the equation (up to four steps) using a variety of concrete materials and pictorial representations.
	8.PFA.4.b	Apply properties of real numbers and properties of equality to solve multistep linear equations in one variable (up to four steps). Coefficients and numeric terms will be rational. Equations may contain expressions that need to be expanded (using the distributive property) or require combining like terms to solve.
	8.PFA.4.c	Write a multistep linear equation in one variable to represent a verbal situation, including those in context.
	8.PFA.4.d	Create a verbal situation in context given a multistep linear equation in one variable.
	8.PFA.4.e	Solve problems in context that require the solution of a multistep linear equation.
	8.PFA.4.f	Interpret algebraic solutions in context to linear equations in one variable.
	8.PFA.4.g	Confirm algebraic solutions to linear equations in one variable.
	8.PFA.5.a	Apply properties of real numbers and properties of inequality to solve multistep linear inequalities (up to four steps) in one variable with the variable on one or both sides of the inequality. Coefficients and numeric terms will be rational. Inequalities may contain expressions that need to be expanded (using the distributive property) or require combining like terms to solve.
	8.PFA.5.b	Represent solutions to inequalities algebraically and graphically using a number line.
	8.PFA.5.c	Write multistep linear inequalities in one variable to represent a verbal situation, including those in context.
	8.PFA.5.d	Create a verbal situation in context given a multistep linear inequality in one variable.
	8.PFA.5.e	Solve problems in context that require the solution of a multistep linear inequality in one variable.
	8.PFA.5.f	Identify a numerical value(s) that is part of the solution set of a given inequality.
	8.PFA.5.g	Interpret algebraic solutions in context to linear inequalities in one variable.
	8.PFA.2.a	Determine whether a relation, represented by a set of ordered pairs, a table, or a graph of discrete points is a function. Sets are limited to no more than 10 ordered pairs.
	8.PFA.2.b	Identify the domain and range of a function represented as a set of ordered pairs, a table, or a graph of discrete points.
	8.PFA.3.b	Describe key characteristics of linear functions including slope (m), y-intercept (b), and independent and dependent variables.
	moved to 7th
	8.PFA.3.a	Determine how adding a constant (b) to the equation of a proportional relationship y = mx will translate the line on a graph.
	8.PFA.3.c	Graph a linear function given a table, equation, or a situation in context.
	8.PFA.3.d	Create a table of values for a linear function given a graph, equation in the form of y = mx + b, or context.
	8.PFA.3.e	Write an equation of a linear function in the form y = mx + b, given a graph, table, or a situation in context.
	8.PFA.3.f	Create a context for a linear function given a graph, table, or equation in the form y = mx + b.

3rd Quarter	8.MG.4.a	Verify the Pythagorean Theorem using diagrams, concrete materials, and measurement.
	8.MG.4.b	Determine whether a triangle is a right triangle given the measures of its three sides.
	8.MG.4.c	Identify the parts of a right triangle (the hypotenuse and the legs) given figures in various orientations.
	8.MG.4.d	Determine the measure of a side of a right triangle, given the measures of the other two sides.
	8.MG.4.e	Apply the Pythagorean Theorem, and its converse, to solve problems involving right triangles in context.
	8.MG.1.a	Identify and describe the relationship between pairs of angles that are vertical, adjacent, supplementary, and complementary.
	8.MG.1.b	Use the relationships among supplementary, complementary, vertical, and adjacent angles to solve problems, including those in context, involving the measure of unknown angles.
	8.MG.5.a	Subdivide a plane figure into triangles, rectangles, squares, trapezoids, parallelograms, circles, and semicircles. Determine the area of subdivisions and combine to determine the area of the composite plane figure.
	8.MG.5.b	Subdivide a plane figure into triangles, rectangles, squares, trapezoids, parallelograms, and semicircles. Use the attributes of the subdivisions to determine the perimeter of the composite plane figure.
	8.MG.5.c	Apply perimeter, circumference, and area formulas to solve contextual problems involving composite plane figures.
	gone
	8.MG.2.a	Determine the surface area of square-based pyramids by using concrete objects, nets, diagrams, and formulas.
	8.MG.2.b	Determine the volume of cones and square-based pyramids, using concrete objects, diagrams, and formulas.
	8.MG.2.c	Examine and explain the relationship between the volume of cones and cylinders, and the volume of rectangular prisms and square based pyramids.
	8.MG.2.d	Solve problems in context involving volume of cones and square-based pyramids and the surface area of square-based pyramids.
	gone
	8.MG.3.a	Given a preimage in the coordinate plane, identify the coordinates of the image of a polygon that has been translated vertically, horizontally, or a combination of both.
	8.MG.3.b	Given a preimage in the coordinate plane, identify the coordinates of the image of a polygon that has been reflected over the x- or y-axis
	8.MG.3.c	Given a preimage in the coordinate plane, identify the coordinates of the image of a polygon that has been translated and reflected over the x- or y-axis or reflected over the x- or y-axis and then translated.
	8.MG.3.d	Sketch the image of a polygon that has been translated vertically, horizontally, or a combination of both.
	8.MG.3.e	Sketch the image of a polygon that has been reflected over the x- or y-axis.
	8.MG.3.f	Sketch the image of a polygon that has been translated and reflected over the x- or y-axis, or reflected over the x- or y-axis and then translated.
	8.MG.3.g	Identify and describe transformations in context (e.g., tiling, fabric, wallpaper designs, art).

4th Quarter	8.PS.2.a	Formulate questions that require the collection or acquisition of data with a focus on boxplots.
	8.PS.2.b	Determine the data needed to answer a formulated question and collect the data (or acquire existing data) using various methods (e.g., observations, measurement, surveys, experiments).
	8.PS.2.c	Determine how statistical bias might affect whether the data collected from the sample is representative of the larger population.
	8.PS.2.d	Organize and represent a numeric data set of no more than 20 items, using boxplots, with and without the use of technology.
	8.PS.2.e	Identify and describe the lower extreme (minimum), upper extreme (maximum), median, upper quartile, lower quartile, range, and interquartile range given a data set, represented by a boxplot.
	8.PS.2.f	Describe how the presence of an extreme data point (outlier) affects the shape and spread of the data distribution of a boxplot.
	8.PS.2.g	Analyze data represented in a boxplot by making observations and drawing conclusions.
	8.PS.2.h	Compare and analyze two data sets represented in boxplots.
	8.PS.2.i	Given a contextual situation, justify which graphical representation (e.g., pictographs, bar graphs, line graphs, line plots/dot plots, stem-and-leaf plots, circle graphs, histograms, and boxplots) best represents the data.
	8.PS.2.j	Identify components of graphical displays that can be misleading.
	8.PS.3.a	Formulate questions that require the collection or acquisition of data with a focus on scatterplots.
	8.PS.3.b	Determine the data needed to answer a formulated question and collect the data (or acquire existing data) of no more than 20 items using various methods (e.g., observations, measurement, surveys, experiments).
	8.PS.3.c	Organize and represent numeric bivariate data using scatterplots with and without the use of technology.
	8.PS.3.d	Make observations about a set of data points in a scatterplot as having a positive linear relationship, a negative linear relationship, or no relationship
	8.PS.3.e	Analyze and justify the relationship of the quantitative bivariate data represented in scatterplots.
	8.PS.3.f	Sketch the line of best fit for data represented in a scatterplot.
	8.PS.1.a	Determine whether two events are independent or dependent and explain how replacement impacts the probability.
	8.PS.1.b	Compare and contrast the probability of independent and dependent events.
	8.PS.1.c	Determine the probability of two independent events.
	8.PS.1.d	Determine the probability of two dependent events.

	SOL	Skill
1st Quarter	A.EO.1.a	Translate between verbal quantitative situations and algebraic expressions, including contextual situations.
	A.EO.1.b	Evaluate algebraic expressions which include absolute value, square roots, and cube roots for given replacement values to include rational numbers, without rationalizing the denominator.
	A.EI.1.b	Solve multistep linear equations in one variable, including those in contextual situations, by applying the properties of real numbers and/or properties of equality.
	A.EI.1.e	Determine if a linear equation in one variable has one solution, no solution, or an infinite number of solutions.
	A.EI.1.d	Rearrange a formula or literal equation to solve for a specified variable by applying the properties of equality.
	A.EI.1.c	Solve multistep linear inequalities in one variable algebraically and graph the solution set on a number line, including those in contextual situations, by applying the properties of real numbers and/or properties of inequality.
	A.EI.1.a	Write a linear equation or inequality in one variable to represent a contextual situation.
	A.EI.1.f	Verify possible solution(s) to multistep linear equations and inequalities in one variable algebraically, graphically, and with technology to justify the reasonableness of the answer(s). Explain the solution method and interpret solutions for problems given in context.

2nd Quarter	A.F.2.a	Determine whether a relation, represented by a set of ordered pairs, a table, a mapping, or a graph is a function; for relations that are functions, determine the domain and range.
	A.F.1.g	For any value, x, in the domain of f, determine f(x), and determine x given any value f(x) in the range of f, given an algebraic or graphical representation of a linear function.
	A.F.1.a	Determine and identify the domain, range, zeros, slope, and intercepts of a linear function, presented algebraically or graphically, including the interpretation of these characteristics in contextual situations.
	A.F.1.c	Write equivalent algebraic forms of linear functions, including slope-intercept form, standard form, and point-slope form, and analyze and interpret the information revealed by each form.
	A.F.1.d.i	Write the equation of a linear function to model a linear relationship between two quantities, including those that can represent contextual situations. Writing the equation of a linear function will include the following situations: given the graph of a line;
	A.F.1.d.ii	Write the equation of a linear function to model a linear relationship between two quantities, including those that can represent contextual situations. Writing the equation of a linear function will include the following situations: given two points on the line whose coordinates are integers;
	A.F.1.d.iii	Write the equation of a linear function to model a linear relationship between two quantities, including those that can represent contextual situations. Writing the equation of a linear function will include the following situations: given the slope and a point on the line whose coordinates are integers;
	A.F.1.d.iv	Write the equation of a linear function to model a linear relationship between two quantities, including those that can represent contextual situations. Writing the equation of a linear function will include the following situations: vertical lines as x = a;
	A.F.1.d.v	Write the equation of a linear function to model a linear relationship between two quantities, including those that can represent contextual situations. Writing the equation of a linear function will include the following situations: horizontal lines as y = c.
	A.F.1.e	Write the equation of a line parallel or perpendicular to a given line through a given point.
	A.F.1.f	Graph a linear function in two variables, with and without the use of technology, including those that can represent contextual situations.
	A.F.1.b	Investigate and explain how transformations to the parent function y = x affects the rate of change (slope) and the y-intercept of a linear function.
	A.F.1.h	Compare and contrast the characteristics of linear functions represented algebraically, graphically, in tables, and in contextual situations.
	A.EI.2.d	Create a linear inequality in two variables to represent a contextual situation.
	A.EI.2.e	Represent the solution of a linear inequality in two variables graphically on a coordinate plane.
	A.EI.2.a	Create a system of two linear equations in two variables to represent a contextual situation.
	A.EI.2.b	Apply the properties of real numbers and/or properties of equality to solve a system of two linear equations in two variables, algebraically and graphically.
	A.EI.2.c	Determine whether a system of two linear equations has one solution, no solution, or an infinite number of solutions.
	A.EI.2.f	Create a system of two linear inequalities in two variables to represent a contextual situation.
	A.EI.2.g	Represent the solution set of a system of two linear inequalities in two variables, graphically on a coordinate plane.
	A.EI.2.h	Verify possible solution(s) to a system of two linear equations, a linear inequality in two variable, or a system of two linear inequalities algebraically, graphically, and with technology to justify the reasonableness of the answer(s). Explain the solution method and interpret solutions for problems given in context.

3rd Quarter	A.EO.3.a	Derive the laws of exponents through explorations of patterns, to include products, quotients, and powers of bases.
	A.EO.3.b	Simplify multivariable expressions and ratios of monomial expressions in which the exponents are integers, using the laws of exponents.
	A.EO.2.a	Determine sums and differences of polynomial expressions in one variable, using a variety of strategies, including concrete objects and their related pictorial and symbolic models.
	A.EO.2.b	Determine the product of polynomial expressions in one variable, using a variety of strategies, including concrete objects and their related pictorial and symbolic models, the application of the distributive property, and the use of area models. The factors should be limited to five or fewer terms (e.g., (4x + 2)(3x + 5) represents four terms and (x + 1)(2x2 + x + 3) represents five terms).
	A.EO.2.c	Factor completely first- and second-degree polynomials in one variable with integral coefficients. After factoring out the greatest common factor (GCF), leading coefficients should have no more than four factors.
	A.EO.2.d	Determine the quotient of polynomials, using a monomial or binomial divisor, or a completely factored divisor.
	A.EO.2.e	Represent and demonstrate equality of quadratic expressions in different forms (e.g., concrete, verbal, symbolic, and graphical).
	A.EO.4.a	Simplify and determine equivalent radical expressions involving the square root of a whole number in simplest form.
	A.EO.4.b	Simplify and determine equivalent radical expressions involving the cube root of an integer.
	A.EO.4.c	Add, subtract, and multiply radicals, limited to numeric square and cube root expressions.
	A.EO.4.d	Generate equivalent numerical expressions and justify their equivalency for radicals using rational exponents, limited to rational exponents of 1/2 and 1/3 (e.g., √5 = 5^(1/2); ∛8=8^(1/3) = (2^3 )^(1/3) = 2).
	A.EI.3.a	Solve a quadratic equation in one variable over the set of real numbers with rational or irrational solutions, including those that can be used to solve contextual problems.
	A.EI.3.b	Determine and justify if a quadratic equation in one variable has no real solutions, one real solution, or two real solutions.
	A.EI.3.c	Verify possible solution(s) to a quadratic equation in one variable algebraically, graphically, and with technology to justify the reasonableness of answer(s). Explain the solution method and interpret solutions for problems given in context.
	A.F.2.b	Given an equation or graph, determine key characteristics of a quadratic function including x-intercepts (zeros), y-intercept, vertex (maximum or minimum), and domain and range (including when restricted by context); interpret key characteristics as related to contextual situations, where applicable.
	A.F.2.c	Graph a quadratic function, f(x), in two variables using a variety of strategies, including transformations f(x) + k and kf(x), where k is limited to rational values.
	A.F.2.d	Make connections between the algebraic (standard and factored forms) and graphical representation of a quadratic function.

4th Quarter	A.F.2.e	Given an equation or graph of an exponential function in the form y = abx (where b is limited to a natural number), interpret key characteristics, including y-intercepts and domain and range; interpret key characteristics as related to contextual situations, where applicable.
	A.F.2.f	Graph an exponential function, f(x), in two variables using a variety of strategies, including transformations f(x) + k and kf(x), where k is limited to rational values.
	A.F.2.g	For any value, x, in the domain of f, determine f(x) of a quadratic or exponential function. Determine x given any value f(x) in the range of f of a quadratic function. Explain the meaning of x and f(x) in context.
	A.F.2.h	Compare and contrast the key characteristics of linear functions (f(x) = x), quadratic functions (f(x) = x2), and exponential functions (f(x) = bx) using tables and graphs.
	A.ST.1.a	Formulate investigative questions that require the collection or acquisition of bivariate data.
	A.ST.1.b	Determine what variables could be used to explain a given contextual problem or situation or answer investigative questions.
	A.ST.1.c	Determine an appropriate method to collect a representative sample, which could include a simple random sample, to answer an investigative question.
	A.ST.1.d	Given a table of ordered pairs or a scatterplot representing no more than 30 data points, use available technology to determine whether a linear or quadratic function would represent the relationship, and if so, determine the equation of the curve of best fit.
	A.ST.1.e	Use linear and quadratic regression methods available through technology to write a linear or quadratic function that represents the data where appropriate and describe the strengths and weaknesses of the model.
	A.ST.1.f	Use a linear model to predict outcomes and evaluate the strength and validity of these predictions, including through the use of technology.
	A.ST.1.g	Investigate and explain the meaning of the rate of change (slope) and y-intercept (constant term) of a linear model in context.
	A.ST.1.h	Analyze relationships between two quantitative variables revealed in a scatterplot.
	A.ST.1.i	Make conclusions based on the analysis of a set of bivariate data and communicate the results.

	SOL	Skill
1st Quarter	G.RLT.1.b	Identify and determine the validity of the converse, inverse, and contrapositive of a conditional statement, and recognize the connection between a biconditional statement and a true conditional statement with a true converse, including statements representing geometric relationships.
	G.RLT.1.a	Translate propositional statements and compound statements into symbolic form, including negations (~p, read “not p”), conjunctions (p ∧q, read “p and q”), disjunctions (p ∨q, read “p or q”), conditionals (p → q, read “if p then q”), and biconditionals (p ↔ q, read “p if and only if q”), including statements representing geometric relationships.
	G.RLT.1.c	Use Venn diagrams to represent set relationships, including union, intersection, subset, and negation.
	G.RLT.1.d	Interpret Venn diagrams, including those representing contextual situations.
	G.RLT.2.b	Prove two or more lines are parallel given angle measurements expressed numerically or algebraically.
	G.RLT.2.a.i	Prove and justify angle pair relationships formed by two parallel lines and a transversal, including: corresponding angles;
	G.RLT.2.a.ii	Prove and justify angle pair relationships formed by two parallel lines and a transversal, including: alternate interior angles;
	G.RLT.2.a.iii	Prove and justify angle pair relationships formed by two parallel lines and a transversal, including: alternate exterior angles;
	G.RLT.2.a.iv	Prove and justify angle pair relationships formed by two parallel lines and a transversal, including: same-side (consecutive) interior angles;
	G.RLT.2.a.v	Prove and justify angle pair relationships formed by two parallel lines and a transversal, including: same-side (consecutive) exterior angles.
	G.RLT.2.c	Solve problems by using the relationships between pairs of angles formed by the intersection of two parallel lines and a transversal.

2nd Quarter	G.TR.1.e	Solve for interior and exterior angles of a triangle, when given two angles.
	G.TR.1.c	Order the sides of a triangle by their lengths when given information about the measures of the angles.
	G.TR.1.d	Order the angles of a triangle by their measures when given information about the lengths of the sides.
	G.TR.1.a	Given the lengths of three segments, determine whether a triangle could be formed.
	G.TR.1.b	Given the lengths of two sides of a triangle, determine the range in which the length of the third side must lie.
	G.TR.2.a	Use definitions, postulates, and theorems (including Side-Side-Side (SSS); Side-Angle-Side (SAS); Angle-Side-Angle (ASA); Angle-Angle-Side (AAS); and Hypotenuse-Leg (HL)) to prove and justify two triangles are congruent.
	G.TR.2.b	Use algebraic methods to prove that two triangles are congruent.
	G.TR.2.c	Use coordinate methods, such as the slope formula and the distance formula, to prove two triangles are congruent.
	G.TR.2.d	Given a triangle, use congruent segment, congruent angle, and/or perpendicular line constructions to create a congruent triangle (SSS, SAS, ASA, AAS, and HL).
	G.RLT.3.c.i	Given an image or preimage, identify the transformation or combination of transformations that has/have occurred. Transformations include: translations
	G.RLT.3.c.ii	Given an image or preimage, identify the transformation or combination of transformations that has/have occurred. Transformations include: reflections over any horizontal or vertical line or the lines y = x or y = -x;
	G.RLT.3.c.iii	Given an image or preimage, identify the transformation or combination of transformations that has/have occurred. Transformations include: clockwise or counterclockwise rotations of 90°, 180°, 270°, or 360° on a coordinate grid where the center of rotation is limited to the origin; and
	G.RLT.3.c.iv	Given an image or preimage, identify the transformation or combination of transformations that has/have occurred. Transformations include: dilations, from a fixed point on a coordinate grid.
	G.TR.3.d	Describe a sequence of transformations that can be used to verify similarity of triangles located in the same plane.
	G.TR.3.c	Use coordinate methods, such as the slope formula and the distance formula, to prove two triangles are similar.
	G.TR.3.a	Use definitions, postulates, and theorems (including Side-Angle-Side (SAS); Side-Side-Side (SSS); and Angle-Angle (AA)) to prove and justify that triangles are similar.
	G.TR.3.b	Use algebraic methods to prove that triangles are similar.
	G.TR.3.e	Solve problems, including those in context involving attributes of similar triangles.

3rd Quarter	G.TR.4.a	Determine whether a triangle formed with three given lengths is a right triangle.
	G.TR.4.g	Solve problems, including those in context, involving right triangles using the Pythagorean Theorem and its converse, including recognizing Pythagorean Triples.
	G.TR.4.b	Find and verify trigonometric ratios using right triangles.
	G.TR.4.c	Model and solve problems, including those in context, involving right triangle trigonometry (sine, cosine, and tangent ratios).
	G.TR.4.d	Solve problems using the properties of special right triangles.
	G.TR.4.e	Solve for missing lengths in geometric figures, using properties of 45°-45°-90° triangles, where rationalizing denominators may be necessary.
	G.TR.4.f	Solve for missing lengths in geometric figures, using properties of 30°-60°-90° triangles, where rationalizing denominators may be necessary.
	G.RLT.3.a	Locate, count, and draw lines of symmetry given a figure, including figures in context.
	G.RLT.3.b	Determine whether a figure has point symmetry, line symmetry, both, or neither, including figures in context.
	G.PC.2.a	Solve problems involving the number of sides of a regular polygon given the measures of the interior and exterior angles of the polygon.
	G.PC.2.b	Justify the relationship between the sum of the measures of the interior and exterior angles of a convex polygon and solve problems involving the sum of the measures of the angles.
	G.PC.2.c	Justify the relationship between the measure of each interior and exterior angle of a regular polygon and solve problems involving the measures of the angles.
	G.PC.1.a	Solve problems, using the properties specific to parallelograms, rectangles, rhombi, squares, isosceles trapezoids, and trapezoids.
	G.PC.1.b	Prove and justify that quadrilaterals have specific properties, using coordinate and algebraic methods, such as the slope formula, the distance formula, and the midpoint formula.
	G.PC.1.c	Prove and justify theorems and properties of quadrilaterals using deductive reasoning.
	G.PC.1.d	Use congruent segment, congruent angle, angle bisector, perpendicular line, and/or parallel line constructions to verify properties of quadrilaterals.

4th Quarter	G.PC.3.b	Solve for arc measures and angles in a circle formed by central angles.
	G.PC.3.c	Solve for arc measures and angles in a circle involving inscribed angles.
	G.PC.3.d	Calculate the length of an arc of a circle.
	G.PC.3.e	Calculate the area of a sector of a circle.
	G.PC.3.a	Determine the proportional relationship between the arc length or area of a sector and other parts of a circle.
	G.PC.3.f	Apply arc length or sector area to solve for an unknown measurement of the circle including the radius, diameter, arc measure, central angle, arc length, or sector area.
	G.PC.4.a	Derive the equation of a circle of given the center and radius using the Pythagorean Theorem.
	G.PC.4.b.vi	Solve problems in the coordinate plane involving equations of circles: given the coordinates of the center and length of the radius of a circle, identify the coordinates of a point(s) on the circle.
	G.PC.4.b.i	Solve problems in the coordinate plane involving equations of circles: given a graph or the equation of a circle in standard form, identify the coordinates of the center of the circle;
	G.PC.4.b.ii	Solve problems in the coordinate plane involving equations of circles: given the coordinates of the endpoints of a diameter of a circle, determine the coordinates of the center of the circle.
	G.PC.4.b.iii	Solve problems in the coordinate plane involving equations of circles: given a graph or the equation of a circle in standard form, identify the length of the radius or diameter of the circle.
	G.PC.4.b.iv	Solve problems in the coordinate plane involving equations of circles: given the coordinates of the endpoints of the diameter of a circle, determine the length of the radius or diameter of the circle.
	G.PC.4.b.v	Solve problems in the coordinate plane involving equations of circles: given the coordinates of the center and the coordinates of a point on the circle, determine the length of the radius or diameter of the circle;
	G.PC.4.c.i	Determine the equation of a circle given: a graph of a circle with a center with coordinates that are integers;
	G.PC.4.c.ii	Determine the equation of a circle given: coordinates of the center and a point on the circle;
	G.PC.4.c.iii	Determine the equation of a circle given: coordinates of the center and the length of the radius or diameter; and
	G.PC.4.c.iv	Determine the equation of a circle given: coordinates of the endpoints of a diameter.
	G.DF.1.a	Identify the shape of a two-dimensional cross section of a three-dimensional figure.
	G.DF.1.b	Create models and solve problems, including those in context, involving surface area of three-dimensional figures, as well as composite three-dimensional figures.
	G.DF.1.c	Solve multistep problems, including those in context, involving volume of three-dimensional figures, as well as composite three-dimensional figures.
	G.DF.1.d	Determine unknown measurements of three-dimensional figures using information such as length of a side, area of a face, or volume.
	G.DF.2.a	Describe how changes in one or more dimensions of a figure affect other derived measures (perimeter, area, total surface area, and volume) of the figure.
	G.DF.2.b	Describe how changes in surface area and/or volume of a figure affect the measures of one or more dimensions of the figure.
	G.DF.2.c	Solve problems, including those in context, involving changing the dimensions or derived measures of a three-dimensional figure.
	G.DF.2.d	Compare ratios between side lengths, perimeters, areas, and volumes of similar figures.
	G.DF.2.e	Recognize when two- and three-dimensional figures are similar and solve problems, including those in context, involving attributes of similar geometric figures.
	G.TR.2.d	Given a triangle, use congruent segment, congruent angle, and/or perpendicular line constructions to create a congruent triangle (SSS, SAS, ASA, AAS, and HL).
	G.PC.1.d	Use congruent segment, congruent angle, angle bisector, perpendicular line, and/or parallel line constructions to verify properties of quadrilaterals.

	SOL	Skill
1st Half	Prerequisite	Review multistep linear equations and inequalities
	Prerequisite	Review compound inequalities
	A2.EI.1.b	Solve an absolute value equation in one variable algebraically and verify the solution graphically.
	A2.EI.1.a	Create an absolute value equation in one variable to model a contextual situation.
	A2.EI.1.d	Solve an absolute value inequality in one variable and represent the solution set using set notation, interval notation, and using a number line.
	A2.EI.1.c	Create an absolute value inequality in one variable to model a contextual situation.
	A2.EI.1.e	Verify possible solution(s) to absolute value equations and inequalities in one variable algebraically, graphically, and with technology to justify the reasonableness of answer(s). Explain the solution method and interpret solutions for problems given in context.
	Prerequisite	Use transformations to graph and write and equation of absolute value functions
	A2.F.1.a	Distinguish between the graphs of parent functions for square root, cube root, rational, exponential, and logarithmic function families.
	A2.F.1.c	Graph a square root, cube root, rational, exponential, and logarithmic function, given the equation, using transformations of the parent function including f(x) + k; f(kx); f(x + k); and kf(x), where k is limited to rational values. Use technology to verify transformations of the functions.
	A2.F.1.b	Write the equation of a square root, cube root, rational, exponential, and logarithmic function, given a graph, using transformations of the parent function, including f(x) + k; f(kx); f(x + k); and kf(x), where k is limited to rational values. Transformations of exponential and logarithmic functions, given a graph, should be limited to a single transformation.
	A2.F.2.a	Determine and identify the domain, range, zeros, and intercepts of a function presented algebraically or graphically, including graphs with discontinuities.
	A2.F.2.d	Determine the location and value of absolute (global) maxima and absolute (global) minima of a function.
	A2.F.2.e	Determine the location and value of relative (local) maxima or relative (local) minima of a function.
	A2.F.2.c	Determine the intervals on which the graph of a function is increasing, decreasing, or constant.
	A2.F.2.g	Describe the end behavior of a function.
	A2.EO.3.a	Determine sums, differences, and products of polynomials in one and two variables.
	Prerequisite	GCF factoring, factoring quadratic trinomials
	A2.EO.3.b	Factor polynomials completely in one and two variables with no more than four terms over the set of integers.
	A2.EO.3.d	Represent and demonstrate equality of polynomial expressions written in different forms and verify polynomial identities including the difference of squares, sum and difference of cubes, and perfect square trinomials.
	A2.EI.6.a	Determine a factored form of a polynomial equation, of degree three or higher, given its zeros or the x-intercepts of the graph of its related function.
	A2.EO.2.a	Simplify and determine equivalent radical expressions that include numeric and algebraic radicands.
	A2.EO.2.b	Add, subtract, multiply, and divide radical expressions that include numeric and algebraic radicands, simplifying the result. Simplification may include rationalizing the denominator.
	A2.EO.2.c	Convert between radical expressions and expressions containing rational exponents.
	A2.EO.4.a	Explain the meaning of i.
	A2.EI.5.a	Solve an equation containing no more than one radical expression algebraically and graphically.
	A2.EO.4.b	Identify equivalent radical expressions containing negative rational numbers and expressions in a + bi form.
	A2.EO.4.c	Apply properties to add, subtract, and multiply complex numbers.
	A2.EI.2.b	Solve a quadratic equation in one variable over the set of complex numbers algebraically.
	A2.EI.2.c	Determine the solution to a quadratic inequality in one variable over the set of real numbers algebraically.
	A2.EI.2.a	Create a quadratic equation or inequality in one variable to model a contextual situation.
	A2.EI.2.d	Verify possible solution(s) to quadratic equations or inequalities in one variable algebraically, graphically, and with technology to justify the reasonableness of answer(s). Explain the solution method and interpret solutions for problems given in context.
	A2.EI.5.b	Verify possible solution(s) to radical equations algebraically, graphically, and with technology, to justify the reasonableness of answer(s). Explain the solution method and interpret solutions for problems given in context.
	A2.EI.5.c	Justify why a possible solution to an equation with a square root might be extraneous.
	A2.EI.6.b	Determine the number and type of solutions (real or imaginary) of a polynomial equation of degree three or higher.
	A2.EI.6.c	Solve a polynomial equation over the set of complex numbers.
	A2.EI.6.d	Verify possible solution(s) to polynomial equations of degree three or higher algebraically, graphically, and with technology to justify the reasonableness of answer(s). Explain the solution method and interpret solutions in context.
	A2.F.2.f	For any value, x, in the domain of f, determine f(x) using a graph or equation. Explain the meaning of x and f(x) in context, where applicable.

2nd Half	A2.EO.1.a	Add, subtract, multiply, or divide rational algebraic expressions, simplifying the result.
	A2.EO.3.c	Determine the quotient of polynomials in one and two variables, using monomial, binomial, and factorable trinomial divisors.
	A2.EO.1.b	Justify and determine equivalent rational algebraic expressions with monomial and binomial factors. Algebraic expressions should be limited to linear and quadratic expressions.
	A2.EO.1.d	Represent and demonstrate equivalence of rational expressions written in different forms.
	A2.EI.4.a	Create an equation containing a rational expression to model a contextual situation.
	A2.EO.1.c	Recognize a complex algebraic fraction and simplify it as a product or quotient of simple algebraic fractions.
	A2.EI.4.b	Solve rational equations with real solutions containing factorable algebraic expressions algebraically and graphically. Algebraic expressions should be limited to linear and quadratic expressions.
	A2.EI.4.c	Verify possible solution(s) to rational equations algebraically, graphically, and with technology to justify the reasonableness of answer(s). Explain the solution method and interpret solutions for problems given in context.
	A2.EI.4.d	Justify why a possible solution to an equation containing a rational expression might be extraneous.
	A2.F.2.h	Determine the equations of any vertical and horizontal asymptotes of a function using a graph or equation (rational, exponential, and logarithmic).
	A2.F.1.d	Determine when two variables are directly proportional, inversely proportional, or neither, given a table of values. Write an equation and create a graph to represent a direct or inverse variation, including situations in context.
	A2.F.1.e	Compare and contrast the graphs, tables, and equations of square root, cube root, rational, exponential, and logarithmic functions.
	A2.F.2.b	Compare and contrast the characteristics of square root, cube root, rational, polynomial, exponential, logarithmic, and piecewise-defined functions.
	A2.F.2.h	Determine the equations of any vertical and horizontal asymptotes of a function using a graph or equation (rational, exponential, and logarithmic).
	Prerequisite	Sum, difference, product, and quotient
	A2.F.2.i	Determine the inverse of a function algebraically and graphically, given the equation of a linear or quadratic function (linear, quadratic, and square root). Justify and explain why two functions are inverses of each other.
	A2.F.2.j	Graph the inverse of a function as a reflection over the line y = x.
	A2.F.2.k	Determine the composition of two functions algebraically and graphically.
	A2.EI.3.a	Create a linear-quadratic or quadratic-quadratic system of equations to model a contextual situation.
	A2.EI.3.b	Determine the number of solutions to a linear-quadratic and quadratic-quadratic system of equations in two variables.
	A2.EI.3.c	Solve a linear-quadratic and quadratic-quadratic system of equations algebraically and graphically, including situations in context.
	A2.EI.3.d	Verify possible solution(s) to linear-quadratic or quadratic-quadratic system of equations algebraically, graphically, and with technology to justify the reasonableness of answer(s). Explain the solution method and interpret solutions for problems given in context.
	A2.ST.3.a	Compare and contrast permutations and combinations to count the number of ways that events can occur.
	A2.ST.3.b	Calculate the number of permutations of n objects taken r at a time.
	A2.ST.3.c	Calculate the number of combinations of n objects taken r at a time.
	A2.ST.3.d	Use permutations and combinations as counting techniques to solve contextual problems.
	A2.ST.3.e	Calculate and verify permutations and combinations using technology.
	A2.ST.1.a	Formulate investigative questions that require the collection or acquisition of a large set of univariate quantitative data or summary statistics of a large set of univariate quantitative data and investigate questions using a data cycle.
	A2.ST.1.b	Collect or acquire univariate data through research, or using surveys, observations, scientific experiments, polls, or questionnaires.
	A2.ST.1.c	Examine the shape of a data set (skewed versus symmetric) that can be represented by a histogram, and sketch a smooth curve to model the distribution.
	A2.ST.1.d	Identify the properties of a normal distribution.
	A2.ST.1.e	Describe and interpret a data distribution represented by a smooth curve by analyzing measures of center, measures of spread, and shape of the curve.
	A2.ST.1.f	Calculate and interpret the z-score for a value in a data set.
	A2.ST.1.g	Compare two data points from two different distributions using z-scores.
	A2.ST.1.h	Determine the solution to problems involving the relationship of the mean, standard deviation, and z-score of a data set represented by a smooth or normal curve.
	A2.ST.1.i	Apply the Empirical Rule to answer investigative questions.
	A2.ST.1.j	Compare multiple data distributions using measures of center, measures of spread, and shape of the distributions.
	A2.ST.2.a	Formulate investigative questions that require the collection or acquisition of bivariate data and investigate questions using a data cycle.
	A2.ST.2.b	Collect or acquire bivariate data through research, or using surveys, observations, scientific experiments, polls, or questionnaires.
	A2.ST.2.c	Represent bivariate data with a scatterplot using technology.
	A2.ST.2.d	Determine whether the relationship between two quantitative variables is best approximated by a linear, quadratic, exponential, or a combination of these functions.
	A2.ST.2.e	Determine the equation(s) of the function(s) that best models the relationship between two variables using technology. Curves of best fit may include a combination of linear, quadratic, or exponential (piecewise-defined) functions.
	A2.ST.2.f	Use the correlation coefficient to designate the goodness of fit of a linear function using technology.
	A2.ST.2.g	Make predictions, decisions, and critical judgments using data, scatterplots, or the equation(s) of the mathematical model.
	A2.ST.2.h	Evaluate the reasonableness of a mathematical model of a contextual situation.

English

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	SOL	Skill
1st Quarter	Foundations for Reading: Phonological and Phonemic Awareness
	2.FFR.2.A	Isolate sounds in four and five phoneme words.
	2.FFR.2.B	Demonstrate the ability to blend words with four and five phonemes, including words with consonant digraphs (e.g., th, sh, ch) and consonant blends (e.g., fr, st, bl).
	2.FFR.2.C	Demonstrate the ability to segment words with four and five phonemes, including words with consonant digraphs (e.g., th, sh, ch) and consonant blends (e.g., fr, st, bl).
	Reading Literary Text: Key Ideas and Plot Details
	2.RL.1.A	Retell stories sequentially, including their overall structure, essential story events, and the central message, lesson, or moral.
	2.RL.1.B	Identify a story’s central conflict using events from the plot as evidence
	2.RL.1.C	Describe character’s attributes (e.g., traits, motivations, or feelings) and how they respond to major events and challenges.
	2.RL.1.D	Generate predictions about story characters and events using the text.
	Reading Informational Text: Key Ideas and Confirming Details
	2.RI.1.A	Ask and answer literal and inferential questions (who, what, where, when, how, and why) about key details in a text.
	2.RI.1.B	Retell key details of texts that demonstrate an understanding of the main topics of texts.
	2.RI.1.C	Differentiate facts from opinions within a text.

2nd Quarter
	Foundations for Reading: Phonological and Phonemic Awareness
	2.FFR.2 A	Isolate sounds in four and five phoneme words.
	2.FFR.2 B	Demonstrate the ability to blend words with four and five phonemes, including words with consonant digraphs (e.g., th, sh, ch) and consonant blends (e.g., fr, st, bl).
	2.FFR.2 C	Demonstrate the ability to segment words with four and five phonemes, including words with consonant digraphs (e.g., th, sh, ch) and consonant blends (e.g., fr, st, bl).
	Foundations for Reading: Phonological and Phonemic Awareness
	2.FFR.3.A	Decode and encode words with short vowels to include blends, digraphs, and trigraphs in closed syllables (CVCC, CCVC, CVCC, CCVCC, and CCVCCC) and open syllables (CV, CCV)
	2.FFR.3.B	Decode and encode words with vowel teams and r-controlled vowels
	2.FFR.3.C	Use knowledge of syllabication and syllable types to decode words.
	2.FFR.3.D	Use knowledge of affixes (e.g., suffixes, prefixes) to decode words
	2.FFR.3.E	Read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.
	Reading Informational Text: Key Ideas and Confirming Details
	2.RI.1.A	Ask and answer literal and inferential questions (who, what, where, when, how, and why) about key details in a text.
	2.RI.1.B	Retell key details of texts that demonstrate an understanding of the main topics of texts.
	2.RI.1.C	Differentiate facts from opinions within a text.
	Reading Literary Text: Key Ideas and Plot Details
	2.RL.1 A	Retell stories sequentially, including their overall structure, essential story events, and the central message, lesson, or moral.
	2.RL.1 B	Identify a story’s central conflict using events from the plot as evidence.
	2.RL.1 C	Describe character’s attributes (e.g., traits, motivations, or feelings) and how they respond to major events and challenges.
	2.RL.1 D	Generate predictions about story characters and events using the text.
	Vocabulary Development and Word Analysis
	2.RV.1 A	Discuss meanings of new words or phrases acquired through conversations and literature.
	2.RV.1 B	Use vocabulary across content areas
	2.RV.1 C	Determine the meaning of an unknown word using frequently occurring root words and inflectional affixes (e.g. -s, -ing, - ed).

3rd Quarter
	Reading Literary Text: Integration of Concepts
	2. RL.3.A	Set a purpose for reading by providing guiding questions, activating prior (experience) and background (content) knowledge.
	Reading Informational Text: Key Ideas and Confirming Details, Craft and Style
	2.RI.1.A	Ask and answer literal and inferential questions (who, what, where, when, how, and why) about key details in a text.
	2.RI.1.B	Retell key details of texts that demonstrate an understanding of the main topics of texts.
	2.RI.1.C	Differentiate facts from opinions within a text.
	2.RI.2.A	Use text features (table of contents, headings, pictures, captions, maps, and charts) to preview, set a purpose for reading and gain information.
	2.RI.2.B	Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
	Reading Literary Text: Key Ideas and Plot Details, Craft and Style, Integration of Concepts
	2.RL.1 A	Retell stories sequentially, including their overall structure, essential story events, and the central message, lesson, or moral.
	2.RL.1 B	Identify a story’s central conflict using events from the plot as evidence.
	2.RL.1 C	Describe character’s attributes (e.g., traits, motivations, or feelings) and how they respond to major events and challenges.
	2.RL.1 D	Generate predictions about story characters and events using the text.
	2.RL.3.B	Recognize dialogue in text and explain how it can reveal characters’ thoughts and perspectives.
	2.RL.3.C	Compare and contrast characters, settings, and plots in two versions of the same story from different cultures (e.g., Cinderella stories).
	Vocabulary Development and Word Analysis
	2.RV.1 A	Discuss meanings of new words or phrases acquired through conversations and literature.
	2.RV.1 B	Use vocabulary across content areas
	2.RV.1 C	Determine the meaning of an unknown word using frequently occurring root words and inflectional affixes (e.g. -s, -ing, - ed).
	2.RV.1 D	Use the context of a sentence to apply knowledge of homophones.
	2.RV.1 E	Apply knowledge of morphology (e.g., common grade appropriate suffixes, prefixes), synonyms, and antonyms to determine the meaning of new words.
	2.RV.1 F	Distinguish shades of meaning among verbs and adjectives.

4th Quarter
	Reading Informational Text: Key Ideas and Confirming Details, Craft and Style, Integration of Concepts
	2.RI.1 A	Ask and answer literal and inferential questions (who, what, where, when, how, and why) about key details in a text.
	2.RI.1.C	Differentiate facts from opinions within a text.
	2.RI.2 A	Use text features (table of contents, headings, pictures, captions, maps, and charts) to preview, set a purpose for reading and gain information.
	2.RI.2.B	Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
	2.RI.3 A	Use prior (experience) and background (content) knowledge as context for new learning.
	2.RI.3 B	Compare and contrast the most important points presented by two texts on the same topic.
	2.RI.3 C	Describe the interactions between two individuals, events, ideas, or pieces of information in texts.
	Reading Literary Text: Key Ideas and Plot Details, Craft and Style, Integration of Concepts
	2.RL.1 A	Retell stories sequentially, including their overall structure, essential story events, and the central message, lesson, or moral.
	2.RL.1 C	Describe character’s attributes (e.g., traits, motivations, or feelings) and how they respond to major events and challenges.
	2.RL.3 A	Set a purpose for reading by providing guiding questions, activating prior (experience) and background (content) knowledge.
	2.RL.3 B	Recognize dialogue in text and explain how it can reveal characters’ thoughts and perspectives.
	2.RL.3 C	Compare and contrast characters, settings, and plots in two versions of the same story from different cultures (e.g., Cinderella stories).
	Vocabulary Development and Word Analysis
	2.RV.1 A	Discuss meanings of new words or phrases acquired through conversations and literature.
	2.RV.1 B	Use vocabulary across content areas
	2.RV.1 C	Determine the meaning of an unknown word using frequently occurring root words and inflectional affixes (e.g. -s, -ing, - ed).
	2.RV.1 D	Use the context of a sentence to apply knowledge of homophones.
	2.RV.1 E	Apply knowledge of morphology (e.g., common grade appropriate suffixes, prefixes), synonyms, and antonyms to determine the meaning of new words.
	2.RV.1 F	Distinguish shades of meaning among verbs and adjectives.
	2.RV.1 G	Develop breadth of vocabulary knowledge by listening to and reading high quality, complex text.

	SOL	Skill
1st Quarter	Reading Informational Text: Key Ideas and Confirming Details
	3.RI.1.A	Determine the main idea of multi-paragraph texts as well as specific paragraphs within them.
	3.RI.1.B	Summarize texts using language that pertains to time, sequence, and cause and effect, referring to historical events, scientific ideas, or steps in technical procedures.
	3.RI.1.C	Identify and explain how an author uses reasons and evidence to support specific points in texts.
	Reading Literary Text: Key Ideas and Plot Details
	3.RL.1.A	Identify thematic topics of stories (e.g. friendship, survival, determination) and the lessons learned.
	3.RL.1 B	Identify the central conflict and resolution using events from the plot to summarize the text.
	3.RL.1 C	Describe a character’s attributes, including their traits, motivations, or feelings and how they develop throughout the text.
	3.RV.1 A	Develop general academic language and content specific vocabulary by listening to, reading, and discussing a variety of texts relevant to a grade three topic or subject area.
	3.RV.1 B	Discuss meanings of complex words and phrases acquired through conversations and literature.
	3.RV.1.C	Determine the meaning of complex words using frequently occurring root words and inflectional affixes (e.g. -s, -ing, -ed).

2nd Quarter
	Reading Informational Text: Key Ideas and Confirming Details
	3.RI.1 A	Determine the main idea of multi-paragraph texts as well as specific paragraphs within them.
	3.RI.1 B	Summarize texts using language that pertains to time, sequence, and cause and effect, referring to historical events, scientific ideas, or steps in technical procedures.
	3.RI.1.C	Identify and explain how an author uses reasons and evidence to support specific points in texts.
	Reading Informational Texts: Craft and Style
	3.RI.2.A	Describe major structural differences between the organizational patterns of different informational texts (e.g., cause/effect, comparison/contrast, problem/solution, description, sequence, and chronological order) and how they support a reader’s understanding of the text.
	3.RI.2 B	Use text features and search tools (e.g., sidebars, hyperlink) to locate and gain information efficiently
	3.RI.2.C	Identify the author’s purpose for writing, including what the author wants to answer, explain, or describe.
	Reading Informational Texts: Integration of Concepts
	3.RI.3.B	Compare and contrast the most important points and key details presented in two texts on the same topic.
	Reading Literary Texts: Key Ideas and Plot Details
	3.RL.1.A	Identify thematic topics of stories (e.g. friendship, survival, determination) and the lessons learned.
	3.RL.1 B	Identify the central conflict and resolution using events from the plot to summarize the text.
	3.RL.1 C	Describe a character’s attributes, including their traits, motivations, or feelings and how they develop throughout the text.
	Reading Literary Texts: Craft and Style
	3.RL.2.A	Discuss how an author uses characters and settings to advance the plot.
	3.RL.2.B	Identify and explain how an author uses sensory language (e.g., sights, sounds, smells, and tastes) to impact a reader’s understanding of characters, settings, and plot events
	3.RL.2.C	Identify the narrator of a story and the speaker of a poem.
	3.RL.2 D	Identify the characteristics of different genres.
	Vocabulary Development and Word Analysis
	3.RV.1 A	Develop general academic language and content specific vocabulary by listening to, reading, and discussing a variety of texts relevant to a grade three topic or subject area.
	3.RV.1 B	Discuss meanings of complex words and phrases acquired through conversations and literature.
	3.RV.1.C	Determine the meaning of complex words using frequently occurring root words and inflectional affixes (e.g. -s, -ing, -ed).
	3.RV.1.D	Use the context of a sentence to apply knowledge of homophones.
	3.RV.1.E	Apply knowledge of morphology, synonyms, and antonyms to determine the meaning of complex words.
	3.RV.1.F	Develop breadth of vocabulary knowledge by listening to and reading high quality, complex text.

3rd Quarter
	Reading Informational Text: Key Ideas and Confirming Details
	3.RI.1 A	Determine the main idea of multi-paragraph texts as well as specific paragraphs within them.
	3.RI.1.B	Summarize texts using language that pertains to time, sequence, and cause and effect, referring to historical events, scientific ideas, or steps in technical procedures.
	3.RI.1.C	Identify and explain how an author uses reasons and evidence to support specific points in texts.
	Reading Informational Text: Craft and Style
	3.RI.2.A	Describe major structural differences between the organizational patterns of different informational texts (e.g., cause/effect, comparison/contrast, problem/solution, description, sequence, and chronological order) and how they support a reader’s understanding of the text.
	3.RI.2.B	Use text features and search tools (e.g., sidebars, hyperlink) to locate and gain information efficiently
	3.RI.2.C	Identify the author’s purpose for writing, including what the author wants to answer, explain, or describe.
	Reading Informational Text: Integration of Concepts
	3.RI.3.A	Use prior (experience) and background (content) knowledge as context for new learning.
	3.RI.3.B	Compare and contrast the most important points and key details presented in two texts on the same topic.
	3.RI.3.C	Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
	Reading Literary Texts: Key Ideas and Plot Details
	3.RL.1.A	Identify thematic topics of stories (e.g. friendship, survival, determination) and the lessons learned.
	3.RL.1.B	Identify the central conflict and resolution using events from the plot to summarize the text
	3.RL.1.C	Describe a character’s attributes, including their traits, motivations, or feelings and how they develop throughout the text.
	Reading Literary Texts: Craft and Style
	3.RL.2 A	Discuss how an author uses characters and settings to advance the plot.
	3.RL.2 B	Identify and explain how an author uses sensory language (e.g., sights, sounds, smells, and tastes) to impact a reader’s understanding of characters, settings, and plot events.
	3.RL.2 C	Identify the narrator of a story and the speaker of a poem.
	3.RL.2 D	Identify the characteristics of different genres.
	Reading Literary Texts: Integration of Concepts
	3.RL.3.A	Set a purpose for reading by looking at the illustrations and activating prior (experience) and background (content) knowledge.
	3.RL.3.B	Compare and contrast details in paired literary and informational nonfiction texts including their treatment of similar themes, topics, and patterns of events.
	3.RL.3.C	Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
	Reading and Vocabulary
	3.RV.1 A	Develop general academic language and content specific vocabulary by listening to, reading, and discussing a variety of texts relevant to a grade three topic or subject area.
	3.RV.1 B	Discuss meanings of complex words and phrases acquired through conversations and literature.
	3.RV.1.C	Determine the meaning of complex words using frequently occurring root words and inflectional affixes (e.g. -s, -ing, -ed).
	3.RV.1.D	Use the context of a sentence to apply knowledge of homophones.
	3.RV.1.E	Apply knowledge of morphology, synonyms, and antonyms to determine the meaning of complex words.
	3.RV.1.F	Develop breadth of vocabulary knowledge by listening to and reading high quality, complex text.
	3.RV.1.G	Distinguish shades of meaning among verbs and adjectives.
	3.RV.1.H	Use strategies to infer word meanings.
	3.RV.1.I	Use glossaries, beginning dictionaries and thesauruses, both print and digital, to determine or clarify the meaning of words and phrases.
	3.RV.1.J	Use newly learned words and phrases in discussions and speaking activities.

4th Quarter	Review and remediate.

	SOL	Skill
1st Quarter	Reading Literary Texts: Key Ideas and Plot Details
	4.RL.1.A	Summarize the theme of stories, dramas, or poetry, including the thematic topic (e.g., courage, loyalty, family) and how characters respond to challenges.
	4.RL.1.B	Describe the central conflict and explain the resolution using an understanding of text structure and events from the plot as evidence.
	4.RL.1.C	Analyze characters in-depth, drawing on specific details from the text, including their words, actions, or a character’s thoughts.
	Reading Informational Texts: Key Ideas and Confirming Details
	4.RI.1.A	Summarize the main idea of multi-paragraph texts and the specific paragraphs within them, explaining how key details support the main ideas.
	4.RI.1.B	Summarize events, procedures, ideas, or concepts in historical, scientific, or technical texts, including what happened and why.
	4.RI.1.C	Distinguish between fact and opinion and explain how an author uses reasons and evidence to support opinions within texts.
	Reading and Vocabulary
	4.RV.1.A	Develop general academic language and content specific vocabulary by listening to, reading, and discussing a variety of texts relevant to a grade four topic or subject area.
	4.RV.1.B	Discuss meanings of complex words and phrases acquired through conversations and literature.
	4.RV.1.C	Determine the meaning of complex words using frequently occurring root words and inflectional affixes (e.g. -s, -ing, -ed).

2nd Quarter
	Reading Literary Texts: Key Ideas and Plot Details and Craft and Style
	4.RL.1.A	Summarize the theme of stories, dramas, or poetry, including the thematic topic (e.g., courage, loyalty, family) and how characters respond to challenges.
	4.RL.1.B	Describe the central conflict and explain the resolution using an understanding of text structure and events from the plot as evidence.
	4.RL.1.C	Analyze characters in-depth, drawing on specific details from the text, including their words, actions, or a character’s thoughts.
	4.RL.2.A	Determine how an author uses language (dialogue, sensory language, and dialect), characters, and settings to advance the plot.
	4.RL.2.B	Identify the characteristics of different genres of literary texts (e.g., drama, poems, stories) and refer to the structural elements of each
	4.RL.2.C	Identify the narrator of a story and the speaker of a poem.
	4.RL.2.D	Differentiate between first-and third-person point of view.
	Reading Informational Texts: Key Ideas and Confirming Details
	4.RI.1.A	Summarize the main idea of multi-paragraph texts and the specific paragraphs within them, explaining how key details support the main ideas.
	4.RI.1.B	Summarize events, procedures, ideas, or concepts in historical, scientific, or technical texts, including what happened and why.
	4.RI.1.C	Distinguish between fact and opinion and explain how an author uses reasons and evidence to support opinions within texts.
	Reading Informational Texts: Craft and Style
	4.RI.2.A	Explain how authors select an organizational pattern (e.g., cause/effect, comparison/contrast, problem/solution) using transitional words and phrases to support their purpose and a reader’s understanding of the text.
	4.RI.2.B	Apply knowledge of text features and search tools in multiple print and digital sources to locate and categorize information efficiently and gain meaning.
	4.RI.2.C	Explain the author’s purpose for writing, including what the author wants to answer, explain, or describe based on the connections between particular sentences and paragraphs.
	Reading and Vocabulary
	4.RV.1.A	Develop general academic language and content specific vocabulary by listening to, reading, and discussing a variety of texts relevant to a grade four topic or subject area.
	4.RV.1.B	Discuss meanings of complex words and phrases acquired through conversations and literature.
	4.RV.1.C	Determine the meaning of complex words using frequently occurring root words and inflectional affixes (e.g. -s, -ing, -ed).
	4.RV.1.D	Use the context of a sentence to apply knowledge of homophones.
	4.RV.1.E	Apply knowledge of morphology, synonyms, and antonyms to determine the meaning of complex words.
	4.RV.1.F	Develop breadth of vocabulary knowledge by listening to and reading high quality, complex text.

3rd Quarter
	Reading Literary Texts: Key Ideas and Confirming Details
	4.RL.1.A	Summarize the theme of stories, dramas, or poetry, including the thematic topic (e.g., courage, loyalty, family) and how characters respond to challenges.
	4.RL.1.B	Describe the central conflict and explain the resolution using an understanding of text structure and events from the plot as evidence.
	4.RL.1.C	Analyze characters in-depth, drawing on specific details from the text, including their words, actions, or a character’s thoughts.
	Reading Literary Texts: Craft and Style, Integration of Concepts
	4.RL.2.A	Determine how an author uses language (dialogue, sensory language, and dialect), characters, and settings to advance the plot.
	4.RL.2.B	Identify the characteristics of different genres of literary texts (e.g., drama, poems, stories) and refer to the structural elements of each
	4.RL.2.C	Identify the narrator of a story and the speaker of a poem.
	4.RL.2.D	Differentiate between first-and third-person point of view.
	4.RL.3.A	Set a purpose for reading by activating prior (experience) and background (content) knowledge.
	4.RL.3.B	Compare and contrast details in paired literary and informational nonfiction texts including their treatment of similar themes, topics, and patterns of events
	4.RL.3.C	Explain the overall structure of stories, poems, and plays and how each successive part builds on earlier sections.
	Reading Informational Texts: Key Ideas and Confirming Details
	4.RI.1.A	Summarize the main idea of multi-paragraph texts and the specific paragraphs within them, explaining how key details support the main ideas.
	4.RI.1.B	Summarize events, procedures, ideas, or concepts in historical, scientific, or technical texts, including what happened and why.
	4.RI.1.C	Distinguish between fact and opinion and explain how an author uses reasons and evidence to support opinions within texts.
	Reading Informational Texts: Craft and Style
	4.RI.2.A	Explain how authors select an organizational pattern (e.g., cause/effect, comparison/contrast, problem/solution) using transitional words and phrases to support their purpose and a reader’s understanding of the text.
	4.RI.2.B	Apply knowledge of text features and search tools in multiple print and digital sources to locate and categorize information efficiently and gain meaning.
	4.RI.2.C	Explain the author’s purpose for writing, including what the author wants to answer, explain, or describe based on the connections between particular sentences and paragraphs.
	Reading Informational Texts: Integration of Concepts
	4.RI.3.A	Use prior (experience) and background (content) knowledge as context for new learning.
	4.RI.3.B	Compare and contrast multiple accounts of the same event or topic and describe the differences in focus and the information provided
	4.RI.3.C	Describe the relationships between a series of historical events, scientific concepts, or steps in technical procedures using words that pertain to comparison, sequence, or cause and effect.
	Reading and Vocabulary
	4.RV.1.A	Develop general academic language and content specific vocabulary by listening to, reading, and discussing a variety of texts relevant to a grade four topic or subject area.
	4.RV.1.B	Discuss meanings of complex words and phrases acquired through conversations and literature.
	4.RV.1.C	Determine the meaning of complex words using frequently occurring root words and inflectional affixes (e.g. -s, -ing, -ed).
	4.RV.1.D	Use the context of a sentence to apply knowledge of homophones.
	4.RV.1.E	Apply knowledge of morphology, synonyms, and antonyms to determine the meaning of complex words.
	4.RV.1.F	Develop breadth of vocabulary knowledge by listening to and reading high quality, complex text.
	4.RV.1.G	Distinguish shades of meaning among verbs and adjectives.
	4.RV.1.H	Use strategies to infer word meanings.
	4.RV.1.I	Use glossaries,beginning dictionaries, and thesauruses, both print and digital, to determine or clarify the meaning of words and phrases.
	4.RV.1.J	Use newly learned words and phrases in discussions and speaking activities.

4th Quarter	Review and remediate.

	SOL	Skill
1st Quarter	Key Ideas and Details: Literary and Informational Text
	5.RI.1.A	Summarize the main ideas of texts and specific paragraphs within them, including how they are developed through the details
	5.RI.1.B	Summarize events, procedures, ideas, or concepts in historical, scientific, or technical texts, including what happened, how, and why
	5.RI.1.C	Describe how an author uses reasons, evidence, and opinions to support points in a text, by identifying (and accurately quoting) which reasons and evidence support which point(s).
	5.RL.1.A	Summarize the story or play, including the overarching theme and lessons learned, and explain how they are developed or conveyed through specific details.
	5.RL.1.C	Explain how events from the plot cause the character(s) to change or evolve and how the development of character(s) or settings impact the plot.
	Reading and Vocabulary
	5.RV.1.A	Develop general academic language and content specific vocabulary by listening to, reading, and discussing a variety of grade-five texts and topics
	5.RV.1.B	Discuss meanings of complex words and phrases acquired through conversations and literature
	5.RV.1.C	Determine the meaning of complex words using frequently occurring root words and inflectional affixes (e.g., -s, -ing,-ed).
	5.RV.1.D	Use the context of a sentence to apply knowledge of homophones.

2nd Quarter
	Key Ideas and Details: Literary and Informational Text
	5.RI.1.A	Summarize the main ideas of texts and specific paragraphs within them, including how they are developed through the details.
	5.RI.1.C	Describe how an author uses reasons, evidence, and opinions to support points in a text, by identifying (and accurately quoting) which reasons and evidence support which point(s).
	5.RI.2.B	Examine text features and search tools in multiple print and digital sources to evaluate and gain meaning from the information found.
	5.RL.1.A	Summarize the story or play, including the overarching theme and lessons learned, and explain how they are developed or conveyed through specific details.
	5.RL.1.B	Describe plots in stories as a sequence of events that develops the central conflict and resolution, including initiating events, climax, and resolution.
	5.RL.2.A	Describe how an author develops a character through what characters say, think, do, and how other characters respond.
	5.RL.2.B	Analyze the author’s use of language (e.g., synonyms, figurative language, sensory words, dialogue, dialect) and their impact on understanding characters, setting, and plot events.
	Reading and Vocabulary
	5.RV.1.C	Determine the meaning of complex words using frequently occurring root words and inflectional affixes (e.g. -s, -ing, -ed).
	5.RV.1.E	Apply knowledge of grade-level appropriate synonyms and antonyms to better understand each word.
	5.RV.1.F	Analyze the morphological relationships between words, including how Greek and Latin affixes and roots impact the meaning.
	5.RV.1.H	Distinguish shades of meaning among verbs and adjectives.
	5.RV.1.I	Use strategies to infer word meanings.

3rd Quarter
	Key Ideas and Details: Literary and Informational Text
	5.RI.1.A	Summarize the main ideas of texts and specific paragraphs within them, including how they are developed through the details
	5.RI.1 B	Summarize events, procedures, ideas, or concepts in historical, scientific, or technical texts, including what happened, how, and why
	5.RI.1 C	Describe how an author uses reasons, evidence, and opinions to support points in a text, by identifying (and accurately quoting) which reasons and evidence support which point(s).
	5.RI.2 A	Describe the overall organization patterns of texts (e.g., cause/effect, comparison/contrast, problem/solution, description, sequence, and chronological) and how each successive part builds on earlier sections, using available transitional words and phrases.
	5.RI.2.B	Examine text features and search tools in multiple print and digital sources to evaluate and gain meaning from the information found.
	5.RI.2.C	Determine the author’s purpose(s) and describe how the author’s perspective (e.g., beliefs, assumptions, biases) influences the meaning of the text
	5.RI.3.A	Use prior (experience) and background (content) knowledge as context for new learning
	5.RI.3.B	Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
	5.RI.3.C	Explain the relationships or interactions between two or more individuals, events, procedures, ideas, or concepts in a historical, scientific, or technical texts, including what happened and why based on specific information in the text.
	5.RL.1.A	Summarize the story or play, including the overarching theme and lessons learned, and explain how they are developed or conveyed through specific details.
	5.RL.1.B	Describe plots in stories as a sequence of events that develops the central conflict and resolution, including initiating events, climax, and resolution
	5.RL.1.C	Explain how events from the plot cause the character(s) to change or evolve and how the development of character(s) or settings impact the plot.
	5.RL.2.A	Describe how an author develops a character through what characters say, think, do, and how other characters respond.
	5.RL.2.B	Analyze the author’s use of language (e.g., synonyms, figurative language, sensory words, dialogue, dialect) and their impact on understanding characters, setting, and plot events
	5.RL.2.C	Analyze how the characteristics of a poem and the author’s use of patterns of sound (e.g., rhyme, rhythm, alliteration, consonance) impact meaning.
	5.RL.3.A	Set a purpose for reading by activating prior (experience) and background (content) knowledge.
	5.RL.3.B	Compare and contrast the point of view from which different stories are narrated, including the difference between firstand third-person narratives
	5.RL.3.C	Compare and contrast details in paired literary and informational nonfiction texts including their treatment of similar themes, topics, and patterns of events.
	Reading and Vocabulary
	5.RV.1.A	Develop general academic language and content specific vocabulary by listening to, reading, and discussing a variety of grade-five texts and topics
	5.RV.1.B	Discuss meanings of complex words and phrases acquired through conversations and literature
	5.RV.1.C	Determine the meaning of complex words using frequently occurring root words and inflectional affixes (e.g. -s, -ing, -ed).
	5.RV.1.D	Use the context of a sentence to apply knowledge of homophones.
	5.RV.1 E	Apply knowledge of grade-level appropriate synonyms and antonyms to better understand each word.
	5.RV.1.F	Analyze the morphological relationships between words, including how Greek and Latin affixes and roots impact the meaning.
	5.RV.1.G	Develop breadth of vocabulary knowledge by listening to and reading high quality, complex text.
	5.RV.1.H	Distinguish shades of meaning among verbs and adjectives.
	5.RV.1 I	Use strategies to infer word meanings.
	5.RV.1.J	Use glossaries, beginning dictionaries, and thesauruses, both print and digital, to determine or clarify the meaning of words and phrases.
	5.RV.1.K	Use newly learned words and phrases in discussions and speaking activities.

4th Quarter	Review and remediate.

	SOL	Skill
1st Quarter	Reading and Vocabulary
	6.RV.1.A	Develop and accurately use general academic language and content-specific vocabulary by listening to, reading, and discussing a variety of grade-six texts and topics.
	6.RV.1.B	Use context and sentence structure to determine multiple meanings of words and clarify the meanings of unfamiliar words and phrases
	6.RV.1.C	Apply knowledge of Greek and Latin roots and affixes to predict the meaning of unfamiliar words.
	Key Ideas and Details: Literary and Informational Text
	6.RL.1.A	Summarize texts, including determining the central theme of stories, plays, or poems, and how they are conveyed through specific details.
	6.RL.1.B	Describe plot developments in stories and dramas by examining the exposition, initiating event, central conflict, rising action, climax, falling action, and resolution.
	6.RL.1.C	Differentiate between internal and external conflicts (e.g., individual vs. Individual, individual vs. Nature, individual vs. Society, individual vs. Technology, and individual vs. Self) and explain how they impact character development and plot.
	6.RL.1.D	Explain how static and dynamic characters impact the plot.
	6.RL.1.E	Explain the role of the protagonist and antagonist on plot events.
	6.RI.1.A	Summarize texts, including their main idea(s) and how they are developed with specific details.
	6.RI.1.B	Describe how a key individual, event or idea is introduced, illustrated, and elaborated in historical, scientific, or technical texts (e.g., through examples or anecdotes).
	6.RI.1.C	Trace the argument and specific claims in texts, distinguishing claims that are supported by evidence and reasons, from claims that are not.
	Writing: Organization and Composition
	6.W.2.A	Review/practice steps of the writing process.
	6.W.2.A	Use a variety of prewriting strategies to generate ideas.
	6.W.2.A	Organize writing using a variety of graphic organizers including 3/2/8, t-charts, venn diagrams, and cause/effect charts.
	6.W.2.A.ii	Establishing a central idea incorporating evidence and maintaining an organized structure to fit the form and topic.
	6.W.2.A.i	Model/write effective topic sentences.
	6.W.2.A.vii	Model/write effect conclusion sentences.
	6.W.2.A.iv	Teach/practice use of transition sentences.
	6.W.2.A	Model/practice/write well constructed one paragraph essays.
	Grammar and Mechanics
	6.LU.1	Review/assess nouns including singular/plural, common/proper, concrete/abstract, collective, and possessive.
	6.LU.1	Review/assess use of apostrophes in possessives and contractions.
	6.LU.1.E.	Review/assess verb tenses including past, present, future, simple, and progressive.
	6.LU.1.A	Review/assess types of sentences including declarative, interrogative, imperative, and exclamatory with ending punctuation.
	6.LU.2.A	Teach/assess fragments vs. run on sentences.
	6.LU.1.A	Teach/assess compound sentences with coordinating and subordinating conjunctions.

2nd Quarter
	Reading and Vocabulary
	6.RV.1.A	Develop and accurately use general academic language and content-specific vocabulary by listening to, reading, and discussing a variety of grade-six texts and topics.
	6.RV.1.B	Use context and sentence structure to determine multiple meanings of words and clarify the meanings of unfamiliar words and phrases
	6.RV.1.C	Apply knowledge of Greek and Latin roots and affixes to predict the meaning of unfamiliar words.
	6.RV.1.D	Use the relationship between particular words, including synonyms and antonyms to better understand each word.
	6.RV.1.E	Explain the construction and meaning of figurative language, including simile, hyperbole, metaphor, and personification.
	6.RV.1.F	Clarify the meaning of an unknown word or select the applicable definition of a word from a text by using word reference materials.
	Key Ideas and Details: Literary and Informational Text
	6.RL.1.A	Summarize texts, including determining the central theme of stories, plays, or poems, and how they are conveyed through specific details.
	6.RL.1.B	Describe plot developments in stories and dramas by examining the exposition, initiating event, central conflict, rising action, climax, falling action, and resolution.
	6.RL.1.C	Differentiate between internal and external conflicts (e.g., individual vs. Individual, individual vs. Nature, individual vs. Society, individual vs. Technology, and individual vs. Self) and explain how they impact character development and plot.
	6.RL.1.D	Explain how static and dynamic characters impact the plot.
	6.RL.1.E	Explain the role of the protagonist and antagonist on plot events.
	6.RI.1.A	Summarize texts, including their main idea(s) and how they are developed with specific details.
	6.RI.1.B	Describe how a key individual, event or idea is introduced, illustrated, and elaborated in historical, scientific, or technical texts (e.g., through examples or anecdotes).
	6.RI.1.C	Trace the argument and specific claims in texts, distinguishing claims that are supported by evidence and reasons, from claims that are not.
	Craft and Style: Literary and Informational Text
	6.RL.2.A	Describe the poetic elements in prose and poetry (e.g., rhyme, rhythm, repetition, alliteration, and onomatopoeia) and their intended impact on the reader.
	6.RL.2.B	Explain elements of author’s style as purposeful choices (e.g., imagery, figurative language, and word choice) to develop tone.
	6.RL.2.C	Explain how an author develops the point of view (e.g., first-person, third person limited, third-person omniscient) of the narrator or speaker in a text and influences how events are described in stories, plays, or poems.
	6.RI.2.A	Determine the purpose of text features (e.g., boldface and italics type; type set in color; underlining; graphics and photographs; and headings and subheadings).
	6.RI.2.B	Explain how an author’s word choice, organizational pattern, and language structure convey the author’s purpose.
	6.RI.2.C	Explain how an author establishes and conveys a perspective or purpose in an informational text.
	Grammar and Mechanics
	6.LU.1.D	Review/assess identifying and using prepositional phrases.
	6.LU.2.A	Review/assess use of interjections.
	6.LU.2.A	Review/assess comma rules with interrupters, direct address, and conjunctions.
	6.LU.2.A	Teach/assess comma rules in a series and with introductory phrases.
	6.LU.1.E	Teach/assess use of the verb tense - perfect tense.
	6.LU.1.D	Teach/assess subject verb agreement.
	6.LU.1.D and E	Teach/assess use of consistent verb tense in writing.
		Writing: Modes and Purposes for Writing, Organization and Composition
	6.W.1.A, B, C, D	Review/teach types of writing including descriptive, opinion, expository, persuasive, narrative, and reflective and how to identify from prompts and how to organize ideas for each type.
	6.W	Identify audience and purpose for each type of writing.
		Review form and punctuation of a letter.
	6.W.2.A.i	Teach/practice construction of thesis statements for expository and persuasive essays.
	6.W.2.A	Model/practice/write well constructed multi-paragraph essays.
	6.W.2.A.iii	Elaborating and supporting ideas, using relevant facts, definitions, details, quotations, and/or examples.
	6.W.2.A.v	Selecting vocabulary and information to enhance the central idea, tone, and voice.
	6.W.2.A.vi	Expanding and embedding ideas to create sentence variety

3rd Quarter
	Reading and Vocabulary
	6.RV.1.A	Develop and accurately use general academic language and content-specific vocabulary by listening to, reading, and discussing a variety of grade-six texts and topics.
	6.RV.1.B	Use context and sentence structure to determine multiple meanings of words and clarify the meanings of unfamiliar words and phrases
	6.RV.1.C	Apply knowledge of Greek and Latin roots and affixes to predict the meaning of unfamiliar words.
	6.RV.1.D	Use the relationship between particular words, including synonyms and antonyms to better understand each word.
	6.RV.1.E	Explain the construction and meaning of figurative language, including simile, hyperbole, metaphor, and personification.
	6.RV.1.F	Clarify the meaning of an unknown word or select the applicable definition of a word from a text by using word reference materials.
	6.RV.1.G	Use general and specialized word-reference materials, print and digital, to identify word origins, derivations, and pronunciations.
	6.RV.1.H	Use newly learned words and phrases in multiple contexts, including in students’ discussions and speaking and writing activities.
	Key Ideas and Details: Literary and Informational Text
	6.RL.1.A	Summarize texts, including determining the central theme of stories, plays, or poems, and how they are conveyed through specific details.
	6.RL.1.B	Describe plot developments in stories and dramas by examining the exposition, initiating event, central conflict, rising action, climax, falling action, and resolution.
	6.RL.1.C	Differentiate between internal and external conflicts (e.g., individual vs. Individual, individual vs. Nature, individual vs. Society, individual vs. Technology, and individual vs. Self) and explain how they impact character development and plot.
	6.RL.1.D	Explain how static and dynamic characters impact the plot.
	6.RL.1.E	Explain the role of the protagonist and antagonist on plot events.
	6.RI.1.A	Summarize texts, including their main idea(s) and how they are developed with specific details.
	6.RI.1.B	Describe how a key individual, event or idea is introduced, illustrated, and elaborated in historical, scientific, or technical texts (e.g., through examples or anecdotes).
	6.RI.1.C	Trace the argument and specific claims in texts, distinguishing claims that are supported by evidence and reasons, from claims that are not.
	Craft and Style: Literary and Informational Text
	6.RL.2.A	Describe the poetic elements in prose and poetry (e.g., rhyme, rhythm, repetition, alliteration, and onomatopoeia) and their intended impact on the reader.
	6.RL.2.B	Explain elements of author’s style as purposeful choices (e.g., imagery, figurative language, and word choice) to develop tone.
	6.RL.2.C	Explain how an author develops the point of view (e.g., first-person, third person limited, third-person omniscient) of the narrator or speaker in a text and influences how events are described in stories, plays, or poems.
	6.RI.2.A	Determine the purpose of text features (e.g., boldface and italics type; type set in color; underlining; graphics and photographs; and headings and subheadings).
	6.RI.2.B	Explain how an author’s word choice, organizational pattern, and language structure convey the author’s purpose.
	6.RI.2.C	Explain how an author establishes and conveys a perspective or purpose in an informational text.
	Integration of Concepts: Literary and Informational Text
	6.RL.3.A	Describe how the interactions between individuals, settings, events, and ideas within a text influence one another.
	6.RL.3.B	Compare and contrast details in two or more paired literary fiction and nonfiction texts on the same topic or with similar themes, including how chapters, scenes, or stanzas work together to provide the overall structure of each text.
	6.RI.3.A	Describe ideas within and between selections including how specific sentences, paragraphs, or sections contribute to the development of ideas.
	6.RI.3.B	Compare and contrast one author’s presentation of ideas or events with another’s, identifying where the texts agree or disagree.
	Grammar and Mechanics
	6.LU.1.B	Teach/assess identifying and use of pronouns including subjective, objective, possessive, and reflective.
	6.LU.1.B	Teach/assess use of pronoun-antecedent agreement including indefinite pronouns.
	6.LU.1.C	Teach/assess adjectives used as modifiers in writing.
	6.LU.1.C	Teach/assess adverbs used as descriptors
	6.LU.1.C	Review/assess adjective and adverb comparisions including comparative and superlative comparisons .
		Teach/assess eliminating double negatives in writing.
	6.LU.2.B	Teach/assess use and puncuation for quotations marks and commas in dialogue.
	6.LU.2.C	Recognize and consistently spell frequently used words accurately.
	6.LU.2.D	Consult reference materials to check and correct spelling.
		Writing: Modes and Purposes for Writing, Organization and Composition
	6.W.2.A	Model/practice/write well constructed multi-paragraph essays focusing on varied sentence structure.
		Teach three domains from writing rubics.
	6.W.3.A	Peer edit essay for composing.
	6.W.3.A	Peer edit essay for written expression including use of modifiers.
	6.W.3.B	Peer edit essay for usage and mechanics.

4th Quarter
	Review and remediate.
	Reading and Vocabulary
	6.R	Complete a research project for a expository essay.
	6.R.1.A	Formulate appropriately narrow questions about a research topic and refocus the inquiry when appropriate.
	6.R.1.B	Collect information from multiple sources, using search terms effectively.
	6.R.1.C	Teach/practice citing primary and secondary sources.
	6.R.1.D	Develop notes that include important concepts and summaries, including quoting, summarizing, and paraphrasing research findings, avoiding plagiarism by using own words and following ethical and legal guidelines for gathering and using information.
	6.R.1.E	Organize and share findings in formal and informal oral or written formats.
	6.R.1.F	Give credit for information quoted or paraphrased using standard citations (e.g., author, article title, webpage, and publication date).
	6.R.1.G	Demonstrate ethical and responsible use of all sources, including the Internet, Artificial Intelligence (AI), and new technologies as they develop.

Ongoing throughout the year	6.C.1	Communication, Listening and Collaboration
	6.C.2 & 3	Speaking and Presentation of Ideas
	6.C.4	Examining Media Messages
	6.RV.1.A	Reading and Vocabulary
	6.DSR.E	Developing Skilled Readers and Building Reading Stamina: Using reading strategies to aid and monitor comprehension
	6.LU.1 & 2	Grammar and Mechanics
	6.R.1	Research

	SOL	Skill
1st Quarter	Key Ideas and Confirming Details: Reading Informational Text
	7.RI.1.A	Create a main idea statement and provide an accurate summary of how key events or ideas develop through the text.
	7.RI.1.B	Analyze how the author unfolds a perspective or series of ideas or events in historical, scientific, or technical texts, including the order in which the points are made and how they are introduced and developed.
	7.RI.1.C	Trace the argument and specific claims in texts and assess whether all the evidence presented is relevant and whether irrelevant evidence was introduced.
	Key Ideas and Plot Details: Reading Literary Text
	7.RL.1.A	Describe stated or implied themes of texts and analyze their development throughout the texts using specific details
	7.RL.1.B	Analyze how the central conflict and key elements (e.g., exposition, initiating event, rising action, climax, falling action, and resolution) impact plot development.
	7.RL.1.C	Explain how static and dynamic characters and the roles of protagonist and antagonist influence plot events.
	Reading and Vocabulary
	7.RV.1 A	Develop and accurately use general academic language and content-specific vocabulary by listening to, reading, and discussing a variety of grade-seven texts and topics.
	7.RV.1.C	Apply knowledge of Greek and Latin roots and affixes to predict the meaning of unfamiliar words.
	7.RV1. B	Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) to determine the meaning of words or phrases.
	Grammar and Mechanics
	7.LU.1.D	Diagnostic on Subject-Verb agreement, Pronoun agreement
	7.LU.1.E	E. Maintain consistent verb tense across paragraphs in writing.
	7.LU.2.A and B	Diagnostic on Use of commas, conjunctions, and punctuating dialogue
	7.LU	Review parts of speech
	7.LU	Review common & proper nouns
	7.LU	Review/Assess Capitalization & Ending Punctuation
	7.LU.2.A	Review/Assess fragments, run-ons, and comma splices
	7.LU.1.A	Review/Assess use of conjunctions (coordinating & subordinating) & modifiers
	Writing: Modes and Purposes for Writing and Organization and Composition
	7.W	Review the Writing Process
	7.W.2.A	Brainstorm & Write paragraphs (including topic sentence, supporting details & conclusion)
	7.W.3.A and B	Peer editing of paragraphs/review rubric
	7.W.2.A.iv	Review transition words and phrases
	7.W.2.A.i	Review Writing a Hook and Writing a Thesis Statement
	7.W.2.A.i, ii, iii, and vii	Review Writing a strong Introductory Paragraph & a strong Concluding Paragraph for multi-paragraph essay
	7.W.1.B	Review Essay Writing Rubric
	7.W.1.D	Write Reflective Responses on: Group Work, Analyze a Reading Passage, "How-to" or Technical projects and/or Self-evaluation

2nd Quarter
	Key Ideas and Confirming Details: Reading Informational Text
	7.RI.2.A	Analyze how an author uses text features (e.g., boldface and italics; type set in color; underlining; indentation; sidebars; illustrations, graphics and photographs; headings and subheadings; footnotes and annotations) to enhance and support the reader’s comprehension.
	7.RI.2.B	Analyze how an author’s word choice, organizational pattern, and language structure impact the author’s purpose and support the reader’s comprehension.
	7.RI.2.C	Analyze how an author’s purpose(s) reflects the author’s perspective (e.g., beliefs, assumptions, biases) and influences the meaning of an informational text
	Craft and Style: Reading Literary Text
	7.RL.2.A	Analyze how elements of authors’ styles (e.g., word choice, dialogue, form, voice, rhyme, rhythm, and/or sound devices) contribute to meaning in various forms of prose and poetry.
	7.RL.2.B	Analyze how the elements of an author’s style (e.g., word choice, sentence structure, dialogue, figurative language, imagery) are used to influence and develop tone.
	7.RL.2.C	Explain how an author develops the points of view of different characters in a text (e.g., first-person, third person limited, third-person omniscient) and how they affect the reader’s interpretation of a text
	Reading and Vocabulary
	7.RV.1 A	Develop and accurately use general academic language and content-specific vocabulary by listening to, reading, and discussing a variety of grade-seven texts and topics.
	7.RV1. B	Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) to determine the meaning of words or phrases.
	7.RV.1.C	Apply knowledge of Greek and Latin roots and affixes to predict the meaning of unfamiliar words.
	7.RV1. D	Use the relationship between particular words, including synonyms, antonyms, and analogies to better understand each word.
	7.RV1. E	Analyze the construction and meaning of figurative language, including simile, hyperbole, metaphor, and personification.
	7.RV1. F	Distinguish among the nuances in the meaning of connotations of words with similar denotations.
	Grammar and Mechanics
	7.LU	Review Italics & Underlining
	7.LU	Review/Assess Correct use of Homophones/Homonyms
	7.LU	Review/Assess Point of View Consistency (avoid "you")
	7.LU.2.B	Review/Assess Punctuating Dialogue & Use of Quotation Marks
	7.LU.1.B	TEACH/ASSESS Pronoun Agreement including Indefinite Pronouns
	7.LU.1.A and D	TEACH/ASSESS Correct Use of Phrases & Clauses in sentences (sentence formation practice)
	Writing: Modes and Purposes, Organization and Composition, Usage and Mechanics
	7.W.2.A	Review Indentation, Spacing between paragraphs, Spacing in sentences
	7.W.2.A.iv	Review transition words and phrases
	7.W	Discuss Purpose & Audience for writing
	7.W.1.A	Brainstorm & Write a Narrative Essay
	7.W.3.A and B	Peer editing of essay/review rubric
	7.W.1.D	Write Reflective Responses on: Group Work, Analyze a Reading Passage, "How-to" or Technical projects and/or Self-evaluation

3rd Quarter
	Reading and Vocabulary
	7.RV.1 A	Develop and accurately use general academic language and content-specific vocabulary by listening to, reading, and discussing a variety of grade-seven texts and topics.
	7.RV1. B	Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) to determine the meaning of words or phrases.
	7.RV.1.C	Apply knowledge of Greek and Latin roots and affixes to predict the meaning of unfamiliar words.
	7.RV1. D	Use the relationship between particular words, including synonyms, antonyms, and analogies to better understand each word.
	7.RV1. E	Analyze the construction and meaning of figurative language, including simile, hyperbole, metaphor, and personification.
	7.RV1. F	Distinguish among the nuances in the meaning of connotations of words with similar denotations.
	7. RV.1.G	Use general and specialized word-reference materials, print and digital, to identify word origins and derivations, pronunciations, precise meanings, and their parts of speech.
	7.RV.1.H	Use newly learned words and phrases in multiple contexts, including in students’ discussions and speaking and writing activities.
	Key Ideas and Confirming Details: Reading Informational Text
	7.RI.1.A	Create a main idea statement and provide an accurate summary of how key events or ideas develop through the text
	7.RI.1.B	Analyze how the author unfolds a perspective or series of ideas or events in historical, scientific, or technical texts, including the order in which the points are made and how they are introduced and developed.
	7.RI.1.C	Trace the argument and specific claims in texts and assess whether all the evidence presented is relevant and whether irrelevant evidence was introduced.
	Craft and Style: Reading Informational Text
	7.RI.2.A	Analyze how an author uses text features (e.g., boldface and italics; type set in color; underlining; indentation; sidebars; illustrations, graphics and photographs; headings and subheadings; footnotes and annotations) to enhance and support the reader’s comprehension
	7.RI.2.B	Analyze how an author’s word choice, organizational pattern, and language structure impact the author’s purpose and support the reader’s comprehension.
	7.RI.2.C	Analyze how an author’s purpose(s) reflects the author’s perspective (e.g., beliefs, assumptions, biases) and influences the meaning of an informational text
	7.RI.3.A	Analyze ideas within and between selections including how specific sentences, paragraphs, or sections contribute to the development and meaning of ideas.
	7.RI.3.B	Compare and contrast how two or more authors writing about the same topic shape their presentations or viewpoints of key information by emphasizing different facts, opinions, and reasoning.
	Integration of Concepts: Reading Literary Text
	7.RL.1.A	Describe stated or implied themes of texts and analyze their development throughout the texts using specific details
	7.RL.1.B	Analyze how the central conflict and key elements (e.g., exposition, initiating event, rising action, climax, falling action, and resolution) impact plot development.
	7.RL.1.C	Explain how static and dynamic characters and the roles of protagonist and antagonist influence plot events.
	7.RL.2.A	Analyze how elements of authors’ styles (e.g., word choice, dialogue, form, voice, rhyme, rhythm, and/or sound devices) contribute to meaning in various forms of prose and poetry.
	7.RL.2.B	Analyze how the elements of an author’s style (e.g., word choice, sentence structure, dialogue, figurative language, imagery) are used to influence and develop tone.
	7.RL.2.C	Explain how an author develops the points of view of different characters in a text (e.g., first-person, third person limited, third-person omniscient) and how they affect the reader’s interpretation of a text
	7.RL.3.A	Explain how particular elements of stories or dramas interact including how settings shape and influence characters and plot.
	7.RL.3.B	Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
	Grammar and Mechanics
	7.LU.2.A	Review/Assess Comma Usage
	7.LU	Review/Assess Point of View Consistency (avoid "you")
	7.LU.1.D	Review/Assess Subject-Verb Agreement & Consistency
	7.LU	Review/Assess use of possessives & contractions (use of apostrophes)
	7.LU.1.D	Review/Assess Identifying & Using Prepositional Phrases
	7.LU.1.C	Review/Assess use of adjectives and adverbs (comparative/superlative)
	7.LU.2.C	Recognize and consistently spell frequently used words accurately.
	7.LU.2.D	Consult reference materials to check and correct spelling.
	7.LU.1.C	Teach/Assess using adjectives and adverbs to enhance writing
	Writing: Modes and Purposes, Organization and Composition, Usage and Mechanics
	7.W.2.A.v	Developing voice and tone by using language that provides vivid and precise vocabulary to enhance the meaning of the writing.
	7.W.2.A.vi	Expanding and embedding ideas to create sentence variety.
	7.W	Teach/Practice Purpose & Audience for writing
	7.W	Letter Writing/Other forms of writing
	7.W.1.D	Write Reflective Responses on: Group Work, Analyze a Reading Passage, "How-to" or Technical projects and/or Self-evaluation
	7.W.1.B	Brainstorm & Write an Expository Essay
	7.W.3.A and B	Peer editing of essay/review rubric

4th Quarter
	Writing: Modes and Purposes, Usage and Mechanics
	7.W	Teach/Assess Purpose & Audience for writing
	7.W.1.C	Brainstorm & Write a Persuasive Essay
	7.W.3.A and B	Peer editing of essay/review rubric
	7.W.1.D	Write Reflective Responses on: Group Work, Analyze a Reading Passage, How-to or Technical projects and/or Self-evaluation
	Research
	7.R	Research Project - Sources Cards, Evaluate Sources, Basic Citations, & Create a Synthesized Product from multiple sources
	7.R.1.A	Formulate questions about a research topic, broadening or narrowing the inquiry as necessary.
	7.R.1.B	Collect, organize, and synthesize information from multiple sources using various notetaking formats.
	7.R.1.C	Evaluate and analyze the relevance, validity, and credibility of each source (primary, secondary, digital, and print), determining what information to include and exclude.
	7.R.1.D	Quote, summarize, and paraphrase research findings from primary and secondary sources, avoiding plagiarism by using own words and following ethical and legal guidelines.
	7.R.1.E	Organize and share findings in formal and informal oral written formats.
	7.R.1.F	Give credit for information quoted or paraphrased, using standard citations (e.g., author, article title and webpage, and publication date).
	7.R.1.G	Demonstrate ethical and responsible use of all sources, including the Internet, Artificial Intelligence (AI), and new technologies, as they develop.

Ongoing throughout the year	7.C.1	Communication, Listening, and Collaboration
	7.C.3	Integrating Multimodal Literacies
	7.C.4	Examining Media Messages
	7.RV.1.A & H	Reading and Vocabulary
	7.DSR.E	Developing Skilled Readers and Building Reading Stamina
	7.DSR.E	Developing Skilled Readers and Building Reading Stamina
	Writing skills should be taught in conjunction with the reading skills. It is recommended to have students respond to their reading in writing activities.
	7.W.1	Modes and Purposes for Writing
	7.LU	Organization and Composition
	7.R	Reading Informational and Literary Text

	SOL	Skill
1st Quarter	Vocabulary Development and Word Analysis
	8.RV.1.A	Develop and accurately use general and academic language and content-specific vocabulary by listening to, reading, and discussing a variety of grade-eight texts and topics.
	8.RV.1.B	Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) to determine the meaning of words or phrases.
	8.RV.1.C	Apply knowledge of Greek and Latin roots and affixes to determine the meaning of unfamiliar words.
	8.RV.1.F	Discriminate between the meanings of connotative words and their denotative meanings.
	Reading Literary Text: Key Ideas and Plot Details
	8.RL.1.A	Analyze and explain the development of theme(s) over the course of texts and their relationship to the characters, settings, plots, and overall messages
	8.RL.1.B	Explain how different plot patterns (e.g., comedy, drama, tragedy) and subplots create meaning and examine their influence on characters, theme, pacing, and point of view. **
	8.RL.1.C	Justify the decisions and actions of dynamic versus static characters using dialogue or specific events from the text.
	8.RI.1.A	Create a main idea statement and provide an accurate summary, clarifying the relationships among the key details and ideas or events.
	8.RI.1.B	Analyze how the author unfolds a perspective or series of ideas or events in historical, scientific, or technical texts, including the order in which the points are made, how they are introduced and developed, and the connections drawn between them.
	8.RI.1.C	Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning and evidence are relevant and sufficient to support the claims.
	Language Usage: Grammar
	8.LU	Review parts of speech, capitalization, and punctuation
	8.LU.1.E	Review editing for verb tense consistency and point of view.
	8.LU.2.B	Review use of quotation marks with dialogue and direct quotations.
	8.LU.2.A	Review/Assess Commas (with a focus on fragments, run-ons, and comma splices)
	8.LU.1.A	Review/Assess use of conjunctions (coordinating & subordinating) & modifiers
	8.LU	Review/Assess Point of View Consistency (avoid "you")
	8.LU.1.B	Review/Assess Pronoun Agreement including Indefinite Pronouns
	8.LU	Review/Assess use of possessives & contractions (use of apostrophes)
	Writing: Modes and Purposes for Writing
	8.W.1.B	Review Essay Writing Rubric and Writing Expectations
	8.W.1.B	Brainstorm & Write paragraphs (including topic sentence, supporting details & conclusion)(with a focus on expository writing)
	8.W.1.D	Write Reflective Responses after reading nonfiction passages; responses can be analytical, reflective, personal etc.
	Writing: Organization and Composition
	8.W.2.A	Review the Writing Process
	8.W.2.A	Review Indentation, Spacing between paragraphs, Spacing in sentences
	8.W.2.A.i	Review Writing a Hook and Writing a Thesis Statement
	8.W.2.A.iv	Review transition words and phrases
	8.W.2.A.i, ii, iii, and vii	Review writing strong Introductory and Conclusion Paragraphs for the purpose of writing multi-paragraph essays
	8.W	Review Purpose & Audience for writing (with a focus on expository writing)
	Writing: Usage and Mechanics
	8.W.3.A and B	Peer editing of paragraphs/review rubric

2nd Quarter	Developing Skilled Readers: Text Evidence
	8.DSR.C	When responding to text through discussion and/or writing, draw several pieces of evidence from grade-level complex texts to support claims, conclusions, and inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located
	Reading Informational Text: Key Ideas and Confirming Details
	8.RI.1.A	Create a main idea statement and provide an accurate summary, clarifying the relationships among the key details and ideas or events.
	8.RI.1.B	Analyze how the author unfolds a perspective or series of ideas or events in historical, scientific, or technical texts, including the order in which the points are made, how they are introduced and developed, and the connections drawn between them.
	8.RI.1.C	Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning and evidence are relevant and sufficient to support the claims.
	Reading Informational Text: Craft and Style
	8.RI.2.A	Evaluate an author’s use of text features (e.g., boldface and italics; type set in color; underlining; indentation; sidebars; illustrations, graphics, and photographs; headings and subheadings; footnotes and annotations) to enhance and support the reader’s comprehension.
	8.RI.2.B	Analyze how an author’s word choice, organizational pattern, language structure, viewpoints, and qualifications impact meaning and credibility of a text.
	8.RI.2.C	Analyze how an author establishes and conveys a perspective or purpose in a text and acknowledges and responds to conflicting evidence or viewpoints.
	Reading Literary Text: Key Ideas and Plot Details
	8.RL.1.A	Analyze and explain the development of theme(s) over the course of texts and their relationship to the characters, settings, plots, and overall messages
	8.RL.1.B	Explain how different plot patterns (e.g., comedy, drama, tragedy) and subplots create meaning and examine their influence on characters, theme, pacing, and point of view.
	8.RL.1.C	Justify the decisions and actions of dynamic versus static characters using dialogue or specific events from the text.
	Reading Literary Text: Craft and Style
	8.RL.2 A	Interpret the meaning and analyze the impact of poetic elements in prose and poetry (e.g., rhyme, rhythm, repetition, alliteration, and onomatopoeia) on the reader.
	8.RL.2.B	Analyze how the elements of an author’s style (e.g., dialogue, sentence structure and word choices) are used to influence and develop tone and voice.
	8.RL.2.C	Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
	8.RL.2.D	Analyze how an author’s use of literary devices including foreshadowing, flashback, symbolism, and irony are used to build mystery, suspense, or surprise.
	Vocabulary Development and Word Analysis
	8.RV.1.A	Develop and accurately use general and academic language and content-specific vocabulary by listening to, reading, and discussing a variety of grade-eight texts and topics.
	8.RV.1.B	Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) to determine the meaning of words or phrases.
	8.RV.1.C	Apply knowledge of Greek and Latin roots and affixes to determine the meaning of unfamiliar words.
	8.RV.1.D	Use the relationship between particular words, including synonyms, antonyms, and analogies to better understand each word.
	8.RV.1.E	Analyze the construction and meaning of an author’s use of symbols, analogy, and figurative language such as simile, metaphor, personification, hyperbole, and idiom
	8.RV.1.F	Discriminate between the meanings of connotative words and their denotative meanings.
	Language Usage: Grammar
	8.LU.1.A	Teach/Assess: Use and punctuate correctly varied sentence structures to include conjunctions and transition words.
	8.LU.1.D	Arrange phrases and clauses within a sentence to improve meaning reader/listener interest, and style in writing.
	8.LU.1.B	Teach/Assess: Correctly use pronouns in prepositional phrases with compound objects.
	8.LU.1.C	Teach/Assess: Use comparative and superlative degrees in adverbs and adjectives.
	Research: Evaluation and Synthesis of Information
	8.R.1.D	Teach/Assess research skills including (plagiarism, giving credit, types of sources, appropriateness of sources
	Writing: Modes and Purposes for Writing
	8.W.1.A	Write narratives to develop real or imagined experiences or to alter an existing text, using well-structured event sequences, precise words and phrases, and transitional words to develop the characters, convey sequence, and capture the action.
	8.W.1.C	Review/Teach Persuasive Writing (including thesis statement with strong claim and paragraphs with supporting ideas + counterclaim)
	8.W.2.A	Demonstrate knowledge of the writing process performing the skills in Q1 independently or with minimal assistance
	8.W.1.B	Review and Use Essay Writing Rubric and Writing Expectations
	8.W.1.D	Write Reflective Responses after reading nonfiction passages; responses can be analytical, reflective, personal etc.

3rd Quarter
	Reading Informational Text: Key Ideas and Confirming Details
	8.RI.1.A	Create a main idea statement and provide an accurate summary, clarifying the relationships among the key details and ideas or events.
	8.RI.1.B	Analyze how the author unfolds a perspective or series of ideas or events in historical, scientific, or technical texts, including the order in which the points are made, how they are introduced and developed, and the connections drawn between them.
	Reading InformationalText: Craft and Style
	8.RI.2.B	Analyze how an author’s word choice, organizational pattern, language structure, viewpoints, and qualifications impact meaning and credibility of a text.
	8.RI.2.C	Analyze how an author establishes and conveys a perspective or purpose in a text and acknowledges and responds to conflicting evidence or viewpoints.
	Reading Informational Text: Integration of Concepts
	8.RI.3.A	Analyze ideas within and between selections including how specific sentences, paragraphs, sections, and text features contribute to the development and refinement of the ideas presented.
	8.RI.3.B	Compare and contrast how two or more authors present conflicting information on the same topic by assessing where the texts disagree in reasoning and evidence.
	Reading Literary Text: Key Ideas and Plot Details
	8.RL.1.A	Analyze and explain the development of theme(s) over the course of texts and their relationship to the characters, settings, plots, and overall messages
	Reading Literary Text: Craft and Style
	8.RL.2 A	Interpret the meaning and analyze the impact of poetic elements in prose and poetry (e.g., rhyme, rhythm, repetition, alliteration, and onomatopoeia) on the reader.
	8.RL.2.B	Analyze how the elements of an author’s style (e.g., dialogue, sentence structure and word choices) are used to influence and develop tone and voice.
	8.RL.2.C	Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
	Reading Literary Text: Integration of Concepts
	8.RL.3.A	Compare and contrast the structure of two or more stories, poems, and plays and analyze how the differing structure of each literary text contributes to its meaning and style.
	8.RL.3.B	Compare and contrast fictional portrayals of a time, place, or character with historical accounts of the same period as a means of understanding how authors of fiction use or alter history.
	8.RL.3.C	Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories; literary nonfiction and informational) in terms of their approaches to similar themes and topics.
	Vocabulary Development and Word Analysis
	8.RV.1.B	Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) to determine the meaning of words or phrases.
	8.RV.1.C	Apply knowledge of Greek and Latin roots and affixes to determine the meaning of unfamiliar words.
	8.RV.1.D	Use the relationship between particular words, including synonyms, antonyms, and analogies to better understand each word.
	8.RV.1.E	Analyze the construction and meaning of an author’s use of symbols, analogy, and figurative language such as simile, metaphor, personification, hyperbole, and idiom
	8.RV.1.G	Use general and specialized word-reference materials, print and digital, to determine pronunciation, etymology, derivations, and parts of speech.
	8.RV.1.H	Use newly learned words and phrases in multiple contexts, including in students’ discussions and speaking and writing activities.
	Writing: Modes and Purposes for Writing, Organization and Composition
	8.W.1.B and C	Review essay writing focusing on expository and persuasive using provided prompt list (see attached resources.
	8.W.2.A	Demonstrate knowledge of the writing process performing the skills in Q1 independently or with minimal assistance
	8.W.1.B	Review and Use Essay Writing Rubric and Writing Expectations
	8.W.1.D	Write Reflective Responses after reading nonfiction passages; responses can be analytical, reflective, personal etc.
	8.W.2.A.v	Developing voice and tone by using language that provides vivid and precise vocabulary to enhance the meaning of the writing.
	8.W.2.A.vi	Expanding and embedding ideas to create sentence variety.
	Language Usage: Mechanics
	8.LU.2.C	Recognize and consistently spell frequently used words accurately.
	8.LU.2.D	Consult reference materials to check and correct spelling.

4th Quarter
	Research
	8.R	Research Project - Sources Cards, Evaluate Sources, Basic Citations (MLA or APA), & Create a Synthesized Product from multiple sources problems, and support cross-curricular learning.
	8.R.1.A	Formulate and revise questions about a research topic, broadening or narrowing the inquiry as necessary.
	8.R.1.B	Collect, organize, and synthesize information from multiple sources using various notetaking formats.
	8.R.1.C	Evaluate and analyze the relevance, validity, and credibility of sources (primary, secondary, digital, and print) identifying main and supporting ideas, conflicting information, points of view, and any biases.
	8.W.1.D	Write Reflective Responses on: Group Work, Analyze a Reading Passage, How-to or Technical projects and/or Self-evaluation
	8.R.1.E	Organize and share findings in formal and informal oral or written formats.
	8.R.1.F	Cite primary and secondary sources using the Modern Language Association (MLA) or American Psychological Association (APA) style.
	8.R.1.G	Demonstrate ethical and responsible use of all sources, including the Internet, Artificial Intelligence (AI), and new technologies, as they develop.

Ongoing throughout the year	8.C.1	Communication, Listening, and Collaboration
	8.C.2	Speaking and Presentation of Ideas
	8.C.3 & 8.C.4	Integrating Multimodal Literacies & Examining Media Messages
	8.RV.1.E	Analyze the construction and meaning of an author’s use of symbols, analogy, and figurative language such as simile, metaphor, personification, hyperbole, and idiom
	8.RV.1.A	Develop and accurately use general and academic language and content-specific vocabulary by listening to, reading, and discussing a variety of grade-eight texts and topics.
	8.DSR.E	Developing Skilled Readers: Use reading strategies as needed to aid and monitor comprehension when encountering challenging sections of text.
	8.R	Research: Evaluation & Synthesis of Information,
	8.RV.1.C, 8.RV.1.D, 8.RV.1.G	Apply knowledge of Greek and Latin roots and affixes to determine the meaning of unfamiliar words. Use the relationship between particular words, including synonyms, antonyms, and analogies to better undersand each word.
	8.RL, 8.DSR, 8.RI	Comprehension/Vocabulary Skills should be introduced early and used throughout the year

History

	Topic	SOL	Skill
Quarter 1	Civics	K.1	Practice citizenship in the classroom by a) taking responsibility for one’s actions b) practicing honesty and showing kindness to oneself and others c) recognizing the purpose of rules and practicing self-control d) caring for one’s personal property and respecting other students’ property e) taking turns, sharing, and working well with others for the good of everyone else.
		K.2	Explain how communities honor state and national traditions and recognize designated Virginia holidays. a) Labor Day b) Columbus Day/Yorktown Victory Day
		K.3	Define patriotism and explain how communities express patriotism by a) identifying the American and Virginia flags c) recognizing the Pledge of Allegiance and the National Anthem
	History	K.5	The student will apply history and social science skills to understand and a) explain what makes communities unique by explaining the roles of important local community members, such as, but not limited to, medical personnel, first responders, teachers, and business leaders; b) identifying historic events; and c) telling the stories of the people that developed their local communities
	Geography	K.6	Describe the relative location of people, places, and objects by using positional words, including near/far, over/under, above/below, left/right, behind/in front. next to, and between
	Geography	K.7	Demonstrate an understanding of maps and globes by a) identifying the similarities and differences between a map and a globe; b) identifying basic map symbols; c) identifying land and bodies of water in the local community; and d) identifying the geographic location of the United States and Virginia on a map and globe

Quarter 2	Civics	K.2	Explain how communities honor state and national traditions and recognize designated Virginia holidays, c) Election Day; d) Veterans' Day; e) Thanksgiving; and f) Christmas
	Civics	K.3	Define patriotism and explain how communities express patriotism by d) identify the current president and explain president is the leader of the United States and is elected by voters
	History	K.4	Recognize Virginia's earliest communities by a) identifying examples of historical events, stories, and legends; b) identifying early communities, changemakers, and contributions of leaders, including but not limited to Indigenous tribes, farmers, traders, early settlers, minorities, women, and children; c) recognizing that places change over time; and d) identifying people who helped establish and lead the local community over time
	Geography	K.7	Demonstrate an understanding of maps and globes by a) identifying the similarities and differences between a map and a globe; b) identifying basic map symbols; c) identifying land and bodies of water in the local community; and d) identifying the geographic location of the United States and Virginia on a map and globe.
	Economics	K.8	Demonstrate an understanding of primary economic principles by a) describing ways people work to earn and save money to buy the things they need and want and b) recognizing that Americans are free to to make choices because they cannot have everything they want

Quarter 3	Civics	K.2	Explain how communities honor state and national traditions and recognize designated Virginia holidays, g) New Year's Day, h) Martin Luther King, Jr. Holiday, i) Presidents' Day/George Washington Day

Quarter 4

Civics

K.2

Explain how communities honor state and national traditions and recognize designated Virginia holidays, j) Memorial Day, k) Juneteenth, l) Independence Day

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	Topic	SOL	Skill
Quarter 1	Civics	1.1a-d	The students will apply the traits of a good citizen
		1.2a	Labor Day
		1.3a-b	The student will recognize the symbols and traditional practices that honor and foster patriotism in the US by demonstrating respect for the American Flag by learning about the Pledge of Allegiance
		1.3c-d	The student will recognize the symbols and traditional practices that honor the Commonwealth of Virginia. Identify the Virginia flag, state capitol building, state bird, state flower. Describe why people have symbols and traditions
	History	1.2b	Columbus Day and Yorktown
	Geography	1.6a-d	Students will develop map skills by recognizing basic map symbols, including references to land, water, cities, roads. Using cardinal directions on maps; identifying the shapes of the US and VA maps and globes; constructing simple maps, including a title, map legend, and compass rose.

Quarter 2	Civics	1.1f-g	Have state and local government officials who are elected by voters
		1.2c	Election Day
		1.2d	Veterans' Day
		1.2e	Thanksgiving
		1.2f	Holidays and traditions
		1.2g	New Years
	History	1.5b	Christopher Newport
		1.5b	John Smith
		1.5a	Chief Powhatan
		1.5a	Pocahontas
		1.4a-c	Settlement of Jamestown
	Geography	1.7c	Locate Jamestown on a map

Quarter 3	Civics	1a-e	Apply the traits of a good citizen. Focus on fair play, exhibiting good sportsmanship, helping others, and treating others with respect. Recognizing the purpose for rules and practicing self-control. Working hard in school. Taking responsibility for one's actions. Valuing honesty and truthfulness in oneself and others.
	Civics	1.2i	President's Day
	History	1.5c	George Washington
		1.5c	Thomas Jefferson
		1.5c	James Madison
		1.5c	James Monroe
		1.2h	Martin Luther King Jr. Day
		1.5d	Maggie Walker
		1.5d	John Mercer Langston, Booker T. Washington, Barbara Johns, Arthur R. Ashe Jr., Douglas WIlder
		1.2k	Juneteenth
	Economics	1.8a-b,d	The students will explain the difference between goods and services and describe goods produced and services provided in Virginia
		1.8b	Consumers and producers
		1.8c-e	The student will recognize that people save money for the future to purchase goods and services

Quarter 4	Civics	1.2i	July 4th
Quarter 4	Geography	1.7a-b,d	The student will develop a geographic understanding that the location of Virginia determines its climate and four seasons. The landforms of Virginia affect the places we live.

Ongoing

The student will apply history and social science skills to the content by:

Viewing and exploring information sources including, but not limited to, artifacts, primary and secondary sources, charts, graphs, and diagrams;
Applying geographic skills to identify and understand geographic features;
Demonstrating curiosity and critical thinking through questioning;
Sequencing and organizing information;
Identifying similarities and differences to explain content;
Recognizing cause-and-effect relationships;
Using economic decision-making models to make informed economic decisions;
Practicing civility, respect, hard work, and responsible citizenship skills; and
Using content vocabulary to demonstrate comprehension.

	Topic	SOL	Skill
Quarter 1	Civics	2.1a-g	The student will apply history and social science skills to distinguish between the rights and responsibilities that individuals have in the United States including, but not limited to a) exercising freedom of expression; b) exercising freedom of religion; c) understanding equal protection; d) voting for local, state, and national representatives; e) respecting and following laws; f) practicing honesty and trustworthiness; and g) respecting the rights, beliefs, and opinions of others.
	Geography	2.11a-b	The student will apply history and social science skills to develop geographic mapping skills using world maps and globes by a) locating the countries of North America and the bordering oceans; b) identifying major rivers, mountain ranges, lakes, and other physical features in the United States.
	Economics	2.13a-d	The student will apply history and social science skills to understand basic economic principles by a) identifying natural resources (e.g., water, soil, wood, coal), human resources (i.e., people at work), and capital resources (e.g., machines, tools, computers, buildings); b) distinguishing between needs and wants; c) distinguishing between the use of barter and the use of money in the exchange for goods and services and describing how money makes trading easier than barter; and d) explaining that scarcity (having limited resources) requires people to make choices about producing and consuming goods and services.

Quarter 2	Civics	2.3c-g	The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays including, but not limited to c) Election Day; d) Veterans Day; e)Thanksgiving Day; f) Christmas Day; g) New Year’s Day
	History	2.5a-c	The student will use history and social science skills to identify the geographic location, use of resources, and contributions of Indigenous people past and present, including a) Indigenous nations and tribes of the Eastern Woodlands; b) Indigenous nations and tribes of the Plains; c) Indigenous nations and tribes of the Southwest
		2.8a-c	The student will apply history and social science skills to understand the principles of American democracy and relate them to the founding of the nation by a) identifying reasons for the settlement of the thirteen colonies; b) explaining the relationships between the colonies and Great Britain; and c) identifying key components of the Declaration of Independence.
		2.9a-b	The student will apply history and social science skills to understand key events in United States history including, but not limited to a) recognizing the reasons for moving the nation's capital from Philadelphia to Washington, D.C. and the importance of the nation's capital; and b) describing the impact of the Louisiana Purchase on the westward expansion of the United States.

Quarter 3	Civics	2.3h-j	The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays including, but not limited to h) Martin Luther King Jr. Day; i) George Washington Day; j) Memorial Day
	History	2.7a-h	The student will apply history and social science skills to describe the revolutionaries who fought for America’s freedom (1764–1781) including, but not limited to a) John Adams; b) Benjamin Franklin; c) Alexander Hamilton; d) Patrick Henry; e) Thomas Jefferson; f) James Madison (known as the “Father of the Constitution”); g) Paul Revere; and h) George Washington (known as the “Father of our Country”).
	Geography	2.12a-c	The student will apply history and social science skills to connect geography to landmarks and historic events including, but not limited to a) the Jefferson Memorial and the Lincoln Memorial; b) Valley Forge and George Washington’s crossing of the Delaware River; and c) Yellowstone National Park.

Quarter 4	Civics	2.3 j-l	The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays including, but not limited to j) Memorial Day; k) Juneteenth; and l) Independence Day.
Quarter 4	History	2.10a-c	The student will describe the contributions and roles of changemakers in United States history including, but not limited to a) Scholars and Inventors: Benjamin Franklin, Benjamin Banneker, Thomas Jefferson, George Washington Carver, Booker T. Washington, Orville and Wilbur Wright, Steve Jobs, Jonas Salk, Thomas Edison, Alexander Graham Bell, and Mary Jackson; b) Explorers and Adventurers: Meriwether Lewis, William Clark, Sacagawea, Neil Armstrong, and Amelia Earhart; c) Reformers and Champions: Abraham Lincoln, Theodore Roosevelt, Helen Keller, Thurgood Marshall, Rosa Parks, Jackie Robinson, Cesar Chavez, Dr. Martin Luther King, Jr., Sen. Daniel Inouye, John F. Kennedy, and Barack Obama.

	Topic	SOL	Skill
Quarter 1	Civics	3.1e,i	Citizenship
		3.1	Government
		3.1a-d,f-h,j	Service, diversity, representative democracy
		3.10a & 3.9a-e	History of the US Government
	Economics	3.10b-d	Introduction of Economics

Quarter 2	Geography	3.2a	Geography
	History	3.4c-e & 3.5c-e	Government, Arts, and Innovation, Architecture of China & Egypt
		3.4a & 3.5a	Map Skills, China & Egypt
		3.4b & 3.5b	Geography, Economy, and People of China & Egypt
	Economics	3.10	Economics of China & Egypt

Quarter 3	Geography	3.2 & 3.3	Geography
	History	3.6c-e & 3.7c-e	Government, Arts, Innovation, and architecture of Greece & Rome
		3.6a & 3.7a	Map skills for Greece & Rome
		3.6b & 3.7b	People of Greece & Rome
	Economics	3.10	Economics of Greece & Rome

Quarter 4	History	3.8b-e	Government, Arts, Innovation, and Architecture of Mali
		3.8a	Mali map skills
		3.8	People of Mali
	Geography	3.2 & 3.3	Geography
	Economics	3.10b-d	Economics of Mali

	SOL	Skill
Quarter 1	VS.1	The student will apply history and social science skills to explain the relationship between physical geography and the lives of Virginia’s peoples, past and present
	VS.1a	Locating Virginia and its bordering states on maps of the United States and North America
	VS.1b	Locating and describing the relative location and physical characteristics of Virginia's five geographic regions on a map
	VS.1c	Locating, identifying, and describing the impact of Virginia’s bodies of water on its history, economy, and culture
	VS.2	The student will apply history and social science skills to describe the Indigenous nations of Virginia past and present
	VS.2a	Describing how archaeologists have recovered artifacts from important places in the history of Indigenous people including, but not limited to Werowocomoco
	VS.2b	Describing Virginia’s three most prominent Indigenous language groups (i.e., the Algonquian, the Siouan, and the Iroquoian)
	VS.2c	Describing the diversity among the Indigenous nations
	VS.2d	Describing the relationships and interactions of Virginia’s Indigenous People and their environment, circa 1600
	VS.2e	Describing the lives and culture of Virginia’s Indigenous People leading to the present day
	VS.3	The student will apply history and social science skills to explain the causes and effects of events associated with the first permanent English settlement in North America
	VS.3a	Explaining the reasons for English colonization
	VS.3b	Describing the economic and geographic influences on the decision to settle at Jamestown
	VS.3c	Describing the importance of the Virginia Company of London Charter (April 10, 1606) in establishing the Jamestown colony
	VS.3d	Describing the interactions between the English colonists and the Indigenous people, including the role of the Powhatan in the survival of the colonists
	VS.3e	Describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival including, but not limited to trade with the Powhatan, the leadership of Captain John Smith, land ownership, and the successful commercial cultivation of tobacco

Quarter 2	VS.3g	Identifying the significance of establishing the General Assembly (1619), the first representative legislative body in English America
	VS.3f	Analyzing the impact of the arrival of Africans and women to the Jamestown settlement
	VS.4	The student will apply history and social science skills to understand life in the Virginia colony
	VS.4a	Explaining the importance and influence of agriculture
	VS.4b	Examining how colonial Virginia reflected the culture of Virginia’s Indigenous People, European (English, Scots-Irish, German) immigrants, and Africans
	VS.4c	Distinguishing between indentured servants and enslaved people, including how European countries traded for, transported, and sold Africans to be enslaved in British North America beginning in the 17th century
	VS.4d	Describing the laws that established race-based enslavement
	VS.4e	Explaining the reasons for the relocation of Virginia’s capital from Jamestown to Williamsburg
	VS.4f	Describing ways people exchanged goods and services in colonial Virginia
	VS.5	The student will apply history and social science skills to explain Virginia and Virginians’ role during the American Revolution
	VS.5a	Explaining the principles and events that convinced the colonists to declare independence and go to war with Great Britain, as expressed in the Declaration of Independence
	VS.5b	Examining the important contributions, leadership, and experiences of Virginians during the war including, but not limited to George Washington, Thomas Jefferson, George Mason, James Madison, James Armistead Lafayette, Indigenous people, women, and free and enslaved Blacks
	VS.5c	Identifying the reasons for the relocation of Virginia’s capital from Williamsburg to Richmond
	VS.5d	Identifying the importance of the American victory at Yorktown

Quarter 3	VS.6	The student will apply history and social science skills to explain the establishment and growth of the new American nation with emphasis on the role of Virginians and events in Virginia during the 18th and 19th centuries
	VS.6a	Explaining the role of George Washington (known as the “Father of Our Country”), James Madison (known as the “Father of the Constitution), and Patrick Henry (known for his “Give Me Liberty or Give Me Death” speech)
	VS.6b	Explaining the development of founding Virginia documents, including the Virginia Declaration of Rights (written by George Mason) and the Virginia Statute for Religious Freedom (written by Thomas Jefferson)
	VS.6c	Describing how principles of these founding Virginia documents inspired the Declaration of Independence, the Constitution of Virginia, the Constitution of the United States, and the Bill of Rights
	VS.6d	Explaining how geographical features and technological advances impacted the western movement in the first half of the 1800s
	VS.6e	Explaining the causes and events of Nat Turner’s Rebellion and how it impacted the institution of slavery
	VS.7	The students will apply history and social science skills to understand the key people, events, and issues of the Civil War and Virginia’s role
	VS.7a	Explaining the role of John Brown and the impact of the raid at Harper’s Ferry
	VS.7b	Describing how the institution of slavery was the cause of the Civil War, and secondary factors that contributed to the secession of the southern states
	VS.7c	Explaining the significance of the Underground Railroad and the contributions of Harriet Tubman
	VS.7d	Explaining major events and issues that divided Virginians and led to secession, war, and the creation of West Virginia
	VS.7e	Identifying major battles that took place in Virginia
	VS.7f	Identifying and explaining the leadership roles of Virginians including, but not limited to Thomas “Stonewall” Jackson, Robert E. Lee, William Harvey Carney, Winfield Scott, and Powhatan Beaty
	VS.7g	Evaluating the experiences and contributions of Indigenous people and enslaved and free Blacks and their allies during the war including, but not limited to Elizabeth Van Lew and Mary Bowser
	VS.8	The student will apply history and social science skills to explain the reconstruction of Virginia following the Civil War
	VS.8a	Describing what the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution accomplished
	VS.8b	Examining the effects of Reconstruction on life in Virginia
	VS.8c	Describing the role that the Freedmen’s Schools played in the lives of African Americans in Virginia after the Civil War
	VS.8d	Discussing the election of African American leader John Mercer Langston to Congress in 1890
	VS.8e	Describing the effect of the Supreme Court’s decision in Plessy v. Ferguson
	VS.8f	Analyzing the effects of segregation and “Jim Crow” laws on life in Virginia

Quarter 4	VS.9	The student will apply history and social science skills to understand the ways in which Virginia became interconnected and diverse
	VS.9a	The student will apply history and social science skills to understand the ways in which Virginia became interconnected and diverse by explaining the importance of railroads, waterways, new industries, and the growth of cities to Virginia’s economic development in the late 1800s.
	VS.9b	The student will apply history and social science skills to understand the ways in which Virginia became interconnected and diverse by explaining the economic and social transition from a rural society to a more urban society.
	VS.10	The student will apply history and social science skills to understand the role Virginians played in American history during World War I and World War II
	VS.10a	Examining how key leaders and citizens prepared for wartime
	VS.10b	Describing the contributions made by military veterans and Medal of Honor recipients
	VS.11	The student will apply history and social science skills to understand the Civil Rights Movement in Virginia
	VS.11a	Explaining the social and political events connected to disenfranchisement of African American voters in Virginia in the early 20th century, desegregation, court decisions, and Massive Resistance, with emphasis on the role of Virginians in the Supreme Court cases including, but not limited to Brown v. Board of Education
	VS.11b	Investigating the political, social, or economic effects of choices made during the Civil Rights Era including, but not limited to Maggie Walker, Robert Russa Moton, Barbara Johns, Samuel Wilbert Tucker, Oliver W. Hill, Sr., Irene Morgan, Arthur R. Ashe, A. Linwood Holton, Jr., and L. Douglas Wilder
	VS.12	The student will use history and social science skills to recognize why Virginia is known as the “Mother of Presidents"
	VS.13	The student will apply history and social science skills to explain Virginia’s role in the global economy in the 21st century
	VS.13a	Examining major products and industries important to Virginia
	VS.13b	Examining the impact of the ideas, innovations, and advancements of Virginians on a global market

	SOL	Skill
Quarter 1	USI.1	The student will apply history and social science skills to understand the geography of North America
	USI.1a	Locating North America in relation to the other continents and the oceans
	USI.1b	Locating and describing major geographic regions and bodies of water of North America and their impact on the early history of the United States
	USI.1c	Locating the 50 states
	USI.2	The student will apply history and social science skills to describe how early cultures developed throughout North America
	USI.2a	Describing how archaeologists have recovered artifacts from ancient settlements including, but not limited to Cactus Hill in Virginia
	USI.2b	Locating and explaining where Indigenous people lived prior to the arrival of Europeans, with an emphasis on how the various geographic regions they inhabited influenced their daily lives

Quarter 2	USI.3	The student will apply history and social science skills to explain European exploration and colonization in North America
	USI.3a	Describing the motivations for, obstacles to, and accomplishments of the Dutch, English, French, Portuguese, and Spanish explorations
	USI.3b	Describing cultural and economic interactions between Indigenous people and Europeans that led to cooperation and conflict
	USI.4	The student will apply history and social science skills to understand how the Western Hemisphere impacted West Africa
	USI.4a	Identifying the location and characteristics of West African societies of Ghana, Mali, and Songhai before European exploration
	USI.4b	Examining the arrival of the first Africans to Colonial America at Old Point Comfort (Fort Monroe)
	USI.4c	Explaining the Transatlantic Slave Trade and its impact on the African coast and the Western Hemisphere
	USI.4d	Identifying the cultural connections, conflicts, and common values of enslaved people in the Western Hemisphere, as well as challenges and hardships endured by enslaved people brought to colonial America
	USI.5	The student will apply history and social science skills to explain the social, political, religious, economic, and geographic factors that shaped colonial America
	USI.5a	Describing the characteristics and differences among the New England, the Mid-Atlantic, and the Southern colonies
	USI.5b	Explaining Virginia’s importance as one of the most populous and wealthiest colonies
	USI.5c	Comparing life from the perspectives of various groups including, but not limited to large landowners, farmers, artisans, clergy, merchants, women, indentured servants, and enslaved and free Blacks
	USI.5d	Explaining the specialization and interdependence of the regions
	USI.5e	Explaining the changing political and economic relationships between the colonies and Great Britain including, but not limited to representative government and self-rule in the colonies

Quarter 3	USI.6	The student will apply history and social science skills to explain the American Revolution
	USI.6a	Identifying the causes and effects of the French and Indian War
	USI.6b	Identifying the issues of dissatisfaction that led to the American Revolution including, but not limited to the “injuries and usurpations” outlined in the Declaration of Independence
	USI.6c	Comparing and contrasting the political ideas and principles that shaped the revolutionary movement
	USI.6d	Describing the leadership roles of individuals including, but not limited to George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, Thomas Paine, John Adams, and the Marquis de Lafayette
	USI.6e	Examining the causes, course, and consequences of key events and battles of the era
	USI.7	The student will apply history and social science skills to describe the challenges faced by the new nation
	USI.7a	Explaining the strengths, weaknesses, and outcomes of the government established by the Articles of Confederation
	USI.7b	Describing the Constitutional Convention and the development of the Constitution of the United States, with an emphasis on the role of James Madison
	USI.7c	Examining constitutional issues debated, including the role of the national government and the debate over ratifying the Constitution, the influence of the Federalist Papers, and the reasons for the addition of the Bill of Rights
	USI.7d	Explaining the Three-Fifths Compromise
	USI.7e	Explaining the three branches of government

Quarter 4	USI.8	The student will apply history and social science skills to explain westward expansion and reform in America from 1801 to 1861
	USI.8a	Describing how territorial expansion affected the political map of the United States including, but not limited to the Louisiana Purchase, the Lewis and Clark Expedition and the role of Sacagawea, the acquisitions of Florida, Texas, Oregon, and California, and the results of the Mexican-American War
	USI.8b	Describing the causes, course of events, and effects of the War of 1812, the role of Andrew Jackson, and the development of the Monroe Doctrine
	USI.8c	Identifying geographic, economic, and religious motivations that influenced the movement of settlers
	USI.8d	Analyzing the impact of westward expansion on Indigenous people including, but not limited to the Indian Removal Act (1830), the Trail of Tears, Seminole Wars
	USI.8e	Explaining technological advancements and innovations on life in America including, but not limited to the cotton gin, the reaper, the steam engine, and steam locomotive
	USI.8f	Describing major developments in the abolitionist and women’s suffrage movements
	USI.8g	Explaining how the expansion of U.S. territory led to increased momentum for the abolitionist and women’s suffrage movements
	USI.9	The student will apply history and social science skills to understand the cause, major events, and effects of the Civil War
	USI.9b	Describing the differences in the economies of the North and South, growth of agriculture and industry, and how those economies impacted the outcome of the war
	USI.9a	Describing how slavery and its expansion was the primary cause of the cultural, economic, and constitutional issues that divided the nation and led to the secession of southern states
	USI.9c	Evaluating the leadership and impact of Abraham Lincoln during the Civil War
	USI.9d	Describing how individuals influenced the course of the Civil War including, but not limited to, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, William Tecumseh Sherman, Thomas "Stonewall" Jackson, and Frederick Douglass
	USI.9e	Describing major political texts during the war including, but not limited to Lincoln’s Inaugural Address, the Emancipation Proclamation, the Gettysburg Address, and Lincoln’s Second Inaugural Address
	USI.9f	Analyzing the effects of the war from various perspectives of Union and Confederate soldiers, Indigenous people, women, European Americans, and enslaved and free Blacks during the war including, but not limited to Clara Barton, John Brown, Robert Smalls, Harriet Tubman, Elizabeth Van Lew, and Mary Bowser

	Topic	SOL	Skill
Quarter 1	Westward Expansion	USII.1	The student will apply history and social science skills to examine westward expansion after the mid-19th century by:
			a) explaining how technology allowed settlers to adapt to the physical features and climate of the West
			b) identifying the motivations for westward expansion
			c) examining the impact of policies, legislation, and treaties associated with growth of the nation
			d) explaining the effect that the growth of the United States had on indigenous people
	Reconstruction	USII.2	The student will apply history and social science skills to understand the ongoing effects of Reconstruction on American life after the mid-19th century by:
			a) describing the impact of the assassination of Abraham Lincoln and the political aftermath of the Civil War
			b) analyzing the goals and effects of the Reconstruction Amendments, the Freedmen’s Bureau, and civil rights policies that changed the meaning of citizenship in the United States
			c) describing the legacies of Abraham Lincoln and the Gettysburg Address, Ulysses S. Grant, Robert E. Lee, Hiram Revels, and Frederick Douglass
			d) describing the role of Congress and the Supreme Court in specific plans and policies including, but not limited to Lincoln’s Ten Percent Plan
			e) describing the role and motivations of individuals who sought to gain from the reconstruction of the United States including, but not limited to the election of former enslaved people during the years right after the Civil War
			f) explaining how the presidential election in 1876 led to the end of Reconstruction
	Post-Reconstruction, Urbanization, Industrialization, and Progressive Movement	USII.3	The student will apply history and social science skills to understand how industrialization changed life in rural and urban America after the Civil War by:
			a) explaining relationships among natural resources, transportation, and industrial development from 1865
			b) explaining the impact of new inventions, the rise of big business, the growth of industry, and the changes to life on American farms in response to industrialization
			c) evaluating and explaining the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, support for eugenics as a social policy, immigration policy, women’s suffrage, and the temperance movement
			d) explaining the events, factors, and motivations that caused individuals and groups to migrate to the United States towards the end of the 19th century
		USII.5	The student will apply history and social science skills to understand the social, political, economic, and technological changes of the early 20th century by describing racial segregation, housing discrimination via redlining, the rise of “Jim Crow” laws, Black Codes, and threats of violence including, but not limited to intimidation, lynchings, armed conflicts, suppressed voting rights, and limits on political participation faced by African Americans and other people during post-Reconstruction

Quarter 2	Post-Reconstruction, Urbanization, Industrialization, and Progressive Movement	USII.3	The student will apply history and social science skills to understand how industrialization changed life in rural and urban America after the Civil War by:
			b) explaining the impact of new inventions, the rise of big business, the growth of industry, and the changes to life on American farms in response to industrialization
			c) evaluating and explaining the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, support for eugenics as a social policy, immigration policy, women’s suffrage, and the temperance movement
			e) examining the cause-and-effect relationship between rapid population growth and city government services and infrastructure
			f) explaining how governmental actions including, but not limited to the Chinese Exclusion Act of 1882, caused harm to Chinese Americans and other immigrants
			g) explaining how various groups worked to alleviate the issues facing new immigrants, and how immigrants advocated for themselves
			h) describing the technological advances and the broader impact of the 1893 Chicago World's Fair on America’s rise as a world leader in innovation, business, and trade
	Imperialism & WWI	USII.4	The student will apply history and social science skills to explain the changing role of the United States from the late 19th century through World War I by:
			a) explaining the legacy of Theodore Roosevelt including, but not limited to, conservation contributions, progressivism, the building of the Panama Canal, and role in the Spanish-American War
			b) explaining the reasons for and results of the Spanish-American War, including the Roosevelt Corollary to the Monroe Doctrine
			c) analyzing the major causes and consequences of World War I and examining the roles of key leaders and groups
			d) examining the evolution of warfare tactics and technology including, but not limited to cavalry, air, submarine, chemical, trench warfare, and other technological advancements
			e) explaining how the war was a catalyst for the United States gaining international power and expanding its sphere of international influence
			f) examining how post-war sanctions and the failure of the League of Nations set the stage for World War II

Quarter 3	Roaring 20s & the Great Depression (Boom to Bust)	USII.5	The student will apply history and social science skills to understand the social, political, economic, and technological changes of the early twentieth century by:
			a) explaining how capitalism and free markets helped foster developments in factory and labor productivity, transportation, communication, and how rural electrification changed American life and standard of living
			b) examining how the rise of communism affected America including, but not limited to the first Red Scare
			c) describing the reasons for and impact of the Great Migration
			d) describing the events and leaders that led to Prohibition, the Women’s Suffrage Movement, and the passage of the Nineteenth Amendment including, but not limited to Susan B. Anthony, Lucy Burns, Elizabeth Cady Stanton, Carrie Chapman Catt, Ida B. Wells-Barnett, and Sojourner Truth
			e) examining the art, literature, and music of the 1920s and 1930s including, but not limited to the Roaring Twenties and the Harlem Renaissance
			f) analyzing the causes of the Great Depression and the impact of the Dust Bowl on the lives of Americans
			g) describing the features, effects, programs, and lasting institutions of Franklin D. Roosevelt’s New Deal
			h) describing racial segregation, housing discrimination via redlining, the rise of “Jim Crow” laws, Black Codes, and threats of violence including, but not limited to intimidation, lynchings, armed conflicts, suppressed voting rights, and limits on political participation faced by African Americans and other people during post-Reconstruction
			i) analyzing events and impacts of African American leaders in response to “Jim Crow” including, but not limited to formation of the National Association for the Advancement of Colored People (NAACP), strikes, protests, the role of historically black colleges and universities (HBCUs), and the work of leaders like Booker T. Washington, W.E.B. DuBois, Mary White Ovington, and Ida B. Wells-Barnett
	WWII	USII.6	The student will apply history and social science skills to understand the major causes, events, and effects of America’s role in World War II by:
			a) explaining the rise and spread of fascism and totalitarianism internationally and the policy of appeasement towards Nazi Germany
			b) explaining the causes and events that led to American involvement in the war, including the attack on Pearl Harbor
			c) locating and describing the major events and turning points of the war in Europe including, but not limited to the Allied invasion of Italy, the invasion of Normandy (D-Day), the Battle of the Bulge, Battle of Berlin
			d) locating and describing the major events and turning points of the war in the Pacific including, but not limited to the Battle of Iwo Jima, Battle of Midway, and Battle of Okinawa
			e) explaining and evaluating the role of key political and military leaders of the Allies and Axis powers including, but not limited to the United States, Germany, Japan, Soviet Union, Italy, and Great Britain
			f) identifying the roles and sacrifices of U.S. armed forces, including prisoners of war (POWs), women, segregated units, and other notable heroics including, but not limited to the contributions of the Tuskegee Airmen, the 442nd Regimental Combat Team, the Women's Army Auxiliary Corps, the Women Airforce Service Pilots, the Navajo Code Talkers, and the Bedford Boys
			g) evaluating the effect of the war on the home front including, but not limited to women in the workforce, the incarceration of Japanese Americans, rationing, conservation, and war bonds
			h) examining the causes and consequences of the Holocaust including, but not limited to Jewish life before the Holocaust, antisemitism, the rise of the Nazi Party, Nuremberg Laws, persecution of Jews and other targeted groups, resistance efforts, the United States’ response, and the Nuremberg Trials
			i) describing the events that led to the surrender of the Axis powers and America’s role in the Allied victory including, but not limited to the Manhattan Project and events that shaped post-war peace

Quarter 4	WWII	USII.6	The student will apply history and social science skills to understand the major causes, events, and effects of America’s role in World War II by:
			a) explaining the rise and spread of fascism and totalitarianism internationally and the policy of appeasement towards Nazi Germany
			b) explaining the causes and events that led to American involvement in the war, including the attack on Pearl Harbor
			c) locating and describing the major events and turning points of the war in Europe including, but not limited to the Allied invasion of Italy, the invasion of Normandy (D-Day), the Battle of the Bulge, Battle of Berlin
			d) locating and describing the major events and turning points of the war in the Pacific including, but not limited to the Battle of Iwo Jima, Battle of Midway, and Battle of Okinawa
			e) explaining and evaluating the role of key political and military leaders of the Allies and Axis powers including, but not limited to the United States, Germany, Japan, Soviet Union, Italy, and Great Britain
			f) identifying the roles and sacrifices of U.S. armed forces, including prisoners of war (POWs), women, segregated units, and other notable heroics including, but not limited to the contributions of the Tuskegee Airmen, the 442nd Regimental Combat Team, the Women's Army Auxiliary Corps, the Women Airforce Service Pilots, the Navajo Code Talkers, and the Bedford Boys
			g) evaluating the effect of the war on the home front including, but not limited to women in the workforce, the incarceration of Japanese Americans, rationing, conservation, and war bonds
			h) examining the causes and consequences of the Holocaust including, but not limited to Jewish life before the Holocaust, antisemitism, the rise of the Nazi Party, Nuremberg Laws, persecution of Jews and other targeted groups, resistance efforts, the United States’ response, and the Nuremberg Trials
			i) describing the events that led to the surrender of the Axis powers and America’s role in the Allied victory including, but not limited to the Manhattan Project and events that shaped post-war peace
	Post-WWII	USII.7	The student will apply history and social science skills to understand the transformation of the United States foreign policy between the end of World War II and leading into the new millennium by:
			a) explaining how key decisions and agreements including, but not limited to the Atlantic Charter, formation of the United Nations, and the North Atlantic Treaty Organization (NATO) established international allies
			b) describing the Marshall Plan’s objectives for rebuilding Europe, the occupation and reconstruction of Japan, and the emergence of the United States and the Soviet Union as superpowers
			c) describing the differences between a communist nation and a democratic nation including, but not limited to self-governance and economic philosophy
			d) examining the role of the United States in fighting communism and defending freedom during the Cold War including, but not limited to the Berlin Airlift, Korea and Vietnam, the roles of John F. Kennedy and Nikita Khrushchev during the Cuban Missile Crisis, the fall of the Berlin Wall and the collapse of communism in Eastern Europe
			e) explaining the collapse of communism in the Soviet Union and Eastern Europe and the end of the Cold War, including the actions of Ronald Reagan and Mikhail Gorbachev
		USII.8g	The student will apply history and social science skills to analyze the key changing patterns of society during the second half of the 20th and early 21st centuries by:
		USII.8g	g) describing expanded educational and economic opportunities for military veterans, women, and minorities
	Civil Rights Movement, Domestic Issues, and Foreign Affairs	USII.8	The student will apply history and social science skills to analyze the key changing patterns of society during the second half of the 20th and early 21st centuries by:
			a) examining the contributions of key leaders and events during the Civil Rights Era including, but not limited to Robert Kennedy, Dr. Martin Luther King, Jr., Malcolm X, Medgar Evers, John Lewis, Rosa Parks, Ruby Bridges, Jonathan Daniels, Dorothy Height, Selma, sit-ins, and boycotts
			b) explaining the significance of urban renewal plans including, but not limited to Jackson Ward in Richmond and Vinegar Hill in Charlottesville
			c) examining key events of the 1960s and 1970s including, but not limited to the Apollo missions, landing on the moon, assassinations, the women’s movement, creation of public sector labor unions, the Watergate scandal and Richard Nixon’s resignation, and the passing of the Clean Water Act and the Clean Air Act
			d) describing the impact of the baby boom, the changing demographics of the United States, and the ending of the military draft
			e) describing the protections and provisions of the Americans with Disabilities Act (ADA)
			f) describing the similarities and differences between the objectives of the Women’s Movement of the early and mid-twentieth century
	Globalization and Current Events	USII.9	The student will apply history and social science skills by:
			a) studying the iterative and ongoing advancements in science and technology
			b) describing the changes in American culture related to music, art, media, communication, and advancements in American economics related to banking, business, and industry
		USII.8	The student will apply history and social science skills to analyze the key changing patterns of society during the second half of the 20th and early 21st centuries by:
		USII.8	h) describing how the terrorist attacks of September 11, 2001, including the heroic sacrifices of Flight 93 passengers, significantly impacted domestic policies, American society, and global perspectives on the war on terror

Ongoing	Skills USII	The student will apply history and social science skills to the content
	Skills USII.a	Synthesizing evidence from sources including, but not limited to artifacts, primary/secondary sources, charts, graphs, and diagrams to understand events in United States history
	Skills USII.b	Applying geographic skills to determine and predict patterns and trends of people, places, or events
	Skills USII.c	Developing questions, enhancing curiosity, and engaging in critical thinking and analysis
	Skills USII.d	Integrate evidence to construct and analyze timelines, classify events, and to distinguish fact and opinion
	Skills USII.e	Comparing and contrasting people, places, events, historical, and political perspectives
	Skills USII.f	Determining and explaining cause and effect relationships
	Skills USII.g	Using an economic decision-making model to analyze the costs and benefits and explain the incentives and consequences of a specific choice made in U.S. history
	Skills USII.h	Engaging and communicating as civil and informed individuals with different perspectives
	Skills USII.i	Developing products that reflect an understanding of content

	SOL	Skill
Half 1	CE.1	The student will apply history and social science skills to explain the foundations of American constitutional democracy by:
		a) explaining the fundamental principles of limited government, republicanism, checks and balances, federalism, separation of powers, and popular sovereignty
		b) describing the influence of the Magna Carta; English Common law; the charters of the Virginia Company of London (April 10, 1606; May 23, 1609; and March 12, 1612), the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom on the Constitution of Virginia and the Constitution of the United States, including the Bill of Rights;
		c) compare and contrast debates, compromises, and plans surrounding the drafting and ratification of the Constitution of the United States and the Bill of Rights
		d) describing the purpose of the Constitution of the United States as stated in its preamble
		e) explaining the fundamental concepts of the U.S. government including, but not limited to due process, equal justice under the law, equal protection, elections and a representative government, limited government, right to private property, rule of law, Supremacy Clause, and separation of powers
		f) describing the procedures for amending the Constitution of Virginia and the Constitution of the United States
	CE.6	The student will apply history and social science skills to define citizenship by:
		a) describing the processes by which an individual becomes a citizen of the United States
		b) describing the rights and privileges guaranteed by the First Amendment, including freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection under the law (Fifth, Sixth, and Fourteenth amendments), and protection from unreasonable government search and seizure (Fourth Amendment)
		d) examining how civic participation can address community needs and serve the public good, including the importance of volunteering, staying informed about current issues, and respecting differing beliefs in a diverse society
		c) examining ways to peacefully work for change in communities or the nation by participating in political campaigns and methods of peacefully petitioning the government for change
		e) examining the process and importance of immigration policies at different points in U.S. history
		f) reviewing the criteria and exam for naturalizing U.S. citizens
	CE.2	The student will apply history and social science skills to analyze how American constitutional government functions at the national level by:
		a) describing the structure and powers of the government (the three branches of government)
		b) explaining the legislative branch and the lawmaking process as explained in Article I of the Constitution of the United States
		c) explaining the particular role and powers of the executive branch as explained in Article II of the Constitution of the United States
		d) explaining the particular role and powers of the judicial branch as explained in Article III of the Constitution of the United States
		e) explaining the principle of separation of powers and the operation of checks and balances
	CE.3	The student will apply history and social science skills to analyze how constitutional government functions at the state level by:
		a) describing the structure and powers of the state government (the three branches of government)
		b) explaining the state lawmaking process
		c) describing the roles and powers of the executive branch and regulatory boards as they affect states
		d) explaining the relationship between state governments and the national government in the federal system, referencing Federalist No. 10 and Federalist No. 51
		e) explaining the principle of separation of powers and the operation of checks and balances
	CE.4	The student will apply history and social science skills to analyze American constitutional government at the local level by:
		a) describing the structure and powers of the local government and explaining the local lawmaking process
		b) describing how state, national, and international issues and events impact local decision making
		c) comparing and contrasting powers and responsibilities of local, state, federal, and tribal governments including, but not limited to citizen engagement, how each is financed, and how they work together and independently
	CE.5	The student will apply history and social science skills to explain the judicial systems established by the Constitution of Virginia and the Constitution of the United States by:
		a) describing the system of state and federal courts including, but not limited to jurisdiction and judicial review
		b) describing how due process protections seek to ensure justice
		c) comparing and contrasting civil and criminal cases; and
		d) explaining the effects of Supreme Court cases affecting the judiciary including, but not limited to Marbury v. Madison

Half 2	CE.8	The student will apply history and social science skills to examine the political process at the local, state, and national levels of government by:
		a) describing the origins, history, and functions of political parties
		b) analyzing campaigns for elective office, with emphasis on the roles of candidates, volunteers, the media, voters, and poll watchers
		c) explaining the role of campaign contributions and the cost of campaigns
		d) examining the history of and requirements for voter registration
		e) describing the role of the Electoral College in the election of the president and vice president
	CE.9	The student will apply history and social science skills to explain the role of the media and social media as well as its influence on local, state, and national levels of government by:
		a) explaining the role and rights of the press in reporting events
		b) describing the effect biased reporting can have on public opinion
		c) explaining the role that individuals play in the political policy-making process by expressing their opinions formally or informally via print media, electronic media, or in-person
		d) evaluating the effect of social media on political campaigns, politics, and civic discourse
		e) identifying the source of a piece of media and considering possible motivations or biases of its creator
		f) evaluating multiple sources describing the same event or idea and reflecting on the reasons for any discrepancies.
	CE.10	The students will apply history and social science skills to analyze the role of public participation in American civic life by:
		a) describing duties of citizens, including paying taxes, serving on a jury, following the law, and registering for selective service
		b) evaluating voting responsibilities, voting dates, and voting and processes in Virginia
		c) explaining voter eligibility and requirements for registration
	CE.11	The student will apply history and social science skills to analyze how economic decisions are made in the marketplace and in daily life by:
		a) explaining that because of scarcity, consumers, producers, and governments must make economic choices, and understanding that all choices have an opportunity cost
		b) explaining the importance of innovation and productivity including the freedom to choose occupations, the role of technology and the development of human capital
		c) comparing and contrasting free market, command, and mixed economies to determine how each affects the allocation of limited resources and the subsequent effects on individuals’ lives
	CE.12	The student will apply history and social science skills to describe the United States economy by:
		a) evaluating the shared fundamental principles and connection of free enterprise and democracy
		b) describing the critical components of the United States economy such as limited government, private property, markets, consumer sovereignty, and competition
		c) explaining the concept of inflation and the effect of supply and demand on consumer prices in a market economy
		d) describing the types of business organizations and the role of entrepreneurship
		e) explaining the role of consumers, producers, and the government interactions on the economy
		f) explaining how financial institutions are critical to creating capital to fuel economic growth for individuals and the larger economy by channeling funds from savers to borrowers through lending
		g) analyzing the role of Virginia in the United States and global economies, with an emphasis on the effect of technological innovations
	CE.13	The student will apply history and social science skills to analyze the role of government in the United States economy by:
		a) examining the effect of competition in the marketplace
		b) explaining how and why government provides certain public goods and services
		c) describing how local, state, and federal governments allocate their budgets and collect taxes to pay for goods and services
		d) explaining the structure and main function of the Federal Reserve System, and how it acts as the nation’s central bank
		e) describing how governments regulate commerce to protect consumers, the environment, competition in the marketplace, and property rights
		f) explaining the role of government currency and analyzing the purpose of a money economy
		g) evaluating how and why governments regulate industry and labor, and competition and monopolies in the marketplace
	CE.14	The student will apply history and social science skills to explain career opportunities and understand the fundamentals of personal finance by:
		a) identifying talents, interests, and aspirations that influence career choice
		b) identifying the attitudes and behaviors that strengthen individual work ethic and promote career success
		c) identifying human capital, abilities, intellectual and physical skills, work habits, and education, and the changing supply and demand in the economy
		d) examining the effect of technological change and globalization on career opportunities
		e) describing the importance of education to one’s intellectual life, lifelong learning, and personal goals
		f) analyzing the role of financial responsibility in good citizenship including, but not limited to evaluating common forms of credit, savings, and investments
		g) describing the importance of equal opportunities for access to education and training
		h) researching jobs and careers in the public and private sector and understanding the pathways to various careers

	SOL	Skill
Basic Geography Skills	Skills WG	The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
		a) selecting and synthesizing evidence from information sources including, but not limited to artifacts, primary/secondary sources, charts, graphs, diagrams, and geospatial technologies including maps, the geographic information system (GIS), and global positioning system (GPS) imagery to understand the regions of the world
		b) applying geographic skills to determine and predict patterns and movement of people, places, or events
		e) comparing and contrasting historical, cultural, economic, and political perspectives
		f) determining and explaining cause-and-effect relationships
		g) using economic decision-making models to analyze and explain the incentives for and consequences of a specific choice
		h) engaging and communicating as civil and informed individuals with different perspectives
		i) developing products that reflect an understanding of research, content, and world geography concepts
		j) contextualizing, corroborating, and evaluating sources for credibility, propaganda, and bias to determine patterns and trends to understand the world
	WG.1	The student will apply history and social science skills to explain how geographic information and geospatial tools are used to make decisions by:
		a) explaining how characteristics of regions have led to regional labels
		b) describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants
		c) analyzing how cultural characteristics including the world’s major languages, ethnicities, and religions link or divide regions
		d) explaining how cartography is used to reflect regional perspectives, point of views, and perceptions of an area and the creation of mental maps
	WG.4	The student will analyze the characteristics of the Latin American and Caribbean regions by:
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		d) explaining important economic characteristics including the distribution of economic activities and global trade
		c) analyzing cultural influences and landscapes
	WG.5	The students will analyze the characteristics of the European region by:
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		d) explaining important economic characteristics including the distribution of economic activities and global trade
		c) analyzing cultural influences and landscapes
	WG.6	The student will analyze the characteristics of the Russian and Central Asian regions by:
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		d) explaining important economic characteristics including the distribution of economic activities and global trade
		c) analyzing cultural influences and landscapes
	WG.7	The student will analyze the characteristics of the sub-Saharan African region by:
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		d) explaining important economic characteristics including the distribution of economic activities and global trade
		c) analyzing cultural influences and landscapes
	WG.8	The student will analyze the characteristics of the regions of North Africa and Southwest Asia by
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		d) explaining important economic characteristics including the distribution of economic activities and global trade
		c) analyzing cultural influences and landscapes
	WG.9	The student will analyze the characteristics of the South Asian and Southeast Asian regions by:
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		d) explaining important economic characteristics including the distribution of economic activities and global trade
		c) analyzing cultural influences and landscapes
	WG.10	The student will analyze the characteristics of the East Asian region by:
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		d) explaining important economic characteristics including the distribution of economic activities and global trade
		c) analyzing cultural influences and landscapes
	WG.11	The student will analyze the characteristics of the Australian and Pacific Islands regions by:
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		d) explaining important economic characteristics including the distribution of economic activities and global trade
		c) analyzing cultural influences and landscapes
	WG.17	The student will apply social science skills to analyze strategic geographic features and resources by:
		a) identifying and describing examples of disputed borders and explaining the reasons for the dispute
		c) analyzing the types of conflicts and cooperation that can occur over the use of rivers and bodies of water
		b) describing and explaining examples of the different types of conflicts that may erupt between and among nations
World Population	WG.12	The student will apply social science skills to understand the distribution, growth rates, and characteristics of human population by:
		a) examining the relationship between demographic data to determine the level of economic development
		b) distinguishing between developed and developing countries
		c) comparing and contrasting the level of economic development to the standard of living, quality of life, form of government, personal freedom, and economic opportunity
	WG.13	The student will apply history and social science skills to understand population and migration by:
		a) explaining how data is used to describe and compare populations
		b) analyzing the causes, impacts, and responses related to migration
	WG.14	The student will apply history and social science skills to determine cultural patterns and interactions across time and place by:
		a) identifying and describing characteristics that contribute to cultural identity, cultural groups, and cultural landscapes
		b) explaining the intellectual exchanges among cultures including but not limited to the areas of science, geography, mathematics, philosophy, medicine, art, and literature
	WG.15	The student will apply social science skills to analyze the patterns of rural and urban migration and development by:
		a) applying the concepts of site and situation to major cities in each region
		b) explaining how the functions of towns and cities have changed over time
Economic Geography	WG.2	The student will apply social science skills to evaluate the significance of natural, human, and capital resources by:
		a) comparing the distribution of major natural resources throughout world regions
		b) showing the influence of resources on patterns of economic activity and land use
		c) evaluating perspectives regarding the use of resources
	WG.12	The student will apply social science skills to understand the distribution, growth rates, and characteristics of human population by:
		a) examining the relationship between demographic data to determine the level of economic development
		b) distinguishing between developed and developing countries
		c) comparing and contrasting the level of economic development to the standard of living, quality of life, form of government, personal freedom, and economic opportunity
	WG.16	The student will apply history and social science skills to understand the impact of the growing interdependence of the world by:
		a) examining factors that influence the distribution of economic activities and trade
		b) analyzing global trade and communication networks
The United States and Canada	WG.3	The student will analyze the characteristics of the United States and Canadian regions by:
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		d) explaining important economic characteristics including the distribution of economic activities and global trade
		c) analyzing cultural influences and landscapes
Latin America and the Carribean	WG.4	The student will analyze the characteristics of the Latin American and Caribbean regions by:
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		d) explaining important economic characteristics including the distribution of economic activities and global trade
		c) analyzing cultural influences and landscapes
Europe	WG.5	The students will analyze the characteristics of the European region by:
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		d) explaining important economic characteristics including the distribution of economic activities and global trade
		c) analyzing cultural influences and landscapes
Russia and Central Asia	WG.6	The student will analyze the characteristics of the Russian and Central Asian regions by:
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		d) explaining important economic characteristics including the distribution of economic activities and global trade
		c) analyzing cultural influences and landscapes
The Middle East	WG.8	The student will analyze the characteristics of the regions of North Africa and Southwest Asia by:
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		c) analyzing cultural influences and landscapes
		d) explaining important economic characteristics, including the distribution of economic activities and global trade
Sub-Saharan Africa	WG.7	The student will analyze the characteristics of the sub-Saharan African region by:
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		d) explaining important economic characteristics including the distribution of economic activities and global trade
		c) analyzing cultural influences and landscapes
South Asia and Southeast Asia	WG.9	The student will analyze the characteristics of the South Asian and Southeast Asian regions by:
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		d) explaining important economic characteristics including the distribution of economic activities and global trade
		c) analyzing cultural influences and landscapes
Southeast Asia and South Asia	WG.10	The student will analyze the characteristics of the East Asian region by:
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		d) explaining important economic characteristics including the distribution of economic activities and global trade
		c) analyzing cultural influences and landscapes
Australia, Pacific Islands and Antarctica	WG.11	The student will analyze the characteristics of the Australian and Pacific Islands regions by:
		a) identifying and analyzing the location of major geographic regions and major cities on maps and globes
		b) describing major physical and environmental features and how geography may change over time
		d) explaining important economic characteristics including the distribution of economic activities and global trade
		c) analyzing cultural influences and landscapes

	SOL	Skill
Paleolithic Era to Agricultural Revolution	WHI.1	The student will apply history and social science skills to describe the period from the Paleolithic era into the Neolithic era by:
		b) explaining the effect that geography had on the emergence and migration of hunter-gatherer societies
		c) describing characteristics of hunter-gatherer societies, including their use of tools and fire
		d) analyzing how technological and social developments gave rise to sedentary settlements
		a) describing the archaeological evidence of the first human, and their geographic locations
		e) analyzing how archaeological discoveries change current understanding of early societies
Ancient River Valley Civilization	WHI.2	The student will apply history and social science skills to describe early societies in the Fertile Crescent by:
		c) describing the development of the Israelites as well as the origins, beliefs, traditions, customs, persecution and spread of Judaism
		a) locating and explaining the development of Egypt and Nubia
		b) locating and explaining the development of Mesopotamia
		d) describing the development of the Phoenicians
Cultures of Persia, India and China	WHI.3	The students will apply history and social science skills to describe ancient Asian societies by:
		a) analyzing the impact of geography on the development of ancient India and China, including locating them in time and place and describing their major geographic features
		b) describing the social, cultural, political, and economic characteristics that define the societies of the Indian subcontinent including, but not limited to contributions and the concepts of varna and Jati
	WHI.4	The student will apply history and social science skills to understand Persia and Greece by:
	WHI.4	b) describing the social, cultural, political, and economic aspects of ancient Persia
	WHI.3	The students will apply history and social science skills to describe ancient Asian societies by:
		c) describing the origins, beliefs, customs, and spread of Hinduism
		d) describing the origins, beliefs, customs, and spread of Buddhism
		e) describing social, cultural, political, and economic development of ancient China
		f) describing the impact of Confucianism, Taoism, and Legalism
Ancient Greece	WHI.4	The student will apply history and social science skills to understand Persia and Greece by:
		a) describing the major geographic features of the region and analyzing the effect that geography had on its development
		c) describing the social, cultural, political, and economic development of Greece including, but not limited to the significance of Athens and Sparta, the development of citizenship, and the different forms of democracy
		d) evaluating the causes and consequences of the Persian and the Peloponnesian wars
		e) evaluating the significance of Alexander the Great’s conquest of Greece and the formation and the spread of Hellenistic culture
		f) explaining the influence of ancient Greek contributions including, but not limited to science, art, architecture, philosophy, and mathematics on the present day
Ancient Rome 700 BCE to 500 AD	WHI.5	The student will apply history and social science skills to understand Rome and the Byzantine Empire by:
		a) describing the influence of geography on Rome's development and the factors that threatened territorial cohesion
		b) comparing and contrasting the political, social, and religious structure and development of the Roman Republic and Roman Empire
		e) explaining the influence of Rome including, but not limited to citizenship, the existence of slavery, rights under Roman law, Roman art, architecture, engineering, philosophy
		d) describing the origins, beliefs, customs, and spread of Christianity, including the persecution of Christians throughout the Roman Empire and eventual adoption and transmission of Christianity, New Testament, differences between the Eastern and Western churches, and the influence of Christianity throughout Europe, Middle Asia, the Middle East, and North Africa
Byzantine Empire and Russia	WHI.5	The student will apply history and social science skills to understand Rome and the Byzantine Empire by:
Byzantine Empire and Russia	WHI.5	c) describing the social, cultural, political, and economic development of the Byzantine Empire including, but not limited to the establishment of Constantinople, and the eventual division of the Roman Empire
Islamic Civilization	WHI.6	The student will apply history and social science skills to understand Islamic societies by:
		a) identifying the physical features and describing the relationship between climate, land and surrounding bodies of water, as well as nomadic and sedentary ways of life of the Arabian Peninsula
		b) describing the origins, beliefs, traditions, customs, persecution and spread of Islam
		c) explaining the significance of the Qur’an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims’ daily lives
		d) describing the expansion of territory under Muslim rule and the spread of Islam and Arabic language among people in these territories, and the cultural and religious acceptance of Islam and the Arabic language
		e) describing the growth of cities and the role of merchants in Muslim society, the expansion of trade routes in Asia, Africa, Europe, and the Indian Ocean, and identifying the products and inventions that traveled along these routes, including spices, textiles, paper, steel, new crops
Eastern Hemisphere Empires	WHI.7	The student will apply history and social science skills to understand the civilizations of China in the Middle Ages by:
		a) describing the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan
		d) explaining the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty
		b) describing agricultural, technological, and commercial developments during the Tang and Sung periods
		c) analyzing the influences of Confucianism and changes in Confucian thought during the Sung and Mongol periods
		e) tracing the historic influence of such discoveries as tea, the manufacture of paper, the development of woodblock printing, the invention of the compass, and the invention of gunpowder
		f) describing the development of the imperial state and the scholar-official class
	WHI.8	The student will apply history and social science skills to describe the sub-Saharan civilizations of Ghana and Mali in medieval Africa by:
		a) describing the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and enslaved people; and the growth of the Ghana and Mali empires
		b) analyzing the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa
		c) describing the role of the trans Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islam
		d) tracing the growth of the Arabic language in government, trade, and Islam
		e) describing the importance of written and oral traditions in the transmission of African history and culture
	WHI.9	The student will apply history and social science skills to understand the civilizations of medieval Japan by:
		a) describing the significance of Japan’s proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan
		b) discussing the reign of Prince Shōtoku of Japan and the characteristics of Japanese society and family life during his reign
		c) describing the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in the 21st century
		d) tracing the development of distinctive forms of Japanese Buddhism
		e) examining the ninth and 10th centuries’ golden age of literature, art, and drama and its lasting effects on culture today, including Murasaki Shikibu’s Tale of Genji
		f) analyzing the rise of a military society in the late 12th century and the role of the samurai in that society.
	WHI.10	The student will apply history and social science skills to understand the civilizations of medieval Europe by:
		a) describing the geography of the European and the Eurasian landmass including location, topography, waterways, vegetation, and climate and their relationship to ways of life in medieval Europe
		b) describing the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire
		c) explaining the development and role of feudalism in the medieval European economy, and the role of the manor as the center of feudal relationships at the foundation of the political order
		d) describing the growth of towns and trade as Europe emerged from feudalism
	WHI.11	The student will apply history and social science skills to analyze the conflict and cooperation between the papacy and European monarchs by:
		a) explaining the significance of developments in medieval English legal and constitutional practices including, but not limited to the Magna Carta, parliament, development of habeas corpus, an independent judiciary in England
		b) analyzing the reasons for the Great Schism in 1054
		c) tracing the causes and course of the Crusades, and the effects on the Christian, Muslim, and Jewish populations in Europe and territorial claims
		d) describing the history of the decline of Muslim rule in the Iberian Peninsula that resulted in the expansion of Christian rule and the rise of Spanish and Portuguese kingdoms
		e) explaining the importance of the Catholic church as a political and intellectual institution, and its effects on education, religious orders, preservation of languages and texts, and philosophy
Americas	WHI.12	The student will apply history and social science skills to understand the Mesoamerican and Andean civilizations:
		a) describing the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies
		b) explaining how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish
		c) describing the artistic and oral traditions and architecture in the three civilizations
		d) describing the Mesoamerican achievements in astronomy and mathematics including the development of the calendar and the effects of the Mesoamerican knowledge of seasonal changes to the civilizations’ agricultural systems
		e) examining the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery
Renaissance	WHI.13	The student will apply history and social science skills to understand the factors contributing to the European Renaissance:
		a) determining the economic, political, philosophical, and cultural foundations of the Italian Renaissance
		b) sequencing events related to the rise of Italian city-states and their political development including Machiavelli’s theory of governing
		c) analyzing the contributions of artists and philosophers of the Italian Renaissance including Leonardo da Vinci, Michelangelo, and Petrarch

High and Late Middle Ages

Renaissance

	SOL	Skill
WHII Critical Thinking, Analysis, and Real-World Application	Skills WHII	The student will apply history and social science skills to the content by:
		a) selecting and synthesizing evidence from information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams in events in world history
		b) applying geographic skills to determine and predict patterns and trends of people, places, or events
		c) questioning to construct arguments using evidence from multiple sources
		d) investigating and analyzing evidence from multiple sources to construct arguments and draw conclusions
		e) comparing and contrasting historical, cultural, economic, and political perspectives
		f) determining cause and effect to analyze connections
		g) using decision-making models including, but not limited to T-charts and Venn diagrams to analyze and explain the incentives for and consequences of a specific choice
		h) engaging and communicating as informed individuals with different perspectives
		i) developing products that reflect an understanding of research and content to make real life connections
		j) engaging and communicating as informed individuals with different perspectives
The World at 1500	WHII.1	The student will apply history and social science skills to analyze the political, cultural, geographic, and economic conditions in the world around 1500 A.D. by:
		a) locating major states and empires
		b) describing the beliefs, sacred writings, traditions, customs, and growth of major religions including, but not limited to Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism
		c) analyzing major trade patterns, regional and global interactions, and cultural, technological, and scientific exchanges
Reformation & Resistance	WHII.2	The student will apply history and social science skills to analyze the Renaissance and Protestant Reformation in terms of their impacts on western civilization by:
		a) explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther, John Calvin, Henry VIII, and Elizabeth I
		b) describing how the Renaissance and Reformation led to changing cultural values, traditions, and philosophies and the role of the printing press in disseminating these changes
		c) describing the effect of religious conflicts on society and government actions including, but not limited to the Inquisition and the Catholic Reformation
Age of Exploration	WHII.3	The student will apply history and social science skills to describe European exploration by:
		a) explaining the political, social, cultural, and economic goals of European exploration and colonization
		b) comparing and contrasting the social, political, economic, and cultural effects of European colonization and the responses of Indigenous people in Africa, Asia, and the Americas
		c) analyzing how competition for colonies among Britain, France, and Spain changed the economic system of Europe
Ottomans, Mughals, China, Japan, Mercantilism	WHII.5	The student will apply history and social science skills to understand Asia from approximately 1500 A.D. to approximately 1800 A.D. by:
		a) describing the location and development of previously established trade routes, the economic success, the influence of religion, and the factors contributing to the longevity of the Ottoman Empire’s influence and power
		b) describing the location and development of northern and southern empires in India including, but not limited to the major trading posts, the growth of Sikhism challenging the Mughal Empire, and cultural developments
		c) describing the location, origins, and development of China including, but not limited to the expansion, development, and social and cultural patterns within the Ming and Qing (Manchu) dynasties
		d) describing the location, origins, and development of Japan including, but not limited to the incentives and consequences of the Tokugawa shogunate’s closed-country policy, the roles of important figures in Japanese society, such as the emperor and the shogun, and the importance of religion in Japanese society
African Empires	WHII.6	The student will apply history and social science skills to understand sub-Saharan Africa from approximately 1500 A.D. to approximately 1800 A.D. by:
		a) describing the location and development of eastern and western Africa
		b) explaining the influence of Askia Muhammad I in the region
		c) analyzing the role of religion in eastern and western Africa, including Islam in Songhai, Coptic Christianity in Ethiopia, and Animism in the Songhai and Asante (Ashanti) empires
		d) analyzing the role of the Ashanti and other powerful western African empires in the Transatlantic Slave Trade
		e) examining the Swahili trade network and its impacts on eastern Africa
		f) comparing and contrasting the development of Central and Southern Africa including, but not limited to the political systems of the Songhai, Asante (Ashanti), Kongo, and Zulu empires
		g) analyzing the adoption of African Christianity in Kongo and comparing it to the practice of Indigenous religions in the Zulu Empire
		h) identifying trading partners, resources, and products exchanged with major central and southern African empires
Scientific Revolution, Absolutism, Rights of Englishmen, Enlightenment, French Revolution, and Napoleon	WHII.4	The student will apply history and social science skills to analyze the political, socio-cultural, geographic, religious, and economic conditions in Europe, Russia, and the Americas that led to political unrest and revolution from approximately 1500 A.D. to about 1800 A.D. by:
		a) describing the series of wars in Europe including, but not limited to the French Wars of Religion, the Thirty Years’ War, the German Peasants’ War, the Tudor rebellions, and the Dutch Revolt
		b) defining and describing how the Scientific Revolution and Enlightenment influenced the European view of the world including, but not limited to the contributions of Descartes, Hume, Kant, Locke, Montesquieu, Newton, Rousseau, and Voltaire
		c) analyzing Enlightenment themes and how they influenced the political foundations of Virginia and the United States
		d) describing the Age of Absolutism with emphasis on the development of France and Louis XIV and the Hapsburg empire and Charles V
		e) describing the development of constitutional monarchy in Great Britain, with emphasis on the English Civil War and the Glorious Revolution and their impacts on democracy
		f) explaining the influence of the American Revolution on the causes and effects of the French and Latin American revolutions
		g) assessing the effect of Napoleon and the Congress of Vienna on political power in Europe
Nationalism, Industrial Revolution, Imperialism	WHII.7	The student will apply history and social science skills to analyze the global impact of changes in European nations between 1800 and 1900 by
		a) explaining the roles of resources, capital, and entrepreneurship in developing an industrial economy
		b) analyzing the effects of the First Industrial Revolution and the Second Industrial Revolution
		d) explaining the events related to the unification of Italy and the role of Italian nationalism
		e) explaining the events related to the unification of Germany and the role of Otto von Bismarck
		c) evaluating responses to imperialism including, but not limited to the Indian Rebellion of 1857 (Sepoy Mutiny) and the Boxer Rebellion
WWI, Interwar Period, and Russian Revolution	WHII.8	The student will apply history and social science skills to understand World War I by:
		a) explaining economic and political causes and identifying major events and leaders of the war including, but not limited to the assassination of Archduke Franz Ferdinand, and the role of Georges Clemenceau, John J. Pershing, Kaiser Friedrich Wilhelm II, and Woodrow Wilson
		b) identifying the changes to modern warfare exemplified in battles along the Eastern Front and the Western Front
		c) describing major battles including, but not limited to Gallipoli, Marne, Meuse-Argonne, Somme, and Verdun
		d) analyzing and explaining the terms of the Treaty of Versailles, the actions of the League of Nations, and the mandate system
		e) identifying the causes and consequences of the Russian Revolution
		f) explaining the causes and effects of worldwide economic depression in the 1930s
		g) examining the rise of totalitarianism
WWII	WHII.9	The student will apply history and social science skills to understand World War II by:
		a) explaining economic and political causes and identifying major events and leaders of the war including, but not limited to Winston Churchill, Dwight Eisenhower, Adolf Hitler, Michinomiya Hirohito, Joseph Stalin, Douglas MacArthur, Franklin D. Roosevelt, Harry Truman, and Admiral Chester Nimitz
		b) describing the major battles including, but not limited to Leningrad, Midway, Normandy, Okinawa, and Stalingrad
		c) identifying the role of technology in the war including, but not limited to naval power, cavity magnetron and radar, computers (i.e., the Electronic Numerical Integrator and Computer [ENIAC]), antibiotics, and the atomic bomb
		d) describing key causes, events, victims, and impacts of the Holocaust, including antisemitism, the rise of the Nazi Party, Kristallnacht, the establishment of ghettos, concentration and death camps, mobile killing squads, rescue, Jewish resistance, and liberation
		e) examining the effects of the war, with emphasis on the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, the creation of international cooperative organizations, the Universal Declaration of Human Rights (1948), and the creation and defense of the modern state of Israel
		f) describing the heroic aspects including, but not limited to D-Day, the French Resistance, the Dunkirk Evacuation, covert action, and Operation Jedburgh
Cold War	WHII.10	The student will apply history and social science skills to understand the significance of the Cold War during the second half of the 20th century by:
		a) explaining the causes, the domino theory, the role of containment, and the differences between the United States’ and Soviet Union’s economic and political systems
		b) describing the events, conflicts, and revolutionary movements including, but not limited to the Berlin Blockade, the Suez Canal Crisis, the Hungarian Revolution, the Bay of Pigs, the Cuban Missile Crisis, and the Prague Spring, as well as the impact of clandestine operations on the Cold War
		c) describing conflicts, events, and major leaders in Asia, including Mao Zedong, Chiang Kai-shek, Deng Xiaoping, Ho Chi Minh, and Tiananmen Square
		d) explaining the collapse of communism in the Soviet Union and Eastern Europe and the end of the Cold War, including the actions of Mikhail Gorbachev, Pope John Paul II, Ronald Reagan, Margaret Thatcher, and Václav Havel
		e) examining the political and economic causes and global consequences of the breakup of the Soviet Union
		f) analyzing how nations around the world developed a culture of global interdependence
Independence Movements and Decolonization	WHII.11	The student will apply history and social science skills to identify the political, economic, and socioeconomic aspects of independence movements and decolonization by:
		a) describing the struggles for self-rule, including Gandhi’s leadership and the development of India’s democracy
		b) describing African independence movements in Ghana, Algeria, Kenya, and South Africa including, but not limited to Jomo Kenyatta’s leadership of Kenya and Nelson Mandela’s role in South Africa
		c) describing the end of the League of Nations’ mandate system and the creation of states in the Middle East, including the roles of Golda Meir and Gamal Abdel Nasser
		d) explaining the effects of decolonization and other methods of gaining independence
Contemporary World	WHII.12	The student will apply history and social science skills to explain global changes during the late 20th and early 21st centuries by:
		a) identifying modern era genocides and crimes against humanity including, but not limited to Mao’s Cultural Revolution, the Stalin regime, Armenia, Cambodia, Fidel Castro’s Cuba, Darfur, Rwanda, and China’s minority Uyghur population
		b) identifying contemporary economic and political issues and ethnic and religious conflicts resulting in the migrations of refugees
		c) examine the development, role, and effects of technology, including social media and chemical and biological technologies
		d) analyzing the increasing impact, events, and conditions that have given rise to international terrorism including, but not limited to the U.S. Embassy bombing in Beirut, the Lockerbie Bombing of Pan Am Flight 103, the U.S. Embassy bombings in Nairobi and Kenya, and the 2011 Breivik shootings
		e) describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements

	SOL	Skill
Early America: Settlement and Colonization	VUS.1	The student will apply history and social science skills to describe the early North America by:
		a) distinguishing how different Indigenous People of North America used available resources to develop their culture, language, skills, and perspectives including, but not limited to the nations in the Northeast, Mississippi River Valley, along the Atlantic seaboard, the Pacific coast, and the Southwest regions of North America
		b) describing the entrepreneurial characteristics of early explorers including, but not limited to Christopher Columbus, Francisco Vázquez de Coronado, Ponce de León, and the technological developments that made nautical exploration possible
		c) connecting the aims, obstacles, and accomplishments of the explorers and sponsors of key expeditions to the Spanish Reconquista, the Protestant Reformation, and the Counter-Reformation
		d) examining the trade routes and the resources and products that linked Africa, the West Indies, the colonies, and Europe
Early America: Settlement and Colonization	VUS.2	The student will apply history and social science skills to describe the political, religious, social, and economic characteristics of the first thirteen colonies by:
		a) describing the reasons, individuals, and groups establishing colonies in North America including, but not limited to John Smith, Roger Williams, William Penn, Lord Baltimore, William Bradford, and John Winthrop
		b) describing European settlement in the Americas; the Great Awakening; the character, practices, and the growth of religious toleration; and the free exercise of religion
		c) describing the development of political self- government and a free-market economic system as well as the differences among the British, Spanish, and French colonial systems
		d) explaining the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town councils
	VUS.3	The student will apply history and social science skills to explain the development of African American culture in America and the impact of the institution of slavery by:
		a) describing the diverse cultures, languages, skills, and perspectives of Africans who were captured there and enslaved in the Americas
		b) describing the Middle Passage, the Transatlantic Slave Trade, chattel slavery, indentured servitude, and forced labor
		c) describing the slave trade in the U.S., Virginia, and Richmond
		d) analyzing the growth of the colonial economy that maximized profits through the use of indentured servitude and race-based enslavement of Africans
		e) examining the cultures of enslaved Africans and identifying the various ways they persisted towards freedom
	VUS.4	The student will apply history and social science skills to analyze the cooperation and conflict between the Indigenous people and the new settlers by:
		a) describing the competition among the English, French, Spanish, Dutch, and Indigenous people for control of North America
		b) describing the cooperation that existed at times between the colonists and Indigenous people during the 1600s and 1700s including, but not limited to agriculture, the fur trade, military alliances, treaties, and cultural interchanges
		c) describing the significance of Bacon’s Rebellion
		d) explaining the conflicts before the Revolutionary War
		e) describing the violent conflicts among the Indigenous nations, including the competing claims for control of lands
Revolution and the New Nation	VUS.5	The student will apply history and social science skills to understand the issues and events leading to and during the Revolutionary Period by:
		a) describing the results of the French and Indian War
		b) describing how political, religious, and economic ideas and interests contributed to the start of the American Revolution including, but not limited to the resistance to imperial policy, the Stamp Act, the Townsend Acts, taxes on tea, Coercive Acts, Boston Tea Party, the Boston Massacre, Patrick Henry’s “Give Me Liberty, or Give Me Death” speech, the Battles of Lexington and Concord, the Battle of Bunker Hill, the Second Continental Congress and the Olive Branch Petition, and Thomas Paine’s Common Sense
		c) describing efforts by individual and groups to mobilize support for the American Revolution, including the Minutemen, Sons of Liberty, the First and Second Continental Congress and the Committees of Correspondence
		d) examining the contributions of those involved in the drafting and signing of the Declaration of Independence and the lasting legacy of the document
		e) analyzing the intervention of France and other factors that led to colonial victory in the Revolutionary War
		f) evaluating how key principles in the Declaration of Independence grew in importance to become unifying ideas of American political philosophy
		g) analyzing the contributions of the future U.S. presidents that were significant during this era
Revolution and the New Nation	VUS.6	The student will apply history and social science skills to describe the development and significance of the American political system by:
		a) examining founding documents to explore the development of American constitutional government, with emphasis on the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom in the framing of the Bill of Rights
		b) identifying the strengths and weaknesses of the Articles of Confederation
		c) describing the major compromises necessary to produce the Constitution of the United States, with emphasis on the struggles of ratification, the reasons for the Bill of Rights, and the roles of James Madison, Alexander Hamilton, George Mason, John Adams, and George Washington
		d) compare the powers granted by the People through the Constitution to citizens, Congress, the president, and the Supreme Court with those reserved to the states
		e) analyzing the issues and debates over the role of the federal government and the formation of political parties during the early National Era
		f) explaining the significance of Chief Justice John Marshall and the Marbury v. Madison decision
Expansion and Reform	VUS.7	The student will apply history and social science skills to analyze major events in Virginia and United States history during the first half of the 19th century by:
		b) explaining the role of broken treaties and the factors that led to military defeat of Indigenous people including, but not limited to the resistance of Indigenous nations to encroachments and assimilation, and the Trail of Tears
		e) describing the political results of territorial expansion and its impact on Indigenous people
		a) assessing the political and economic changes that occurred during this period, with emphasis on James Madison, and the War of 1812
		c) explaining the influence and achievements of significant leaders of the time including, but not limited to John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, and Sequoyah
		d) analyzing the United States' subsequent actions with respect to its Indigenous people including, but not limited to the Indian Reorganization Acts and McGirt v. Oklahoma
		f) analyzing the social and cultural changes during the period including, but not limited to immigration and “The Age of the Common Man” (Jacksonian Era)
		h) evaluating the cultural, economic, and political issues that divided the nation including the role of slavery, the abolitionist movements, and tariffs in the conflicts that led to the Civil War
		g) examining the Texas Revolution and the Mexican-American War
Civil War and Reconstruction	VUS.8	The student will apply history and social science skills to analyze the development and abolition of slavery in the United States by:
		a) explaining how slavery is the antithesis of freedom
		b) describing the impacts of abolitionists including, but not limited to Sojourner Truth, William Lloyd Garrison, Frederick Douglass, and Harriet Beecher Stowe
		c) analyzing key policies and actions including, but not limited to the Missouri Compromise, the Compromise of 1850, the Kansas-Nebraska Act, Dred Scott v. Sandford, and the Emancipation Proclamation
		d) explaining the extension of rights provided in the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States
	VUS.9	The student will apply history and social science skills to analyze the major turning points of the Civil War and Reconstruction eras by:
		a) describing major events and the roles of key leaders of the Civil War Era including, but not limited to Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass
		b) evaluating and explaining the significance and development of Abraham Lincoln’s leadership and political statements including, but not limited to the significance of the Emancipation Proclamation and the principles outlined in the Gettysburg Address
		c) evaluating and explaining the impact of the war on Americans, with emphasis on Virginians, African Americans, the common soldier, and the home front
		d) evaluating postwar Reconstruction plans presented by key leaders of the Civil War
		e) evaluating and explaining the political and economic impact of the war and Reconstruction, including the adoption of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States; sharecropping; the Freedmen’s Bureau; the rise of white supremacist groups
		f) evaluating Virginia’s stance on the Fourteenth Amendment, Virginia’s 1870 Constitution and readmittance to Congress
		g) evaluating the role of the biracial Readjuster party in Virginia during Reconstruction in providing funds to expand a system of public schools and expanding employment opportunities for African Americans
Industrialization	VUS.10	The student will apply history and social science skills to analyze how the nation grew and changed from the end of Reconstruction through the early 20th century by:
		a) analyzing the effect of westward movement and the admission of new states on the Indigenous people and the conflicts with the U.S. government including, but not limited to the Battle of Little Bighorn and the Battle of Wounded Knee
		c) analyzing the transformation of the American economy from agrarian to industrial, growth of cities and trade, the role of the railroads and communication systems, and the concentration of wealth and mass production that created goods at cheaper and faster rates including, but not limited to industrial leaders such as Andrew Carnegie, Andrew Mellon, and John D. Rockefeller and the growth of American philanthropy
		b) examining and evaluating the motivations, contributions, and challenges immigrants to the United States faced before, during, and upon arrival
		g) analyzing the effects of prejudice, discrimination, and “Jim Crow” laws including, but not limited to the responses of Booker T. Washington and W.E.B. DuBois, lynching and racial terror, race riots, the suppression of voting rights in Virginia and other Southern states, Ida B. Wells-Barnett’s anti-lynching crusade, the practice of eugenics, and the Buck v. Bell (1927) decision
		d) explaining the social and cultural impact of industrialization including, but not limited to rapid urbanization, the effects on living and working conditions, the development of labor unions, and the emergence of more leisure time and activities
		e) evaluating and explaining the Progressive Movement and the impact of its legislation including, but not limited to regulations for pollution, child labor, and food safety
		f) examining the “Byrd machine” and its dominance in Virginia government in the first half of the 20th century
		h) explaining the emergence of public colleges, historically black colleges and universities (HBCUs), and land grant institutions in Virginia and the United States as a way to expand educational opportunities and build specific skills and knowledge in agricultural and technological advances
U.S. Emergence in World Affairs	VUS.11	The student will apply history and social science skills to analyze the emerging role of the United States in world affairs during the end of the 19th and early 20th centuries by:
		a) explaining changes in foreign policy of the United States toward Latin America and Asia and the growing influence of the United States including, but not limited to the impact of the Spanish-American War
		b) explaining the international significance of U.S. decisions and actions including, but not limited to the Roosevelt Corollary to the Monroe Doctrine, the Spanish-American War, the acquisition of Alaska and Hawaii, the Panama Canal construction
		c) evaluating the events, leaders, and changes that brought America out of a period of isolationism to enter World War I
		d) evaluating the United States’ involvement in World War I including, but not limited to Woodrow Wilson’s Fourteen Points and the establishment of the League of Nations
		e) evaluating and explaining the terms of the Treaty of Versailles including, but not limited to the national debate in response to the formation of the League of Nations
U.S. Emergence in World Affairs	VUS.12	The student will apply history and social science skills to understand key international and domestic events, interests, and philosophies during the 1920s and 1930s by:
		a) analyzing the attacks on civil liberties including, but not limited to the reemergence of the Ku Klux Klan, the Chicago Riot of 1919, Tulsa Race Massacre and the decimation of Black Wall Street, and the institution of redlining, and the resulting racial wealth gaps
		b) analyzing the connections between the Bolshevik Revolution and the First Red Scare, anarchist bombings, and the Palmer Raids
		c) analyzing the effects of changes in immigration to the United States including, but not limited to the Immigration Act of 1918 and the Immigration Act of 1924
		d) examining the purposes of Marcus Garvey’s Back-to-Africa movement, the American Civil Liberties Union (ACLU), the National Association for the Advancement of Colored People (NAACP), and the Anti- Defamation League (ADL)
		e) analyzing the Roaring 20s, post wartime effects on the American economy, how life changed as a result of innovation and inventions, and the diffusion of American popular culture
		f) examining the changing role of women in society and in the passage of the Eighteenth Amendment and the Nineteenth Amendments to the Constitution of the United States
		g) examining the Great Migration and its influence on the Harlem Renaissance, prompting new trends in literature, music, art, and the work of writers including, but not limited to Zora Neale Hurston and Langston Hughes
	VUS.13	The student will apply history and social science skills to describe the effects of the Great Depression and New Deal policies on the United States by:
		a) explaining the causes of the Great Depression including, but not limited to bank failures, stock purchases on margin, credit, overproduction, high tariffs, and protectionism, and the 1929 stock market crash
		b) evaluating and explaining how Franklin D. Roosevelt’s New Deal measures addressed the Great Depression and expanded the government’s role in the economy, its features, and effects
World Conflicts: US in WWII	VUS.14	The student will apply history and social science skills to analyze the United States’ involvement in World War II by:
		a) comparing and contrasting totalitarianism and Imperial Japan, communist Soviet Union, and fascist Italy and Nazi Germany
		b) analyzing the causes and events that led to the U.S. involvement, including the attack on Pearl Harbor, the United States’ response with Executive Order 9066 and the incarceration of Japanese Americans, and the Supreme Court case Korematsu v. United States
		c) identifying the similarities and differences in the strategy, major battles, and impacts of key leaders of the Axis and Allied powers
		d) evaluating and explaining the contributions of heroic military units including, but not limited to segregated, minority units, women, and the role of Virginia units in the U.S. war effort
		e) describing major battles of World War II, including Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge, battles in Holland, Italy, and North Africa
		f) analyzing the Holocaust beginning with the history and role of antisemitism in the persecution of Jews, the persecutions of other targeted groups, challenges related to the immigration of Jews, Hitler’s “Final Solution,” liberation, postwar trials, and postwar immigration to the United States and the creation of the modern State of Israel
		g) explaining U.S. military intelligence and technology, including island hopping, the Manhattan Project, and the bombings of the Japanese cities of Hiroshima and Nagasaki
The United States since WWII	VUS.15	The student will apply history and social science skills to analyze the United States’ foreign policy during the Cold War era by:
		h) The student will apply history and social science skills to analyze the United States’ involvement in World War II by describing the significance of the United States’ role in the Allied victory, the Marshall Plan, and the significance of the United Nations
		a) explaining the origins and early development of the Cold War and how it changed U.S. foreign policy including, but not limited to the Truman Doctrine and the policy of containment
		b) explaining the long-term impact of the Marshall Plan, the formation of the North Atlantic Treaty Organization (NATO), the Warsaw Pact, and the efforts of the United States to protect western Europe
		c) describing events and leaders of the Cold War, including the Bay of Pigs and Cuban Missile Crisis, and John F. Kennedy and Nikita Khrushchev
		d) analyzing the changing role of the United States in Asia, including Korea, Vietnam, and China and the experiences of refugees from those nations
		e) explaining how U.S. foreign policy pressure, economic power and defense policy, and the assertion of American values led to the end of the Cold War
The United States since WWII	VUS.16	The student will apply history and social science skills to analyze the causes and effects of the Civil Rights Movement by:
		a) analyzing the origins of the Civil Rights Movement, the effects of segregation, and efforts to desegregate schools, transportation, and public areas
		b) evaluating and explaining the impact of the Brown v. Board of Education decision and Virginia’s response of Massive Resistance including, but not limited to the roles of Barbara Johns, R.R. Moton High School in Prince Edward County, Thurgood Marshall, and Oliver W. Hill, Sr.
		c) evaluating the legacy of Dr. Martin Luther King, Jr., including "A Letter from a Birmingham Jail,” civil disobedience, the Southern Christian Leadership Conference (SCLC), “I Have a Dream” speech, and his assassination
		d) analyzing key events including, but not limited to the murder of Emmett Till, bus boycotts, Little Rock Central High School desegregation, Greensboro sit-ins, Freedom Rides, Birmingham demonstrations, 1963 March on Washington, Freedom Summer, and Selma to Montgomery Marches, with additional emphasis on events in Virginia
		e) explaining how the tenets of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965 had an effect on all Americans
		f) analyzing the effect of the Black Power Movement
	VUS.17	The student will apply history and social science skills to analyze political and social conditions in the United States during the second half of the 20th century and early 21st century by:
		e) explaining scientific and technological changes and evaluating their impact on American culture, including media
		c) explaining social movements including, but not limited to the Vietnam War and the rise of the anti-war movement, Woodstock, the rise of the conservative movement and the election of Ronald Reagan, women's movement, gay rights movement, pro-life movement, and an increased domestic focus on HIV/AIDS, the rise of antisemitism and hate crimes, and domestic terrorism
		d) connecting the legacy of the Civil Rights Movement to the election of Barack Obama to the Office of the President
The United States since WWII	VUS.17	The student will apply history and social science skills to analyze political and social conditions in the United States during the second half of the 20th century and early 21st century by:
		a) assessing the development of and changes in domestic policies due to Supreme Court decisions and acts of Congress including, but not limited to Brown v. Board of Education, Federal Highway Act of 1956, the American Indian Movement (AIM), the Indian Self-Determination and Education Assistance Act, Equal Pay Act, Americans with Disabilities Act, Title IX of the Education Amendments of 1972, Marriage Equality Act, Obergefell v. Hodges, Gideon v. Wainwright, Miranda v. Arizona, and Roe v. Wade leading to Dobbs v. Jackson Women’s Health Organization
		b) analyzing key events and conditions that have given rise to terrorism as an attack on democracy and the United States' role in defending democracy including, but not limited to 1993 bombing of the World Trade Center, the 2000 bombing of the USS Cole, attacks on U.S. Embassies in Kenya and Tanzania, and the 9/11 attacks on the United States in 2001

Science

	Topic	SOL	Skill
Quarter 1	Scientific and Engineering Practices	K.1	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and defining problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
			d) constructing and critiquing conclusions and explanations
			e) developing and using models
			f) obtaining, evaluating, and communicating information
	Force, Motion, and Energy	K.3	K.3 The student will investigate and understand that physical properties of an object can be described. Properties include:
			a) colors
			b) shapes and forms
			c) textures and feel
			d) relative sizes and weights of objects
	Living Systems and Processes	K.5	The student will investigate and understand that senses allow humans to seek, find, take in, and react or respond to different information. Key ideas include:
			a) the five basic senses correspond to specific human body structures
			b) senses are used in our daily lives

Quarter 2	Earth and Space Systems	K.9	The student will investigate and understand that there are patterns in nature. Key patterns include:
			a) daily weather
			b) seasonal changes
			c) day and night

Quarter 3	Force, Motion, and Energy	K.2	The student will investigate and understand that pushes and pulls affect the motion of objects. Key ideas include:
			a) pushes and pulls can cause an object to move
			b) pushes and pulls can change the direction of an object
			c) changes in motion are related to the strength of the push or pull
	Matter	K.4	The student will investigate and understand that water is important in our daily lives and has properties. Key ideas include:
			a) water has many uses
			b) water can be found in many places
			c) water occurs in different phases
			d) water flows downhill
	Earth and Space Systems	K.8	The student will investigate and understand that light influences temperature on Earth’s surfaces and can cause shadows. Key ideas include:
			a) the sun provides light and warms Earth's surface
			b) shadows can be produced when sunlight or artificial light is blocked by an object
			c) objects in shadows and objects in sunlight have different temperatures
		K.10	The student will investigate and understand that change occurs over time. Key ideas include:
			a) natural and human-made things change over time
			b) living and nonliving things change over time
			c) changed can be observed and measured
			d) changes may be fast or slow

Quarter 4	Earth and Space Systems	K.10	The student will investigate and understand that change occurs over time. Key ideas include:
			a) natural and human-made things change over time
			b) living and nonliving things change over time
			c) changed can be observed and measured
			d) changes may be fast or slow
	Earth Resources	K.11	The student will investigate and understand that humans use resources. Key ideas include:
			a) some materials and objects can be used over and over again
			b) materials can be recycled
			c) choices we make impact the air, water, land, and living things
	Living Systems and Processes	K.6	The student will investigate and understand that there are differences between living organisms and nonliving objects. Key ideas include:
			a) all things can be classified as living or nonliving
			b) living organisms have certain characteristics that distinguish them from nonliving objects
		K.7	The student will investigate and understand that plants and animals have basic needs and life processes. Key ideas include:
			a) living things need adequate food, water, shelter, air, and space to survive
			b) plants and animals have life cycles
			c) offspring of plants and animals are similar but not identical to their parents or to one another

	Topic	SOL	Skill
Quarter 1	Scientific and Engineering Practices	1.1a-c	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and defining problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
	Earth and Space Systems	1.6a-b	The student will investigate and understand that there is a relationship between the sun and Earth. Key ideas include:
			a) the sun is the source of energy and light that warms the Earth’s land, air, and water
			b) the sun’s relative position changes in the Earth’s sky throughout the day
		1.7a-c	The student will investigate and understand that there are weather and seasonal changes. Key ideas include:
			a) changes in temperature, light, and precipitation occur over time
			b) there are relationships between daily weather and the season
			c) changes in temperature, light, and precipitation affect plants and animals, including humans

Quarter 2	Scientific and Engineering Practices	1.1a-c	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and defining problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
	Living Systems and Processes	1.4a-c	The student will investigate and understand that plants have basic life needs and functional parts that allow them to survive. Key ideas include:
			a) plants need nutrients, air, water, light, and a place to grow
			b) structures of plants perform specific functions
			c) plants can be classified based on a variety of characteristics

Quarter 3	Scientific and Engineering Practices	1.1a-c	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and defining problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
	Earth and Space Systems	1.7a-c	The student will investigate and understand that there are weather and seasonal changes. Key ideas include:
			a) changes in temperature, light, and precipitation occur over time
			b) there are relationships between daily weather and the season
			c) changes in temperature, light, and precipitation affect plants and animals, including humans

Quarter 4	Force, Motion, and Energy	1.2a-b	The student will investigate and understand that objects can move in different ways. Key ideas include:
			a) objects may have straight, circular, spinning, and back-and-forth motions
			b) objects may vibrate and produce sound
	Matter	1.3a-c	The student will investigate and understand that objects are made from materials that can be described by their physical properties. Key ideas include:
			a) objects are made of one or more materials with different physical properties and can be used for a variety of purposes
			b) when a material is changed in size most physical properties remain the same
			c) the type and amount of material determine how much light can pass through an object
	Earth Resources	1.8a-c	The student will investigate and understand that natural resources can be used responsibly. Key ideas include:
			a) most natural resources are limited
			b) human actions can affect the availability of natural resources
			c) reducing, reusing, and recycling are ways to conserve natural resources
	Living Systems and Processes	1.5a-c	The student will investigate and understand that animals, including humans, have basic life needs that allow them to survive. Key ideas include:
			a) animals need air, food, water, shelter, and space (habitat)
			b) animals have different physical characteristics that perform specific functions
			c) animals can be classified based on a variety of characteristics

	Topic	SOL	Skill
Quarter 1	Scientific and Engineering Practices	2.7	The student will investigate and understand that weather patterns and seasonal changes affect plants, animals, and their surroundings. Key ideas include:
			a) weather and seasonal changes affect the growth and behavior of living things
			b) wind and weather can change the land
			c) changes can happen quickly or slowly over time
	Earth and Space Systems	2.6	The student will investigate and understand that there are different types of weather on Earth. Key ideas include:
			a) different types of weather have specific characteristics
			b) measuring, recording, and interpreting weather data allows for identification of weather patterns
			c) tracking weather allows us to prepare for the weather and storms
	Living Systems and Processes	2.4	The student will investigate and understand that plants and animals undergo a series of orderly changes as they grow and develop. Key ideas include:
			a) animals have life cycles
			b) plants have life cycles
		2.5	The student will investigate and understand that living things are part of a system. Key ideas include:
			a) plants and animals are interdependent with their living and nonliving surroundings
			b) an animal's habitat provides all of its basic needs
			c) habitats change over time due to many influences

Quarter 3	Scientific and Engineering Practices	2.1	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and defining problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
			d) constructing and critiquing conclusions and explanations
			e) developing and using models
			f) obtaining, evaluating, and communicating information
	Force, Motion, and Energy	2.2	The student will investigate and understand that different types of forces may cause an object’s motion to change. Key ideas include:
			a) forces from direct contact can cause an object to move
			b) some forces, including gravity and magnetism, can cause objects to move from a distance
			c) forces have applications in our lives
	Matter	2.3	The student will investigate and understand that matter can exist in different phases. Key ideas include:
			a) matter has mass and takes up space
			b) solid, liquids, and gases have different characteristics
			c) heating and cooling can change the phases of matter

Quarter 4	Scientific and Engineering Practices	2.1	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and defining problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
			d) constructing and critiquing conclusions and explanations
			e) developing and using models
			f) obtaining, evaluating, and communicating information
	Earth Resources	2.8	The student will investigate and understand that plants are important natural resources. Key ideas include:
			a) the availability of plant products affects the development of a geographic area
			b) plants provide oxygen, homes, and food for many animals
			c) plants can help reduce the impact of wind and water

	Topic	SOL	Skill
Quarter 1	Scientific and Engineering Practices	3.1	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and defining problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
			d) constructing and critiquing conclusions and explanations
			e) developing and using models
			f) obtaining, evaluating, and communicating information
	Earth and Space Systems	3.4	The student will investigate and understand that adaptations allow organisms to satisfy life needs and respond to the environment. Key ideas include:
			a) populations may adapt over time
			b) adaptations may be behavioral or physical
			c) fossils provide evidence about the types of organisms that lived long ago as well as the nature of their environments
		3.5	The student will investigate and understand that aquatic and terrestrial ecosystems support a diversity of organisms. Key ideas include:
			a) ecosystems are made of living and nonliving components of the environment
			b) relationships exist among organizations in an ecosystem
	Earth Resources	3.8	The student will investigate and understand that natural events and humans influence ecosystems. Key ideas include:
			a) human activity affects the quality of air, water, and habitats
			b) water is limited and needs to be conserved
			c) fire, flood, disease, and erosion affect ecosystems
			d) soil is a natural resource and should be conserved

Quarter 2	Scientific and Engineering Practices	3.1	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and defining problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
			d) constructing and critiquing conclusions and explanations
			e) developing and using models
			f) obtaining, evaluating, and communicating information
	Matter	3.3	The student will investigate and understand how materials interact with water. Key ideas include:
			a) solids and liquids mix with water in different ways
			b) many solids dissolve more easily in hot water than in cold water
	Earth Resources	3.8	The student will investigate and understand that natural events and humans influence ecosystems. Key ideas include:
			a) human activity affects the quality of air, water, and habitats
			b) water is limited and needs to be conserved
			c) fire, flood, disease, and erosion affect ecosystems
			d) soil is a natural resource and should be conserved

Quarter 3	Scientific and Engineering Practices	3.1	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and defining problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
			d) constructing and critiquing conclusions and explanations
			e) developing and using models
			f) obtaining, evaluating, and communicating information
	Force, Motion, and Energy	3.2	The student will investigate and understand that the direction and size of force affects the motion of an object. Key ideas include:
			a) multiple forces may act on an object
			b) the net force on an object determines how an object moves
			c) simple machines increase or change the direction of a force
			d) simple and compound machines have many applications
	Earth and Space Systems	3.7	The student will investigate and understand that there is a water cycle and water is important to life on Earth. Key ideas include:
			a) there are many reservoirs of water on Earth
			b) the energy from the sun drives the water cycle
			c) the water cycle involves specific processes
	Earth Resources	3.8	The student will investigate and understand that natural events and humans influence ecosystems. Key ideas include:
			a) human activity affects the quality of air, water, and habitats
			b) water is limited and needs to be conserved
			c) fire, flood, disease, and erosion affect ecosystems
			d) soil is a natural resource and should be conserved

Quarter 4	Scientific and Engineering Practices	3.1	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and defining problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
			d) constructing and critiquing conclusions and explanations
			e) developing and using models
			f) obtaining, evaluating, and communicating information
	Earth and Space Systems	3.6	The student will investigate and understand that soil is important in ecosystems. Key ideas include:
			a) soil, with its different components, is important to organisms
			b) soil provides support and nutrients necessary for plant growth
	Earth Resources	3.8	The student will investigate and understand that natural events and humans influence ecosystems. Key ideas include:
			a) human activity affects the quality of air, water, and habitats
			b) water is limited and needs to be conserved
			c) fire, flood, disease, and erosion affect ecosystems
			d) soil is a natural resource and should be conserved

	Topic	SOL	Skill
Quarter 1	Scientific and Engineering Practices	4.1	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and identifying problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
			d) constructing and critiquing conclusions and explanations
			e) developing and using models
			f) obtaining, evaluating, and communicating information
	Earth and Space Systems	4.4	The student will investigate and understand that weather conditions and phenomena affect ecosystems and can be predicted. Key ideas include:
			a) weather measurements create a record that can be used to make weather predictions
			b) common and extreme weather events affect ecosystems
			c) long-term seasonal weather trends determine the climate of a region

Quarter 2	Scientific and Engineering Practices	4.1	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and identifying problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
			d) constructing and critiquing conclusions and explanations
			e) developing and using models
			f) obtaining, evaluating, and communicating information
	Living Systems and Processes	4.3	The student will investigate and understand that organisms, including humans, interact with one another and with the nonliving components in the ecosystem. Key ideas include:
			a) interrelationships exist in populations, communities, and ecosystems
			b) food webs show the flow of energy within an ecosystem
			c) changes in an organism's niche and habitat may occur at various stages in its life cycle
			d) classification can be used to identify organisms
	Earth and Space Systems	4.7	The student will investigate and understand that the ocean environment has characteristics. Key characteristics include:
			a) geology of the ocean floor
			b) physical properties and movement of ocean water
			c) interaction of organisms in the ocean

Quarter 3	Scientific and Engineering Practices	4.1	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and identifying problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
			d) constructing and critiquing conclusions and explanations
			e) developing and using models
			f) obtaining, evaluating, and communicating information
	Earth Resources	4.8	The student will investigate and understand that Virginia has important natural resources. Key resources include:
			a) watersheds and water
			b) plants and animals
			c) minerals, rocks, and ores
			d) forests, soil, and land

Quarter 4	Scientific and Engineering Practices	4.1	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and identifying problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
			d) constructing and critiquing conclusions and explanations
			e) developing and using models
			f) obtaining, evaluating, and communicating information
	Living Systems and Processes	4.2	The student will investigate and understand that plants and animals have structures that distinguish them from one another and play vital roles in their ability to survive. Key ideas include:
			a) the survival of plants and animals depends on photosynthesis
			b) plants and animals have different structures and processes for obtaining energy
			c) plants and animals have different structures and processes for creating offspring
	Earth and Space Systems	4.5	The student will investigate and understand that the planets have characteristics and a specific place in the solar system. Key ideas include:
			a) planets rotate on their axes and revolve around the sun
			b) planets have characteristics and a specific order in the solar system
			c) the sizes of the sun and planets can be compared to one another
		4.6	The student will investigate and understand that there are relationships among Earth, the moon, and the sun. Key relationships include:
			a) the motions of Earth, the moon, and the sun
			b) the causes for Earth’s seasons
			c) the causes for the four major phases of the moon and the relationship to the tide cycles

	Topic	SOL	Skill
Quarter 1	Scientific and Engineering Practices	5.1	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and defining problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
			d) constructing and critiquing conclusions and explanations
			e) developing and using models
			f) obtaining, evaluating, and communicating information
	Force, Motion, and Energy	5.3	The student will investigate and understand that there is a relationship between force and energy of moving objects. Key ideas include:
			a) moving objects have kinetic energy
			b) motion is described by an object’s direction and speed
			c) changes in motion are related to net force and mass
			d) when objects collide, the contact forces transfer energy and can change objects’ motion
			e) friction is a force that opposes motion
	Matter	5.7	The student will investigate and understand that matter has properties and interactions. Key ideas include:
			a) matter is composed of atoms
			b) matter is composed of atoms
			c) energy has an effect on the phases of matter
	Earth and Space Systems	4.2	The student will investigate and understand that plants and animals have structures that distinguish them from one another and play vital roles in their ability to survive. Key ideas include:
			a) the survival of plants and animals depends on photosynthesis
			b) plants and animals have different structures and processes for obtaining energy
			c) plants and animals have different structures and processes for creating offspring
		4.3	The student will investigate and understand that organisms, including humans, interact with one another and with the nonliving components in the ecosystem. Key ideas include
			a) interrelationships exist in populations, communities, and ecosystems
			b) food webs show the flow of energy within an ecosystem
			c) changes in an organism’s niche and habitat may occur at various stages in its life cycle
			d) classification can be used to identify organisms

Quarter 2	Scientific and Engineering Practices	5.1	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and defining problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
			d) constructing and critiquing conclusions and explanations
			e) developing and using models
			f) obtaining, evaluating, and communicating information
	Force, Motion, and Energy	5.2	The student will investigate and understand that energy can take many forms. Key ideas include:
			a) energy is the ability to do work or to cause change
			b) there are many different forms of energy
			c) energy can be transformed
			d) energy is conserved
		5.4	The student will investigate and understand that electricity is transmitted and used in daily life. Key ideas include:
			a) electricity flows easily through conductors but not insulators
			b) electricity flows through closed circuits
			c) static electricity can be generated by rubbing certain materials together
			d) electrical energy can be transformed into radiant, mechanical, and thermal energy
			e) a current flowing through a wire creates a magnetic field
		5.5	The student will investigate and understand that sound can be produced and transmitted. Key ideas include:
			a) sound is produced when an object or substance vibrates
			b) sound is the transfer of energy
			c) different media transmit sound differently
			d) sound waves have many uses and applications
		5.6	The student will investigate and understand that visible light has certain characteristics and behaves in predictable ways. Key ideas include:
			a) visible light is radiant energy that moves in transverse waves
			b) the visible spectrum includes light with different wavelengths
			c) matter influences the path of light
			d) radiant energy can be transformed into thermal, mechanical, and electrical energy

Quarter 3	Scientific and Engineering Practices	5.1	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and defining problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
			d) constructing and critiquing conclusions and explanations
			e) developing and using models
			f) obtaining, evaluating, and communicating information
	Force, Motion, and Energy	5.9	The student will investigate and understand that Earth constantly changes. Key ideas include:
			a) Earth’s internal energy causes movement of material within the Earth
			b) plate tectonics describe movement of the crust
			c) the rock cycle models the transformation of rocks
			d) processes such as weathering, erosion, and deposition change the surface of the Earth
			e) fossils and geologic patterns provide evidence of Earth’s change
	Earth and Space Systems	4.4	The student will investigate and understand that weather conditions and phenomena affect ecosystems and can be predicted. Key ideas include:
			a) weather measurements create a record that can be used to make weather predictions
			b) common and extreme weather events affect ecosystems
			c) long term seasonal weather trends determine the climate of a region
	Earth Resources	5.8	The student will investigate and understand that Earth constantly changes. Key ideas include:
			a) Earth’s internal energy causes movement of material within the Earth
			b) plate tectonics describe movement of the crust
			c) the rock cycle models the transformation of rocks
			d) processes such as weathering, erosion, and deposition change the surface of the Earth
			e) fossils and geologic patterns provide evidence of Earth’s change
		4.7	The student will investigate and understand that the ocean environment has characteristics. Key characteristics include:
			a) geology of the ocean floor
			b) physical properties and movement of ocean water
			c) interaction of organisms in the ocean
		4.8	The student will investigate and understand that Virginia has important natural resources. Key resources include:
			a) watersheds and water
			b) plants and animals
			c) minerals, rocks, and ores
			d) forests, soil, and land

Quarter 4	Scientific and Engineering Practices	5.1	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and defining problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
			d) constructing and critiquing conclusions and explanations
			e) developing and using models
			f) obtaining, evaluating, and communicating information
	Earth and Space Systems	4.5	The student will investigate and understand that the ocean environment has characteristics. Key characteristics include:
			a) geology of the ocean floor
			b) physical properties and movement of ocean water
			c) interaction of organisms in the ocean
		4.6	The student will investigate and understand that there are relationships among Earth, the moon, and the sun. Key relationships include:
			a) the motions of Earth, the moon, and the sun
			b) the causes for Earth's seasons
			c) the causes for the four major phases of the moon and the relationship to the tide cycles
			d) the relative size, position, age and makeup of Earth, the moon, and the sun

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	Topic	SOL	Skill
Semester 1	Scientific and Engineering Practices	6.1	The student will demonstrate an understanding of scientific and engineering practices by:
			a) asking questions and defining problems
			b) planning and carrying out investigations
			c) interpreting, analyzing, and evaluating data
			d) constructing and critiquing conclusions and explanations
			e) developing and using models
			f) obtaining, evaluating, and communicating information
	Matter	6.5	The student will investigate and understand that all matter is composed of atoms. Key ideas include:
			a) atoms consist of particles, including electrons, protons, and neutrons
			b) atoms of a particular element are similar but differ from atoms of other elements
			c) elements may be represented by chemical symbols
			d) two or more atoms interact to form new substances, which are held together by electrical forces (bonds)
			e) compounds may be represented by chemical formulas
			f) chemical equations can be used to model chemical changes
			g) a few elements comprise the largest portion of the solid Earth, living matter, the oceans, and the atmosphere
	Water Properties	6.6	The student will investigate and understand that water has unique physical properties and has a role in the natural and human-made environment. Key ideas include:
			a) water is referred to as the universal solvent
			b) water has specific properties
			c) thermal energy has a role in phase changes
			d) water has a role in weathering
			e) large bodies of water moderate climate
			f) water is important for agriculture, power generation, and public health
	Watersheds	6.8	The student will investigate and understand that land and water have roles in watershed systems. Key ideas include:
			a) a watershed is composed of the land that drains into a body of water
			b) Virginia is composed of multiple watershed systems which have specific features
			c) the Chesapeake Bay is an estuary that has many important functions
			d) natural processes, human activities, and biotic and abiotic factors influence the health of a watershed system

Semester 2	Energy	6.4	The student will investigate and understand that there are basic sources of energy and that energy can be transformed. Key ideas include:
			a) the sun is important in the formation of most energy sources on Earth
			b) Earth’s energy budget relates to living systems and Earth’s processes
			c) radiation, conduction, and convection distribute energy
			d) energy transformations are important in energy usage
	Natural Resources Management	6.9	The student will investigate and understand that humans impact the environment and individuals can influence public policy decisions related to energy and the environment. Key ideas include:
			a) natural resources are important to protect and maintain
			b) renewable and nonrenewable resources can be managed
			c) major health and safety issues are associated with air and water quality
			d) major health and safety issues are related to different forms of energy
			e) preventive measures can protect land-use and reduce environmental hazards
			f) there are cost/benefit tradeoffs in conservation policies
	Atmosphere and Weather	6.7	The student will investigate and understand that air has properties and that Earth’s atmosphere has structure and is dynamic. Key ideas include:
			a) air is a mixture of gaseous elements and compounds
			b) the atmosphere has physical characteristics
			c) properties of the atmosphere change with altitude
			d) there is a relationship between air movement, thermal energy, and weather conditions
			e) atmospheric measures are used to predict weather conditions
			f) weather maps give basic information about fronts, systems, and weather measurements
	Solar Systems	6.2	The student will investigate and understand that the solar system is organized and the various bodies in the solar system interact. Key ideas include:
			a) matter is distributed throughout the solar system
			b) planets have different sizes and orbit at different distances from the sun
			c) gravity contributes to orbital motion
			d) the understanding of the solar system has developed over time
		6.3	The student will investigate and understand that there is a relationship between the sun, Earth, and the moon. Key ideas include:
			a) Earth has unique properties
			b) the rotation of Earth in relationship to the sun causes day and night
			c) the movement of Earth and the moon in relationship to the sun and causes phases of the moon
			d) Earth's tilt as it revolves around the sun causes the seasons
			e) the relationship between Earth and the moon is the primary cause of tides

	SOL	Skill
Semester 1	LS.1	The student will demonstrate an understanding of scientific and engineering practices by: a) asking questions and defining problems b) planning and carrying out investigations c) interpreting, analyzing, and evaluating data d) constructing and critiquing conclusions and explanations e) developing and using models f) obtaining, evaluating, and communicating information
	LS.2	The student will investigate and understand that all living things are composed of one or more cells that support life processes, as described by the cell theory. Key ideas include: a) the development of the cell theory demonstrates the nature of science b) cell structure and organelles support life processes c) similarities and differences between plant and animal cells determine how they support life processes d) cell division is the mechanism for growth and reproduction e) cellular transport (osmosis and diffusion) is important for life processes
	LS.3	The student will investigate and understand that there are levels of structural organization in living things. Key ideas include: a) patterns of cellular organization support life processes b) unicellular and multicellular organisms have comparative structures
	LS.4	The student will investigate and understand that there are chemical processes of energy transfer which are important for life. Key ideas include: a) photosynthesis is the foundation of virtually all food webs b) photosynthesis and cellular respiration support life processes
	LS.10	The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key ideas include: a) DNA has a role in making proteins that determine organism traits b) the role of meiosis is to transfer traits to the next generation c) Punnett squares are mathematical models used to predict the probability of traits in offspring
	LS.11	The student will investigate and understand that populations of organisms can change over time. Key ideas include: a) mutation, adaptation, natural selection, and extinction change populations b) the fossil record, genetic information, and anatomical comparisons provide evidence for evolution c) environmental factors and genetic variation, influence survivability and diversity of organisms

Semester 2	LS.3	The student will investigate and understand that there are levels of structural organization in living things. Key ideas include: c) similar characteristics determine the classification of organisms.
	LS.5	The student will investigate and understand that biotic and abiotic factors affect an ecosystem. Key ideas include: a) matter moves through ecosystems via the carbon, water, and nitrogen cycles b) energy flow is represented by food webs and energy pyramids c) relationships exist among producers, consumers, and decomposers
	LS.7	The student will investigate and understand that adaptations support an organism’s survival in an ecosystem. Key ideas include: a) biotic and abiotic factors define land, marine, and freshwater ecosystems b) physical and behavioral characteristics enable organisms to survive within a specific ecosystem
	LS.6	The student will investigate and understand that populations in a biological community interact and are interdependent. Key ideas include: a) relationships exist between predators and prey and these relationships are modeled in food webs b) the availability and use of resources may lead to competition and cooperation c) symbiotic relationships support the survival of different species d) the niche of each organism supports survival
	LS.8	The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic and change over time. Key ideas include: a) organisms respond to daily, seasonal, and long-term changes b) changes in the environment may increase or decrease population size c) large-scale changes such as eutrophication, climate changes, and catastrophic disturbances affect ecosystems
	LS.9	The student will investigate and understand that relationships exist between ecosystem dynamics and human activity. Key ideas include: a) changes in habitat can disturb populations b) disruptions in ecosystems can change species competition c) variations in biotic and abiotic factors can change ecosystems

	SOL	Skill
Semester 1	1	The student will demonstrate an understanding of scientific and engineering practices by: a) asking questions and defining problems b) planning and carrying out investigations c) interpreting, analyzing, and evaluating data d) constructing and critiquing conclusions and explanations e) developing and using models f) obtaining, evaluating, and communicating information
	3	The student will investigate and understand that matter has properties and is conserved in chemical and physical processes. Key ideas include: a) pure substances can be identified based on their chemical and physical properties b) pure substances can undergo physical and chemical changes that may result in a change of properties
	2	The student will investigate and understand that matter is composed of atoms. Key ideas include: a) our understanding of atoms has developed over time b) the periodic table can be used to predict the chemical and physical properties of matter c) the kinetic molecular theory is used to predict and explain matter interactions
	3	The student will investigate and understand that matter has properties and is conserved in chemical and physical processes. Key ideas include: c) compounds form through ionic and covalent bonding d) balanced chemical equations model the conservation of matter
	4	The student will investigate and understand that the periodic table is a model used to organize elements based on their atomic structure. Key uses include: a) symbols, atomic numbers, atomic mass, chemical groups (families), and periods are identified on the periodic table b) elements are classified as metals, metalloids, and nonmetals

Semester 2	5	The student will investigate and understand that energy is conserved. Key ideas include: a) energy can be stored in different ways b) energy is transferred and transformed c) energy can be transformed to meet societal needs
	8	The student will investigate and understand that work, force, and motion are related. Key ideas include: a) motion can be described using position and time b) motion is described by Newton’s laws
	6	The student will investigate and understand that waves are important in the movement of energy. Key ideas include: a) energy may be transferred in the form of longitudinal and transverse waves b) mechanical waves need a medium to transfer energy c) waves can interact d) energy associated with waves has many applications
	7	The student will investigate and understand that electromagnetic radiation has characteristics. Key ideas include: a) electromagnetic radiation, including visible light, has wave characteristics and behavior b) regions of the electromagnetic spectrum have specific characteristics and uses
	9	The student will investigate and understand that there are basic principles of electricity and magnetism. Key ideas include: a) an imbalance of charge generates static electricity b) materials have different conductive properties c) electric circuits transfer energy d) magnetic fields cause the magnetic effects of certain materials e) electric current and magnetic fields are related f) many technologies use electricity and magnetism

	Topic	SOL	Skill
Quarter 1	Scientific Investigation	ES.1	Demonstrate understanding of scientific and engineering practices.
	Minerals	ES.4	The student will investigate and understand that there are major rock-forming and ore minerals.
	Rock Types and the Rock Cycle	ES.5	The student will investigate and understand that igneous, metamorphic, and sedimentary rocks can transform.
	Resources	ES.6	The student will investigate and understand that resource use is complex.

Quarter 2	Plate Tectonics and Resulting Features	ES.7	The student will investigate and understand that plate tectonic theory explains Earth’s internal and external geologic processes.
Quarter 2	Surface and Groundwater & Weathering Processes	ES.8	The student will investigate and understand that freshwater resources influence and are influenced by geologic processes and activities of humans.

Quarter 3	Fossils and Geologic Time	ES.9	The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by studying rocks and fossils.
	Atmosphere	ES.11	The student will investigate and understand that the atmosphere is a complex, dynamic system and is subject to long- and short-term variations.
	Meteorology	ES.12	The student will investigate and understand that Earth’s weather and climate are the result of the interaction of the sun’s energy with the atmosphere, oceans, and the land.

Quarter 4	Oceanography	ES.10	The student will investigate and understand that oceans are complex, dynamic systems and are subject to long- and short-term variations.
	Earth's Position in the Solar System	ES.3	The student will investigate and understand that Earth is unique in our solar system.
	Stellar Evolution and the Solar System	ES.2	The student will demonstrate an understanding that there are scientific concepts related to the origin and evolution of the universe.

	Topic	SOL	Skill
Quarter 1	Scientific Investigation	BIO.1	Demonstrate understanding of scientific and engineering practices.
Quarter 1	Macromolecules & Properties of Water	BIO.2	Investigate and understand how water, macromolecules, and enzymes play roles in life processes.

Quarter 2	Cell Structure & Function	BIO.3	Investigate and understand how cells have structure and function to carry out life processes.
	Photosynthesis & Cellular Respiration	BIO.4	Investigate and understand processes of photosynthesis and cellular respiration, and the flow of energy.
	Cell Cycle	BIO.5	Investigate and understand how cell cycle is involved in cell growth, cell division, and role in genetic variations between generations.

Quarter 3	DNA Structure, Replication, Protein Synthesis	BIO.6	Investigate and understand how forming proteins which influence inheritance and evolution is directed by DNA structure, DNA replication, and protein synthesis.
	Genetics, Mutations, Genetic Engineering	BIO.7	Investigate and understand how variety of traits in an organism are result of protein synthesis, and cell division. Explore how synthetic biology has biological and ethical implications.
	Evolution	BIO.8	Investigate and understand the tools used to classify organisms and how populations change over time.

Quarter 4	Ecology	BIO.9	Investigate and understand differences between bacteria and viruses’ effect on living organisms. Explore how organisms are part of living systems and the environment.

	Unit	Content	SOL
Quarter 1	Tragedy of the Commons (6-7 days)	Tragedy of the Commons	BIO.1 d-e
			ENV.1 d-e
			ENV.7
			ENV.8 b-c
			ENV.9 a-d
			ENV.10 a
			ENV.12 a, c, g
		Summative Project and Quiz: My Ecological Footprint	ENV.1 c
			ENV.7 a-b
			ENV.9 a-d
			ENV.9 a-d
			ENV.10 a
			ENV.12 a, c, g
	MWEE: Urgent Call to Action (12-16 days)	Urgent Call to Action: Fish Kill on the Rappahannock River (Nutrient Pollution)	BIO.1 a-d, f
			BIO.2 a
			BIO.8 d
			ENV.1 a-d
			ENV.2 d
			ENV.3 a
			ENV.5 b, e
			ENV.10 a
		Urgent Call to Action: Fish Kill on the Rappahannock River (Chemical Pollution)	BIO.1 a, d
			BIO.2 a
			BIO.8 b, d
			ENV.1 a, d
			ENV.5 c, e
			ENV.8 b, c
			ENV.9 b, c
			ENV.10 a-d
		Urgent Call to Action: Turbidity	BIO.1 a-d, f
			BIO.2 a, e
			BIO.8 d
			ENV.1 a-d, f
			ENV.5 e
			ENV.8 b-c
			ENV.9 b-c
			ENV.10 a, d
			ENV.11 b, d
			ENV.12 g
		Urgent Call to Action: Plastic Pollution	BIO.1 a-d
			BIO.2 a
			BIO.8 d
			ENV.1 a-d
			ENV.5 e
			ENV.8 b-c
			ENV.9 a-c
			ENV.10 a, d
			ENV.12 g
		MWEE Trip: Old Mill Park	BIO.1 a-d, f
			BIO.2 a, e
			BIO.8 b, d
			ENV.1 a-d, f
			ENV.5 b, e
			ENV.8 b-c
			ENV.9 b-c
			ENV.10 a-b, d
			ENV.11 b, d
		Summative Assessment Project: Urgent to Action	BIO.1 c-d, f
			BIO.8 d
			ENV.1 c-d, f
			ENV.1 d
			ENV.???
			ENV.8 b-c
			ENV.9 b-c

Quarter 2	Earth Systems (4-5 days)	Earth Systems	BIO.1 a-f
			ENV.1 a-f
			ENV.3 a-c
			ENV.4a-d
	The Living World: Biodiversity (11-14 days)	Defining, Measuring, and Evaluating Biodiversity	BIO.1 a-f
			BIO.7 b
			BIO.8 d
			ENV.1 a-f
			ENV.6 d
			ENV.8 b, c
			ENV.9 b, c
			ENV.12 g
		Threats to Biodiversity	BIO.7 b
			BIO.8 d
			ENV.5 b, e
			ENV.6 d, f
			ENV.8 b, c
			ENV.9 b-d
			ENV.10 a, b, d
			ENV.11 a-d
			ENV.12 c, f, g
	Populations (4-5 days)	Population Ecology	BIO.1 a-f
			ENV.1 a-f
			BIO.8 a-d
			ENV.5 e
			ENV.6 c
	The Living World: Ecosystems (18-21 days)	Biome Distribution and Climate	BIO.1 c-f
			BIO.8 d

	Unit	Content	SOL	SOL Skill
Semester 1	Unit 1: Scientific Investigations	Observation, Hypothesis, Model/Theory, Experimental Investigations, Design Problem, Collect and Analyze data, Draw Conclusions, Use Accuracy and Precision, Scie7ntific Explanation, Argument, Scientific Law, Evidence, Model Development, Simulation, and Scientific Communication	CH.1	The student will demonstrate an understanding of scientific and engineering practices by: a) asking questions and defining problems b) planning and carrying out investigations c) interpreting, analyzing, and evaluating data d) constructing and critiquing conclusions and explanations e) developing and using models f) obtaining, evaluating, and communicating information
	Unit 2: Properties, Changes of Matter, and States of Matter	Average atomic mass, isotopes, mass number, and atomic number, Nuclear decay, Trends within groups and periods including atomic radii, electronegativity, shielding effect, and ionization energy, Electron configurations, valence electrons, excited electrons, and ions, Historical and quantum models, Phases of Matter and Kinetic Molecular Theory, and Solution Behavior and Properties	CH.2	The student will investigate and understand that elements have properties based on their atomic structure. The periodic table is an organizational tool for elements based on these properties. Key information pertaining to the periodic table includes: a) average atomic mass, isotopes, mass number, and atomic number b) nuclear decay c) trends within groups and periods including atomic radii, electronegativity, shielding effect, and ionization energy d) electron configurations, valence electrons, excited electrons, and ions e) historical and quantum models
			CH.3	The student will investigate and understand that atoms are conserved in chemical reactions. Knowledge of chemical properties of the elements can be used to describe and predict chemical interactions. Key ideas include: a) chemical formulas are models used to represent the number of each type of atom in a substance b) substances are named based on the number of atoms and the type of interactions between atoms c) balanced chemical equations model rearrangement of atoms in chemical reactions d) atoms bond based on electron interactions e) molecular geometry is predictive of physical and chemical properties; and f) reaction types can be predicted and classified
			CH.5	The student will investigate and understand that solutions behave in predictable and quantifiable ways. Key ideas include: e) colligative properties depend on the extent of dissociation
			CH.6	The student will investigate and understand that the phases of matter are explained by the kinetic molecular theory. Key ideas include: a) pressure and temperature define the phase of a substance b) properties of ideal gases are described by gas laws c) intermolecular forces affect physical properties
	Unit 3: Atomic Structure	Atomic Structure and Properties, Nuclear Decay and Radioactivity, Periodic Trends, Electron Configuration and Behavior, and Historical and Quantum Models	CH.2	The student will investigate and understand that elementary have properties based on their atomic structure. The periodic table is an organizational tool for elements based on these properties. Key information pertaining to the periodic table includes: a) average atomic mass, isotopes, mass number, and atomic number b) nuclear decay c) trends within groups and periods including atomic radii, electronegativity, shielding effect, and ionization energy d) electron configurations, valence electrons, excited electrons, and ions e) historical and quantum models
	Unit 4: Electron Configuration	Atomic Structure and Properties, Nuclear Decay and Radioactivity, Periodic Trends, Electron Configuration and Behavior, and Historical and Quantum Models	CH.2	The student will investigate and understand that elementary have properties based on their atomic structure. The periodic table is an organizational tool for elements based on these properties. Key information pertaining to the periodic table includes: d) electron configurations, valence electrons, excited electrons, and ions
	Unit 5: Periodic Table and Elements	Periodic Table and Elements include average atomic mass, isotopes, mass number, and atomic number, trends within groups and periods including atomic radii, electronegativity, shielding effect, and ionization energy, historical and quantum models, electron configurations, valence electrons, excited electrons, and ions, nuclear decay.	CH.2	The student will investigate and understand that elementary have properties based on their atomic structure. The periodic table is an organizational tool for elements based on these properties. Key information pertaining to the periodic table includes: a) average atomic mass, isotopes, mass number, and atomic number b) nuclear decay c) trends within groups and periods including atomic radii, electronegativity, shielding effect, and ionization energy d) electron configurations, valence electrons, excited electrons, and ions e) historical and quantum models
	Unit 5: Periodic Table and Elements		CH.3	The student will investigate and understand that atoms are conserved in chemical reactions. Knowledge of chemical properties of the elements can be used to describe and predict chemical interactions. Key ideas include: d) atoms bond based on electron interactions e) molecular geometry is predictive of physical and chemical properties
	Unit 6: Ionic Bonding, Covalent Bonding, and Lewis Structures	Ionic Bonding, Covalent Bonding, Lewis Structures, and Molecular Geometry (Atoms Bond Based on Electron Interactions and Molecular Geometry Predicts Physical and Chemical Properties).	CH.3	The student will investigate and understand that atoms are conserved in chemical reactions. Knowledge of chemical properties of the elements can be used to describe and predict chemical interactions. Key ideas include: d) atoms bond based on electron interactions e) molecular geometry is predictive of physical and chemical properties

Semester 2	Unit 7: The Mole	Molar Relationships and Chemical Quantities include Avogadro’s principle as the basis for molar relationships, stoichiometry describing quantities in chemical composition, stoichiometry predicting chemical reactions. Solution Behavior and Properties include changes in temperature affecting solubility, extent of dissociation defining types of electrolytes.	CH.4	The student will investigate and understand that molar relationships compare and predict chemical quantities. Key ideas include: a) Avogadro’s principle is the basis for molar relationships b) stoichiometry mathematically describes quantities in chemical composition and in chemical reactions
	Unit 7: The Mole		CH.5	The student will investigate and understand that solutions behave in predictable and quantifiable ways. Key ideas include: b) changes in temperature can affect solubility c) extent of dissociation defines types of electrolytes
	Unit 8: Chemical Reactions	Chemical Reactions and Atomic Conservation include substance naming based on atomic composition and interactions, balanced chemical equations modeling atomic rearrangement, chemical formulas representing atomic quantities in substances, atoms bonding based on electron interactions, reaction types being predicted and classified.	CH.3	The student will investigate and understand that atoms are conserved in chemical reactions. Knowledge of chemical properties of the elements can be used to describe and predict chemical interactions. Key ideas include: a) chemical formulas are models used to represent the number of each type of atom in a substance b) substances are named based on the number of atoms and the type of interactions between atoms c) balanced chemical equations model rearrangement of atoms in chemical reactions d) atoms bond based on electron interactions f) reaction types can be predicted and classified
	Unit 8: Chemical Reactions	Thermodynamics and Energy Relationships include collision theory predicting reaction rates, catalysts and activation energy influencing reaction speed, enthalpy and entropy determining the extent of a reaction.	CH.7	The student will investigate and understand that thermodynamics explains the relationship between matter and energy. Key ideas include: e) collision theory predicts the rate of reactions f) rates of reactions depend on catalysts and activation energy g) enthalpy and entropy determine the extent of a reaction
	Unit 9: Stoichiometry	Molar Relationships and Chemical Quantities include Avogadro’s principle as the basis for molar relationships, stoichiometry describing quantities in chemical composition, stoichiometry predicting chemical reactions.	CH.4	The student will investigate and understand that molar relationships compare and predict chemical quantities. Key ideas include: a) Avogadro’s principle is the basis for molar relationship b) stoichiometry mathematically describes quantities in chemical composition and in chemical reactions
	Unit 9: Stoichiometry	Solutions Behavior and Properties include molar relationships determining solution concentration, 0pH and pOH quantifying acid and base dissociation.	CH.5	The student will investigate and understand that solutions behave in predictable and quantifiable ways. Key ideas include: a) molar relationships determine solution concentration d) pH and pOH quantify acid and base dissociation
	Unit 10: Gases	Phases of Matter and Kinetic Molecular Theory include pressure and temperature defining the phase of a substance, properties of ideal gases described by gas laws, intermolecular forces affecting physical properties.	CH.6	The student will investigate and understand that the phases of matter are explained by the kinetic molecular theory. Key ideas include: a) pressure and temperature define the phase of a substance b) properties of ideal gases are described by gas laws c) intermolecular forces affect physical properties
	Unit 10: Gases	Solution Behavior and Properties involve colligative properties depending on the extent of dissociation.	CH.5	The student will investigate and understand that solutions behave in predictable and quantifiable ways. Key ideas include: e) colligative properties depend on the extent of dissociation
	Unit 11: Solutions	Solution Behavior and Properties include molar relationships determining solution concentration, colligative properties depending on the extent of dissociation.	CH.5	The student will investigate and understand that solutions behave in predictable and quantifiable ways. Key ideas include: a) molar relationships determine solution concentration e) colligative properties depend on the extent of dissociation

SOL Pacing Guides

Math

Kindergarten Math

Math 1

Math 2

Math 3

Math 4

Math 5

Math 6

Math 7

Math 8

Algebra I

Geometry

Algebra II

English

Kindergarten English

Kindergarten 1

English 2

English 3

English 4

English 5

English 6

English 7

English 8

History

Kindergarten History

History 1

History 2

History 3

Virginia Studies

US History to 1865

US History from 1865

Civics and Economics

World Geography

World History I

World History II

Virginia & US History

Science

Kindergarten Science

Science 1

Science 2

Science 3

Science 4

Science 5

Science 6

Science 7

Science 8

Earth Science

Biology

Environmental Science

Chemistry