1.G.A.1Grade 1Student ExpectationNew Jersey Student Learning Standards (NJSLS)
3,540 standards · Region: nj-njsls
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1.G.A.2Grade 1Student ExpectationCompose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right
1.G.A.3Grade 1Student ExpectationPartition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quar
1.MD.A.1Grade 1Student ExpectationOrder three objects by length; compare the lengths of two objects indirectly by using a third object. ▪ length is measured from one endpoint to another ▪ use a third object to comp
1.MD.A.2Grade 1Student ExpectationExpress the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measuremen
1.MD.B.3Grade 1Student ExpectationTell and write time in hours and half-hours using analog and digital clocks. ▪ tell and write time to the hour using analog and digital clocks -- 8 of 14 --
1.MD.C.4Grade 1Student ExpectationOrganize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or
1.NBT.AGrade 1Student Expectationare Major Work of the Grade, during the 2020-21 school year, it is recommended that they receive lighter treatment. -- 7 of 18 -- Grade 1: New Jersey Student Learning Standards for
1.NBT.A.1Grade 1Student ExpectationCount to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. ▪ count to 120 ▪ count on from
1.NBT.BGrade 1Student Expectation3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. ▪ compare two two-digit numbers us
1.NBT.B.2Grade 1Student ExpectationUnderstand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones
1.NBT.C.4Grade 1Student ExpectationAdd within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g., base ten blocks) or dra
1.NBT.C.5Grade 1Student ExpectationGiven a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. ▪ mentally find 10 more or 10 less than any given t
1.NBT.C.6Grade 1Student ExpectationSubtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place
1.OA.A.1Grade 1Student ExpectationUse addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all po
1.OA.A.2Grade 1Student ExpectationSolve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unkno
1.OA.B.3Grade 1Student ExpectationApply properties of operations as strategies to add and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6
1.OA.B.4Grade 1Student ExpectationUnderstand subtraction as an unknown-addend problem. For example, subtract 10 − 8 by finding the number that makes 10 when added to 8. ▪ subtraction can be thought of as an additio
1.OA.C.5Grade 1Student ExpectationRelate counting to addition and subtraction (e.g., by counting on 2 to add 2). ▪ relate counting to addition ▪ relate counting to subtraction
1.OA.C.6Grade 1Student ExpectationAdd and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); de
1.OA.D.7Grade 1Student ExpectationUnderstand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true an
1.OA.D.8Grade 1Student ExpectationDetermine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in
K.CC.A.1Grade 1Student ExpectationCount to 100 by ones and by tens. We have learned to/that… ▪ count by ones to 100
K.CC.A.3Grade 1Student ExpectationWrite numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). We have learned to/that… ▪ write numbers 0 throug
K.CC.B.5Grade 1Student ExpectationCount to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
K.CC.C.6Grade 1Student ExpectationIdentify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.CC.C.7Grade 1Student ExpectationCompare two numbers between 1 and 10 presented as written numerals. We have learned to/that… ▪ compare two written numbers between 1 and 10 Incorporate foundational work on underst
K.G.AGrade 1Student Expectation. 3 Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). We have learned to/that… ▪ two-dimensional shapes are “flat” (lying in a plane) ▪
K.G.A.2Grade 1Student ExpectationCorrectly name shapes regardless of their orientations or overall size. Note: shapes include squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres
K.G.B.4Grade 1Student ExpectationAnalyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number
K.G.B.6Grade 1Student ExpectationCompose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” We have learned to/that… ▪ simple shapes
K.MD.A.1Grade 1Student ExpectationDescribe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Note: shapes include squares, circles, triangles, re
K.MD.A.2Grade 1Student ExpectationDirectly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly co
K.MD.B.3Grade 1Student ExpectationClassify objects into given categories; count the number of objects in each category and sort the categories by count. (Note: Limit category counts to be less than or equal to 10)
K.NBT.AGrade 1Student Expectation) to support grade 1 understanding of place value. -- 8 of 18 -- Grade 1: New Jersey Student Learning Standards for Mathematics - Prerequisite Standards and Learning Objectives 9 U
K.NBT.A.1Grade 1Student ExpectationCompose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or eq
K.OA.A.2Grade 1Student ExpectationSolve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. We have learned to/that… ▪ represent addi
K.OA.A.3Grade 1Student ExpectationDecompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2
K.OA.A.4Grade 1Student ExpectationFor any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. We h
K.OA.A.5Grade 1Student ExpectationDemonstrate fluency for addition and subtraction within 5. We have learned to/that… ▪ represent addition and subtraction within 5 with accuracy and efficiency -- 5 of 18 -- Grade 1
Grade 1Grade 1Grade Scopemath Grade 1
1.G.A.1Grade 2Student ExpectationDistinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes
1.G.A.3Grade 2Student ExpectationPartition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quar
1.MD.A.1Grade 2Student ExpectationOrder three objects by length; compare the lengths of two objects indirectly by using a third object. We have learned to/that… ▪ length is measured from one endpoint to another Eli
1.MD.A.2Grade 2Student ExpectationExpress the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measuremen
1.MD.B.3Grade 2Student ExpectationTell and write time in hours and half-hours using analog and digital clocks. We have learned to/that… ▪ tell and write time to the hour using analog and digital clocks ▪ tell and w
1.MD.C.4Grade 2Student ExpectationOrganize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or
1.NBT.A.1Grade 2Student Expectation). Integrate lessons and practice on counting, reading/writing, and comparing numbers
1.NBT.B.2Grade 2Student ExpectationUnderstand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones—
1.NBT.B.3Grade 2Student ExpectationCompare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. We have learned to/that… ▪ compare t
1.NBT.CGrade 2Student Expectation) to support the addition and subtraction work of grade 2. Note that grade 2 students are not expected to be fluent with three-digit sums and differences; repetitive fluency exerci
1.NBT.C.4Grade 2Student ExpectationAdd within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models (e.g., base ten blocks) or dra
1.NBT.C.5Grade 2Student ExpectationGiven a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. We have learned to/that… ▪ mentally find 10 more or
1.NBT.C.6Grade 2Student ExpectationSubtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place
1.OA.A.1Grade 2Student ExpectationUse addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all po
1.OA.B.3Grade 2Student ExpectationApply properties of operations as strategies to add and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6
1.OA.B.4Grade 2Student ExpectationUnderstand subtraction as an unknown-addend problem. For example, subtract 10 −8 by finding the number that makes 10 when added to 8. We have learned to/that… ▪ subtraction can be
1.OA.C.6Grade 2Student ExpectationAdd and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); de
1.OA.D.7Grade 2Student ExpectationUnderstand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true an
2.G.A.1Grade 2Student ExpectationRecognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, a
2.G.A.2Grade 2Student ExpectationPartition a rectangle into rows and columns of same-size squares and count to find the total number of them. ▪ partition a rectangle into rows and columns of same-size squares and
2.G.A.3Grade 2Student ExpectationPartition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two
2.MD.AGrade 2Student Expectationare Major Work of the Grade, during the 2020-21 school year, it is recommended that they receive lighter treatment.
2.MD.A.1Grade 2Student ExpectationMeasure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. ▪ measure lengths of objects after selecting
2.MD.A.2Grade 2Student ExpectationMeasure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. ▪
2.MD.A.3Grade 2Student ExpectationEstimate lengths using units of inches, feet, centimeters, and meters. ▪ estimate lengths of objects using the units of inches, feet, centimeters, or meters
2.MD.A.4Grade 2Student ExpectationMeasure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. ▪ measure to determine how much longer one obj
2.MD.B.5Grade 2Student ExpectationUse addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equation
2.MD.B.6Grade 2Student ExpectationRepresent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0,1,2 …, and represent whole-number sums and differences
2.MD.C.7Grade 2Student ExpectationTell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. ▪ use analog and digital clocks to tell time to the nearest five minutes using a
2.MD.C.8Grade 2Student Expectation. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents
2.MD.D.10Grade 2Student ExpectationDraw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems using
2.MD.D.9Grade 2Student ExpectationGenerate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making
2.NBT.AGrade 2Student Expectationare Major Work of the Grade, during the 2020-21 school year, it is recommended that they receive lighter treatment -- 7 of 23 -- Grade 2: New Jersey Student Learning Standards for
2.NBT.A.1Grade 2Student ExpectationUnderstand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. a. 100 can be thought of as
2.NBT.A.2Grade 2Student ExpectationCount within 1000; skip-count by 5s, 10s, and 100s. ▪ count within 1000 ▪ skip count by tens ▪ skip count by fives
2.NBT.A.3Grade 2Student ExpectationRead and write numbers to 1000 using base-ten numerals, number names, and expanded form. ▪ read numbers to 1000 using base-ten numerals ▪ write numbers to 1000 using base-ten numer
2.NBT.A.4Grade 2Student ExpectationCompare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. ▪ compare two three-digit
2.NBT.B.5Grade 2Student ExpectationFluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. ▪ add and subtract w
2.NBT.B.6Grade 2Student ExpectationAdd up to four two-digit numbers using strategies based on place value and properties of operations. ▪ add up to four two-digit numbers using place value strategies and properties
2.NBT.B.7Grade 2Student ExpectationAdd and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtract
2.NBT.B.8Grade 2Student ExpectationMentally add 10 or 100 to a given number 100 − 900, and mentally subtract 10 or 100 from a given number 100 − 900. ▪ mentally add or subtract 10 to or from any given number between
2.NBT.B.9Grade 2Student ExpectationExplain why addition and subtraction strategies work, using place value and the properties of operation. ▪ explain why addition and subtraction strategies work based on place value
2.OA.AGrade 2Student Expectation. -- 17 of 23 -- Grade 2: New Jersey Student Learning Standards for Mathematics - Prerequisite Standards and Learning Objectives 18 Updated February 2021 Standard and Student Learn
2.OA.A.1Grade 2Student ExpectationUse addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with
2.OA.B.2Grade 2Student ExpectationFluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. ▪ know from memory all sums of two one-digit num
2.OA.C.3Grade 2Student ExpectationDetermine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number a
2.OA.C.4Grade 2Student ExpectationUse addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal adde
Grade 2Grade 2Grade Scopemath Grade 2
1.G.A.2Grade 3Student ExpectationCompose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right c
2.G.A.1Grade 3Student ExpectationRecognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, a
2.G.A.2Grade 3Student ExpectationPartition a rectangle into rows and columns of same-size squares and count to find the total number of them. We have learned to/that… ▪ partition a rectangle into rows and columns
2.G.A.3Grade 3Student ExpectationPartition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two
2.MD.AGrade 3Student Expectation) to support entry into generating fractional measurement data in grade 3.
2.MD.A.1Grade 3Student ExpectationMeasure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. We have learned to/that… ▪ measure lengths o
2.MD.B.5Grade 3Student ExpectationUse addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equation
2.MD.B.6Grade 3Student ExpectationRepresent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0,1,2 …, and represent whole- number sums and differences
2.MD.D.10Grade 3Student ExpectationDraw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems using
2.NBT.A.1Grade 3Student ExpectationUnderstand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. a. 100 can be thought of as
2.NBT.B.5Grade 3Student Expectation) to support the grade 3 multiplication work with properties of operations, especially the distributive property. -- 5 of 40 -- Grade 3: New Jersey Student Learning Standards for M
2.NBT.B.7Grade 3Student ExpectationAdd and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtract
2.OA.A.1Grade 3Student ExpectationUse addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with
2.OA.C.3Grade 3Student ExpectationDetermine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number a
2.OA.C.4Grade 3Student ExpectationUse addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal adde
3.G.A.1Grade 3Student ExpectationUnderstand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a
3.G.A.2Grade 3Student ExpectationPartition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and descri
3.MD.A.1Grade 3Student ExpectationTell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by repre
3.MD.A.2Grade 3Student ExpectationMeasure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one- step w
3.MD.B.3Grade 3Student ExpectationDraw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using infor
3.MD.B.4Grade 3Student ExpectationGenerate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off
3.MD.CGrade 3Student Expectation). Time spent on instruction and practice should not exceed what would be spent in a typical year (3.NBT.A.2).
3.MD.C.5Grade 3Student ExpectationRecognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called “a unit square,” is said to have “one squar
3.MD.C.6Grade 3Student ExpectationMeasure areas by counting unit squares (square cm, square m, square in, square ft, and nonstandard units). ▪ measure area by counting unit squares including square cm, square m, sq
3.MD.C.7Grade 3Student ExpectationRelate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as wou
3.MD.D.8Grade 3Student ExpectationSolve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting
3.NBT.A.1Grade 3Student ExpectationUse place value understanding to round whole numbers to the nearest 10 or 100. ▪ solve simple two-step word problems using the four operations ▪ represent two-step word problems us
3.NBT.A.2Grade 3Student ExpectationFluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. ▪ re
3.NBT.A.3Grade 3Student ExpectationMultiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
3.NF.AGrade 3Student Expectation). Incorporate foundational work measuring
3.NF.A.1Grade 3Student ExpectationUnderstand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.NF.A.2Grade 3Student ExpectationUnderstand a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line diagram by defining the interval fr
3.NF.A.3Grade 3Student ExpectationExplain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size,
3.OA.A.1Grade 3Student ExpectationInterpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe and/or represent a context in which a
3.OA.A.2Grade 3Student ExpectationInterpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a numb
3.OA.A.3Grade 3Student ExpectationUse multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations wi
3.OA.A.4Grade 3Student ExpectationDetermine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in
3.OA.BGrade 3Student Expectation. 5 Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.)
3.OA.B.5Grade 3Student ExpectationApply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 ×
3.OA.B.6Grade 3Student ExpectationUnderstand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
3.OA.C.7Grade 3Student ExpectationFluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or prop
3.OA.D.8Grade 3Student ExpectationSolve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answe
3.OA.D.9Grade 3Student ExpectationIdentify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times
Grade 3Grade 3Grade Scopemath Grade 3
6.1.2.CivicsCP.1Grade 3-5Student Expectation): 6.1 2 CivicsCP 1 Standard number By the end of grade Strand / Disciplinary Concept Performance Expectation For standards 6.1 and 6.2, grades 6-12, the inclusion of the era impac
6.1.2.CivicsCP.3.1Grade 3-5Student Expectation): 6.1 8 CivicsCP 3 a Standard number By the end of grade Strand / Disciplinary Concept Era Performance Expectation The Role of Essential Questions Key essential questions recur th
6.1.5.CivicsCM.1Grade 3-5Student ExpectationUse a variety of sources to describe the characteristics exhibited by real and fictional people that contribute(d) to the well-being of their community and country.
6.1.5.CivicsCM.2Grade 3-5Student ExpectationUse evidence from multiple sources to construct a claim about how self- discipline and civility contribute to the common good.
6.1.5.CivicsCM.3Grade 3-5Student ExpectationIdentify the types of behaviors that promote collaboration and problem solving with others who have different perspectives.
6.1.5.CivicsCM.4Grade 3-5Student ExpectationExamine the responsibilities of differing positions of authority and identify criteria that are likely to make leaders qualified for those positions.
6.1.5.CivicsCM.5Grade 3-5Student ExpectationInvestigate the lives of New Jersey individuals with diverse experiences who have contributed to the improvement of society.
6.1.5.CivicsCM.6Grade 3-5Student ExpectationCite evidence from a variety of sources to describe how a democracy depends upon and responds to individuals' participation. Geography, People, and the Environment: Human Populatio
6.1.5.CivicsDP.1Grade 3-5Student ExpectationUsing evidence, explain how the core civic virtues and democratic principles impact the decisions made at the local, state, and national government (e.g., fairness, equality, commo
6.1.5.CivicsDP.2Grade 3-5Student ExpectationCompare and contrast responses of individuals and groups, past and present, to violations of fundamental rights (e.g., fairness, civil rights, human rights).
6.1.5.CivicsDP.3Grade 3-5Student ExpectationDescribe the role of religious freedom and participatory government in various North American colonies. Civics, Government, and Human Rights: Processes and Rules Core Idea Performa
6.1.5.CivicsHR.1Grade 3-5Student ExpectationDescribe how fundamental rights guaranteed by the United States Constitution and the Bill of Rights contribute to the improvement of American democracy (i.e., freedom of expression
6.1.5.CivicsHR.2Grade 3-5Student ExpectationResearch and cite evidence for how the actions of Dr. Martin Luther King, Jr. and other historical civil rights leaders served as catalysts for social change, inspired social activ
6.1.5.CivicsHR.3Grade 3-5Student ExpectationCite examples from a variety of sources to describe how national and international leaders, businesses, and global organizations promote human rights and aid individuals and nation
6.1.5.CivicsHR.4Grade 3-5Student ExpectationIdentify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions. -- 20 of 29 -- 33 | P a g e Civics, Government, and Human Right
6.1.5.CivicsPD.1Grade 3-5Student ExpectationDescribe the roles of elected representatives and explain how individuals at local, state, and national levels can interact with them. -- 18 of 29 -- 31 | P a g e Core Idea Perform
6.1.5.CivicsPD.2Grade 3-5Student ExpectationExplain how individuals can initiate and/or influence local, state, or national public policymaking (e.g., petitions, proposing laws, contacting elected officials). Effective confl
6.1.5.CivicsPD.3Grade 3-5Student ExpectationExplain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges. A major role of citizens i
6.1.5.CivicsPD.4Grade 3-5Student ExpectationCompare the qualifications of candidates running for local, state, or national public office with the responsibilities of the position. Civics, Government, and Human Rights: Democr
6.1.5.CivicsPI.1Grade 3-5Student ExpectationDescribe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
6.1.5.CivicsPI.2Grade 3-5Student ExpectationInvestigate different ways individuals participate in government (e.g., voters, jurors, taxpayers). In a representative democracy, individuals elect representatives to act on the b
6.1.5.CivicsPI.3Grade 3-5Student ExpectationExplain how the United States functions as a representative democracy and describe the roles of elected representatives and how they interact with citizens at local, state, and nat
6.1.5.CivicsPI.4Grade 3-5Student ExpectationDescribe the services our government provides the people in the community, state and across the United States.
6.1.5.CivicsPI.5Grade 3-5Student ExpectationExplain how government functions at the local, county, and state level.
6.1.5.CivicsPI.6Grade 3-5Student ExpectationDistinguish the roles and responsibilities of the three branches of the national government.
6.1.5.CivicsPI.7Grade 3-5Student ExpectationExplain how national and state governments share power in the federal system of government.
6.1.5.CivicsPI.8Grade 3-5Student ExpectationDescribe how the United States Constitution defines and limits the power of government.
6.1.5.CivicsPI.9Grade 3-5Student ExpectationResearch and compare the differences and similarities between the United States and other nations' governments, customs, and laws. Civics, Government, and Human Rights: Participati
6.1.5.CivicsPR.1Grade 3-5Student ExpectationCompare procedures for making decisions in a variety of settings including classroom, school, government, and /or society.
6.1.5.CivicsPR.2Grade 3-5Student ExpectationDescribe the process by which immigrants can become United States citizens. Rules, laws, and policies are designed to protect the rights of people, help resolve conflicts, and prom
6.1.5.CivicsPR.3Grade 3-5Student ExpectationEvaluate school and community rules, laws and/or policies and determine if they meet their intended purpose.
6.1.5.CivicsPR.4Grade 3-5Student ExpectationExplain how policies are developed to address public problems. -- 19 of 29 -- 32 | P a g e Civics, Government, and Human Rights: Human and Civil Rights Core Idea Performance Expect
6.1.5.EconEM.1Grade 3-5Student ExpectationExplain why individuals and businesses specialize and trade.
6.1.5.EconEM.2Grade 3-5Student ExpectationIdentify examples of the variety of resources that are used to produce goods and services (i.e., human capital, physical capital, natural resources).
6.1.5.EconEM.3Grade 3-5Student ExpectationDescribe how supply and demand influence price and output of products.
6.1.5.EconEM.4Grade 3-5Student ExpectationCompare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force play in economic opport
6.1.5.EconEM.5Grade 3-5Student ExpectationExplain why individuals and societies trade, how trade functions, and the role of trade.
6.1.5.EconEM.6Grade 3-5Student ExpectationExplain the system of mercantilism and its impact on the economies of the colonies and European countries. Economics, Innovation, and Technology: National Economy Core Idea Perform
6.1.5.EconET.1Grade 3-5Student ExpectationIdentify positive and negative incentives that influence the decisions people make. An economy accounts for the benefits and costs of individual choices in dealing with the scarcit
6.1.5.EconET.2Grade 3-5Student ExpectationUse quantitative data to engage in cost benefit analyses of decisions that impact the individual and/or community.
6.1.5.EconET.3Grade 3-5Student ExpectationExplain how scarcity and choice influence decisions made by individuals, communities, and nations. -- 23 of 29 -- 36 | P a g e Economics, Innovation, and Technology: Exchange and M
6.1.5.EconGE.1Grade 3-5Student ExpectationExplain how the development of communication systems has led to increased collaboration and the spread of ideas throughout the United States and the world.
6.1.5.EconGE.2Grade 3-5Student ExpectationIllustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and events in the world community.
6.1.5.EconGE.3Grade 3-5Student ExpectationUse economic data to explain how trade leads to increasing economic interdependence among nations.
6.1.5.EconGE.4Grade 3-5Student ExpectationCompare and contrast how the availability of resources affects people across the world differently.
6.1.5.EconGE.5Grade 3-5Student ExpectationEvaluate the economic impact of science and technology innovations on European exploration. History, Culture, and Perspectives: Continuity and Change Core Idea Performance Expectat
6.1.5.EconNE.1Grade 3-5Student ExpectationExplain the ways in which the government pays for the goods and services it provides. A nation's economy is influenced by its government, human and physical capital, availability o
6.1.5.EconNE.2Grade 3-5Student ExpectationUse data to describe how the availability of resources in New Jersey and other regions in the United States have impacted economic opportunities.
6.1.5.EconNE.3Grade 3-5Student ExpectationDescribe how the development of different transportation systems impacted the economies of New Jersey and the United States.
6.1.5.EconNE.4Grade 3-5Student ExpectationExplain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods.
6.1.5.EconNE.5Grade 3-5Student ExpectationExplain how the availability of private and public goods and services is influenced by the government and the global economy.
6.1.5.EconNE.6Grade 3-5Student ExpectationExamine the qualities of entrepreneurs in a capitalistic society.
6.1.5.EconNE.7Grade 3-5Student ExpectationDescribe the role and relationship among households, businesses, laborers, and governments within the economic system. -- 24 of 29 -- 37 | P a g e Economics, Innovation, and Techno
6.1.5.GeoGI.1Grade 3-5Student ExpectationUse multiple sources to evaluate the impact of the movement of people from place to place on individuals, communities, and regions.
6.1.5.GeoGI.2Grade 3-5Student ExpectationUse historical maps to explain what led to the exploration of new water and land routes.
6.1.5.GeoGI.3Grade 3-5Student ExpectationUse geographic tools to determine factors that impacted emigration, settlement patterns, and regional identities of the US colonies.
6.1.5.GeoGI.4Grade 3-5Student ExpectationExplain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas. Economics, Innovation, and Technology: Economic Ways of Thi
6.1.5.GeoHE.1Grade 3-5Student ExpectationUse a variety of sources from multiple perspectives, including aerial photographs or satellite images to describe how human activity has impacted the physical environment during di
6.1.5.GeoHE.2Grade 3-5Student ExpectationCite examples of how technological advances have changed the environment in New Jersey and the United States (e.g., energy, transportation, communications).
6.1.5.GeoHE.3Grade 3-5Student ExpectationAnalyze the effects of catastrophic environmental and technological events on human settlements and migration. -- 22 of 29 -- 35 | P a g e Geography, People, and the Environment: G
6.1.5.GeoPP.1Grade 3-5Student ExpectationCompare and contrast characteristics of regions in the United States based on culture, economics, and physical characteristics to understand the concept of regionalism.
6.1.5.GeoPP.2Grade 3-5Student ExpectationDescribe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States
6.1.5.GeoPP.3Grade 3-5Student ExpectationUse geographic models to describe how human movement relates to the location of natural resources and sometimes results in conflict.
6.1.5.GeoPP.4Grade 3-5Student ExpectationInvestigate the different physical and human characteristics of urban, suburban and rural communities and identify the factors that might attract individuals to that space.
6.1.5.GeoPP.5Grade 3-5Student ExpectationDescribe how the migration and settlement patterns of Native American groups impacted different regions of the Western Hemisphere. The experiences people have when they migrate to
6.1.5.GeoPP.6Grade 3-5Student ExpectationCompare and contrast the voluntary and involuntary migratory experiences of different groups of people and explain why their experiences differed. -- 21 of 29 -- 34 | P a g e Geogr
6.1.5.GeoSV.1Grade 3-5Student ExpectationIdentify the maps or types of maps most appropriate for specific purposes, (e.g., to locate physical and/or human features in a community, to determine the shortest route from one
6.1.5.GeoSV.2Grade 3-5Student ExpectationUse maps to explain the impact of location and place on the relationships between places in New Jersey, the United States and other countries.
6.1.5.GeoSV.3Grade 3-5Student ExpectationDemonstrate how to use digital geographic tools, maps and globes to measure distances and determine time zones, and locations using latitude and longitude.
6.1.5.GeoSV.4Grade 3-5Student ExpectationUse a variety of geographic representations to describe the similarities and differences between places in New Jersey, the United States and the world (e.g., maps, data visualizati
6.1.5.GeoSV.5Grade 3-5Student ExpectationUse geographic data to examine how the search for natural resources resulted in conflict and cooperation among European colonists and Native American resulting in changes to condit
6.1.5.HistoryCA.1Grade 3-5Student ExpectationCraft an argument, supported with historical evidence, for how factors such as demographics (e.g., race, gender, religion, and economic status) affected social, economic, and polit
6.1.5.HistoryCC.1Grade 3-5Student ExpectationAnalyze key historical events from the past to explain how they led to the creation of the state of New Jersey and the United States.
6.1.5.HistoryCC.10Grade 3-5Student ExpectationAnalyze the power struggle among European countries and determine its impact on people living in Europe and the Americas.
6.1.5.HistoryCC.11Grade 3-5Student ExpectationMake evidence-based inferences to explain the impact that belief systems and family structures of African, European, and Native American groups had on government structures.
6.1.5.HistoryCC.12Grade 3-5Student ExpectationDetermine the roles of religious freedom and participatory government in various North American colonies.
6.1.5.HistoryCC.13Grade 3-5Student ExpectationCraft a claim explaining how the development of early government structures impacted the evolution of American politics and institutions.
6.1.5.HistoryCC.14Grade 3-5Student ExpectationCompare the practice of slavery and indentured servitude in Colonial labor systems.
6.1.5.HistoryCC.15Grade 3-5Student ExpectationAnalyze key historical documents to determine the role they played in past and present-day government and citizenship (i.e., the Mayflower Compact, the Declaration of Independence,
6.1.5.HistoryCC.2Grade 3-5Student ExpectationUse a variety of sources to illustrate how the American identity has evolved over time. Interactions of people and events throughout history have shaped the world we experience tod
6.1.5.HistoryCC.3Grade 3-5Student ExpectationUse multiple sources to describe how George Washington, Thomas Jefferson, Benjamin Franklin, and Governor William Livingston have impacted state and national governments over time.
6.1.5.HistoryCC.4Grade 3-5Student ExpectationUse evidence to document how the interactions among African, European, and Native American groups impacted their respective cultures.
6.1.5.HistoryCC.5Grade 3-5Student ExpectationAnalyze the power struggle among European countries and determine its impact on people living in Europe and the Americas.
6.1.5.HistoryCC.6Grade 3-5Student ExpectationUse multiple sources to make evidence-based inferences on the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey.
6.1.5.HistoryCC.7Grade 3-5Student ExpectationEvaluate the initial and lasting impact of slavery using sources that represent multiple perspectives. -- 25 of 29 -- 38 | P a g e Core Idea Performance Expectations
6.1.5.HistoryCC.8Grade 3-5Student ExpectationMake evidence-based inferences to describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey.
6.1.5.HistoryCC.9Grade 3-5Student ExpectationEvaluate the impact of ideas, inventions, and other contributions of prominent figures who lived New Jersey.
6.1.5.HistorySE.1Grade 3-5Student ExpectationExamine multiple accounts of early European explorations of North America including major land and water routes, reasons for exploration, and the impact the exploration had. Our un
6.1.5.HistorySE.2Grade 3-5Student ExpectationConstruct an argument for the significant and enduring role of historical symbols, monuments, and holidays and how they affect the American identity. History, Culture, and Perspect
6.1.5.HistoryUP.1Grade 3-5Student ExpectationDescribe the reasons various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and cite evidence from multiple perspectives to describe the challenges th
6.1.5.HistoryUP.2Grade 3-5Student ExpectationCompare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups.
6.1.5.HistoryUP.3Grade 3-5Student ExpectationUse multiple perspectives to evaluate the impact of the Columbian Exchange on ecology, agriculture, and culture.
6.1.5.HistoryUP.4Grade 3-5Student ExpectationCompare and contrast gender roles, religion, values, cultural practices, and political systems of Native American groups. Historical records are shaped by the society that the crea
6.1.5.HistoryUP.5Grade 3-5Student ExpectationCompare and contrast historians' interpretations of important historical ideas, resources and events. -- 26 of 29 -- 39 | P a g e Core Idea Performance Expectations
6.1.5.HistoryUP.6Grade 3-5Student ExpectationEvaluate the impact of different interpretations of experiences and events by people with different cultural or individual perspectives.
6.1.5.HistoryUP.7Grade 3-5Student ExpectationDescribe why it is important to understand the perspectives of other cultures in an interconnected world. History, Culture, and Perspectives: Historical Sourcing and Evidence Core
6.3.5.CivicsPD.1Grade 3-5Student ExpectationDevelop an action plan that addresses issues related to climate change and share with school and/or community members.
6.3.5.CivicsPD.2Grade 3-5Student ExpectationUse a variety of sources and data to identify the various perspectives and actions taken by individuals involving a current or historical community, state, or national issue. Effec
6.3.5.CivicsPD.3Grade 3-5Student ExpectationPropose a solution to a local issue after considering evidence and the perspectives of different groups, including community members and local officials. Geography, People, and the
6.3.5.EconET.1Grade 3-5Student ExpectationInvestigate an economic issue that impacts children and propose a solution. -- 29 of 29 --
6.3.5.GeoGI.1Grade 3-5Student ExpectationUse technology to collaborate with others who have different perspectives to examine global issues, including climate change and propose possible solutions. Economics, Innovation,
6.3.5.GeoHE.1Grade 3-5Student ExpectationPlan and participate in an advocacy project to inform others about the impact of climate change at the local or state level and propose possible solutions. -- 28 of 29 -- 41 | P a
Grade 3-5Grade 3-5Grade Scopesocial-studies Grade 3-5
2.NBT.A.1Grade 4Student ExpectationUnderstand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. a. 100 can be thought of as
2.OA.A.1Grade 4Student ExpectationUse addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with
3.MD.A.2Grade 4Student ExpectationMeasure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step wo
3.MD.B.4Grade 4Student ExpectationGenerate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off
3.MD.D.8Grade 4Student ExpectationSolve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting
3.NBT.A.1Grade 4Student ExpectationUse place value understanding to round whole numbers to the nearest 10 or 100. We have learned to/that… ▪ round whole numbers to the nearest 10 or 100, using place value understand
3.NBT.A.2Grade 4Student ExpectationFluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. In r
3.NBT.A.3Grade 4Student ExpectationMultiply one-digit whole numbers by multiples of 10 in the range 10– 90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. We have learned t
3.NF.A.1Grade 4Student ExpectationUnderstand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.NF.A.2Grade 4Student Expectation), especially through partitioning the whole on a number line diagram. -- 13 of 29 -- Grade 4: New Jersey Student Learning Standards for Mathematics - Prerequisite Standards and Le
3.NF.A.3Grade 4Student ExpectationExplain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size,
3.OA.A.1Grade 4Student ExpectationInterpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe and/or represent a context in which a
3.OA.A.3Grade 4Student ExpectationUse multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations wi
3.OA.A.4Grade 4Student ExpectationDetermine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in
3.OA.C.7Grade 4Student ExpectationFluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or prop
3.OA.D.8Grade 4Student ExpectationSolve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answe
3.OA.D.9Grade 4Student ExpectationIdentify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, Eliminate lessons on
4.G.A.1Grade 4Student ExpectationDraw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. ▪ draw points, lines, line
4.G.A.2Grade 4Student ExpectationClassify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right tria
4.G.A.3Grade 4Student ExpectationRecognize a line of symmetry for a two- dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetri
4.MD.A.1Grade 4Student ExpectationKnow relative sizes of measurement units within one system of units including km, m, cm. mm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express mea
4.MD.A.2Grade 4Student ExpectationUse the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions o
4.MD.A.3Grade 4Student ExpectationApply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and t
4.MD.B.4Grade 4Student ExpectationMake a line plot to display a data set of measurements in fractions of a unit (½, ¼, ⅛). Solve problems involving addition and subtraction of fractions by using information present
4.MD.C.5Grade 4Student ExpectationRecognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. An angle is measured with reference
4.MD.C.5aGrade 4Student Expectation) and use that as the basis for measuring and drawing angles with protractors (4.MD.C.6). -- 25 of 29 -- Grade 4: New Jersey Student Learning Standards for Mathematics - Prerequisi
4.MD.C.6Grade 4Student ExpectationMeasure angles in whole-number degrees using a protractor. Sketch angles of specified measure. ▪ measure angles in whole-number degrees using a protractor ▪ sketch angles that have
4.MD.C.7Grade 4Student ExpectationRecognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve add
4.NBT.A.1Grade 4Student ExpectationRecognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by a
4.NBT.A.2Grade 4Student ExpectationRead and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, us
4.NBT.A.3Grade 4Student ExpectationUse place value understanding to round multi- digit whole numbers to any place. ▪ round multi-digit numbers to any place using place value understanding
4.NBT.B.4Grade 4Student ExpectationFluently add and subtract multi-digit whole numbers using the standard algorithm. ▪ add multi-digit whole numbers using the standard algorithm working towards accuracy and efficien
4.NBT.B.5Grade 4Student ExpectationMultiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations
4.NBT.B.6Grade 4Student ExpectationFind whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the r
4.NF.A.1Grade 4Student ExpectationExplain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though th
4.NF.A.2Grade 4Student ExpectationCompare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2
4.NF.B.3Grade 4Student ExpectationUnderstand a fraction a/b with a > 1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. ▪ a
4.NF.B.4Grade 4Student ExpectationApply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fr
4.NF.C.5Grade 4Student ExpectationExpress a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For exam
4.NF.C.6Grade 4Student ExpectationUse decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. ▪ use d
4.NF.C.7Grade 4Student ExpectationCompare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of com
4.OA.A.1Grade 4Student ExpectationInterpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements
4.OA.A.2Grade 4Student ExpectationMultiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem,
4.OA.A.3Grade 4Student ExpectationSolve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Repres
4.OA.B.4Grade 4Student ExpectationFind all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range
4.OA.C.5Grade 4Student ExpectationGenerate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add
Grade 4Grade 4Grade Scopemath Grade 4
3.G.A.1Grade 5Student ExpectationUnderstand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a
3.MD.C.5Grade 5Student ExpectationRecognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called “a unit square,” is said to have “one squar
3.MD.C.6Grade 5Student ExpectationMeasure areas by counting unit squares (square cm, square m, square in, square ft, and nonstandard units). We have learned to/that… ▪ measure area by counting unit squares includin
3.MD.C.7Grade 5Student ExpectationRelate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole- number side lengths by tiling it, and show that the area is the same as wo
3.NBT.A.2Grade 5Student ExpectationFluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. We h
3.NF.A.1Grade 5Student ExpectationUnderstand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.OA.A.2Grade 5Student ExpectationInterpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a numb
3.OA.B.5Grade 5Student ExpectationApply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 ×
3.OA.B.6Grade 5Student ExpectationUnderstand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. -- 12 of 27 -- Grade 5: New Jersey Student Lear
4.MD.A.1Grade 5Student ExpectationKnow relative sizes of measurement units within one system of units including km, m, cm. mm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express mea
4.MD.A.2Grade 5Student ExpectationUse the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions o
4.MD.A.3Grade 5Student ExpectationApply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and t
4.MD.B.4Grade 5Student ExpectationMake a line plot to display a data set of measurements in fractions of a unit (½, ¼, ⅛). Solve problems involving addition and subtraction of fractions by using information present
4.NBT.A.1Grade 5Student ExpectationRecognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by a
4.NBT.A.2Grade 5Student ExpectationRead and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, us
4.NBT.A.3Grade 5Student ExpectationUse place value understanding to round multi-digit whole numbers to any place. We have learned to/that… ▪ round multi-digit numbers to any place using place value understanding. Al
4.NBT.B.4Grade 5Student ExpectationFluently add and subtract multi-digit whole numbers using the standard algorithm. We have learned to/that… ▪ add multi-digit whole numbers using the standard algorithm
4.NBT.B.5Grade 5Student ExpectationMultiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations
4.NBT.B.6Grade 5Student ExpectationFind whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the r
4.NF.A.1Grade 5Student ExpectationExplain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though th
4.NF.A.2Grade 5Student ExpectationCompare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2
4.NF.B.3Grade 5Student ExpectationUnderstand a fraction a/b with a > 1 as a sum of fractions 1/b. c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fr
4.NF.B.4Grade 5Student ExpectationApply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fr
4.NF.C.6Grade 5Student ExpectationUse decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. We have
4.NF.C.7Grade 5Student ExpectationCompare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of com
4.OA.A.1Grade 5Student ExpectationInterpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements
4.OA.A.2Grade 5Student ExpectationMultiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem,
4.OA.C.5Grade 5Student ExpectationGenerate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add
5.G.A.1Grade 5Student ExpectationUse a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line a
5.G.A.2Grade 5Student ExpectationRepresent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the sit
5.G.B.3Grade 5Student ExpectationUnderstand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles
5.G.B.4Grade 5Student Expectation. Classify two-dimensional figures in a hierarchy based on properties. ▪ classify two-dimensional figures in a hierarchy based on properties -- 15 of 15 --
5.MD.A.1Grade 5Student ExpectationConvert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real wor
5.MD.B.2Grade 5Student ExpectationMake a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information pr
5.MD.C.3Grade 5Student ExpectationRecognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic
5.MD.C.4Grade 5Student ExpectationMeasure volumes by counting unit cubes, using cubic cm, cubic in., cubic ft., and non-standard units. ▪ measure volumes by counting unit cubes, using cubic cm, cubic in., cubic ft.
5.MD.C.5Grade 5Student ExpectationRelate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with
5.NBT.A.1Grade 5Student ExpectationRecognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to i
5.NBT.A.2Grade 5Student ExpectationExplain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multi
5.NBT.A.3Grade 5Student ExpectationRead, write, and compare decimals to thousandths. a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 ×
5.NBT.A.4Grade 5Student ExpectationUse place value understanding to round decimals to any place. ▪ round decimals to any place using place value understanding Grade 5 – Unit 1, Module B Standard Student Learning Obj
5.NBT.BGrade 5Student Expectation). In relation to fluency expectations for multiplying multi-digit numbers, eliminate problems in which either factor has more than three digits. -- 6 of 27 -- Grade 5: New Jersey
5.NBT.B.5Grade 5Student ExpectationFluently multiply multi-digit whole numbers using the standard algorithm. ▪ multiply multi-digit whole numbers using the standard algorithm working towards accuracy and efficiency
5.NBT.B.6Grade 5Student ExpectationFind whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the
5.NBT.B.7Grade 5Student ExpectationAdd, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship
5.NF.A.1Grade 5Student ExpectationAdd and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum o
5.NF.A.2Grade 5Student ExpectationSolve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or eq
5.NF.B.3Grade 5Student ExpectationInterpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fracti
5.NF.B.4Grade 5Student ExpectationApply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product (a/b) × q as a part of a partition of q in
5.NF.B.5Grade 5Student ExpectationInterpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing th
5.NF.B.6Grade 5Student ExpectationSolve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. ▪ real world problem
5.NF.B.7Grade 5Student ExpectationApply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. a. Interpret division of a unit fraction by a no
5.O.A.1Grade 5Student ExpectationUse parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. ▪ evaluate numerical expressions with parentheses, brackets, and braces,
5.OA.A.1Grade 5Student ExpectationUse parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. ▪ evaluate numerical expressions with parentheses, brackets, and braces,
5.OA.A.2Grade 5Student ExpectationWrite simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then
5.OA.B.3Grade 5Student ExpectationGenerate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the tw
Grade 5Grade 5Grade Scopemath Grade 5
3.MD.C.7Grade 6Student ExpectationRelate area to the operations of multiplication and addition. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles a
3.NF.A.2Grade 6Student ExpectationUnderstand a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line diagram by defining the interval fr
3.OA.B.5Grade 6Student ExpectationApply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 ×
4.MD.A.1Grade 6Student ExpectationKnow relative sizes of measurement units within one system of units including km, m, cm. mm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express mea
4.MD.A.3Grade 6Student ExpectationApply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and t
4.NF.A.2Grade 6Student ExpectationCompare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2
4.OA.B.4Grade 6Student ExpectationFind all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range
5.G.A.1Grade 6Student ExpectationUse a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line a
5.G.A.2Grade 6Student ExpectationRepresent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situ
5.MD.B.2Grade 6Student ExpectationMake a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information pr
5.MD.CGrade 6Student Expectation) while working on volumes of right rectangular prisms with fractional edge
5.MD.C.5Grade 6Student ExpectationRelate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with
5.NBT.A.2Grade 6Student ExpectationExplain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multi
5.NBT.B.6Grade 6Student ExpectationFind whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the
5.NBT.B.7Grade 6Student ExpectationAdd, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship
5.NF.A.1Grade 6Student ExpectationAdd and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum o
5.NF.B.3Grade 6Student ExpectationInterpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fracti
5.NF.B.4Grade 6Student ExpectationApply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction We have learned to/that… ▪ apply and extend previous understandings
5.NF.B.5Grade 6Student ExpectationInterpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing th
5.NF.B.7Grade 6Student ExpectationApply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. a. Interpret division of a unit fraction by a no
5.OA.A.2Grade 6Student ExpectationWrite simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then
5.OA.B.3Grade 6Student ExpectationGenerate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the tw
6.EE.A.1Grade 6Student Expectation. Write and evaluate numerical expressions involving whole-number exponents. ▪ write a numerical expression using whole-number exponents ▪ evaluate numerical expressions involving
6.EE.A.2Grade 6Student ExpectationWrite, read, and evaluate expressions in which letters stand for numbers. a. Write expressions that record operations with numbers and with letters standing for numbers. For exampl
6.EE.A.3Grade 6Student ExpectationApply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression
6.EE.A.4Grade 6Student ExpectationIdentify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions
6.EE.B.5Grade 6Student ExpectationUnderstand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution
6.EE.B.6Grade 6Student ExpectationUse variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, dependin
6.EE.B.7Grade 6Student ExpectationSolve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. ▪ w
6.EE.B.8Grade 6Student ExpectationWrite an inequality of the form x > c or x < c to represent a constraint or condition in a real world or mathematical problem. Recognize that inequalities of the form x > c or x <
6.EE.C.9Grade 6Student ExpectationUse variables to represent two quantities in a real- world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependen
6.G.A.1Grade 6Student ExpectationFind the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these tec
6.G.A.2Grade 6Student ExpectationFind the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is t
6.G.A.3Grade 6Student ExpectationDraw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same sec
6.G.A.4Grade 6Student ExpectationRepresent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the contex
6.NS.AGrade 6Student Expectation) -- 3 of 39 -- Grade 6: New Jersey Student Learning Standards for Mathematics - Prerequisite Standards and Learning Objectives 4 Standard and Student Learning Objectives Previous
6.NS.A.1Grade 6Student ExpectationInterpret and compute quotients of fractions and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent
6.NS.B.2Grade 6Student Expectation. Fluently divide multi-digit numbers using the standard algorithm. ▪ divide multi-digit numbers using the standard algorithm working towards accuracy and efficiency
6.NS.B.3Grade 6Student ExpectationFluently add, subtract, multiply, and divide multi- digit decimals using the standard algorithm for each operation. ▪ add, subtract, multiply, and divide multi-digit decimals using
6.NS.B.4Grade 6Student ExpectationFind the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive pro
6.NS.C.5Grade 6Student ExpectationUnderstand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/bel
6.NS.C.6Grade 6Student ExpectationUnderstand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the
6.NS.C.7Grade 6Student ExpectationUnderstand ordering and absolute value of rational numbers. a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.
6.NS.C.8Grade 6Student ExpectationSolve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between
6.RP.AGrade 6Student Expectation), no special considerations for shifting how time is dedicated are recommended. Time spent on instruction and practice should not be reduced.
6.RP.A.1Grade 6Student Expectation. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at t
6.RP.A.2Grade 6Student ExpectationUnderstand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a rati
6.RP.A.3Grade 6Student ExpectationUse ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equ
6.SP.A.1Grade 6Student ExpectationRecognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a s
6.SP.A.2Grade 6Student ExpectationUnderstand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. ▪ a set of data collect
6.SP.A.3Grade 6Student ExpectationRecognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a sin
6.SP.B.4Grade 6Student ExpectationDisplay numerical data in plots on a number line, including dot plots, histograms, and box plots. ▪ display numerical data in plots on a number line, including dot plots, histogram
6.SP.B.5Grade 6Student ExpectationSummarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, incl
Grade 6Grade 6Grade Scopemath Grade 6
6.1.2.CivicsCP.1Grade 6-8Student Expectation): 6.1 2 CivicsCP 1 Standard number By the end of grade Strand / Disciplinary Concept Performance Expectation For standards 6.1 and 6.2, grades 6-12, the inclusion of the era impac
6.1.2.CivicsCP.3.1Grade 6-8Student Expectation): 6.1 8 CivicsCP 3 a Standard number By the end of grade Strand / Disciplinary Concept Era Performance Expectation The Role of Essential Questions Key essential questions recur th
6.1.8.CivicsDP.3.aGrade 6-8Student ExpectationUse primary and secondary sources to assess whether or not the ideals found in the Declaration of Independence were fulfilled for women, African Americans, and Native Americans dur
6.1.8.CivicsDP.4.aGrade 6-8Student ExpectationResearch and prioritize the most significant events that led to the expansion of voting rights during the Jacksonian period. Fundamental rights are derived from the inherent worth
6.1.8.CivicsHR.3.aGrade 6-8Student ExpectationExplain how and why constitutional civil liberties were impacted by acts of government during the Early Republic (i.e., Alien and Sedition Acts). Social and political systems have
6.1.8.CivicsHR.3.bGrade 6-8Student ExpectationEvaluate the impact of the institution of slavery on the political and economic expansion of the United States.
6.1.8.CivicsHR.3.cGrade 6-8Student ExpectationConstruct an argument to explain how the expansion of slavery violated human rights and contradicted American ideals. Geospatial technologies and representations help us to make se
6.1.8.CivicsHR.4.aGrade 6-8Student ExpectationExamine sources from a variety of perspectives to describe efforts to reform education, women’s rights, slavery, and other issues during the Antebellum period. Geospatial technolog
6.1.8.CivicsPD.3.aGrade 6-8Student ExpectationCite evidence to determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights. The United States system of government is designed t
6.1.8.CivicsPI.3.aGrade 6-8Student ExpectationCite evidence to evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the Constitution.
6.1.8.CivicsPI.3.bGrade 6-8Student ExpectationEvaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, chec
6.1.8.CivicsPI.3.cGrade 6-8Student ExpectationDistinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts. Governments ha
6.1.8.CivicsPI.3.dGrade 6-8Student ExpectationUse data and other evidence to determine the extent to which demographics influenced the debate on representation in Congress and federalism by examining the New Jersey and Virgini
6.1.8.EconET.3.aGrade 6-8Student ExpectationIdentify the effect of inflation and debt on the American people and evaluate the policies of state and national governments during this time. Chronological sequencing helps us und
6.1.8.EconET.4.aGrade 6-8Student ExpectationAnalyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each of these economic tools met the economic challenges facing th
6.1.8.EconET.4.bGrade 6-8Student ExpectationAssess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States. A national economy includes studying the changes
6.1.8.EconNE.4.aGrade 6-8Student ExpectationExplain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and the nation. -- 21 of 31 -- 51 | P a g e Core Id
6.1.8.EconNE.4.bGrade 6-8Student ExpectationAnalyze how technological innovations affected the status and social class of different groups of people and explain the outcomes that resulted. Historical events and developments
6.1.8.GeoSV.3.aGrade 6-8Student ExpectationUse maps and other geographic tools to construct an argument on the impact of geography on the developments and outcomes of the American Revolution including New Jersey's pivotal r
6.1.8.GeoSV.4.aGrade 6-8Student ExpectationMap territorial expansion and settlement, highlighting the locations of conflicts with and resettlement of Native Americans. Economic decision-making involves setting goals, weighi
6.1.8.HistoryCC.3.aGrade 6-8Student ExpectationExplain how the consequences of the Seven Years War, changes in British policies toward American colonies, and responses by various groups and individuals in the North American col
6.1.8.HistoryCC.3.bGrade 6-8Student ExpectationExplain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government. Historical events and developments
6.1.8.HistoryCC.3.cGrade 6-8Student ExpectationUse geographic tools and resources to investigate how conflicts and alliances among European countries and Native American groups impacted the expansion of American territory. Poli
6.1.8.HistoryCC.3.dGrade 6-8Student ExpectationCompare and contrast the Articles of Confederation and the United States Constitution in terms of the decision-making powers of national government. Historical contexts and events
6.1.8.HistoryCC.4.aGrade 6-8Student ExpectationExplain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and agreements.
6.1.8.HistoryCC.4.bGrade 6-8Student ExpectationExplain the growing resistance to slavery and New Jersey’s role in the Underground Railroad.
6.1.8.HistoryCC.4.cGrade 6-8Student ExpectationAnalyze how the concept of Manifest Destiny influenced the acquisition of land through annexation, diplomacy, and war.
6.1.8.HistoryCC.4.dGrade 6-8Student ExpectationAnalyze the push-pull factors that led to increase in immigration and explain why ethnic and cultural conflicts resulted. Era 5. Civil War and Reconstruction (1850–1877) The Civil
6.1.8.HistoryCC.5.aGrade 6-8Student ExpectationPrioritize the causes and events that led to the Civil War from different perspectives.
6.1.8.HistoryCC5.bGrade 6-8Student ExpectationAnalyze critical events and battles of the Civil War from different perspectives.
6.1.8.HistoryCC.5.cGrade 6-8Student ExpectationAssess the human and material costs of the Civil War in the North and South. Historical contexts and events shaped and continue to shape people’s perspectives.
6.1.8.HistoryCC.5.dGrade 6-8Student ExpectationAssess the role of various factors that affected the course and outcome of the Civil War (i.e., geography, natural resources, demographics, transportation, leadership, and technolo
6.1.8.HistoryCC.5.eGrade 6-8Student ExpectationCompare and contrast the approaches of Congress and Presidents Lincoln and Johnson toward the reconstruction of the South. -- 22 of 31 -- 52 | P a g e Core Idea Performance Expecta
6.1.8.HistoryCC.5.fGrade 6-8Student ExpectationAnalyze the economic impact of Reconstruction on the South from different perspectives.
6.1.8.HistoryCC.5.gGrade 6-8Student ExpectationConstruct an argument that prioritizes the causes and events that led to the Civil War using multiple sources from different perspectives. -- 23 of 31 -- 53 | P a g e 2020 New Jers
6.1.8.HistorySE.3.aGrade 6-8Student ExpectationAnalyze how the leadership of George Washington during the American Revolution and as president allowed for the establishment of American democracy. Historians consider the relevan
6.1.8.HistorySE.3.bGrade 6-8Student ExpectationAnalyze a variety of sources to make evidence-based inferences about how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American
6.1.8.HistoryUP.3.aGrade 6-8Student ExpectationUse primary sources as evidence to explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy.
6.1.8.HistoryUP.3.bGrade 6-8Student ExpectationExamine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Amer
6.1.8.HistoryUP.3.cGrade 6-8Student ExpectationAnalyze how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America from multiple per
6.1.8.HistoryUP.5.aGrade 6-8Student ExpectationAnalyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States Constitution from multiple perspectives.
6.1.8.HistoryUP.5.bGrade 6-8Student ExpectationExamine the roles of women, African Americans, and Native Americans in the Civil War.
6.1.8.HistoryUP.5.cGrade 6-8Student ExpectationExplain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact American life. Historical events and developments are shaped by social, political, c
6.2.8.CivicsDP.3.aGrade 6-8Student ExpectationCompare and contrast the American legal system with the legal systems of classical civilizations and determine the extent to which these early systems influenced our current legal
6.2.8.CivicsDP.3.bGrade 6-8Student ExpectationUse evidence to describe the impact of Athenian democracy and the Roman Republic on the development of the United State Constitution. Social and political systems have protected an
6.2.8.CivicsDP.4.aGrade 6-8Student ExpectationCite evidence of the influence of medieval English legal and constitutional practices on modern democratic thought and institutions (i.e., the Magna Carta, parliament, the developm
6.2.8.CivicsHR.2.aGrade 6-8Student ExpectationDetermine the role of slavery in the economic and social structures of early river valley civilizations. Geospatial technologies and representations help us to make sense of the di
6.2.8.CivicsHR.3.aGrade 6-8Student ExpectationCompare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations. Relati
6.2.8.CivicsPI.2.aGrade 6-8Student ExpectationExplain how/why different early river valley civilizations developed similar forms of government and legal structures. Social and political systems have protected and denied human
6.2.8.CivicsPI.3.aGrade 6-8Student ExpectationCompare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures) used by the rulers of Rome, China, and India to control and unify their expandin
6.2.8.CivicsPI.4.aGrade 6-8Student ExpectationAnalyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. The principles of the United States governmen
6.2.8.EconEM.3.aGrade 6-8Student ExpectationAnalyze the impact of expanding land and sea trade routes as well as a uniform system of exchange in the Mediterranean World and Asia. Economic interdependence is impacted by incre
6.2.8.EconGE.2.aGrade 6-8Student ExpectationExplain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in early river valley civilizations.
6.2.8.EconGE.3.aGrade 6-8Student ExpectationExplain how classical civilizations used technology and innovation to enhance agricultural/ manufacturing output and commerce, to expand military capabilities, to improve life in u
6.2.8.EconGE.4.aGrade 6-8Student ExpectationAnalyze the immediate and long-term impact on China and Europe of the open exchange between Europe and the Yuan (Mongol) Dynasty. The production and consumption of goods and servic
6.2.8.EconNE.4.aGrade 6-8Student ExpectationCompare and contrast the Japanese and European systems of feudalism and the effectiveness of each in promoting social, economic, and political order. Historical events may have sin
6.2.8.GeoGI.4.aGrade 6-8Student ExpectationDetermine how Africa’s physical geography and natural resources presented challenges and opportunities for trade, development, and the spread of religion. Economic interdependence
6.2.8.GeoHE.2.aGrade 6-8Student ExpectationDetermine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of early river valley civilizati
6.2.8.GeoHE.4.aGrade 6-8Student ExpectationExplain how geography influenced the development of the political, economic, and cultural centers of each empire as well as the empires’ relationships with other parts of the world
6.2.8.GeoHE.4.bGrade 6-8Student ExpectationUse geographic models to determine the impact of environmental modifications made by earlier civilizations on the current day environmental challenges.
6.2.8.GeoHE.4.cGrade 6-8Student ExpectationExplain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced their economic development and interaction or isolation with other societies. The envi
6.2.8.GeoPP.1.aGrade 6-8Student ExpectationCompare and contrast the social organization, natural resources, and land use of early hunters/gatherers and those who lived in early agrarian societies.
6.2.8.GeoPP.1.bGrade 6-8Student ExpectationUse maps to examine the impact of the various migratory patterns of hunters/gatherers that moved from Africa to Eurasia, Australia, and the Americas. Historical events and developm
6.2.8.GeoPP.3.aGrade 6-8Student ExpectationUse geographic models to describe how the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civ
6.2.8.GeoPP.3.bGrade 6-8Student ExpectationExplain how geography and the availability of natural resources led to both the development of classical civilizations and to their decline. People voluntarily exchange goods and s
6.2.8.GeoPP.4.aGrade 6-8Student ExpectationExplain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.
6.2.8.GeoPP.4.bGrade 6-8Student ExpectationAssess how maritime and overland trade routes impacted urbanization, transportation, communication, and the development of international trade centers (i.e., the African caravan an
6.2.8.GeoPP.4.cGrade 6-8Student ExpectationUse maps to show how the interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation and impacted science, thought, and the arts. The
6.2.8.GeoSV.2.aGrade 6-8Student ExpectationCompare and contrast physical and political maps of early river valley civilizations and their modern counterparts and determine the geopolitical impact of these civilizations, the
6.2.8.HistoryCA.2.aGrade 6-8Student ExpectationAnalyze the factors that led to the rise and fall of various early river valley civilizations and determine whether there was a common pattern of growth and decline. -- 25 of 31 --
6.2.8.HistoryCA.3.aGrade 6-8Student ExpectationEvaluate the importance and enduring legacy of the major achievements of Greece, Rome, India, and China over time.
6.2.8.HistoryCA.3.bGrade 6-8Student ExpectationDetermine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China. Era 4. Expanding Exchanges and Encounters (500 CE–1450 CE) The em
6.2.8.HistoryCC.1.aGrade 6-8Student ExpectationDescribe the influence of the agricultural revolution on population growth and the subsequent development of civilizations (e.g., the impact of food surplus from farming).
6.2.8.HistoryCC.1.bGrade 6-8Student ExpectationDetermine the impact of technological advancements on hunter/gatherer and agrarian societies.
6.2.8.HistoryCC.1.cGrade 6-8Student ExpectationDescribe how the development of both written and unwritten languages impacted human understanding, development of culture, and social structure. Chronological sequencing helps us u
6.2.8.HistoryCC.2.bGrade 6-8Student ExpectationAnalyze the impact of religion on daily life, government, and culture in various early river valley civilizations.
6.2.8.HistoryCC.2.cGrade 6-8Student ExpectationExplain how the development of written language transformed all aspects of life in early river valley civilizations. Historians develop arguments using evidence from multiple relev
6.2.8.HistoryCC.3.aGrade 6-8Student ExpectationDetermine the extent to which religion, economic issues, and conflict shaped the values and decisions of the classical civilizations. An individual’s perspective is impacted by one
6.2.8.HistoryCC.4.aGrade 6-8Student ExpectationDetermine which events led to the rise and eventual decline of European feudalism.
6.2.8.HistoryCC.4.bGrade 6-8Student ExpectationExplain how and why the interrelationships among improved agricultural production, population growth, urbanization, and commercialization led to the rise of powerful states and kin
6.2.8.HistoryCC.4.cGrade 6-8Student ExpectationAssess the demographic, economic, and religious impact of the plague on Europe.
6.2.8.HistoryCC.4.dGrade 6-8Student ExpectationAnalyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political and religious leaders, the crusaders, Jews, Muslims, a
6.2.8.HistoryCC.4.eGrade 6-8Student ExpectationDetermine the extent to which the Byzantine Empire influenced the Islamic world and western Europe.
6.2.8.HistoryCC.4.fGrade 6-8Student ExpectationAnalyze the role of religion and economics in shaping each empire’s social hierarchy and evaluate the impact these hierarchical structures had on the lives of various groups of peo
6.2.8.HistoryCC.4.gGrade 6-8Student ExpectationEvaluate the importance and enduring legacy of the major achievements of the people living Asia, Africa (Islam), Europe and the Americas over time. -- 28 of 31 -- 58 | P a g e 2020
6.2.8.HistoryUP.3.cGrade 6-8Student ExpectationCompare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhi
6.3.8.CivicsDP.1Grade 6-8Student ExpectationIdentify an issue of inequality, develop multiple solutions, and communicate the best one to an appropriate government body.
6.3.8.CivicsDP.2Grade 6-8Student ExpectationMake a claim based on evidence to determine the extent and the limitations of First Amendment rights (e.g., U.S. Supreme Court decisions).
6.3.8.CivicsDP.3Grade 6-8Student ExpectationUse historical case studies and current events to explain why due process is essential for the protection of individual rights and maintenance of limited government. Civics, Govern
6.3.8.CivicsHR.1Grade 6-8Student ExpectationConstruct an argument as to the source of human rights and how they are best protected. Economics, Innovation, and Technology: Economic Ways of Thinking Core Idea Performance Expec
6.3.8.CivicsPD.1Grade 6-8Student ExpectationDeliberate on a public issue affecting an upcoming election, consider opposing arguments, and develop a reasoned conclusion.
6.3.8.CivicsPD.2Grade 6-8Student ExpectationPropose and defend a position regarding a public policy issue at the appropriate local, state, or national level. Members of society have the obligation to become informed of the f
6.3.8.CivicsPD.3Grade 6-8Student ExpectationConstruct a claim as to why it is important for democracy that individuals are informed by facts, aware of diverse viewpoints, and willing to take action on public issues. -- 29 of
6.3.8.CivicsPI.1Grade 6-8Student ExpectationEvaluate, take, and defend a position on why government is necessary, and the purposes government should serve. Governments have different structures which impact development (expa
6.3.8.CivicsPI.2Grade 6-8Student ExpectationEvaluate the extent to which different forms of government reflect the history and values of various societies (e.g., monarchy, democracy, republic, dictatorship).
6.3.8.CivicsPI.3Grade 6-8Student ExpectationUse a variety of sources from multiple perspectives to examine the role of individuals, political parties, interest groups, and the media in a local or global issue and share this
6.3.8.CivicsPI.4Grade 6-8Student ExpectationInvestigate the roles of political, civil, and economic organizations in shaping people’s lives and share this information with individuals who might benefit from this information.
6.3.8.CivicsPR.1Grade 6-8Student ExpectationAnalyze primary sources to explain how democratic ideas in the United States developed from the historical experiences of ancient societies, England, and the North American colonie
6.3.8.CivicsPR.2Grade 6-8Student ExpectationEvaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, chec
6.3.8.CivicsPR.3Grade 6-8Student ExpectationTake a position on an issue in which fundamental ideals and principles are in conflict (e.g., liberty, equality).
6.3.8.CivicsPR.4Grade 6-8Student ExpectationUse evidence and quantitative data to propose or defend a public policy related to climate change.
6.3.8.CivicsPR.5Grade 6-8Student ExpectationEngage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic so
6.3.8.CivicsPR.6Grade 6-8Student ExpectationSeek the perspectives of multiple stakeholders with diverse points of view regarding a local budget issue and take a position on proposed policy.
6.3.8.CivicsPR.7Grade 6-8Student ExpectationCompare how ideas become laws at the local, state, and national level. -- 30 of 31 -- 60 | P a g e Civics, Government, and Human Rights: Human and Civil Rights Core Idea Performanc
6.3.8.EconET.1Grade 6-8Student ExpectationUsing quantitative data, evaluate the opportunity cost of a proposed economic action, and take a position and support it (e.g., healthcare, education, transportation).
6.3.8.EconET.2Grade 6-8Student ExpectationAssess the impact of government incentives and disincentives on the economy (e.g., patents, protection of private property, taxes). -- 31 of 31 --
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