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DOCUMENT RESUME
ED 434 798 SE 058 473
TITLE Performance Standards: English Language Arts, Mathematics,Science, Applied Learning, Volume 2. Middle School.Consultation Draft.
INSTITUTION National Center on Education and the Economy, Washington,DC
SPONS AGENCY Pew Charitable Trusts, Philadelphia, PA.; John D. andCatherine T. MacArthur Foundation, Chicago, IL.
PUB DATE 1995-00-00NOTE 217p.; For Volume 1 (Elementary School) and Volume 3 (High
School), see SE 058 472 and SE 058 474. Support for thedevelopment of these standards was also provided by the NewStandard's Partners.
AVAILABLE FROM National Center on Education and the Economy, "NewStandards", 700 11th Street NW, #750, Washington, DC 20001.Tel: 202-783-3668.
PUB TYPE Guides - Classroom - Teacher (052) --
Legal/Legislative/Regulatory Materials (090)EDRS PRICE MF01/PC09 Plus Postage.DESCRIPTORS *Academic Standards; *Language Arts; Learning Activities;
*Mathematics Education; Middle Schools; *Performance BasedAssessment; *Science Education
ABSTRACT"New Standards" is the result of a collaboration between the
Learning Research and Development Center and the National Center on Educationand the Economy, in partnership with states and urban districts, working tobuild an assessment system with which to measure students' progress towardmeeting national standards at internationally benchmarked levels. The NewStandards assessment system has three interrelated components: (1)
performance standards; (2) an on-demand examination; and (3) a portfoliosystem. Standards are provided for English Language Arts, Mathematics,Science, and Applied Learning at the middle school level. (Contains 22references.) (ASK)
*************************************************************** ***** ** ****** ****
Reproductions supplied by EDRS are the best that can be madefrom the original document.
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John
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T. M
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and
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New
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artn
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RE
SP
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DIN
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HIS
DR
AF
T
We
wel
com
e yo
ur r
espo
nse
to th
is C
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A C
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and
Fee
dbac
k F
orm
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nclo
sed.
Res
pons
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to r
each
us
no la
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than
3 M
ay 1
996
to b
e co
nsid
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in th
e pr
epar
atio
n of
the
next
ver
sion
of t
hese
Per
form
ance
Sta
ndar
ds.
Add
ition
al C
omm
ents
and
Fee
dbac
k F
orm
s ca
n be
obt
aine
d by
con
tact
ing
New
Sta
ndar
ds, L
RD
C, U
nive
rsity
of P
ittsb
urgh
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9 O
'Har
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ittsb
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edu.
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1995
by
the
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y. A
ll rig
hts
rese
rved
.
New
Sta
ndar
dsT
" is
a tr
adem
ark
of th
e N
atio
nal C
ente
r on
Edu
catio
n an
d th
e E
cono
my.
No
port
ion
of th
is te
xt m
ay b
e co
pied
, rep
rodu
ced
or d
istr
ibut
ed w
ithou
t the
exp
ress
writ
ten
cons
ent o
f the
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y.7
INT
RO
DU
CT
ION
ST
AN
DA
RD
S F
OR
ST
AN
DA
RD
S
HO
W W
ILL
TH
E P
ER
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RM
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SH
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k S
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s S
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r...
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efer
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r T
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nsA
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grap
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ort
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lysi
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The
Old
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n E
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y M
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EM
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ICS
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tions
Wor
k S
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nd C
omm
enta
ries
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rdP
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d S
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ents
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lity
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andl
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a B
udge
t
2 3 5 6 10 12 12 14 14 16 18 20 22 24 28 30 31 32 32 34 34 36 38 40 44
SC
IEN
CE
Per
form
ance
Des
crip
tions
Wor
k S
ampl
es a
nd C
omm
enta
ries
Buo
yanc
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ght R
efle
ctio
nC
ruis
e B
oats
See
ds
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sive
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ar H
omes
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er T
owel
s
Em
erge
ncy
Res
pons
eS
pot R
emov
erM
oon
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dy
AP
PLI
ED
LE
AR
NIN
G
Per
form
ance
Des
crip
tions
Wor
k S
ampl
es a
nd C
omm
enta
ries
McL
ean'
s G
ot It
Goi
ng O
nS
tude
nt H
isto
rical
Mag
azin
esF
all C
arni
val P
roje
ct
AP
PE
ND
IX I:
The
Gra
de L
evel
s C
ompa
red:
Eng
lish
Lang
uage
Art
sA
PP
EN
DIX
II: T
he G
rade
Lev
els
Com
pare
d: M
athe
mat
ics
AP
PE
ND
IX II
I: T
he G
rade
Lev
els
Com
pare
d: S
cien
ceA
PP
EN
DIX
IV: T
he G
rade
Lev
els
Com
pare
d: A
pplie
d Le
arni
ng
ST
AN
DA
RD
S D
EV
ELO
PM
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GM
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MA
TE
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FE
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48 48 50 50 51 52 53 54 56 58 59 60 62 62 64 64 66 72 76 82 90 98 103
103
104
104
8
1.9.
9.5.
Nat
iona
l Cen
te, o
.r E
dura
tian
and
the
Ero
nom
y A
ll rig
ht, "
nerv
ed.
9
2
Intr
oduc
tion
10
AB
OU
T N
EW
ST
AN
DA
RD
S
New
Sta
ndar
ds is
a c
olla
bora
tion
of th
e Le
arni
ng R
esea
rch
and
Dev
elop
men
t Cen
ter
of th
e U
nive
rsity
of P
ittsb
urgh
and
the
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y,in
par
tner
ship
with
sta
tes
and
urba
n di
stric
ts, w
orki
ng to
bui
ld a
nas
sess
men
t sys
tem
to m
easu
re th
eir
stud
ents
' pro
gres
s co
war
dm
eetin
g na
tiona
l sta
ndar
ds a
t lev
els
that
are
inte
rnat
iona
llybe
nchm
arke
d.
The
Gov
erni
ng B
oard
incl
udes
chi
ef s
tate
sch
ool o
ffice
rs,
gove
rnor
s an
d th
eir
repr
esen
tativ
es, a
nd o
ther
s re
pres
entin
g th
edi
vers
ity o
f the
par
tner
ship
, who
se ju
risdi
ctio
ns e
nrol
l nea
rly h
alf
of th
e N
atio
n's
stud
ents
.
Fou
nded
by
Laur
en R
esni
ck, D
irect
or o
f the
Lea
rnin
g R
esea
rch
and
Dev
elop
men
t Cen
ter
(LR
DC
), a
nd M
arc
Tuc
ker,
Pre
side
ntof
the
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y, N
ewS
tand
ards
' sta
ff is
bas
ed a
r th
ese
orga
niza
tions
as
wel
l as
the
Am
eric
an A
ssoc
iatio
n fo
r th
e A
dvan
cem
ent o
f Sci
ence
, the
For
t Wor
th In
depe
nden
t Sch
ool D
istr
ict,
the
Nat
iona
l Cou
ncil
of T
each
ers
of E
nglis
h, a
nd th
e U
nive
rsity
of C
alifo
rnia
Offi
ceof
the
Pre
side
nt. T
echn
ical
stu
dies
are
bas
ed a
t LR
DC
and
Nor
thw
este
rn U
nive
rsity
, adv
ised
by
lead
ing
psyc
hom
etric
ians
from
acr
oss
the
natio
n.
The
New
Sta
ndar
ds' a
sses
smen
t sys
tem
has
thre
e in
terr
elat
edco
mpo
nent
s: p
erfo
rman
ce s
tand
ards
, an
on-d
eman
d ex
amin
atio
n,an
d a
port
folio
sys
tem
.
The
per
form
ance
sta
ndar
ds a
re d
eriv
ed fr
ont t
he n
atio
nal
cont
ent s
tand
ards
dev
elop
ed b
y pr
ofes
sion
al o
rgan
izat
ions
, e.g
.,th
e N
atio
nal C
ounc
il of
Tea
cher
s of
Mat
hem
atic
s st
anda
rds
inM
athe
mat
ics,
and
con
sist
of t
wo
part
s:
Per
form
ance
des
crip
tions
desc
riptio
ns o
f wha
tst
uden
ts s
houl
d kn
ow a
nd th
e w
ays
they
sho
uld
dem
on-
stra
te th
e kn
owle
dge
and
skill
s th
ey h
ave
acqu
ired
in th
efo
ur a
reas
ass
esse
d by
New
Sta
ndar
dsE
nglis
h La
ngua
geA
rts,
Mat
hem
atic
s, S
cien
ce, a
nd A
pplie
d Le
arni
ngat
elem
enta
ry, m
iddl
e, a
nd h
igh
scho
ol le
vels
.
Wor
k sa
mpl
es a
nd c
omm
enta
riess
ampl
es o
fst
uden
t wor
k se
lect
ed fo
r th
eir
capa
city
to il
lust
rate
the
mea
ning
of t
he p
erfo
rman
ce d
escr
iptio
ns to
geth
er w
ithco
mm
enta
ry th
at s
how
s ho
w th
e pe
rfor
man
ce d
escr
iptio
nsar
c re
flect
ed in
the
wor
k sa
mpl
e.
The
per
form
ance
sta
ndar
ds w
ere
endo
rsed
una
nim
ousl
y by
the
New
Sta
ndar
ds' G
over
ning
Boa
rd in
Jun
e 19
95 fo
r w
ides
prea
dco
nsul
tatio
n in
199
5-96
.
The
on-
dem
and
exam
inat
ion,
cal
led
the
refe
renc
e ex
amin
atio
nbe
caus
e it
prov
ides
a p
oint
of r
efer
ence
to n
atio
nal s
tand
ards
, is
curr
ently
ava
ilabl
e in
Eng
lish
Lang
uage
Arc
s an
d M
athe
mat
ics
atgr
ades
4, 8
, and
10.
It a
sses
ses
thos
e as
pect
s of
the
perf
orm
ance
stan
dard
s th
at c
an b
e as
sess
ed in
a li
mite
d tim
e fr
ame
unde
rst
anda
rdiz
ed c
ondi
tions
. In
Eng
lish
Lang
uage
Art
s, th
is m
eans
read
ing
shor
t pas
sage
s an
d an
swer
ing
ques
tions
, writ
ing
first
draf
ts, a
nd e
ditin
g. In
Mat
hem
atic
s, th
is m
eans
sho
rt e
xerc
ises
or p
robl
ems
that
take
five
to fi
fteen
min
utes
and
long
er p
robl
ems
of u
p to
fort
y-fiv
e m
inut
es' d
urat
ion.
The
ref
eren
ce e
xam
inat
ion
stop
ssh
ort o
f bei
ng a
ble
to a
ccom
mod
ate
long
er p
iece
s of
wor
krea
ding
seve
ral b
ooks
, writ
ing
with
rev
isio
n, c
ondu
ctin
g in
vest
igat
ions
inM
athe
mat
ics
and
Sci
ence
, and
com
plet
ing
proj
ects
in A
pplie
dLe
arni
ngth
at a
re r
equi
red
by N
ew S
tand
ards
' per
form
ance
stan
dard
s an
d th
e na
tiona
l con
sens
us c
onte
nt s
tand
ards
from
whi
ch th
ey a
re d
eriv
ed.
The
por
tfolio
sys
tem
com
plem
ents
the
refe
renc
e ex
amin
atio
n,pr
ovid
ing
evid
ence
of t
he p
erfo
rman
ce s
tand
ards
that
dep
end
onex
tend
ed p
iece
s of
wor
k (e
spec
ially
thos
e ch
at s
how
rev
isio
n) a
ndac
cum
ulat
ion
of e
vide
nce
over
tim
e. In
199
4-95
, usi
ng d
raft
port
folio
han
dboo
ks in
Eng
lish
Lang
uage
Art
s an
d M
athe
mat
ics,
3,00
0 te
ache
rs a
nd a
lmos
t 60,
000
stud
ents
par
ticip
ated
in a
field
tria
l of t
he p
ortfo
lio s
yste
m. I
n ad
ditio
n to
han
dboo
ksfo
r st
uden
ts, t
each
ers,
and
adm
inis
trat
ors,
the
curr
ent s
yste
mpr
ovid
es e
xam
ple
port
folio
s th
at c
onta
in c
oncr
ete
exam
ples
of
expe
ctat
ions
for
stud
ents
and
teac
hers
.
Thi
s ye
ar th
e po
rtfo
lio s
yste
m tr
ial i
s be
ing
exte
nded
to in
clud
eS
cien
ce a
nd A
pplie
d Le
arni
ng. T
he s
yste
m h
as b
een
revi
sed
nota
ke a
ccou
nt o
f the
exp
erie
nce
of th
e fir
st y
ear,
with
the
goal
of m
akin
g it
easi
er to
und
erst
and
and
impl
emen
t.
AB
OU
T T
HE
PE
RF
OR
MA
NC
E S
TA
ND
AR
DS
We
have
ado
pted
the
dist
inct
ion
betw
een
cont
ent s
tand
ards
and
perf
orm
ance
sta
ndar
ds th
at is
art
icul
ated
inP
rom
ises
to K
eep:
Cre
atin
g H
igh
Stan
dard
s fo
r A
mer
ican
Stu
dent
s (1
993)
, a r
epor
tco
mm
issi
oned
by
the
Nat
iona
l Edu
catio
n G
oals
Pan
el. C
onte
ntst
anda
rds
spec
ify "
wha
t stu
dent
s sh
ould
kno
w a
nd b
e ab
le to
do;
"pe
rfor
man
ce s
tand
ards
go
the
next
ste
p to
spe
cify
"ho
w g
ood
isgo
od e
noug
h."
The
se s
tand
ards
are
des
igne
d to
ans
wer
the
ques
tion:
how
goo
dis
goo
d en
ough
?
Whe
re d
o th
e st
anda
rds
com
e fr
om?
The
sta
ndar
ds a
re b
uilt
dire
ctly
upo
n th
e co
nsen
sus
cont
ent
stan
dard
s de
velo
ped
by th
e re
leva
nt p
rofe
ssio
nal o
rgan
izat
ions
.T
he M
athe
mat
ics
stan
dard
s ar
e ba
sed
dire
ctly
on
the
cont
ent
stan
dard
s pr
oduc
ed b
y th
e N
atio
nal C
ounc
il of
Tea
cher
s of
Mat
hem
atic
s (1
989)
. Sim
ilarly
the
stan
dard
s fo
r E
nglis
hLa
ngua
ge A
rts
are
bein
g de
velo
ped
in c
once
rt w
ith th
e co
nten
tst
anda
rds
curr
ently
bei
ng p
rodu
ced
by th
e N
atio
nal C
ounc
ilof
Tea
cher
s of
Eng
lish
and
the
Inte
rnat
iona
l Rea
ding
Ass
ocia
tion.
The
Sci
ence
sta
ndar
ds a
re fo
unde
d bo
th u
pon
the
Am
eric
anA
ssoc
iatio
n fo
r th
e A
dvan
cem
ent o
f Sci
ence
's P
roje
ct 2
061
Ben
chm
arks
for
Sci
entif
ic L
itera
ry (
1993
)an
d th
e N
atio
nal
Res
earc
h C
ounc
il's
Nat
iona
l Sci
ence
Edu
catio
n St
anda
rds
draf
t.(1
995)
. The
Sci
ence
sta
ndar
ds w
ill a
lso
take
into
acc
ount
the
wor
k of
the
Nat
iona
l Sci
ence
Tea
cher
s A
ssoc
iatio
n as
they
rev
ise
thei
rSc
ope,
Seq
uenc
e, a
nd C
oord
inat
ion
Con
tent
Cor
e (1
992)
and
deve
lop
asse
ssm
ent t
asks
.
The
cas
e of
the
App
lied
Lear
ning
sta
ndar
ds is
a li
ttle
diffe
rent
.A
pplie
d Le
arni
ng fo
cuse
s on
the
requ
irem
ents
for
effe
ctiv
epa
rtic
ipat
ion
in th
e em
ergi
ng fo
rms
of w
ork
and
wor
k or
gani
zatio
nch
arac
teriz
ed b
y hi
gh p
erfo
rman
ce w
ork
plac
es. A
sa n
ewer
fiel
dof
sch
ool e
duca
tion,
App
lied
Lear
ning
doe
s no
t yet
hav
e a
dist
inct
prof
essi
onal
con
stitu
ency
pro
duci
ng c
onte
sts
stan
dard
s on
whi
chth
e pe
rfor
man
ce s
tand
ards
can
be
built
. How
ever
, a s
tart
has
bee
nm
ade
by th
e w
ork
of th
e S
ecre
tary
's C
omm
issi
on o
n A
chie
ving
Nec
essa
ry S
kills
whi
ch d
efin
ed "
Wor
kpla
ce K
now
-how
" in
its r
epor
t,L
earn
ing
a L
ivin
g: A
Blu
epri
nt f
or H
igh
Perf
orm
ance
(199
2). W
e ha
ve w
orke
d fr
om th
is fo
unda
tion
and
from
com
para
ble
wor
k in
tern
atio
nally
to p
rodu
ce o
ur o
wn
Fra
mew
ork
for
App
lied
Lea
rnin
g(N
ew S
tand
ards
, 199
4). T
he A
pplie
d Le
arni
ng s
tand
ards
are
bein
g bu
ilt u
pon
this
dra
ft fr
amew
ork.
110
1995
Nat
iona
l Cor
a, o
n E
duca
tion
and
Mr
Ecu
nom
y A
ll rig
ht, r
ewor
d
Sta
ndar
ds fo
r S
tan
In r
ecen
t yea
rs s
ever
al r
epor
ts o
n st
anda
rds
deve
lopm
ent h
ave
esta
blis
hed
"sta
ndar
ds fo
r st
anda
rds;
" th
at is
, a s
et o
f gui
delin
esfo
r de
velo
ping
sta
ndar
ds a
nd c
riter
ia F
or ju
dgin
g th
eir
qual
ity.
The
se in
clud
e th
e re
view
crit
eria
incl
uded
in P
rom
ises
to K
eep,
the
Am
eric
an F
eder
atio
n of
Tea
cher
s' "
Crit
eria
for
Hig
h Q
ualit
yS
tand
ards
," p
ublis
hed
mos
t rec
ently
in M
akin
g S
tand
ards
Mat
ter
(199
5), a
nd th
e "P
rinci
ples
for
Edu
catio
n S
tand
ards
" de
velo
ped
by th
e B
usin
ess
Tas
k F
orce
on
Stu
dent
Sta
ndar
ds a
nd p
ublis
hed
in T
he C
halle
nge
of C
hang
e (1
995)
. The
hea
ding
s be
low
are
borr
owed
or
adap
ted
from
the
crite
ria a
nd p
rinci
ples
adv
ocat
edin
thos
e do
cum
ents
.
Sta
ndar
ds s
houl
d es
tabl
ish
high
sta
ndar
ds fo
ral
l stu
dent
s.T
he N
ew S
tand
ards
par
tner
ship
has
res
olve
d to
abo
lish
the
prac
tice
of e
xpec
ting
less
from
poo
r an
d m
inor
ity c
hild
ren
and
child
ren
who
se n
ativ
e la
ngua
ge is
not
Eng
lish.
The
se s
tand
ards
are
inte
nded
to h
elp
brin
g al
l stu
dent
s to
hig
h le
vels
of p
erfo
rman
ce.
Muc
h of
the
onus
foi m
akin
g th
is g
oal a
rea
lity
rest
son
the
way
s th
e st
anda
rds
are
impl
emen
ted,
but
par
t of i
t lie
s in
the
desi
gn o
f the
sta
ndar
ds th
emse
lves
. We
are
wor
king
to m
ake
the
expe
ctat
ions
incl
uded
in th
e st
anda
rds
as c
lear
as
poss
ible
. For
som
e st
anda
rds
it ha
s be
en p
ossi
ble
to d
o th
is in
the
perf
orm
ance
desc
riptio
ns. F
or e
xam
ple,
the
read
ing
stan
dard
incl
udes
exp
ecta
tions
for
stud
ents
to r
ead
wid
ely
and
deep
ly. I
nste
ad o
f sim
ply
exho
rtin
gth
em to
do
this
, we
have
giv
en m
ore
spec
ific
dire
ctio
n by
spe
cify
ing
that
rea
ding
incl
udes
at l
east
twen
ty -
five
book
s ea
chye
ar, b
ooks
of th
e qu
ality
and
com
plex
ity il
lust
rate
d in
the
sam
ple
read
ing
list f
or e
ach
grad
e le
vel.
In M
athe
mat
ics,
we
have
gon
e be
yond
sim
ply
listin
g pr
oble
m s
olvi
ng a
mon
g ou
r ex
pect
atio
ns fo
r st
uden
ts.
In a
dditi
on, w
e se
t out
just
wha
t we
mea
ts b
y pr
oble
m s
olvi
ngan
d w
hat t
hing
s w
e ex
pect
stu
dent
s to
he
able
to d
o in
pro
blem
solv
ing
and
mat
hein
aciL
al r
easo
ning
.
Wha
t dis
tingu
ishe
s th
ese
stan
dard
s fr
om m
ost o
ther
s is
the
use
ofsa
mpl
es o
f stu
dent
wor
k to
illu
stra
te w
hat t
hey
mea
n, e
spec
ially
for
stan
dard
s th
at a
re h
ard
to p
in d
own
clea
rly in
wor
ds a
lone
.In
the
writ
ing
stan
dard
. for
exa
mpl
e, th
e w
ork
sam
ples
sho
wth
e ex
pect
ed q
ualit
ies
of w
ritin
g in
the
vario
us g
enre
sas
wel
l as
crite
ria fo
r as
sess
men
t mat
ched
to th
e ge
nres
.
120
1995
Nat
iona
l Gnu
'. on
Edu
catio
n an
d th
e E
cono
my.
All
righ
t, re
wor
d.
The
wor
k sa
mpl
es a
re in
tend
ed to
be
used
by
teac
hers
, stu
dent
s,an
d pa
rent
s, to
hel
p th
em p
ictu
re w
ork
that
mee
ts s
tand
ards
and
to e
stab
lish
goal
s to
rea
ch fo
r. S
tude
nts
need
to k
now
wha
t wor
kth
at m
eets
sta
ndar
ds lo
oks
like
if th
ey a
re to
str
ive
to p
rodu
cew
ork
of th
e sa
me
qual
ity:T
hey
also
nee
d to
see
them
selv
esre
flect
ed in
the
wor
k sa
mpl
es if
they
are
to b
elie
ve th
at th
eyto
o ar
e ca
pabl
e of
pro
duci
ng s
uch
wor
k. W
e ha
ve ta
ken
care
toin
clud
e w
ork
sam
ples
dra
wn
from
a d
iver
se r
ange
of s
tude
nts.
Sta
ndar
ds s
houl
d be
rig
orou
s an
d w
orld
cla
ss.
Is w
hat w
e ar
e as
king
of o
ur s
tude
nts
as r
igor
ous
and
dem
andi
ngas
wha
t is
expe
cted
of y
oung
peo
ple
in o
cher
cou
ntrie
sesp
ecia
llyth
ose
coun
trie
s w
hose
you
ng p
eopl
e co
nsis
tent
ly p
erfo
rmas
wel
las
or
bette
r th
an o
urs?
Tha
t is
the
ques
tion
we
are
tryi
ng to
ans
wer
whe
n w
e ta
lk a
bout
deve
lopi
ng w
orld
cla
ss s
tand
ards
.
Thr
ough
out d
evel
opm
ent o
f the
sta
ndar
ds, w
e ha
ve c
ompa
red
them
with
nat
iona
l and
loca
l cur
ricul
a of
oth
er c
ount
ries,
text
book
s,as
sess
men
ts, e
xam
inat
ions
and
, whe
re p
ossi
ble,
with
stu
dent
wor
k. U
ltim
atel
y it
is in
the
wor
k th
at s
tude
nts
prod
uce
that
we
will
dis
cove
r w
heth
er c
laim
s fo
r w
orld
cla
ss s
tand
ards
can
be s
uppo
rted
.
We
have
sha
red
the
stan
dard
s w
ith r
esea
rche
rs in
sev
eral
cou
ntrie
san
d as
ked
them
to r
evie
w th
em in
term
s of
thei
r ow
n co
untr
y's
stan
dard
s an
d in
ligh
t of w
hat i
s co
nsid
ered
wor
ld c
lass
in th
eir
field
. We
have
ask
ed th
ese
revi
ewer
s to
tell
us w
heth
er e
ach
stan
dard
is a
r le
ast a
s de
man
ding
as
its c
ount
erpa
rts
abro
ad a
ndw
heth
er th
e se
t of s
tand
ards
rep
rese
nts
an a
ppro
pria
tely
thor
ough
cove
rage
of m
ater
ial.
The
info
rmat
ion
colle
cted
so
far
indi
cate
s th
at th
e st
anda
rds
we
are
defin
ing
are
wor
ld c
lass
. To
show
this
we
have
incl
uded
"wor
ld c
lass
con
nect
ions
" th
roug
hout
this
vol
ume.
Wor
ld c
lass
conn
ectio
ns a
re e
xam
ples
of t
he w
ork
stud
ents
in s
elec
ted
coun
trie
sar
e ex
pect
ed to
do.
The
y ar
e in
clud
ed to
allo
w c
ompa
rison
with
thes
e pe
rfor
man
ce s
tand
ards
.
Sta
ndar
ds s
houl
d be
use
ful,
deve
lopi
ng w
hat
is n
eede
d fo
r ci
tizen
ship
, em
ploy
men
t and
life-
long
lear
ning
.T
he c
ore
disc
iplin
es p
rovi
de th
e st
rong
est f
ound
atio
n fo
r le
arni
ngw
hat i
s ne
eded
for
citiz
ensh
ip, e
mpl
oym
ent,
and
life-
long
lear
ning
.W
e ha
ve e
stab
lishe
d ex
plic
it st
anda
rds
in e
ach
of th
e co
re a
reas
of E
nglis
h La
ngua
ge A
rts,
Mat
hem
atic
s, a
nd S
cien
ce. B
ut th
ere
isat
om It
s pa
rtic
ular
, it i
s cr
itica
l for
you
ng p
eopl
e to
ach
ieve
hig
hst
anda
rds
in A
pplie
d Le
arni
ngth
e fo
urth
are
a w
e ar
e w
orki
ng o
n.
App
lied
Lear
ning
is a
bout
the
capa
bilit
ies
peop
le n
eed
to b
epr
oduc
tive
mem
bers
of s
ocie
ty, a
s in
divi
dual
s w
ho a
pply
the
know
ledg
e ga
ined
in s
choo
l and
els
ewhe
re to
ana
lyze
prob
lem
s an
d pr
opos
e so
lutio
ns, t
o co
mm
unic
ate
effe
ctiv
ely
and
coor
dina
te a
ctio
n w
ith o
ther
s, a
nd to
use
the
tool
s of
the
info
rmat
ion
age
wor
kpla
ce.
App
lied
Lear
ning
is n
or a
bout
"jo
b sk
ills"
for
stud
ents
who
are
judg
ed in
capa
ble
of, o
r in
diffe
rent
to, t
he c
halle
nges
and
oppo
rtun
ities
of a
cade
mic
lear
ning
. The
y ar
e th
e ki
nds
of a
bilit
ies
all y
oung
peo
ple
will
nee
d, b
oth
in th
e w
orkp
lace
and
in th
eir
role
as c
itize
ns. T
hey
are
the
thin
king
and
rea
soni
ng a
bilit
ies
dem
ande
dby
bot
h co
llege
s an
d th
e gr
owin
g nu
mbe
r of
hig
h pe
rfor
man
cew
orkp
lace
s, th
ose
that
exp
ect e
mpl
oyee
s at
eve
ry le
vel o
f the
orga
niza
tion
to r
ake
resp
onsi
bilit
y fo
r th
e qu
ality
of p
rodu
cts
and
serv
ices
. Som
e of
thes
e ab
ilitie
s ar
e fa
mili
ar; t
hey
have
long
bee
nre
cogn
ized
goa
ls o
f sch
oolin
g, th
ough
they
hav
e no
t nec
essa
rily
been
tran
slat
ed c
lear
ly in
to e
xpec
tatio
ns fo
r st
uden
t per
form
ance
.O
ther
s br
eak
new
gro
und;
they
are
the
kind
s of
abi
litie
s w
e no
wun
ders
tand
will
be
need
ed b
y ev
eryo
ne in
the
near
futu
re. A
llar
e sk
ills
attu
ned
to th
e re
al w
orld
of r
espo
nsib
le c
itize
nshi
p an
ddi
gnifi
ed w
ork
that
val
ues
and
culti
vate
s m
ind
and
spiri
t.
Sta
ndar
ds fo
r S
tand
ards
Sta
ndar
ds s
houl
d be
impo
rtan
t and
focu
sed,
pars
imon
ious
whi
le in
clud
ing
thos
e el
emen
ts th
otre
eres
ent t
he m
ost i
mpo
rtan
t kno
wle
dge
and
skill
s w
ithin
the
disc
iplin
e.A
s an
yone
who
has
bee
n in
volv
ed in
a s
tand
ards
dev
elop
men
tef
fort
kno
ws,
it is
eas
ier
to a
dd to
sta
ndar
ds th
an it
is to
lim
itw
hat t
hey
cove
r. It
is e
spec
ially
eas
ier
to r
esol
ve d
isag
reem
ents
abou
t the
mos
t im
port
ant t
hing
s to
cov
er b
y in
clud
ing
ever
ythi
ngth
an it
is m
res
olve
the
disa
gree
men
ts th
emse
lves
. We
are
tryi
ngno
t to
take
the
easi
er r
oute
. We
have
ado
pted
the
prin
cipl
e of
pars
imon
y an
d ar
e tr
ying
to p
ract
ice
it. A
t the
sam
e tim
e w
e ar
eco
ncer
ned
not o
nly
to in
clud
e th
ose
elem
ents
that
rep
rese
nt th
em
ost i
mpo
rtan
t kno
wle
dge
and
skill
s w
ithin
a s
ubje
ct a
rea,
but
also
to m
ake
thos
e el
emen
ts e
xplic
it. T
he a
ppro
ach
we
have
adop
ted
dist
ingu
ishe
s be
twee
n st
anda
rds
as a
mea
ns o
f org
aniz
ing
the
know
ledg
e an
d sk
ills
of a
sub
ject
arc
a an
d as
a r
efer
ence
poin
t for
ass
essm
ent,
and
the
prog
ram
thro
ugh
whi
ch th
e w
ork
desi
gned
to e
nabl
e st
uden
ts to
ach
ieve
the
stan
dard
s is
del
iver
ed.
For
exa
mpl
e, th
e co
ncep
tual
und
erst
andi
ng s
tand
ards
inM
athe
mat
ics
and
Sci
ence
are
exp
licit
abou
t the
con
cept
s th
atst
uden
ts s
houl
d un
ders
tand
at e
ach
grad
e le
vel a
nd in
Eng
lish
Lang
uage
Art
s w
e ha
ve e
stab
lishe
d a
sepa
rate
sta
ndar
d fo
rco
nven
tions
, gra
mm
ar, a
nd u
sage
. Thi
s do
es n
ot im
ply
that
conv
entio
ns, g
ram
mar
, and
usa
ge s
houl
d he
taug
ht in
isol
atio
nfr
om o
ther
ele
men
ts o
f Eng
lish
Lang
uage
Art
s. W
hat i
t doe
s im
ply
is th
at th
e w
ork
stud
ents
do
shou
ld b
e de
sign
ed to
hel
p th
emac
hiev
e th
e st
anda
rd fo
r co
nven
tions
. It a
lso
impl
ies
that
con
vent
ions
shou
ld n
ot o
nly
be a
mon
g th
e th
ings
ass
esse
d bu
t sho
uld
also
be
a fo
cus
of e
xplic
it re
port
ing
of s
tude
nt a
chie
vem
ent.
Sta
ndar
ds s
houl
d be
man
agea
ble
give
n th
eco
nstr
aint
s of
tim
e.T
his
crite
rion
follo
ws
very
clo
sely
on
the
last
one
, but
focu
ses
part
icul
arly
on
mak
ing
sure
that
sta
ndar
ds a
re "
doab
le."
One
of
the
feat
ures
of t
his
stan
dard
s de
velo
pmen
t effo
rt is
the
leve
l of
inte
ract
ion
amon
g th
e st
aff w
orki
ng o
n th
e di
ffere
nt s
ubje
ctar
eas.
We
view
the
stan
dard
s fo
r th
e fo
ur a
reas
as
a se
c at
eac
hgr
ade
leve
l; ou
r pu
blic
atio
n of
the
stan
dard
s by
gra
de le
vel r
efle
cts
this
orie
ntat
ion.
Thi
s or
ient
atio
n al
low
s us
to a
void
unn
eces
sary
over
laps
and
dup
licat
ion
acro
ss s
ubje
ct a
reas
and
to r
ecog
nize
and
use
oppo
rtun
ities
for
forg
ing
stro
nger
con
nect
ions
am
ong
subj
ect
area
s th
roug
h th
e w
ork
that
stu
dent
s do
. A k
ey to
ens
urin
g th
est
anda
rds
are
man
agea
ble
is m
akin
g th
e m
ost o
f opp
ortu
nitie
s fo
r
14
stud
ent w
ork
to d
o do
uble
and
eve
n tr
iple
dor
y. T
hese
sta
ndar
dsin
clud
e se
vera
l wor
k sa
mpl
es th
at d
emon
stra
te th
e w
ay a
sin
gle
proj
ect o
r ta
sk c
an g
ener
ate
stud
ent w
ork
rele
vant
to m
ore
than
one
stan
dard
with
in a
sub
ject
are
a an
d to
sta
ndar
ds in
mor
e th
anon
e su
bjec
t are
a.
Sta
ndar
ds s
houl
d be
ada
ptab
le, p
erm
ittin
g fle
xibi
lity
in im
plem
enta
tion
need
ed fo
r lo
cal c
ontr
ol, s
tate
and
regi
onal
var
iatio
n, a
nd d
iffer
ing
indi
vidu
al in
tere
sts
and
cultu
ral t
radi
tions
.T
hese
sta
ndar
ds a
re in
tend
ed fo
r us
e in
wid
ely
diffe
ring
setti
ngs.
One
app
roac
h to
tack
ling
the
need
for
flexi
bilit
y to
acc
omm
odat
elo
cal c
ontr
ol, s
tate
and
reg
iona
l var
iatio
n, a
nd d
iffer
ing
indi
vidu
alin
tere
sts
and
cultu
ral t
radi
tions
, is
to m
ake
the
stan
dard
s ge
nera
lan
d le
ave
thei
r tr
ansl
atio
n in
to m
ore
spec
ific
stat
emen
ts fo
r us
ers
at v
ario
us le
vels
. We
have
not
ado
pted
that
app
roac
h. T
hese
stan
dard
s ne
ed to
be
spec
ific
enou
gh to
gui
de th
e N
ew S
tand
ards
'as
sess
men
t sys
tem
; we
have
trie
d to
mak
e th
em s
peci
fic e
noug
hto
do
so. W
e ha
ve a
lso
trie
d to
ach
ieve
the
nece
ssar
y de
gree
of
spec
ifici
ty w
ithou
t und
uly
limiti
ng th
e ki
nds
of fl
exib
ility
out
lined
abov
e. A
s w
e ha
ve a
lread
y m
entio
ned,
we
are
conc
erne
d to
ens
ure
that
the
wor
k sa
mpl
es in
clud
ed to
sho
w th
e qu
ality
of w
ork
expe
cted
for
mee
ting
the
stan
dard
s co
me
Fro
m th
e w
ork
of a
dive
rse
rang
e of
stu
dent
s. H
owev
er, t
he s
peci
ficity
nee
ded
for
stan
dard
s in
tend
ed to
gui
de a
n as
sess
men
t sys
tem
doe
s pl
ace
limits
on
flexi
bilit
y. T
o ta
ckle
thes
e ap
pare
ntly
con
trad
icto
ryde
man
ds o
n th
e st
anda
rds,
we
have
ado
pted
the
notio
n of
"sub
stitu
tion.
" T
his
mea
ns th
at w
hen
user
s of
thes
e st
anda
rds
iden
tify
elem
ents
in th
e st
anda
rds
that
are
inco
nsis
tent
with
deci
sion
s m
ade
at th
e lo
cal l
evel
, the
y ca
n su
bstit
ute
thei
r ow
n.A
n ex
ampl
e of
this
is th
e R
eadi
ng s
tand
ard
in E
nglis
h La
ngua
geA
rts.
The
Rea
ding
sta
ndar
d st
ates
that
stu
dent
s sh
ould
rea
d an
dco
mpr
ehen
d, a
nd s
peci
fies
that
they
sho
uld
lead
mat
eria
l of t
hequ
ality
and
com
plex
ity il
lust
rate
d in
the
sam
ple
read
ing
list
equi
vale
nt to
twen
ty-f
ive
book
s ea
ch y
ear.
We
have
incl
uded
the
read
ing
list s
o as
to b
e cl
ear
abou
t the
qua
lity
of r
eadi
ng m
ater
ial
we
are
talk
ing
abou
t at e
ach
grad
e le
vel.
But
we
wou
ld n
ot c
laim
that
this
is th
e on
ly r
eadi
ng li
st th
at w
ould
be
appr
opria
te. T
hus,
user
s w
ho h
ave
esta
blis
hed
thei
r ow
n lis
ts a
nd a
re s
atis
fied
with
them
can
rep
lace
the
lists
pro
vide
d w
ith th
eir
own.
The
re is
one
impo
rtan
t pro
viso
, how
ever
. Sub
stitu
tion
only
wor
ks w
here
wha
t is
adde
d to
the
stan
dard
s is
com
para
ble
with
the
mat
eria
l it
repl
aces
in te
rms
of b
oth
qual
ity a
nd q
uant
ity o
f exp
ecta
tion.
Sta
ndar
ds s
houl
d be
cle
ar a
nd u
sabl
e.M
akin
g st
anda
rds
suffi
cien
tly c
lear
so
that
par
ents
, tea
cher
s, a
ndst
uden
ts c
an u
nder
stan
d w
hat t
hey
mea
n an
d w
hat t
he s
tand
ards
requ
ire o
f the
m is
ess
entia
l to
the
purp
ose
for
esta
blis
hing
sta
ndar
dsin
I he
firs
t pla
ce. I
t is
also
a c
halle
nge
beca
use
whi
le a
ll of
thes
egr
oups
nee
d to
und
erst
and
wha
t the
sta
ndar
ds a
re, t
he k
inds
of
info
rmat
ion
they
nee
d ar
e di
ffere
nt. T
he m
ost o
bvio
us d
iffer
ence
is b
etw
een
the
way
in w
hich
the
stan
dard
s ne
ed to
be
pres
ente
dto
ele
men
tary
sch
ool s
tude
nts
so th
at th
ey k
now
wha
t the
ysh
ould
be
striv
ing
to a
chie
ve a
nd th
e w
ay in
whi
ch th
ose
sam
est
anda
rds
(Ice
d to
be
pres
ente
d to
teac
hers
so
that
they
can
hel
pth
eir
stud
ents
get
ther
e. If
the
stan
dard
s w
ere
writ
ten
only
in a
form
that
ele
men
tary
sch
ool s
tude
nts
coul
d ac
cess
, we
wou
ldha
ve to
leav
e ou
t inf
orm
atio
n te
ache
rs n
eed
to d
o th
eir
job.
The
se s
tand
ards
are
bei
ng p
rese
nted
in s
ever
al fo
rmat
s. T
his
vers
ion
of th
e st
anda
rds
is w
ritte
n pr
imar
ily fo
r te
ache
rs. I
tin
clud
es te
chni
cal l
angu
age
abou
t the
sub
ject
mat
ter
of th
est
anda
rds
and
term
s th
at e
duca
tors
use
to d
escr
ibe
diffe
renc
esin
the
qual
ity o
f wor
k st
uden
ts p
rodu
ce. I
t cou
ld b
e de
scrib
edas
a te
chni
cal d
ocum
ent.
Tha
t doe
s no
t mea
n th
at p
aren
ts a
ndst
uden
ts s
houl
d no
t hav
e ac
cess
to it
, but
it d
oes
mea
n th
at it
incl
udes
lang
uage
that
may
be
diffi
cult
for
stud
ents
to c
ompr
e-he
nd a
nd m
ore
deta
il th
an s
onic
par
ents
may
wan
t to
deal
with
.
Ano
ther
ver
sion
of t
he s
tand
ards
is in
pre
para
tion.
It is
bei
ngw
ritte
n w
ith p
aren
ts a
nd th
e co
mm
unity
in g
ener
al in
min
d.T
he s
tand
ards
will
be
the
sam
e bu
t the
y w
ill b
e ex
plai
ned
in le
sste
chni
cal l
angu
age.
Sta
ndar
ds s
houl
d be
ref
lect
ive
of b
rood
con
sens
usbu
ildin
g, r
esul
ting
from
an
itera
tive
proc
ess
ofco
mm
ent,
feed
back
, and
rev
isio
n in
clud
ing
educ
ator
s an
d th
e ge
nera
l pub
lic.
Thi
s co
nsul
tatio
n dr
aft i
s th
e re
sult
of r
evis
ions
of e
arlie
r dr
afts
on th
e ba
sis
of c
omm
ent a
nd fe
edba
ck fr
om r
evie
wer
s no
min
ated
by th
e N
ew S
tand
ards
' par
tner
s an
d th
e N
ew S
tand
ards
' adv
isor
yco
mm
ittee
s fo
r ea
ch o
f the
sub
ject
are
as, a
s w
ell a
s ot
her
educ
a-to
rs. E
arlie
r dr
afts
hav
e al
so b
een
the
subj
ect o
f rev
iew
by
focu
sgr
oups
of p
aren
ts a
nd o
ther
mem
bers
of t
he g
ener
al p
ublic
.
Thi
s dr
aft i
s be
ing
mad
e av
aila
ble
wid
ely
as th
e ba
sis
for
revi
ewan
d co
mm
ent t
hrou
gh to
the
sprin
g of
199
6. A
fina
l ver
sion
will
be p
repa
red
for
endo
rsem
ent b
y th
e N
ew S
tand
ards
Gov
erni
ngB
oard
in J
une
1996
.
.15
0 19
9.5
Nat
iona
l Om
er o
n &
Lann
on a
nd tn
r E
cono
my.
All
Ingl
n, r
ewor
d.
How
Will
theP
erformance
Standards
beU
sed?
The
primary
audiencefor
theseperform
ancestandards
isteachers.
We
hopethat
eachersw
illuse
thestandards
to:
helpstudents
andparents
understandw
hatw
orkthat
meets
standardslooks
like;
informdiscussions
with
theircolleagues
asthey
planprogram
sto
helpstudents
learnto
highstandards;
challengeassum
ptionsabout
what
we
canexpect
fromstudents;
comm
unicatethe
meaning
ofhigh
standardsto
districtadm
inistrators,school
boardm
embers,
andthe
publicso
theycan
work
togetherto
buildlearning
environments
thatchallenge
allstudents.
New
Standards
will
usethe
performance
standardsto
provide:
thebasis
ofdesign
specificationsfor
theN
ewS
tandardsassessm
entsystem
;
thebasis
forreporting
studentscores
onassessm
entsw
ithinthe
New
Standards'
system;
and
thebasis
forlinking
theN
ewS
tandards'assessm
entsystem
with
thestandards
andassessm
entsystem
sof
them
embers
ofthe
New
Standards
partnership.
Design
specificationsfor
theN
ewS
tandards'assessm
entsystem
The
New
Standards'
assessment
systemhas
two
components:
portfoliosof
work
demonstrating
performances
producedby
studentsover
extendedperiods
oftim
eand
with
opportunitiesfor
revision;and
examinations
(known
asreference
examinations)
completed
underon-dem
andconditions.
The
portfoliosystem
hasalready
beendeveloped
andtrialed
inE
nglishLanguage
Arts
andM
athematics,
andreference
czamina-
tiOnS
inthose
subjectshave
beendeveloped
andadm
inisteredon
apilot
basis.T
heperform
ancestandards
will
providethe
basisof
designspecifications
forthe
portfolioand
examination
systems
inE
nglishLanguage
Arts
andM
athematics
asthese
areprogressively
revisedand
refined.T
heyw
illsim
ilarlyprovide
thebasis
ofdesign
specificationsfor
development
ofthe
assessment
systems
forS
cienceand
Applied
Learning.
16
(t)'295
Narm
nalC
one,a"
Edurorom
Ernm
yA
llricdar
rped
Student
scoreson
assessments
reportedby
standards
Student
scoreson
assessments
within
theN
ewS
tandards'system
will
bereported
bystandards;
thatis,
studentachievem
entw
illbe
reportedin
theform
ofa
"profile"of
scores,w
itheach
scorereporting
achievement
inrelation
toone
ofthe
performance
standards.R
eportingstudents'
scoresin
thisw
ayw
illprovide
richerand
more
comprehensive
information
aboutstudent
achievement
thancan
beprovided
bya
singlescore.
linkingthe
New
Standards'
systemw
ithpartners'
standardsand
assessment
systems
"Linking"is
theprocess
ofestablishing
theextent
anddegree
ofm
atchbetw
eenthe
New
Standards'
systemand
thoseof
theN
ewS
tandards'partners.
Itis
anessential
stepin
theprocess
ofenabling
partnersto
make
decisionsabout
theiruse
ofthe
New
Standards'
system,
eitherin
partor
asa
whole.
Linkingis
crucialF
orassuring
thatstudent
work
isassessed
accordingto
thesam
estandards
thatguided
itsproduction.
The
performance
standardsw
illprovide
theinitial
pointof
referencefor
thelinking
process.W
hilecom
prehensivelinking
ofassessm
entsystem
sw
illrequire
thefurther
stepof
linkingscores
onperform
ances,linking
standardsis
anecessary
first
stepand
will
providea
goodindication
ofthe
potentialfor
linkingN
ewS
tandardsw
ithpartners'
systems.
The
linkingprocess
isunderw
ayw
itha
small
number
ofpartners.
This
work
hasproduced
aprotocol
toguide
theprocess.
Linkingw
illtake
placeconcurrently
with
theconsultation
andreview
phaseof
development
ofthe
performance
standards.T
hisw
illm
akeit
possiblefor
theresults
ofthe
linkingprocess
toinform
reviewof
theperform
ancestandards
priorto
theirpresentation
tothe
New
Standards'
Governing
Board
foradoption
inJune
1996.
&p;cykc,'InLi:?e
,q?up5"*..!v;g;:(;;L
..,
IC)
How
to R
ead
The
se S
tand
ards
18
Tbe
sta
ndar
ds fo
r m
iddl
e sc
hool
are
set
out
in a
n ov
ervi
ew o
n pa
ge 1
0. T
he o
verv
iew
pro
vide
son
ly th
e na
mes
of t
he s
tand
ards
for
each
of t
he fo
ur a
reas
: Eng
lish
Lang
uage
Art
s, M
athe
mat
ics,
Sci
ence
, and
App
lied
Lear
ning
. To
help
you
kee
p th
e co
mpl
ete
set o
f sta
ndar
ds in
you
r m
ind
asyo
u w
ork
thro
ugh
this
vol
ume
we
have
incl
uded
a b
ar li
stin
g al
l the
sta
ndar
ds fo
r m
iddl
e sc
hool
alo
ngth
e to
p of
mus
t pag
es.
Per
form
ance
Nr
desc
riptio
ns te
llw
hat s
tude
nts
are
expe
cted
to k
now
and
be a
ble
to d
o.
Mid
dle
scho
ol le
vel
mea
ns th
e en
d of
eigh
th g
rade
.
Tur
n to
the
perf
orm
ance
des
crip
tions
for
Eng
lish
Lang
uage
Art
s on
page
12.
Eac
h st
anda
rd h
as a
per
form
ance
des
crip
tion.
The
per
form
ance
desc
riptio
n is
a n
arra
tive
desc
riptio
n of
wha
t stu
dent
s ar
e ex
pect
edto
kno
w a
nd b
e ab
le to
do.
The
sta
ndar
ds fo
r m
iddl
e sc
hool
are
set
at t
he le
vel o
f ach
ieve
men
tex
pect
ed o
f stu
dent
s at
abo
ut th
e en
d of
eig
hth
grad
e. S
ome
stud
ents
will
achi
eve
this
leve
l of p
erfo
rman
ce e
arlie
r th
an th
e en
d of
eig
hth
grad
e.S
ome
stud
ents
will
rea
ch it
late
r th
an th
e en
d of
eig
hth
grad
e.
Mos
t sta
ndar
dsm
um o
f the
sta
ndar
ds a
re m
ade
up o
f sev
eral
par
ts, f
or e
xam
ple,
the
are
mad
e up
of
Rea
ding
sta
ndar
d ha
s fiv
e pa
rts.
seve
ral p
orts
.
The
bol
d ty
pesh
ows
wha
t stu
dent
ssh
ould
kno
w a
ndbe
abl
e to
do.
Wha
t is
show
n in
bol
d ty
pe a
re th
e th
ings
stu
dent
s sh
ould
' kno
w a
ndbe
abl
e to
do.
Exa
mpl
es a
reth
e ki
nds
of w
ork
stud
ents
mig
ht d
oto
dem
onst
rate
thei
r ac
hiev
emen
tof
the
stan
dard
s.
Cro
ss-r
efer
ence
shi
ghlig
ht e
xam
ples
of w
ork
that
cou
ldm
eet t
he r
equi
re-
men
ts o
f sta
ndar
dsfr
om tw
o or
mor
esu
bjec
t are
as.
Mos
tcr
oss-
refe
renc
esar
e to
App
lied
Lear
ning
.
rikM
argi
nno
tes
draw
atte
ntio
n to
part
icul
ar a
spec
ts o
fth
e st
anda
rds.
Imm
edia
tely
follo
win
g th
e bo
ld -
type
d de
scrip
tion
of th
e st
anda
rd a
reex
ampl
es o
f the
kin
ds o
f wor
k st
uden
ts m
ight
du
to d
emon
stra
te th
enac
hiev
emen
t. T
he e
xam
ples
als
o in
dica
te th
e na
ture
and
com
plex
ity o
fac
tiviti
es th
at a
rc a
ppro
pria
te to
exp
ect o
f stu
dent
s at
the
grad
e le
vel.
How
ever
, we
chos
e th
e w
ord
-exa
mpl
e" d
elib
erat
ely.
The
exa
mpl
es a
rein
tend
ed o
nly
to s
how
the
kind
s of
wor
k th
at s
tude
nts
mig
ht d
o an
dto
stim
ulat
e id
eas
for
furt
her
kind
s of
wor
k. N
one
of th
e ki
nds
of w
ork
show
n in
the
exam
ples
is n
eces
saril
y re
quire
d to
mee
t the
sta
ndar
d.
In a
cou
ple
of in
stan
ces,
the
exam
ples
that
go
with
the
Eng
lish
Lang
uage
Art
s pe
rfor
man
ce d
escr
iptio
ns in
clud
e a
cros
s-re
fere
nce
toon
e of
the
othe
r su
bjec
t are
as. T
he c
ross
-ref
eren
ces
high
light
exa
mpl
esfo
r w
hich
the
sam
e w
ork,
and
pos
sibl
y th
e sa
me
piec
e of
wor
k, m
ayen
able
stu
dent
s to
dem
onst
rate
thei
r ac
hiev
emen
t of s
tand
ards
from
mor
e th
an o
ne s
ubje
ct m
atte
r.
Mos
t com
mon
ly th
e cr
oss
- re
fere
nce
is to
App
lied
Lear
ning
. App
lied
Lear
ning
is n
ot a
sub
ject
are
a in
its
own
right
. It i
s ex
pect
ed th
atA
pplie
d Le
arni
ng a
ctiv
ities
will
gen
eral
ly ta
ke p
lace
with
in a
sub
ject
such
as
Eng
lish.
The
cro
ss-r
efer
ence
s sh
ow w
ork
that
may
pro
vide
ave
hicl
e fo
r de
mon
stra
ting
stan
dard
s w
ithin
one
or
mor
e su
bjec
t are
asas
wel
l as
stan
dard
s fo
r A
pplie
d Le
arni
ng.
Son
ic c
ross
-ref
eren
ces
also
sho
w th
e po
ssib
ilitie
s fo
r us
ing
wor
kfr
om M
athe
mat
ics
or S
cien
ce to
dem
onst
rate
Eng
lish
Lang
uage
Art
sst
anda
rds,
and
vic
e ve
rsa.
We
have
not
trie
d to
hig
hlig
ht e
very
pos
sibl
e cr
oss-
refe
renc
e, o
nly
togi
ve a
n in
dica
tion
of th
e po
ssib
ilitie
s.
The
not
es in
the
mar
gin
draw
atte
ntio
n to
par
ticul
ar a
spec
ts o
f the
stan
dard
s, s
uch
as th
e re
sour
ces
to w
hich
stu
dent
s ne
ed a
cces
s in
ord
erto
mee
t the
req
uire
men
ts o
f the
sta
ndar
ds.
.19
© 1
995
Min
utia
! Cen
ter
or, E
r/ne
wto
n ow
l the
&ow
vr A
lf rt
ght$
,tle
rwrl
Com
parin
gth
e gr
ade
leve
ls.
Wor
ker
sam
ples
and
com
men
tarie
s.
Wor
k sa
mpl
esill
ustr
ate
"how
good
is g
ood
enou
gh."
The
com
men
tary
expl
ains
why
the
wor
k ill
ustr
ates
how
goo
d is
good
eno
ugh.
The
com
men
tary
also
not
es o
urre
serv
atio
nsab
out t
he w
ork.
Eac
h pa
ge s
how
ing
perf
orm
ance
des
crip
tions
has
a n
ote
in th
e m
argi
nth
at d
irect
s at
tent
ion
to th
e A
ppen
dice
s w
hich
sho
w th
e pe
rfor
man
cede
scrip
tions
at e
ach
of th
e th
ree
grad
e le
vels
: ele
men
tary
, mid
dle
and
high
sch
ool.
Nex
t, tu
rn to
the
wor
k sa
mpl
es a
nd c
omm
enta
ries
that
app
ear
on th
epa
ges
imm
edia
tely
follo
win
g th
e pe
rfor
man
ce d
escr
iptio
ns.
Eac
h w
ork
sam
ple
is a
gen
uine
pie
ce o
f stu
dent
wor
k. W
e ha
ve s
elec
ted
it be
caus
e it
illus
trat
es th
e qu
ality
of w
ork
expe
cted
for
one
or m
ore
ofth
e st
anda
rds.
In o
ther
wor
ds, i
t illu
stra
tes
"how
goo
d is
goo
d en
ough
."
(See
"N
ot a
ll st
anda
rds
are
the
sam
e" b
elow
for
mor
e de
tail
on h
oww
ork
sam
ples
illu
stra
te s
tand
ards
.)
The
com
men
tary
that
goe
s w
ith e
ach
wor
k sa
mpl
e is
inte
nded
to h
elp
mak
e se
nse
of w
hy th
e w
ork
show
s ho
w g
ood
is g
ood
enou
gh. T
heco
mm
enta
ry e
xpla
ins
the
task
on
whi
ch th
e st
riden
t wor
ked
and
the
circ
umst
ance
s un
der
whi
ch r
ite w
ork
was
com
plet
ed, a
nd d
raw
sat
tent
ion
to th
e qu
aliti
es o
f the
wor
k w
ith d
irect
ref
eren
ce to
the
perf
orm
ance
des
crip
tions
for
the
rele
vant
sta
ndar
ds.
The
com
men
tary
als
o dr
aws
atte
ntio
n to
any
res
erva
tions
we
have
abo
utth
e st
uden
t wor
k.
In a
ll ca
ses,
the
wor
k sa
mpl
es a
re g
enui
ne s
tude
nt w
ork.
Whi
le th
eypr
ovid
e va
luab
le p
latfo
rms
from
whi
ch to
illu
stra
te a
spec
ts o
f the
stan
dard
s, m
any
sam
ples
are
not
"pe
rfec
t" in
eve
ry r
espe
ct. S
ome,
for
exam
ple,
incl
ude
spel
ling
erro
rs, c
lum
sy g
ram
mat
ical
con
stru
ctio
ns,
or e
rror
s of
cal
cula
tion.
We
thin
k it
is im
port
ant t
hat t
he s
tand
ards
be
illus
trat
ed b
y m
eans
of a
uthe
ntic
wor
k sa
mpl
es a
nd a
ccor
ding
ly h
ave
mad
e no
atte
mpt
to d
octo
r th
e w
ork
in o
rder
to c
orre
ct th
ese
impe
rfec
tions
:th
e w
ork
has
been
incl
uded
"w
arts
and
all"
. Whe
re e
rror
s oc
cur,
we
have
incl
uded
a n
ote
draw
ing
atte
ntio
n to
the
natu
re o
f the
mis
take
s an
dco
mm
entin
g on
thei
r si
gnifi
canc
e in
the
cont
ext o
f the
wor
k. In
som
eca
ses,
for
exam
ple,
the
wor
k w
as p
rodu
ced
as a
firs
t dra
ft on
ly (
in w
hich
20
/ 9')5
Nel
mna
i C,-
,,v, t
or it
luen
thot
t aw
l the
&A
tmA
ll ',s
lot r
nerp
ril.
Per
form
ance
Sta
ndar
dsrf
orm
ance
desp
ecrip
tions
+w
ork
sam
ples
+co
mm
enta
ries
on th
e w
ork
sam
ples
.
A w
ork
sam
ple
may
illu
stra
te m
ore
than
one
sta
ndar
d.
case
it w
ould
be
expe
cted
that
the
erro
rs w
ould
be
corr
ecte
d in
wor
kpr
esen
ted
as fi
nish
ed w
ork)
, or
prod
uced
by
a st
uden
t with
lim
ited
Eng
lish
lang
uage
pro
ficie
ncy,
or
ther
e is
evi
denc
e in
the
rest
of t
hew
ork
to s
ugge
st th
at th
e er
ror
was
a s
lip r
athe
r th
an a
n er
ror
inco
ncep
tual
und
erst
andi
ng.
In o
ther
wor
ds, w
e ha
ve tr
ied
to a
dopt
rea
sona
ble
expe
ctat
ions
for
corr
ectn
ess,
but
not
to o
verlo
ok e
rror
s w
here
they
aris
e. W
e ha
ve a
lso
reso
lved
to a
pply
thos
e ex
pect
atio
ns c
onsi
sten
tly to
all
the
wor
k sa
mpl
es.
We
have
pai
d at
tent
ion
to s
pelli
ng, f
or e
xam
ple,
not
onl
y in
the
wor
ksa
mpl
es in
clud
ed to
illu
stra
te th
e E
nglis
h La
ngua
ge A
rts
stan
dard
s, b
utal
so in
thos
e sa
mpl
es in
clud
ed to
illu
stra
te s
tand
ards
in th
e ot
her
subj
ect
area
s. S
imila
rly, w
e ar
e al
so r
evie
win
g al
l wor
k sa
mpl
es fo
r ac
cura
cy in
rela
tion
to m
athe
mat
ical
and
sci
entif
ic c
onte
nt.
Per
form
ance
sta
ndar
ds a
re th
eref
ore
mad
e up
of a
com
bina
tion
ofpe
rfor
man
ce d
escr
iptio
ns, w
ork
sam
ples
, and
com
men
tarie
s on
the
wor
k sa
mpl
es:
The
per
form
ance
des
crip
tions
tell
wha
t stu
dent
s sh
ould
kno
w a
ndhe
abl
e to
do.
The
wor
k sa
mpl
es s
how
wha
t wor
k th
at is
judg
ed g
ood
enou
ghlo
oks
like.
The
com
men
tarie
s ex
plai
n w
hy th
e w
ork
is g
ood
enou
gh w
ith r
efer
ence
to th
e pe
rfor
man
ce d
escr
iptio
n.
Ofte
n th
e w
ork
sam
ples
illu
stra
te th
e qu
ality
of w
ork
expe
cted
for
mor
eth
an o
ne s
tand
ard.
For
exa
mpl
e, s
ome
of th
e w
ork
sam
ples
sel
ecte
d to
illus
trat
e pa
rts
of th
e W
ritin
g st
anda
rd a
lso
illus
trat
e ex
pect
atio
ns fo
rth
e C
onve
ntio
ns s
tand
ard,
or
for
the
Lite
ratu
re s
tand
ard,
or
poss
ibly
even
bot
h.
"Ana
lysi
s of
The
Old
Man
and
The
Sea
" (s
ee p
age
28)
is a
n ex
ampl
eof
a w
ork
sam
ple
that
illu
stra
tes
mor
e th
an o
ne s
tand
ard
in E
nglis
hLa
ngua
ge A
rts.
21
8H
ow to
Rea
d T
hese
Sta
ndar
ds
A
C;
A s
ingl
e w
ork
sam
ple
may
illus
trat
e st
anda
rds
from
mor
e th
an o
nesu
bjec
t are
a.
22
Sta
ndar
ds o
rehi
ghlig
hted
in th
eba
r at
the
top
of th
e pa
ge.
ti W
orld
cla
ssco
nnec
tions
prov
ide
a ba
sis
for
com
paris
on.
Not
all
stan
dard
sar
e th
e sa
me.
Sim
ilarly
, a s
ingl
e w
ork
sam
ple
may
illu
stra
te s
tand
ards
dra
wn
from
mor
e th
an o
ne s
ubje
ct a
rea.
For
exa
mpl
e, a
pro
ject
com
plet
ed fo
rM
athe
mat
ics
Sta
ndar
d 8,
Put
ting
Mat
hem
atic
s to
Wor
k, m
ay a
lso
illus
trat
e th
e re
port
writ
ing
part
of E
nglis
h La
ngua
ge A
rts
Sta
ndar
d 2,
Writ
ing.
It m
ay a
lso
qual
ify a
s a
proj
ect w
ithin
the
requ
irem
ents
of
App
lied
Lear
ning
Sta
ndar
d I,
Pro
blem
Sol
ving
.
"A N
ew L
ook
on a
Bud
get"
(se
e pa
ge 4
4) is
an
exam
ple
of a
wor
k sa
mpl
eth
at il
lust
rate
s st
anda
rds
from
mor
e th
an o
ne s
ubje
ct a
rea.
The
bar
alo
ng th
e to
p of
the
page
s sh
owin
g st
uden
t wor
k hi
ghlig
hts
the
stan
dard
s th
at a
re il
lust
rate
d by
eac
h w
ork
sam
ple.
On
mos
t pag
es s
how
ing
wor
k sa
mpl
es a
nd c
omm
enta
ries
we
have
incl
uded
an
exam
ple
of a
sta
ndar
d, a
por
tion
of th
e cu
rric
ulum
, or
ast
uden
t act
ivity
dra
wn
from
mat
eria
l col
lect
ed fr
om o
ther
cou
ntrie
s.T
hese
exa
mpl
es p
rovi
de a
bas
is fo
r co
mpa
rison
with
the
perf
orm
ance
stan
dard
s. T
he fu
ll lis
t of r
efer
ence
s fr
om w
hich
thes
e ex
ampl
es a
redr
awn
is s
how
n on
pag
es 1
04-1
05.
As
you
read
thes
e st
anda
rds
it w
ill b
ecom
e ap
pare
nt th
at th
e st
anda
rds
are
not a
ll th
e sa
me.
The
mos
t obv
ious
diff
eren
ce is
the
way
in w
hich
the
perf
orm
ance
des
crip
tions
are
writ
ten.
We
have
not
impo
sed
a si
ngle
sty
leon
the
way
s in
whi
ch th
e st
anda
rds
are
writ
ten,
bec
ause
the
vario
us s
tan-
dard
s ha
ve d
iffer
ent p
urpo
ses
that
lend
them
selv
es to
diff
eren
t kin
ds o
fpr
esen
tatio
n. N
ever
thel
ess,
ther
e ar
e so
me
patte
rns.
We
have
iden
tifie
dth
ree
cate
gorie
s or
kin
ds o
f sta
ndar
ds, d
istin
guis
hed
by th
eir
rela
tions
hip
to p
rodu
cts
of s
tude
nt le
arni
ng a
nd b
y th
e ra
nge
of e
vide
nce
requ
ired
tode
mon
stra
te a
chie
vem
ent o
f the
sta
ndar
ds. T
he d
istin
ctio
ns a
re b
road
rath
er th
an n
eat,
and
we
have
sou
ght o
nly
to d
efin
e th
em g
ener
ally
rat
her
than
pre
cise
ly.
The
diff
eren
ces
amon
g th
e st
anda
rds
have
con
sequ
ence
s fo
r w
hat i
tm
eans
to m
eet a
sta
ndar
d an
d, th
eref
ore,
for
the
way
s in
whi
ch w
eca
n us
e sa
mpl
es o
f stu
dent
wor
k to
illu
stra
te w
hat w
ork
that
is g
ood
enou
gh lo
oks
like.
Sta
ndar
ds th
atde
scrib
e a
piec
eof
wor
k.
Com
men
tarie
sm
ake
judg
men
tsab
out t
he w
hole
piec
e of
wor
k.
Sta
ndar
dsth
at fo
cus
excl
usiv
ely
on c
once
ptua
lun
ders
tand
ing.
One
kin
d of
sta
ndar
d is
cha
ract
eriz
ed b
y th
e W
ritin
g st
anda
rd in
Eng
lish
Lang
uage
Art
s. E
ach
part
of t
his
stan
dard
lite
rally
des
crib
es a
pie
ce o
fw
ork
that
stu
dent
s ar
e ex
pect
ed to
pro
duce
, and
the
know
ledg
e an
d sk
ills
that
sho
uld
be e
vide
nt in
that
wor
k. F
or th
is s
tand
ard
ther
e is
a o
ne to
one
rela
tions
hip
betw
een
each
par
t of t
he s
tand
ard
and
a pi
ece
of w
ork.
Sta
ndar
ds th
at fi
t thi
s ca
tego
ry g
ener
ally
are
:E
nglis
h La
ngua
ge A
rts
Sta
ndar
ds 1
, 2, a
nd 5
;M
athe
mat
ics
Sta
ndar
d 8;
Sci
ence
Sta
ndar
d 8;
App
lied
Lear
ning
Sta
ndar
ds I,
2, a
nd 5
.
In th
e ca
se o
f Mat
hem
atic
s S
tand
ard
8, P
uttin
g M
athe
mat
ics
to W
ork,
Sci
ence
Sta
ndar
d 8,
Sci
entif
ic In
vest
igat
ion,
and
App
lied
Lear
ning
Sta
ndar
d I.
Pro
blem
Sol
ving
, the
re is
a o
ne to
one
rel
atio
nshi
p be
twee
nth
e st
anda
rd a
s a
who
le a
nd a
pie
ce o
f wor
k.
Sta
ndar
ds o
f thi
s ki
nd h
ave
seve
ral f
eatu
res:
A s
ingl
e pi
ece
of w
ork
can
mee
t the
sta
ndar
d. In
fact
all
of th
e re
quire
-m
ents
of t
he s
tand
ard
usua
lly m
ust b
e ev
iden
t in
a si
ngle
pie
ce o
r w
ork
for
it to
he
judg
ed a
s m
eetin
g th
e st
anda
rd.
The
qua
litie
s th
at m
ust b
e ev
iden
t in
a pi
ece
of w
ork
for
it to
mee
t the
stan
dard
can
he
stat
ed e
xplic
itly
and
are
liste
d in
bul
let p
oint
s as
par
tof
the
bold
-ty
ped
perf
orm
ance
des
crip
tion.
The
se q
ualit
ies
can
beth
ough
t of a
s as
sess
men
t crit
eria
or
as a
rub
ric fo
r w
ork
that
mee
tsth
e st
anda
rd.
Com
men
tarie
s on
wor
k sa
mpl
es th
at il
lust
rate
thes
e st
anda
rds
mak
eju
dgm
ents
abo
ut th
e w
hole
pie
ce o
f wor
k.
Sec
, for
exa
mpl
e, "
Pap
er T
owel
s" o
n pa
ge 5
6.
A s
econ
d ki
nd o
f sta
ndar
d is
cha
ract
eriz
ed b
y M
athe
mat
ics
Sta
ndar
d I,
Num
ber
and
Ope
ratio
n C
once
pts.
Thi
s st
anda
rd fo
cuse
s ex
clus
ivel
y on
conc
eptu
al u
nder
stan
ding
.
Sta
ndar
ds th
at fi
t thi
s ca
tego
ry g
ener
ally
are
:M
athe
mat
ics
Sta
ndar
ds I,
2, 3
, and
4;
Sci
ence
Sta
ndar
ds 1
, 2. 3
, and
4.
The
se s
tand
ards
hav
e se
vera
l fea
ture
s:
The
sta
ndar
d co
mpr
ises
a n
umbe
r of
dis
tinct
par
ts. I
t is
mos
tun
likel
y th
at a
ny s
ingl
e pi
ece
of w
ork
will
dem
onst
rate
all
part
s of
the
stan
dard
. In
fact
, it i
s co
mm
on fo
r a
sing
le p
iece
of w
ork
to r
elat
eon
ly to
som
e as
pect
s of
one
par
t of t
he s
tand
ard.
Thu
s, th
e st
anda
rdca
n us
ually
onl
y be
met
by
mul
tiple
pie
ces
of w
ork.
2319
95 N
atio
nal C
ente
r on
Edu
catio
n an
d th
e E
cono
my
All
right
s 'v
etoe
d.
Com
men
tarie
sar
e qu
alifi
ed b
yco
mm
ents
abo
utfu
rthe
r ev
iden
cene
eded
.
Sta
ndar
ds th
atde
scrib
e sk
ills
and
tool
s. 24
Con
cept
ual u
nder
stan
ding
is d
evel
opm
enta
l. A
ny o
ne p
iece
of w
ork
may
con
tain
ele
men
ts o
f con
cept
ual u
nder
stan
ding
that
are
bel
oww
hat i
s ex
pect
ed fo
r th
e gr
ade
leve
l and
ele
men
ts th
at e
ither
mee
t or
exce
ed w
hat i
s ex
pect
ed fo
r th
e gr
ade
leve
l. Ju
dgin
g w
heth
er th
e w
ork
is "
up to
sta
ndar
d" o
ften
mea
ns m
akin
g an
on-
bala
nce
judg
men
t. T
hede
velo
pmen
tal n
atur
e of
con
cept
ual u
nder
stan
ding
mak
es it
diff
icul
tto
spe
cify
in m
ore
than
gen
eral
term
s th
e qu
aliti
es th
at n
eed
to b
e pr
ese
nt in
a p
iece
of w
ork
for
it to
be
judg
ed a
s be
ing
up to
sta
ndar
d fo
r
the
grad
e le
vel.
The
se e
xpec
tatio
ns a
re b
eing
def
ined
con
cept
by
conc
ept.
Com
men
tarie
s on
wor
k sa
mpl
es th
at il
lust
rate
thes
e st
anda
rds
are
qual
ified
by
com
men
ts a
bout
furt
her
evid
ence
nee
ded
to d
emon
stra
tem
eetin
g th
e st
anda
rd.
See
, For
exa
mpl
e, "
Buo
yanc
y" o
n pa
ge 5
0 an
d "L
ight
Ref
lect
ion"
on
page
51.
The
third
kin
d of
sta
ndar
d is
cha
ract
eriz
ed b
y E
nglis
h La
ngua
geA
rts
Sta
ndar
d 3,
Con
vent
ions
, Gra
mm
ar, a
nd U
sage
of t
he E
nglis
hLa
ngua
ge. I
t is
mad
e up
of t
he s
tand
ards
that
des
crib
e sk
ills
and
tool
s,su
ch a
s an
alyt
ical
ski
lls.
Sta
ndar
ds th
at fi
t thi
s ca
tego
ry g
ener
ally
are
:
Eng
lish
Lang
uage
Art
s S
tand
ards
3 a
nd 4
;M
athe
mat
ics
Sta
ndar
ds 5
, 6, a
nd 7
;S
cien
ce S
tand
ards
5, 6
, and
7;
App
lied
Lear
ning
Sta
ndar
ds 3
and
4.
Wha
t dis
tingu
ishe
s th
ese
stan
dard
s fr
om th
e ot
her
kind
s is
the
body
of e
vide
nce
need
ed to
dem
onst
rate
that
the
stan
dard
has
bee
n m
et. I
nso
me
case
s it
is p
ossi
ble
that
a s
ingl
e pi
ece
of w
ork
coul
d pr
ovid
eev
iden
ce o
f all
of th
e fe
atur
es r
equi
red
to m
eet t
he s
tand
ard;
this
is s
ofo
r th
e st
anda
rd fo
r C
onve
ntio
ns, G
ram
mar
, and
Usa
ge o
f the
Eng
lish
Lang
uage
, for
exa
mpl
e. B
ut it
wou
ld b
e ra
re F
or a
sin
gle
piec
e of
wor
k to
cons
titut
e su
ffici
ent e
vide
nce
for
mee
ting
the
stan
dard
. Her
e, s
uffic
ienc
yre
fers
not
onl
y to
the
idea
of c
over
age
but a
lso
to a
not
ion
of c
onsi
sten
cyof
app
licat
ion.
We
wan
t to
be c
onfid
ent
hat t
he w
ork
in q
uest
ion
isre
pres
enta
tive
of a
bod
y of
wor
k.
Idea
lly, w
ork
that
pro
vide
s ev
iden
ce fo
r th
ese
stan
dard
s al
so p
rovi
des
evid
ence
for
othe
r st
anda
rds.
19Y
5 N
IMO
Ilfli
Can
n on
Eth
eart
nn a
nd th
e E
tnnn
nty
All
right
s pa
rrnr
d
Com
men
tarie
sar
e qu
alifi
edby
com
men
tsab
out f
urth
erev
iden
ce n
eede
d.
The
col
lect
ion
of w
ork
sam
ples
isno
t com
plet
e.
Som
e st
anda
rds
cann
ot b
eill
ustr
ated
by
writ
ten
wor
ksa
mpl
es.
Com
men
tarie
s on
wor
k sa
mpl
es th
at il
lust
rate
thes
e st
anda
rds
are
qual
ified
by
com
men
ts a
bout
furt
her
evid
ence
nee
ded
to d
emon
stra
tem
eetin
g th
e st
anda
rd.
See
, for
exa
mpl
e, "
Poi
nts
and
Seg
men
ts"
on p
age
36.
In n
o ca
se is
the
curr
ent c
olle
ctio
n of
wor
k sa
mpl
es a
dequ
ate
for
the
purp
ose
of il
lust
ratin
g th
e pe
rfor
man
ce s
tand
ards
.
Nor
is th
e cu
rren
t col
lect
ion
of w
ork
sam
ples
yet
ade
quat
e fo
r th
epu
rpos
e of
dis
play
ing
a su
ffici
ent r
ange
of t
he w
ays
in w
hich
stu
dent
sm
ight
pro
duce
wor
k th
at il
lust
rate
s th
e st
anda
rds.
We
are
mak
ing
ade
liber
ate
effo
rt to
ens
ure
that
the
over
all c
olle
ctio
n of
wor
k sa
mpl
esis
dra
wn
from
a d
iver
se r
ange
of s
tude
nts.
Giv
en th
e ro
le o
f the
wor
ksa
mpl
es in
hel
ping
to a
rtic
ulat
e th
e m
eani
ng o
f the
sta
ndar
ds, i
t is
criti
cal t
hat t
heir
cont
ent r
efle
cts
the
dive
rsity
of t
he c
ultu
res
and
expe
rienc
es o
f the
stu
dent
s fo
r w
hom
the
stan
dard
s ar
e in
tend
ed.
It is
pos
sibl
e th
at, a
s th
e co
llect
ion
of w
ork
sam
ples
pro
ceed
s, s
ome
ofth
e w
ork
sam
ples
cur
rent
ly in
clud
ed w
ill b
e di
scar
ded
in fa
vor
of o
ther
s.
Som
e st
anda
rds
are
not i
llust
rate
d he
re b
ecau
se th
ey c
anno
t be
illus
trat
ed b
y w
ritte
n w
ork
sam
ples
. Obv
ious
exa
mpl
es o
f the
sest
anda
rds
are
Eng
lish
Lang
uage
Art
s S
tand
ard
3, S
peak
ing,
Lis
teni
ng,
and
Vie
win
g an
d th
e or
al p
rese
ntat
ion
parr
s of
App
lied
Lear
ning
Sta
ndar
d 2,
Com
mun
icat
ion
Too
ls a
nd T
echn
ique
s.
We
are
in th
e pr
oces
s of
col
lect
ing
sam
ples
of p
erfo
rman
ces
onvi
deot
ape
and
will
pro
duce
a v
ideo
tape
to c
ompl
emen
t thi
s bo
okco
ntai
ning
wor
k sa
mpl
es a
nd c
omm
enta
ries
focu
sing
on
oral
wor
kan
d oc
her
perf
orm
ance
s.
/
10
Ove
rvie
w o
f the
Per
form
ance
Sta
ndar
ds
Eng
lish
Lang
uage
Art
sM
athe
mat
ics
Sci
ence
App
lied
Lear
ning
I. R
eadi
ng1.
Num
ber
and
Ope
ratio
n C
once
pts
1. P
hysi
cal S
cien
ces
Con
cept
s1.
Pro
blem
Sol
ving
2. W
ritin
g2.
Geo
met
ry a
nd M
easu
rem
ent
2. L
ife S
cien
ces
Con
cept
s2.
Com
mun
icat
ion
Too
ls a
nd
3. S
peak
ing,
Lis
teni
ng, a
nd V
iew
ing
Con
cept
sT
echn
ique
s3.
Ear
th a
nd S
pace
Sci
ence
s C
once
pts
4. C
onve
ntio
ns, G
ram
mar
, and
Usa
ge3.
Fun
ctio
n an
d A
lgeb
ra C
once
pts
3. In
form
atio
n T
echn
olog
y T
ools
of th
e E
nglis
h La
ngua
ge4.
Sci
entif
ic C
onne
ctio
ns a
ndan
d T
echn
ique
s4.
Sta
tistic
s an
d P
roba
bilit
y C
once
pts
App
licat
ions
5. L
itera
ture
4. L
earn
ing
and
Sel
f-m
anag
emen
t5.
Pro
blem
Sol
ving
and
5. S
cien
tific
Thi
nkin
gT
ools
and
Tec
hniq
ues
Mat
hem
atic
al R
easo
ning
6. S
cien
tific
Too
ls a
nd T
echn
olog
ies
5. T
ools
and
Tec
hniq
ues
for
Wor
king
6. M
athe
mat
ical
Ski
lls a
nd T
ools
With
Oth
ers
7. S
cien
tific
Com
mun
icat
ion
7. M
athe
mat
ical
Com
mun
icat
ion
8. S
cien
tific
Inve
stig
atio
n8.
Put
ting
Mat
hem
atic
sW
ork
The
mid
dle
scho
ol s
tand
ards
are
set
at a
leve
l of p
erfo
rman
ce a
ppro
xim
atel
yeq
uiva
lent
to th
e en
d of
eig
hth
grad
e. It
is e
xpec
ted
that
som
e st
uden
ts m
ight
achi
eve
this
leve
l ear
lier
and
othe
rs la
ter
than
this
gra
de.
27
© 1
993
Nat
iona
l Cen
ter
on E
duca
tion
aid
thC
:Eco
nonf
y A
ll rig
5n r
ewor
d.
4-P
t,ntr
28
PE
RF
OR
MA
NC
E
DE
SC
RIP
TIO
NS
,W
OR
K S
AM
PLE
S&
CO
MM
EN
TA
RIE
S
Eng
lish
Lang
uage
Art
s
Mat
hem
atic
s
Sci
ence
App
lied
Lear
ning
EST
CO
PYA
VA
ILA
BL
E
AID
DLE
SC
HO
OL
12P
erfo
rman
ce D
escr
iptio
nsE
nglis
h La
ngua
ge A
rts
4Air
The
rea
ding
req
uire
men
t ass
umes
on
adeq
uate
libr
ary
of a
ppro
pria
te r
eadi
ngm
aten
ol In
som
e pl
aces
, lib
rary
res
ourc
esar
e to
o m
eage
r to
sup
port
the
amou
nt o
fre
adin
g re
quire
d fo
r ev
ery
stud
ent t
oac
hiev
e th
is s
tand
ard.
Whe
re a
sho
rtag
e of
book
s ex
ists
, bet
ter
use
of o
usol
-sch
ool
reso
urce
s m
ust b
e m
ode;
for
exam
ple,
'
stud
ents
may
hav
e to
be
assu
red
acce
ss to
loca
l or
coun
ty li
brar
ies.
Rea
ding
twen
ty-f
ive
book
s a
year
ent
ails
asu
bsta
ntia
l am
ount
of t
ime.
Stu
dent
s m
ayus
e m
ater
ials
rea
d in
con
junc
tion
with
thei
rre
gula
r cl
ass
wor
k, in
clud
ing
cour
ses
othe
rth
an E
nglis
h, to
sat
isfy
this
req
uire
men
t.
Rea
ding
"in
dep
th"
is in
tend
ed to
enc
oura
gest
uden
ts to
inve
st th
emse
lves
thor
ough
lyin
on
area
that
inte
rest
s th
em. S
uch
anin
vest
men
t will
gen
erat
e re
adin
g ho
rn a
nar
ray
of r
esou
rces
, giv
ing
stud
ents
mor
eex
perie
nce
of r
eadi
ng a
s w
ell a
s in
crea
sed
unde
rsta
ndin
g of
a s
ubje
ct. h
is n
ot in
tend
edto
be
som
e cu
rsor
y ex
perie
nce
of d
oing
rese
arch
on
a to
pic
whi
ch o
ften
requ
ires
little
mor
e th
an s
cann
ing
mat
eria
ls, c
opyi
ngdi
rect
ly fr
om r
efer
ence
s an
d in
sert
ing
tran
sitio
nal p
hras
es a
nd p
arag
raph
s. T
he
chal
leng
e w
ith th
e de
pth
requ
irem
ent
is to
enc
oura
ge in
stea
d a
com
plex
unde
rsta
ndin
g de
velo
ped
and
enha
nced
thro
ugh
read
ing.
:M
uch
writ
ing
con
be c
lass
ified
as
belo
ngin
ga
the
publ
ic °
rend
. New
Sta
ndar
ds, h
ow-
ever
, def
ines
pub
lic d
ocum
ents
to m
ean
only
thos
e pi
eces
of t
ext t
hat o
re c
once
rned
with
pub
lic p
olic
y, th
at a
ddre
ss c
ontr
over
-si
al is
sues
con
fron
ting
the
publ
ic, o
r th
atar
ise
in r
espo
nse
to c
ontr
over
sial
issu
es o
rpu
blic
pol
icy.
At t
he m
iddl
e sc
hool
leve
l, th
eis
sues
stu
dent
s w
rite
abou
t com
e pr
imar
ilyho
rn th
e sc
hool
or
loca
l com
mun
ity.
Jr"
func
tiona
l writ
ing
is w
ritin
g th
at e
xist
s in
orde
r to
get
thin
gs d
one.
Fun
ctio
nal w
ritin
gis
ord
inar
ily c
onsi
dere
d te
chni
cal w
ritin
gan
d, o
s su
ch, i
s of
ten
not
rt o
f the
typi
cal
Eng
lish
curr
icul
um. N
ew S
tapo
ndar
ds r
equi
res
stud
ents
to d
emon
stra
te p
rofic
ienc
y w
ithfu
nctio
nal w
ritin
g be
caus
e su
ch w
ritin
g is
of
incr
easi
ng im
port
ance
to th
e co
mpl
exlit
erac
y of
our
cul
ture
.3
6
1. R
eadi
ng2
.W
iIN
ng
Rea
ding
it a
st w
hich
incl
ude
dem
onst
ratin
g tin
nier
-he
uion
: ana
lyzi
ngsi
n an
d in
terp
retin
g pr
inte
d ta
w; m
akin
gco
nner
tioru
east
ern
pare
of a
test
, am
ong
seve
ral t
ern.
and
betw
een
tem
and
oth
er e
xper
ienc
e' in
and
out
of r
eboo
ksn
akin
g ex
tern
ions
and
app
licat
ions
of a
tee;
eva
luat
ing
text
s; g
ener
alis
ing
b_ry
ond
the
text
ma
broa
der
sam
ple
orco
ncep
t; an
d id
entib
ing
the
text
ual s
trua
wr
and/
or th
erh
etor
ical
fiin
crio
n of
a te
xt. (
Not
e th
at "
com
preh
ensi
on"
mea
nt b
ark
unde
etan
ding
, i.e
., ge
tting
the
gilt
of a
text
.)
The
mul
enr
read
s an
d co
mpr
ehen
ds m
ater
ial o
f the
qua
lity
and
com
ploi
ry il
lust
rate
d in
the
umia
k re
adin
g lis
t equ
ival
ent
to n
vent
y-fiv
e bo
oks
each
yea
r. T
he r
imm
ed, s
houl
d in
clud
etr
aditi
onal
and
con
tem
pora
ry li
tera
ture
or
the
equi
vale
nt in
mas
pein
es, n
ewsm
en, t
extb
ooks
, and
med
ia, f
rom
at l
ean
thre
edi
ffere
nt li
tera
ry g
enre
s an
d fr
om a
t lea
st fi
ve d
iffor
n. a
rum
.T
he s
tude
nt p
rodu
ces
evid
ence
of m
adin
g th
an
dem
onst
rate
a th
orou
gh u
nder
stan
ding
of t
he te
st a
sw
hole
;id
entif
ies
com
plex
ities
pre
sent
ed n
she
net
, i.e
.. id
eas,
info
rmat
ion,
leve
ls o
f mea
ning
sex
trac
u sa
lient
info
rmat
ion
from
the
text
;
uses
par
aphr
asin
g ju
dici
oudy
.
Exa
mpl
e, o
f pro
dser
eny
evid
ence
of r
eadi
ng in
clud
e,m
aint
aini
ng a
nnot
ated
Ilso
of w
orks
rea
d;
gene
ratin
g re
adin
g lo
gs o
r jo
urna
ls:
part
icip
atin
g in
form
al a
nd in
form
al b
ook
talk
s.
The
stu
dent
rea
ds in
dep
th a
t lea
st fo
ur b
ooks
(or
boo
k eq
uiv.
.le
ns)
abou
t one
issu
e or
sub
ject
, or
four
boo
ks b
y a
sing
le w
riter
,ta
t fou
r bo
oks
in o
ne g
enre
, and
pro
duce
evi
denc
e of
rea
ding
than
mak
e an
d su
ppor
ts w
arra
nted
and
res
pons
ible
exe
rtio
ns a
bout
the
tart
s,su
ppor
ts a
sser
tions
with
ela
bora
ted
and
conv
inci
ng e
vide
nce
mak
es p
erce
ptiv
e an
d w
ell d
evel
oped
con
nect
ions
;
eval
utea
writ
ing
stra
tegi
es a
nd e
lem
ents
of t
he a
utho
r's c
raft.
&am
pler
of p
urlo
in e
vide
nce
ford
ing
in d
epth
incl
ude:
.co
nstr
uctin
g bo
ok r
evie
ws:
.pr
oduc
ing
liter
ary
repo
nse
pare
s:pr
oduc
ing
mar
ch r
epor
ts,
part
icip
atin
g in
form
al o
r in
form
al b
ook
talk
s.
The
stu
dent
rea
ds in
form
atio
nal m
ater
iels
to d
evel
op u
nder
stan
ding
and
expe
rtis
e an
d pr
oduc
es w
ritte
n or
ora
l wor
k di
et
rest
ates
or
onin
form
atio
n;re
late
s ne
w in
form
atio
n to
prio
r kn
owle
dge
and
expe
rienc
ece
tand
sm
akes
con
nect
ions
to r
elat
ed to
pics
or
info
rmat
ion.
Exa
mpl
e, o
f pro
duci
ng m
idi,n
er o
f rea
ding
inm
ater
ials
incl
ude
usin
g in
form
atio
n to
sup
port
or
enha
nce
a pr
ojec
t,
. w s
ing
u m
oon
of in
form
atio
n th
at d
raw
s fr
om a
t kar
t rw
o so
urce
s:.
inco
rpor
atin
g C
apt.
opin
ion.
into
a s
peec
h or
pos
ition
pap
er:
deve
lopi
ng a
pro
posa
l hos
ed o
n da
ta o
btai
ned
faun
rea
ding
info
rmat
iona
l tea
ts
The
stu
dent
dem
onst
rate
s fa
mili
arity
with
a v
arie
ty o
f pub
licdo
cum
ent,
and
prod
uces
writ
ten
or o
ral w
ork
than
iden
tifie
s de
aut
hor's
pur
pose
and
sta
nce
anal
yses
the
argu
men
ts a
nd p
ositi
ons
adva
nced
and
the
evid
ence
offe
red
in s
uppo
rt o
f the
m,
iden
tifie
s C
rIllm
on p
ersu
asiv
e te
chni
que.
Exa
mpl
e, a
f pro
dsen
ng e
vide
me
of je
imili
arity
with
pub
lic 'l
ocom
en.
"4.4
,su
mm
asi2
ing
and
criti
quin
g rw
o or
mor
e lo
cal n
ewsp
aper
art
icle
s
rela
ted
to th
e sa
me
topi
c or
issu
e;
resp
ondi
ng to
a p
ublic
add
ress
mad
e by
an
adul
t, e.
g., t
he p
dmip
d.a
PT
A/P
TO
offi
cer.
a v
isiti
ng a
utho
r,np
lain
ing
to s
omeo
ne w
ho h
as n
eer
hear
d of
Ira
tool
doc
umen
t.su
ck a
s a
scho
ol r
elat
ed d
irect
ive,
a c
omm
unity
rel
ated
bro
chur
e. o
ran
info
rmat
iona
l pam
phle
t;
.w
ritin
g a
lette
r to
the
edito
r in
res
pons
e to
m e
dito
rial o
r to
en
artid
e of
loca
l or
natio
nal i
mpo
rtan
ce.
The
stu
dent
dcr
oons
trat
e fa
mili
arity
with
a v
arie
ty o
f fun
aion
ildo
cum
ents
and
pro
duce
s w
ritte
n or
ora
l wor
k M
anid
entif
ies
the
sequ
ence
of a
ctiv
ities
nee
ded
to c
anny
out
a
proc
edur
ean
alys
e th
e fo
rmat
ting
teda
niqu
e us
ed to
mak
edo
cum
ent
user
-frie
ndly
:id
entif
ies
any
info
rmat
ion
that
is e
ither
offl
ine°
m o
r m
issi
ng.
Exa
mpl
e, o
f pro
duci
ng e
vide
nce
of fa
mili
rity
wirb
fien
raon
alA
mm
on in
clud
e.
writ
ing
a m
emo
or c
ondu
ctin
g a
brie
fing
on p
roce
dure
to b
efo
llow
ed in
o g
iven
situ
atio
n,po
parin
g a
broc
hure
for
an u
ptom
ing
scho
ol e
vem
.
revi
nng
sct o
f poo
rly w
ritte
n in
stru
cim
m.
1111
11=
1111
SA
MP
LE R
EA
DIN
G U
ST
Sam
ple
read
ing
list f
rom
whi
ch s
tude
nts
and
teac
hers
cou
ld e
lm.
Thi
s lis
t is
not e
xclu
sive
. Acc
epta
ble
title
s al
so a
ppea
r on
list
s pr
o-du
ced
by o
rgan
isat
ions
with
2.1
the
Nat
iona
l Cou
ncil
of T
eche
rs o
fE
nglis
h an
d th
e A
mer
ican
Lib
rary
Ass
ocia
tion.
Sub
stitu
tions
mig
htal
so b
e m
ade
from
list
s ap
prov
ed lo
cally
.
Fic
tion
Map
. Bin
, Me.
Ulti
ma:
Arm
stro
ng. S
onde
,:B
onha
m, D
emin
g. S
trIT
,C
ohen
. Tel
l Lb
Yaw
Ste
w,
Col
lier,
My
Bat
her
Sam
b D
rat
Cor
mie
r. /
M th
e at
mD
emis
e. T
he C
an A
ir M
y C
ynnu
it;
Fan
. Apr
il M
orni
ng.
Gai
nes,
A G
athe
ring
of O
hl M
ewG
oldm
an. T
he P
rem
ien
Bud
,G
r.!,
Sum
mer
of M
y G
erm
anH
anse
n, W
hich
ll7
Fre
edom
:H
into
n, T
he O
utrid
er,
Hol
man
, Sha
ri Li
mbo
:Lo
nckM
. The
Cal
l of s
heW
iltM
athi
s, L
imn
for
the
Fig
Tin
,M
ohr.
Nad
a,hi
cadd
, Lis
s. B
rien
and
Dar
kO
'Brie
n. Z
flu
Zw
baria
lnR
eiss
. The
Upa
ain
Rom
.S
chae
fer.
Sha
ne,
Ser
mon
. Tim
mer
liku
ldV
oigt
. Der
ryi S
ung;
Wal
ker.
To
Hal
With
Dra
gW
alls
,. &
wow
l% A
re,
Zin
del.
The
Pig
eon.
3ES
T C
OP
Y A
VA
ILA
BLE
Non
-FM
tion
Ann
ul. 1
6l C
ar IM
O G
low
fur
Chr
urni
a,B
eek
Nu
Pla
te a
Be:
Voi
ce o
f Hoi
den
Chi
ldre
n;F
rank
, The
Dia
ry o
f a Y
oung
Girl
'G
eorg
e, T
he T
alki
ng E
arth
:G
ilbre
th. C
heap
er le
y th
e D
awn;
Hek
ins.
Oun
enni
Dua
ne,
Hau
rsig
, End
les,
Sup
pe: A
Gin
/in E
xile
;N
rrrio
n. A
B G
ram
m, G
nat a
nd S
mal
l:Le
ans.
To
Bea
Sla
w
Mey
ers.
Pea
non.
Har
bor
Sea
l /tip
;S
oto.
Lis
ting
Up
du S
in,
Whi
te. R
pm W
hew
My
Ow
nY
ates
, Arm
For
tune
Fur
Man
.
Pea
ryA
dam
s, S
herr
y of
Ear
th a
nd S
ky:
Elio
t. O
ld h
alm
; Boo
k of
Pra
ttind
Caw
Fro
st. Y
ou C
ome
Taw
Gre
enfie
ld. N
igh,
on
Nei
ghbo
rhoo
d S
uer,
Livi
ngst
on. O
n A
wes
.
Dra
ma
Blin
n, B
rian'
s S
ong
Dav
is. E
ncap
e iv
Fre
edom
,
Gib
mn,
77n
Mira
cle
Wor
ker.
Law
renc
e an
d Le
e. In
herit
ebe
Win
d.O
sbor
n, O
n B
orro
wed
Tim
e..
Sha
kesp
eare
, A M
icha
el:m
u M
ghti
Dua
ne:
Slo
ne. M
aran
on, e
r. th
e La
n of
the
War
npan
oagy
Fol
klor
e/M
ytho
logy
Bla
ir, T
ail T
elt A
mer
Ua;
Ren
dus,
The
Few
Sira
wbe
rneu
A C
hero
kee
Sun
g,B
ryan
, Bra
t :he
Sto
ry-D
rum
. Pur
n,P
lin,
D'A
ulai
re, N
om C
ud, a
nd C
ann,
Gal
lica,
The
Sno
w G
am,
le, T
oad
It th
e U
ndo
of H
eave
n: A
tier
nam
ar F
olk
Pyl
e, M
erry
Adv
entu
re, o
f Rob
in H
ood.
Mod
em F
anta
sy a
nd S
cien
ce F
ictio
n
Bra
dbur
y. D
ande
lion
Win
e:B
obbi
n, 7
ierk
&w
inni
ngC
oope
r, T
he G
rey
/Ong
,H
amilt
on. T
he M
agic
al A
dt.f1
017
Mer
ry P
ratt
liEng
le. A
Wrin
kle
in T
ime;
Tal
kien
, The
Hob
bit,.
Vey
, Dra
gon
of d
u Lo
u S
ea.
Mag
nine
s/P
eiod
ical
aS
cope
(S
chol
astic
/.W
orld
(N
atio
nal G
essr
aphi
ehju
nior
Sch
olas
tic (
Sch
oLas
tir),
Sci
ence
to v
eld
(Sch
olas
tic),
Cob
bles
tone
(A
mer
ican
his
tory
):
Cal
liope
(w
orld
his
tory
):F
un (
anth
ropo
logy
),0a
5wey
(sc
ienc
e).
Oth
er:
Com
pute
man
uals
, ins
truc
tions
, on
Se
.113
0 th
e re
adin
g lis
ts
indi
ided
in a
war
d bu
nko
corr
espo
ndin
g to
rea
ding
piii
vide
d by
the
Girl
Sco
uts
of A
tner
ka a
nd th
e H
oy 5
4.11
17 o
f Am
eric
a.
Writ
ing
u a
proe
m th
roug
h w
hich
a w
riter
sha
pes
lang
uage
to c
omm
unic
ate
effe
ctiv
ely
in te
rm, o
fpu
rpot
el, a
udie
nce'
, and
con
cern
.
The
stu
dent
pro
duce
fie
rype
s of
writ
ing.
A r
epor
t, in
whi
ch th
e w
riter
.en
gage
the
rode
r by
est
ablis
hing
a c
onte
xt, c
ratin
g a
pers
ona.
and
othe
rwis
e de
velo
ping
rea
der
inte
rest
;
deve
lops
cont
rolli
ng id
ea th
at c
onve
ys a
per
spec
tive
on
crem
e an
org
anis
ing
stru
ctur
e ap
prop
riate
to p
urpo
se,
audi
ence
, and
con
test
,in
clud
es a
ppro
pria
te fe
ns a
nd d
etai
ls;
excl
ude
extr
aneo
us a
nd in
appr
opria
te in
form
atio
n;us
e a
rang
e of
app
ropr
iate
str
ateg
ies,
suc
h as
pro
vidi
ng fa
cts
and
deta
ils, d
escr
ibin
g or
ana
lysi
ng th
e su
bjec
t, na
rrat
ing
are
leva
nt a
necd
ote.
com
parin
g an
d co
ntra
stin
g, n
amin
g, a
ndex
plai
ning
ben
efits
or
limita
tions
.
Exa
mpl
e, o
f rep
orts
incl
ude
an I-
sear
ch e
ssay
;
a sa
met
ion
repo
rt:
a re
port
pro
duce
d 23
par
t of s
tudi
cs in
sub
ject
s su
ch a
s S
cien
ce.
Soc
ial S
tudi
es, a
nd M
athe
runi
cs fo
e rh
o M
enhe
mau
n .ft
anda
rdS
cien
ce S
wan
n' 7
).
A r
espo
nse
to li
tera
ture
, in
whi
rls th
e oa
ken
enga
ge th
e re
ader
thro
ugh
esta
blis
hing
a c
onte
st, c
reat
ing
pers
ona.
and
oth
erw
ise
deve
lopi
ng r
eder
inte
rmit
aden
ces
a ju
dgm
ent t
hat i
s in
terp
retiv
e, a
naly
tic. e
valu
ativ
e,or
ref
lect
ive;
supp
orts
judg
men
t thr
ough
refe
renc
e to
the
tee.
ref
er.
o ot
her
wor
ks, a
utho
rs, o
r no
n-pr
int m
edia
, or
refe
renc
es to
pers
onal
kno
wle
dge,
dem
onst
rate
s an
und
erst
andi
ng °
like
liter
ary
wor
k;an
ticip
ate
and
answ
ers
a re
ader
's q
uest
ions
.
Exa
mpl
es o
f wow
s, to
lite
ratu
re in
clud
ea
liter
ary
anal
ysis
;a
book
or
mov
ie r
evie
w,
.e
liter
ary
resp
onse
pap
er:
e co
mpa
rison
of a
pie
ce o
f lite
ratu
re w
ith h
s m
edia
pre
sent
atio
n.
A n
arra
tive
acco
unt (
fictio
nal o
r au
tobi
ogra
phic
al),
in w
hich
the
writ
er,
enga
ges
the
read
er b
y es
tabl
ishi
ng a
con
text
, cre
atin
g a
poin
tof
vie
w, a
nd o
ther
wis
e de
velo
ping
rea
der
inte
rest
;es
tabl
ishe
s a
situ
atio
n, p
lot,
poin
t of v
iew
, set
ting,
and
con
flict
fond
for
auto
biog
raph
y, th
e si
gnifi
canc
e of
aw
n. a
nd o
fco
nclu
sion
s th
at c
an to
dra
wn
from
thos
e ev
enU
);cr
eate
an
orga
nizi
ng n
ruct
ure;
incl
udes
sen
sory
det
ails
and
con
cret
e la
ngua
ge to
dev
elop
plo
tan
d ch
arm
er;
excl
udes
mra
ncou
s de
tails
and
inco
nsis
tenc
ies,
deve
lops
com
plex
cha
ract
ers;
uses
u r
ange
of a
ppro
pria
te s
trat
egie
s, s
uch
as d
ialo
gue,
tens
ion
or s
uspe
nse.
nam
ing.
and
spe
cific
nar
rativ
e ac
tion.
e.g
.,
mov
emen
t, ge
stur
es, e
xpre
ssio
ns.
Ihry
iens
ewe
Den
ny."
, ton
owed
an
new
mei
31C
O19
95 N
atio
nal
CO
M,
on E
duca
tion
and
the
Eco
nom
y. A
ll rig
ht, r
eser
ved.
Per
form
ance
Des
dipt
ions
Eng
lish
Lang
uage
Art
sM
IDD
LE S
CH
60 13
3.S
peak
ing,
Lis
teni
ng,
and
Vie
win
g4.
Con
vent
ions
, Gra
mm
ar, a
nd5.
Lite
ratu
reU
sage
of t
he E
nglis
h La
ngua
ge11
0010
001
1)T
he s
tude
nt a
cces
ses
and
exch
ange
s in
form
atio
n; th
at is
, the
stu
dent
:
asks
app
ropr
iate
que
stio
ns:
resp
onds
to th
e qu
estio
ns o
f oth
ers;
para
phru
es a
nd s
urra
mar
ius
to in
cens
e un
ders
tand
ing,
linen
s re
spon
sive
ly tu
oth
ers'
poi
nts
uf v
iew
;m
e la
ngua
ge w
hich
is s
impl
e an
d ap
prop
riate
for
cora
mur
ticat
imy
spea
ks a
udib
ly;
&am
ple,
of n
arra
tive
acro
nno
incl
ude:
oh io
grap
hica
l acc
ount
:.
a fic
tion
or n
on-f
ictio
n st
ory:
petiu
nal n
arra
tive.
.a
hist
oric
al a
ccou
nt (
no. o
leo
App
lied
teet
hing
Sta
ndar
d I)
;&
taile
d tr
avel
dia
ry.
on e
ws
acco
unt o
f an
even
, fic
tiun
nor-
fictio
n.
A n
arra
tin p
roce
dure
. in
.01.
6 th
e un
it.,
enga
ges
the
read
er b
y es
tabl
ishi
ng a
con
test
, rea
ling
upe
rson
a. a
nd o
ther
wis
e de
velo
ping
rea
der
inte
rest
;pr
ovid
es a
gui
de tu
act
ion
for
a re
lativ
ely
com
plic
ated
proc
edur
e in
Lar
der
to A
ntic
ipat
e a
=de
r', n
eeds
, cre
ates
expe
ctat
ions
thro
ugh
pred
icta
ble
stru
ctur
es, e
.g.,
head
ings
;an
d pr
ovid
es s
moo
th tr
ansi
tiom
bet
wee
n st
epst
mak
es u
se o
f app
ropr
iate
writ
ing
stra
tegi
es, s
uch
as c
reat
ing
a vi
sual
hie
rarc
hy A
nd c
uing
whi
te s
pace
and
gra
phic
s as
appr
opria
te,
incl
udes
rel
evan
t inf
orm
atio
n;ad
udes
mtr
aneo
us in
form
atio
n;
antic
ipat
es p
robl
ems,
nsi
take
s. a
nd m
isun
dent
andi
ngs
that
mig
ht a
d. fo
r th
e na
da.
&am
pler
of n
arra
tive
pnec
edue
rs in
rhod
e:.
a se
t of r
ola
for
orga
nizi
ng a
cas
t mee
ting;
6a
set o
f ins
truc
tions
for
play
ing
com
pute
r ga
mes
:
a m
of i
nstr
uctio
ns fo
r us
ing
=1E
3 te
chno
log;
an e
xpla
natio
n of
a m
athe
mat
ical
pro
cedu
re fo
r eh
o A
afar
ivor
min
Sta
ndar
d 7)
:a
prot
ect m
anua
l.
A p
ersu
asiv
e es
say,
in w
hich
the
writ
er:
enga
ges
the
read
er b
y es
tabl
ishi
ngco
ntex
t. tr
eatin
g a
pers
ona.
and
oth
erw
ise
deve
lopi
ng r
eade
r M
tere
st;
deve
lops
a c
ontr
ollin
g id
ea th
at m
akes
is c
lear
and
know
ledg
eabl
e ju
dgm
ent.
crea
tes
an o
rgan
isin
g st
ruct
ure
that
is a
ppro
p l a
aa to
the
need
s,.0
1000
, 10.
11 in
tere
sts
of a
spe
cifie
d au
dien
ce, a
nd a
rran
ges
deta
ils, r
easo
ns, e
xam
ples
, and
ane
cdot
es e
ffect
ivel
y an
dpe
rsua
sive
ly:
incl
uda
appr
opria
te in
form
atio
n an
d ar
gum
ents
and
exc
lude
sin
form
atio
n an
d ar
gum
ents
that
are
irre
leva
nt:
antic
ipat
es a
nd a
ddre
sses
rea
der
conc
erns
and
cou
nter
argu
men
ts,
supp
orts
arg
umen
ts w
ith d
etai
led
evid
ence
. citi
ng s
ourc
es o
fin
form
atio
n as
app
ropr
iate
.
Exa
mpl
e, a
fter.
..ein
e et
wys
.ou
,itun
ipr
oble
nt-t
hiou
on/II
eva
luat
ion
of a
pro
duct
ter
pola
r),
an e
dito
rial o
n a
curr
ent i
ssue
111
31 u
ses
reas
oned
arg
umen
ts to
supp
ort a
n op
inio
n;a
spee
ch fo
r 3
cand
idat
e ru
nnin
g fo
r sc
hool
or
publ
ic n
flke.
mak
es a
ppro
pria
te m
e co
ntac
t;re
spec
ts tu
rn ta
king
of o
ther
spe
aker
s;
mm
lang
uage
and
gno
mes
exp
ress
inly
md
pers
uasi
vely
.M
ows
awar
enes
s uf
m a
udie
nce
by a
djus
ting
to it
s re
actio
n.
&am
ple,
of n
creo
ing
and
exch
angi
ng in
form
atio
n M
elte
&pa
rtic
ipat
ing
in p
eer
tuto
ring
kmon
s,re
apoo
ding
whe
n or
nerv
irwed
abo
ut a
rec
ent h
ook
pref
eren
ce.
plan
ning
and
con
duna
ng in
terv
iew
s:
just
ifi,in
g an
d el
abor
atin
g up
on a
poi
nt n
inon
,pa
rtio
potn
g in
3 p
anel
dis
cuss
ion
and
repr
esen
ting
a pa
lm o
f vie
wre
gard
inga
o is
sue
of lo
cal i
mpo
rtan
ce.
part
icip
atin
g in
a m
ock
tria
l;
nuki
ng a
form
al p
rese
ntat
ion,
pres
entin
g a
pord
olin
to a
n in
divi
dual
or
pane
l end
&sc
antin
gst
reng
ths
and
wea
knes
ses
of th
e po
rtfo
lio c
onte
nts:
part
icip
atin
g in
res
pons
e gr
oups
as
pan
of th
e w
ritin
g pr
oces
s.
The
stu
dent
res
pond
s to
ora
l pot
entia
tiono
o th
at is
, the
stu
dent
:
asks
app
ropr
iate
que
stio
ns;
para
phnu
es a
nd s
umm
arie
s= to
incu
rass
und
eman
ding
]
spea
ks a
udib
ly;
uses
lang
uage
and
ges
ture
s ex
pres
sive
ly a
nd p
ersu
asiv
ely.
aam
pko
91 n
yond
ing
to o
ral p
reen
natio
m in
clud
e:an
alyz
ing
a pe
rfor
mer
's c
anor
tow
ard
a ch
arac
tet i
n a
film
of p
loy
judg
ing
a M
are:
.m
ing
a ru
bric
to e
valu
ate
a pr
esen
tatio
n:
aski
ng a
em
otio
n an
d a
follo
w u
p qu
estio
n fo
llnw
ing
a pr
esen
tatio
n
The
mod
em m
ain
info
rmed
judg
men
ts a
bout
tele
visi
on, r
adio
,an
d fil
m p
rodu
ctio
ns; t
hat i
s, th
e st
uden
t:
artic
ulat
e, te
none
d ju
dgm
ents
for
sele
ctin
g pa
rtic
ular
tele
visi
onan
d ra
dio
prod
uctio
ns a
nd r
ejec
ting
othe
rs:
mow
00 th
e st
ory
elem
ents
of t
elev
isio
n. r
adio
, and
film
pro
duct
ions
:id
mtif
ie r
he in
tend
ed te
ntag
e, o
f ndw
rtire
nkno
, ent
erta
inm
ent
prog
ram
s. a
nd n
ews
prog
ram
s;
iden
tifie
s co
mm
on p
ersu
uive
lech
nigu
rs u
sed
in a
then
isin
g,
desc
ribes
wan
use
d to
por
tray
and
com
men
t 00
,10
gene
ral c
ultu
re.
Exa
mpl
e, o
f mak
ing
infO
rmed
judg
men
t, ab
out t
elen
than
.,alio
. and
filw
pro
durt
ione
pres
enun
g. o
shet
ent r
ctel
ling
of a
n ep
isod
e of
3 te
levi
sion
prod
uctio
n,.
pres
entin
g an
avl
ysis
of a
tele
visi
on o
r ra
dio
com
mer
cial
/101
00
imag
inar
y pr
oduc
eid
entif
ying
the
lam
ing
poin
t an
the
actio
n of
a Id
a,
iden
tifyi
ng r
ecur
ring
plot
s or
sub
-plo
ts in
a s
peci
fic te
kvis
ion
genr
e.us
, m
unro
om d
ram
a. m
urde
r m
yste
ry:
.di
stin
guis
hing
hcr
wee
n F
ace
and
(am
nion
in -
info
ntsc
iah-
:.
iden
tifyi
ng s
tere
otyp
es in
fict
iona
l cha
ract
ers.
32©
/995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Ecn
nont
h A
ll rig
hn r
ettr
ved.
The
stu
dent
inde
pend
ently
usc
s ap
prop
riate
con
vent
ions
of t
he
Eng
lish
lang
uage
, inc
ludi
nmsp
ellin
g,se
nten
ce C
OS
IS12
160i
0131
para
grap
h st
ruct
ure;
punc
tuat
ion.
gram
mar
;
&Im
ola
of r
uing
app
ropr
iate
con
vent
ion,
incl
ude.
dem
onor
atin
g an
piec
e of
wtio
ng th
e ab
ility
in m
anag
e el
leco
nven
tium
. V21
1111
121,
and
map
of E
nglis
h on
than
they
aid
rat
her
than
inte
rfer
e w
ith tr
adin
g:
proo
frea
ding
acc
epta
bly
the
stud
ent's
ow
n w
eici
ng o
r he
writ
ing
olot
hers
. ,si
ng d
ictio
narin
md
othe
r re
sour
ces.
incl
udin
g th
e m
othe
rO
f pee
rs 3
3 ap
penp
riate
:
obse
rvin
g co
nven
tions
of l
angu
age
durin
g fo
rmal
not
pees
emat
ions
..
revi
sing
a p
iece
of w
ritin
g hy
com
bini
ng w
irer.
,
The
stu
dent
ana
lyse
s an
d re
vise
s w
ritte
n w
ork,
as
appr
opria
te.
rela
tive
to a
udie
nces
and
pur
pose
s by
,
addi
ng o
r de
letin
g de
tai6
;ad
ding
or
dele
ting
expl
mat
ions
;cl
arify
ing
diffi
cult
pass
ages
:re
arra
ngin
g w
ords
, ren
ienc
es. a
nd p
arag
raph
s to
impr
ove
orcl
arify
mea
ning
,sh
arpe
ning
the
focu
s
reco
nsid
erin
g th
e or
gani
zatio
nal s
truc
ture
.
ampl
e, o
f wee
dy:b
eg a
nd m
oirin
g w
ritte
n w
ork
incl
ude:
inco
rpor
atin
g in
to r
evis
ed d
rafts
. as
appr
opria
te, s
ugge
stio
ns ta
ken
from
crit
ique
s m
ade
by p
een
and
teac
hers
:
O p
mel
uein
g a
000i
O3
of d
istin
ctly
diff
eren
t dra
fts th
at r
esul
t in
a
polis
hed
piec
e of
writ
ing:
criti
quin
g th
e w
ritin
g of
a p
eer.
desc
ribin
g dw
mot
h00
let s
tylis
tic c
hoic
es m
ade
as a
writ
er.
BE
ST
CO
PY
AV
AIL
AB
LE
The
stu
dent
res
pond
s to
fict
ion,
non
-fitt
ion,
poe
try,
and
dram
a us
ing
inte
rpre
tive,
crit
iol,
and
eval
uativ
e pr
oces
ses;
that
Ls,
the
stud
ent d
oes
one
or 0
,010
0/1
the
follo
win
g in
ora
lor
mitt
en p
rese
ntat
ions
:
anal
yses
the
reas
ons
for
char
acte
r's a
ctio
ns. t
akin
g M
aoac
coun
t the
situ
atio
n an
d ba
sk m
otiv
atio
n of
the
chut
tert
iden
tifie
s nc
urrin
g th
emes
nem
,' w
orks
:id
entif
ies
ster
raty
piet
i cha
ract
ers
as o
ppos
ed to
fully
deve
lope
d ch
arac
ters
:m
akes
infe
renc
es a
nd d
taw
s co
nclu
sion
s ab
out c
onte
xt, e
vent
s,ch
arac
ters
, set
ting,
and
them
e;id
entif
ier
she
effe
tt of
lite
rary
dev
ice,
suc
h as
figu
rativ
ela
ngua
ge, a
llusi
on, d
ictio
n, d
ialo
gue.
and
des
crip
tion;
inte
rpre
ts th
e im
pact
of a
utho
rs' d
ecis
ions
reg
ardi
ng w
ord
choi
ce, c
onte
nt, a
nd li
tera
ry e
lem
ent,:
iden
tifie
r th
e ch
arac
teris
tics
of li
tera
ry fo
rms
and
genr
es;
eval
uate
s Ih
erar
y m
erit;
iden
tifie
s th
e ef
fect
of p
oint
of v
iew
.
&am
ple,
of e
rspo
ndin
g ro
them
., in
clud
e.an
alyz
ing
ster
eoty
pica
l cha
rattc
ra in
a p
opul
ar te
levi
sion
prod
uctio
n:.
exam
inin
g th
emes
in th
e w
ork
alon
e po
pula
r yo
unra
dult
auth
or;
eval
uatin
g I t
i, cf
fect
of l
itera
ry d
evic
es in
3 Il
an/b
et u
r po
cnis
by
one
aurh
or o
r po
ems
on a
com
mon
topi
c:.
com
parin
g th
e lir
crar
y m
erits
of r
wo
or m
ore
shor
t sto
ries.
biog
raph
ies
of o
nr in
divi
dual
, nov
els.
or
play
s;
writ
ing
nd/o
r pe
rfor
min
g a
skit
(en
alto
App
lied
Lear
ning
5110
10,1
1)1
mak
ing
a pa
rody
:sp
ecul
atin
g ab
out p
oint
of v
iew
no
nove
l rea
d by
the
clas
s.
The
stu
dent
dem
onst
rate
s pr
ofic
ienc
y in
at l
east
one
liten
uy g
enre
.
Exa
mpl
e, o
f &er
ne y
gen
re, i
nclu
dea
pers
o.I e
ssay
;a
Mor
t sto
ry:
o sh
ort p
lay
fmr
alto
App
lied
Lear
ning
Sse
ndar
d ft
poet
ry. e
.g..
free
ver
se a
nd r
hym
ed:
a vi
gnet
te.
Sam
ples
of s
tude
nt w
ork
that
hel
p ex
plai
n"h
ow g
ood
is g
ood
enou
gh"
for
thes
est
anda
rds
can
be fo
und
imm
edia
tely
follo
win
g th
ese
page
s.
U:3
1,T
o se
e ho
w th
ese
perf
orm
ance
desc
riptio
ns c
ompa
re w
ith th
e ex
pect
atio
nsfo
r el
emen
tary
sch
ool a
nd h
igh
scho
ol,
turn
to p
ages
76-
81.
The
"re
spon
se to
lite
ratu
re' i
n th
e W
ritin
gst
anda
rd is
mea
nt to
rep
lace
the
mor
e
typi
cal l
itera
ry a
naly
sis
pape
r ho
t man
yst
uden
ts r
outin
ely
prod
uce
in c
onju
nctio
nw
ith li
tera
ture
stu
dy. T
his
does
not
pre
clud
e
liter
ary
anal
ysis
but
inst
ead
open
s up
poss
ibili
ties
for
read
er r
espo
nse
as w
ell.
The
se s
tand
ards
cho
w fo
r or
alpe
rfor
man
ces
of s
tude
nt w
ork
whe
neve
r
appr
opria
te.
Ills
not i
nten
ded
that
all
stud
ent w
ork
deve
lope
d to
mee
t the
Eng
lish
Lang
uage
Art
s st
anda
rds
shou
ld n
eces
saril
y co
me
horn
on
Eng
lish
doss
. The
cha
lleng
e is
toen
sure
that
Mat
hem
atic
s, S
cien
ce, a
nd
App
lied
Lear
ning
wor
k sa
mpl
es o
rein
corp
orat
ed w
idel
y in
to th
e E
nglis
hLa
ngua
ge A
rts
wor
k sa
mpl
es, t
hus
enco
urag
ing
stud
ents
to u
se w
ork
from
othe
r cl
asse
s w
hile
not
wea
keni
ng th
e
Eng
lish
curr
icul
um. 33
51D
oE
SC
HO
OL
Wor
k S
ampl
e &
Com
men
tary
: Mis
s S
adie
5.40
0pW
rant
o
3
Wan
ing
Con
notiO
ns.
Gra
mm
avi
a.
5
paw
n
Fel
s la
b La
ngua
ge A
rt
.34
1
Ilero
ttoC
oxot
aan
Cau
:Opt
a
Om
.,M
ama.
Car
p.
3aara
aaia
ta.
Con
cept
s
Sal
a.O
crnm
elli.
ty
5 P
rob.
Sol
ving
Mat
oona
soal
last
sorO
tg
6 atse
atic
olS
lam
I loa
sar
amot
taC
com
atic
aso
Mat
hem
atic
s
Eng
lish
Lang
uage
Art
s re
quire
d by
the
task
Stu
dent
s w
ere
aske
d ro
pre
sent
a s
peci
al p
erso
n to
read
ers
who
do
nor
know
the
pers
on. T
hey
coul
dpr
esen
t the
per
son
thro
ugh
deta
ils o
f app
eara
nce
and
man
ner,
des
crip
tions
of w
orki
ng o
r liv
ing
envi
ronm
ent,
and
habi
ts o
r ty
pica
l act
iviti
es. I
n ad
di-
tion,
stu
dent
s w
ere
to r
evea
l the
per
sona
l qua
lity
ofth
eir
rela
tions
hip
with
the
pers
on p
rese
nted
.
Circ
umst
ance
s of
per
form
ance
timed
ass
ignm
ent
exte
nded
pro
ject
oppo
rtun
ity fo
r re
visi
on
first
dra
ft
revi
sed
draf
t
teac
her
gene
rate
d to
pic
stud
ent g
ener
ated
topi
c
embe
dded
in c
lass
wor
k
rese
arch
req
uire
d
Thi
s w
ork
sam
ple
prov
ides
evi
denc
efo
r th
e qu
ality
of w
ork
expe
cted
for
the
follo
win
g pa
rt o
f the
Eng
lish
Lang
uage
Art
s st
anda
rds:
Sta
ndar
d 2,
Writ
ingp
rodu
ces
a na
rrat
ive
acco
unt.
Wri
ting
The
stu
dent
pro
duce
s:A
nar
rativ
e ac
coun
t (fic
tiona
l or
auto
biog
raph
ical
),in
whi
ch th
e w
riter
:en
gage
s th
e re
ader
by
esta
blis
hing
a c
onte
xt,
crea
ting
a po
int o
f vie
w, a
nd o
ther
wis
ede
velo
ping
rea
der
inte
rest
;
esta
blis
hes
a si
tuat
ion,
plo
t, po
int o
f vie
w,
setti
ng, a
nd c
onfli
ct (
and
for
auto
biog
raph
y,th
e si
gnifi
canc
e of
eve
nts
and
of c
oncl
usio
nsth
at c
an b
e dr
awn
from
thos
e ev
ents
);
crea
tes
all o
rgan
izin
g st
ruct
ure;
incl
udes
sen
sory
det
ails
and
con
cret
e la
ngua
geto
dev
elop
plo
t and
cha
ract
er;
excl
udes
ext
rane
ous
deta
ils a
nd in
cons
iste
ncie
s;
deve
lops
com
plex
cha
ract
ers;
lay
Sco
nce
cem
eou
01. I
sola
imlo
otes
ScO
ntal
tC
aroo
arlo
t
Sci
ence
uses
a r
ange
of a
ppro
pria
te s
trat
egie
s, s
uch
asdi
alog
ue, t
ensi
on o
r su
spen
se, n
amin
g, a
ndsp
ecifi
c na
rrat
ive
actio
n, e
.g.,
mov
emen
t,ge
stur
es, e
xpre
ssio
ns.
Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
t:
dear
ly e
ngag
es th
e re
ader
's in
tere
st w
ith a
viv
idbe
ginn
ing
that
rai
ses
a qu
estio
n ab
out w
hy M
iss
Sad
ie is
nor
in h
er r
ocki
ng c
hair
even
thou
gh th
ena
rrat
or c
laim
s sh
e ca
n st
ill s
ee h
er;
furt
her
enga
ges
the
read
er b
y cr
eatin
g a
pers
ona
that
cle
arly
can
han
dle
an e
mot
iona
l iss
ue, t
hat i
s,th
e lo
ss o
f a v
alue
d fr
iend
, with
our
beco
min
gov
erly
sen
timen
tal;
esta
blis
hes
the
sign
ifica
nce
of th
e ev
ents
of t
hesu
mm
er, e
.g..
"I le
arne
d th
at I
coul
d be
frie
nds
with
som
eone
gen
erat
ions
apa
rt fr
om m
y ow
n";
uses
a w
ide
rang
e of
str
ateg
ies
to p
rese
nt th
ech
arac
ter
of M
iss
Sad
ie, i
nclu
ding
: viv
id im
ager
y,e.
g.. '
The
old
cha
ir sq
ueak
ing
with
eve
ry s
way
of
het b
ig. b
row
n bo
dy":
dia
lect
, e.g
., "W
hat '
chi
dont
' her
e?";
act
ions
suc
h as
acc
ount
s of
anc
esto
rs,
e.g.
, gra
ndm
othe
r's e
scap
e fr
om s
lave
ry a
nd s
ubse
-qu
ent r
ecap
ture
and
hym
ns p
asse
d do
wn
from
ance
stor
s; a
nd th
e ab
ility
to u
nder
stan
d an
dfo
rgiv
e ru
de b
ehav
ior,
e.g
., th
e in
cide
nt in
volv
ing
Jim
my
Tay
lor;
crea
tes
an o
rgan
izin
g st
ruct
ure
by e
ffect
ivel
yco
mpl
etin
g th
e ci
rcle
beg
un in
the
first
par
agra
ph:
from
"M
iss
Sad
ie n
o lo
nger
sits
in h
er r
ocki
ngch
air
on h
er p
orch
on
sum
mer
day
s. B
ut I
still
can
see
her"
to "
Bec
ause
Mis
s S
adie
no
long
er s
its in
her
rock
ing
chai
r on
her
por
ch o
n su
mm
er d
ays.
I'm g
lad
that
I ca
n st
ill s
ee h
er."
Err
ors
in th
is fi
rst d
raft
may
be
attr
ibut
ed to
the
natu
re o
f the
task
, whi
ch w
as g
iven
in a
tim
edw
ritin
g si
tuat
ion.
The
writ
ing
was
com
plet
ed in
fort
y-fiv
e m
inut
es w
ith n
o op
port
uniri
es fo
r re
view
and
revi
sion
. The
spe
lling
and
gta
mm
atim
l err
ors
inth
e w
ork
sam
ple
do n
ot d
etra
ct fr
om th
e ov
eral
lqu
ality
of t
he w
ork.
BE
ST
CO
PY
AV
AIL
AB
LE
',War
nS
atO
to
2 Cat
owni
alal
ante
als
tear
niao
s
3
TK
O k
elt
7KM
..
App
lied
Lear
ning
.t..
t,
07aa
:
6. _
%,
a-a,
to A
tea
,.to
a
aO
aal
oO
. a
11!
la,
aa;
35
© 1
995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y. A
ll rig
hn 'n
erve
d.
Mis
s S
adie
-.. F
ora
IDD
LE S
CH
OO
L
15
at
AP
PR
ILIP
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wom
sC
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.4.
EA
Int,I
tcal
zaL
___
g. A
all,
a
a1A
.11.
0212
J2ja
lt-l-
,
36
A,
A.
1995
Nat
iona
l Cen
t, an
Edu
catio
n an
d E
h; E
rono
ntu
.All
right
; nut
rucd
.
a
-'"a' SA
5_
,s
1,,s
_CaY
,L3n
2-11
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t.
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f'its
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A
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k
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)21a
4L12
116
a.
. .6 .
isL A
.1.
so.
AIv
, ic
Vac
.al
BE
ST
CO
PY
AV
AIL
AB
LE
Japa
nese
teac
hers
"gi
ve in
stru
ctio
non
the
follo
win
g in
ord
er fo
r st
uden
ts to
ocqu
ire th
e ab
ility
to e
xpre
ss th
emse
lves
in th
e Ja
pane
se la
ngua
ge: s
elec
tion
of th
e pr
oper
topi
cs a
nd m
ater
ials
inre
latio
n to
the
purp
ose.
or
situ
atio
n, a
ndde
epen
ing
of th
eir
thou
ghts
on
the
item
sto
be
expr
esse
d; d
eepe
ning
of o
ne's
own
thou
ghts
and
exp
ress
ion
of th
eth
eme
or m
ain
poin
t acc
urat
ely;
dev
isin
gpr
oced
ures
to e
xpla
in b
ased
on
a so
lidfo
unda
tion;
con
side
ratio
n of
the
com
psi
tion
acco
rdin
g to
the
basi
c id
eas,
usi
ngco
naet
e m
ater
ials
, and
dev
elop
men
t of
the
who
le s
truc
ture
whi
le d
evis
ing
the
com
posi
tion;
dev
isin
g w
ord
usag
e w
ithco
nsid
erat
ion
of th
e pu
rpos
e or
effe
ctof
exp
ress
ion'
Cou
rse
of S
tudy
for
tow
er S
econ
dary
Sch
ools
in lo
pon,
p. 1
0.
37
MID
DLE
SC
HO
OL
16W
ork
Sam
ple
& C
omm
enta
ry: O
utsi
der.
..
Wan
g
3
Pen
hesr
.ars
IV
irwin
g
4 Cal
m W
m,
Gam
utsu
m
5
Enx
lid,
Lan
guag
e A
rty
1
Xvm
ee I
Ope
ntio
nC
a m
at.
amon
g
Unc
aps
3gn
at.
anan
ata
n.*
5 P
robi
rm
1121
3Am
stal
Rua
.,m
emo.
Con
eark
r.
Mat
hem
atic
,
Eng
lish
Lang
uage
Art
s re
quire
d by
the
task
Stu
dent
s w
ere
aske
d to
tell
a st
ory,
cre
atin
g a
fictio
nal w
orld
in w
hich
the
elem
ents
of s
ettin
g,ch
arac
ter,
and
inci
dent
com
pris
ed a
coh
eren
tna
rrat
ive
stru
ctur
e. S
tude
nts
wer
e as
ked
to e
stab
lish
the
stor
y si
tuat
ion
by p
laci
ng th
e ch
arac
ters
in a
belie
vabl
e co
ntex
t thr
ough
nar
rativ
e st
rate
gies
suc
has
dia
logu
e, th
e us
e of
sen
sory
det
ails
, and
pac
ing.
Inad
ditio
n, th
ey w
ere
aske
d to
brin
g th
e st
atic
s to
logi
cal,
satis
fyin
g re
solu
tions
.
Circ
umst
ance
s of
per
form
ance
timed
ass
ignm
ent
exte
nded
pro
ject
oppo
rtun
ity fo
r re
visi
on
first
dra
ft
revi
sed
draf
t
teac
her
gene
rate
d to
pic
stud
ent g
ener
ated
topi
c
embe
dded
in c
lass
wor
k
rese
arch
req
uire
d
Thi
s w
ork
sam
ple
prov
ides
evi
denc
efo
r th
e qu
ality
of w
ork
expe
cted
for
the
follo
win
g pa
rt o
f the
Eng
lish
Lang
uage
Art
s st
anda
rds:
Sta
ndar
d 2,
Writ
ingp
rodu
ces
a na
rrat
ive
acco
unt.
Writ
ing
The
stu
dent
.pro
duce
s.
A n
arra
tive
acco
unt (
fictio
nal o
r au
tobi
ogra
phic
al),
in w
hich
the
writ
er:
enga
ges
the
read
er b
y es
tabl
ishi
ng a
con
text
,cr
eatin
g a
poin
t of v
iew
, and
oth
erw
ise
deve
lopi
ng r
eade
r in
tere
st;
esta
blis
hes
a si
tuat
ion,
plo
t, po
int o
f vie
w,
setti
ng, a
nd c
onfli
ct (
and
for
auto
biog
raph
y,th
e si
gnifi
canc
e of
eve
nts
and
of c
oncl
usio
nsth
at c
an.b
e dr
awn
from
thos
e ev
ents
);cr
eate
s an
org
aniz
ing
stru
ctur
e;
38
u. S
cion
ceC
onap
ts
ex. t
Um
.S
tlsrg
asC
ovA
TT
A
Sci
er41
1k T
eals
ladw
icsi
os
7
sosn
occa
me
8
saw
it,at
Sci
ence
incl
udes
sen
sory
det
ails
and
con
cret
e la
ngua
geto
dev
elop
plo
t and
cha
ract
er;
excl
udes
ext
rane
ous
deta
ils a
nd in
cons
iste
ncie
s;
deve
lops
com
plex
cha
ract
ers;
uses
a r
ange
of a
ppro
pria
te s
trat
egie
s, s
uch
asdi
alog
ue, t
ensi
on o
r su
spen
se, n
amin
g, a
ndsp
ecifi
c na
rrat
ive
actio
n, e
.g.,
mov
emen
t,ge
stur
es, e
xpre
ssio
ns.
Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
t:
enga
ges
the
read
er, b
y qu
ickl
y dr
awin
g th
ere
ader
into
the
fictio
nal y
et r
ealis
tic te
enag
ew
orld
of C
arla
;
esta
blis
hei t
he fo
llow
ing:
a s
ituat
ion
(Car
la is
shy
and
inse
cure
); a
set
ting;
and
con
flict
(sh
y C
arla
vers
us th
e gi
rl "w
ith a
dis
cont
ente
d fa
ce"
and
"loud
, rau
cous
laug
hter
");
crea
tes
an o
rgan
izin
g st
ruct
ure
base
d on
a s
ymbo
l:"S
he lo
oked
into
the
sky,
not
icin
g th
e bi
rds
cir-
clin
g" a
nd "
Car
la c
lam
bere
d ov
er th
e gi
rl, a
feel
ing
of e
latio
n m
ount
ing
in h
er. '
I wan
ted
the
win
dow
anyw
ay,'
she
thou
ght.
'I w
ant t
o w
atch
the
bird
s:
incl
udes
sen
sory
det
ails
and
con
cret
e la
ngua
ge to
deve
lop
plot
and
cha
ract
er "
the
stre
am r
e-di
rect
edan
d he
aded
tow
ard.
.."; "
a ju
mbl
ed li
ne";
"a
girl
with
a d
isco
nten
ted
face
"; "
Car
la fe
lt he
r he
art d
ipin
to h
er s
tom
ach
whe
re it
got
lost
am
oung
(si
c)th
e bu
tterf
lies"
; °C
arla
's b
ooks
fell
to th
e gr
ound
,sp
lash
ing
pape
rs a
nd p
ens
all o
ver"
;
deve
lops
in C
arla
a c
ompl
ex c
hara
cter
who
sesh
ynes
s an
d in
secu
rity
are
reve
aled
to th
e re
ader
by
her
actio
ns: "
She
look
ed a
s th
e gr
ound
, the
tree
s,in
to th
e di
stan
ce, b
ut n
ever
at t
he p
eopl
e ar
ound
her"
; by
her
thou
ghts
: "'If
I do
n't l
ook
at th
em o
rap
pear
inte
rest
ed, t
hey
won
't bo
ther
ine'
"; b
y th
ere
actio
ns o
f oth
ers:
"E
very
one
was
...lo
okin
g at
her
belig
eren
tly (
sicl
"; a
nd b
y he
r sp
eech
: "C
lear
ing
her.
thro
at, s
he m
urm
ured
, 'I'm
a F
resh
man
.",
uses
app
ropr
iate
str
ateg
ies
of s
hort
sto
ry w
ritin
g:di
alog
ue a
nd in
terio
r m
onol
ogue
; sus
pens
e, e
.g.,
Car
la's
fina
l enc
ount
er w
ith th
e an
tago
nist
; the
deve
lopm
ent o
f a s
igni
fican
t cha
nge
inth
epr
otag
onis
t's c
hara
cter
, e.g
., C
arla
's m
uste
ring
ofco
urag
eto
spea
k up
for'h
erse
lf.
Pro
blem
UM
,
2 Com
m..
Too
ls I
Wok
en
3 Ham
.T
scll.
nol
oU
onpu
rs
App
lied
Lear
ning
Err
ors
in;th
is fi
rst d
raft
may
be
attr
ibut
ed to
the
natu
re o
f the
task
, whi
ch w
as g
iven
in a
tim
edw
ritin
g si
tuat
ion.
The
writ
ing
was
com
plet
ed in
fort
y -f
ive
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with
no
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ities
for
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d re
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he s
pelli
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mat
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ors
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e w
ork
sam
ple
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ot d
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ct fr
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lqu
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he w
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ST
CO
PY
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AIL
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© 1
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11
The
Sco
ttish
not
iona
l cur
ricul
um fo
r th
isle
vel s
tate
s th
at 'n
ew e
ffect
s co
n be
achi
eved
by
show
ing
pupi
ls h
ow to
turn
basi
c st
ory
idea
s in
to p
lays
, rad
io, T
V o
rfil
m s
crip
ts, o
r by
hav
ing
the
stor
y to
ld in
role
, for
exa
mpl
e by
o n
ews
read
er. T
his
will
hel
p pu
pils
to d
isco
ver
the
need
for
a fle
xibl
e an
d va
ried
voca
bula
ry. F
rom
thei
r re
odin
g, p
upils
con
be
mad
eaw
are
of d
iffer
ence
s in
effe
cts
crea
ted
by fi
rst o
r th
ird p
erso
n na
rrat
ive
and
the
elte
cli p
ossi
ble
with
pre
sent
and
pas
tte
nse
narr
atio
n."
..
Cur
ricul
um o
nd A
sses
smen
t in
Sco
tland
,
Nat
iona
l Gui
delin
es: E
nglis
h la
ngua
ge51
4, p
. 47.
41
!DO
LE S
CH
OO
L
18W
ork
Sam
ple
& C
omm
enta
ry: U
sing
the
Libr
ary
Ref
eren
ce C
ompu
ters
1 &Ifn
i, La
tgua
ge A
nt
W15
415
3
v=
An
exte
nded
pro
ject
, her
e, is
one
that
has
occu
rred
ove
r a
sust
aine
d pe
riod
oflim
e, g
ener
ally
at l
east
one
wee
k, a
ndof
ten
long
er.
42
Mag
a 1
Opr
alal
Con
cept
,
2C
oom
arl
law
n*et
,5
Rte
.S
onin
gIla
tionv
atra
lA
na,
mos
..co
naka
s:4
Mat
hein
atto
Eng
lish
Lang
uage
Art
s re
quire
d by
the
task
Stu
dent
s w
ere
aske
d to
writ
e, fo
r an
aud
ienc
e of
peer
s, a
set
of i
nstr
uctio
ns fo
r us
ing
som
ethi
ng w
ithw
hich
they
wer
e fa
mili
ar.
Circ
umst
ance
s of
per
form
ance
timed
ass
ignm
ent
exte
nded
pro
ject
oppo
rtun
ity fo
r re
visi
on
first
dra
ft
/re
vise
d dr
aft
teac
her
gene
rate
d to
pic
/st
uden
t gen
erat
ed to
pic
/em
bedd
ed in
cla
ss w
ork
rese
arch
req
uire
d
Thi
s w
ork
sam
ple
prov
ides
evi
denc
efo
r th
e qu
ality
of w
ork
expe
cted
for
the
follo
win
g pa
rts
of th
e E
nglis
h La
ngua
geA
rts
stan
dard
s:
Sta
ndar
d 2,
Writ
ingp
rodu
ces
a na
rrat
ive
proc
edur
e;
Sta
ndar
d 4,
Con
vent
ions
, Gra
mm
ar, a
nd U
sage
of
the
Eng
lish
Lang
uage
uses
app
ropr
iate
conv
entio
ns; a
naly
zes
and
revi
ses
writ
ten
wor
k.
Writ
ing
The
stu
dent
pro
duce
s:A
nar
rativ
e pr
oced
ure,
in w
hich
the
writ
er:
enga
ges
the
read
er b
y es
tabl
ishi
ng a
con
text
,cr
eatin
g a
pers
ona,
and
oth
erw
ise
deve
lopi
ngre
ader
inte
rest
;
prov
ides
a g
uide
to a
ctio
n fo
r a
rela
tivel
yco
mpl
icat
ed p
roce
dure
in o
rder
to a
ntic
ipat
e a
read
er's
nee
ds, c
reat
es e
xpec
tatio
ns th
roug
hpr
edic
tabl
e st
ruct
ures
, e.g
., he
adin
gs, a
ndpr
ovid
es s
moo
th tr
ansi
tions
bet
wee
n st
eps;
mak
es u
se o
f app
ropr
iate
writ
ing
stra
tegi
essu
ch a
s cr
eatin
g a
visu
al h
iera
rchy
and
usi
ngw
hite
spa
ce a
nd g
raph
ics
as a
ppro
pria
te;
incl
udes
rel
evan
t inf
orm
atio
n;
Us
Sch
wa.
Car
ompb
3 Eaa
Saw
Scl
ugas
Cam
.
5
S Rcl
utlic
445
Sol
er25
t roe
atm
an.
7 Con
reol
oRle
nS
cYnt
5ic
amm
irsw
Sci
ence
excl
udes
ext
rane
ous
info
rmat
ion;
antic
ipat
es p
robl
ems,
mis
take
s, a
nd m
isun
der-
stan
ding
s th
at m
ight
aris
e fo
r th
e re
ader
.
Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
t:
enga
ges
the
read
er b
y es
tabl
ishi
ng a
con
text
of
need
, i.e
.. ho
w to
use
ref
eren
ce c
ompu
ters
toco
nduc
t res
earc
h lo
t sch
ool t
asks
;
crea
tes
the
pers
ona
of a
hel
pful
, non
-crit
ical
gui
dew
ho h
as p
erso
nal k
now
ledg
e of
the
proc
edur
e:"U
sual
ly th
e co
mpu
ter
is a
lread
y tu
rned
on
for
you"
and
"S
ay y
ou a
re lo
okin
g fo
r T
he G
ame,
abo
ok b
y R
. L. S
tine"
;
antic
ipat
es a
rea
der's
nee
ds b
y de
scrib
ing
wha
t is
on th
e co
mpu
ter
scre
en a
nd b
y ex
plai
ning
whe
reto
find
the
arro
ws
that
mov
e th
e cu
rsor
, wha
t the
curs
or lo
oks
like,
and
how
to s
elec
t a fo
lder
;
uses
whi
te s
pace
and
hea
ding
s as
gui
des
to th
epr
oced
ure;
pro
vide
s tr
ansi
tions
in th
e fo
rm o
fsi
ngle
wor
ds, e
.g..
"The
n pr
ess
ente
r"; a
nd c
laus
es,
e.g.
, "A
fter
you
choo
se...
";
incl
udes
info
rmat
ion
rele
vant
to a
par
ticul
arty
pe o
f com
pute
r in
a s
peci
fic li
brar
y;
excl
udes
ext
rane
ous
info
rmat
ion;
antic
ipat
es p
robl
ems
that
the
read
erm
ight
enc
ount
er b
y pr
ovid
ing
a se
ctio
n of
"Hel
pful
Tip
s."
Con
vent
ions
, Gra
mm
ar, a
nd U
sage
of t
heE
nglis
h La
ngua
geT
he s
tude
nt in
depe
nden
tly u
ses
the
appr
opria
teco
nven
tions
of t
he E
nglis
h la
ngua
ge, i
nclu
ding
:sp
ellin
g;
sent
ence
con
stru
ctio
n;
para
grap
h st
ruct
ure;
punc
tuat
ion;
gram
mar
;
Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
tm
anag
es th
e co
nven
tions
of E
nglis
h th
roug
h al
mos
ter
ror
free
writ
ing.
saw
.
2 Com
m..
Tw
o7.
1pA
n
3 Inla
mad
.
SK
I..
App
lied
Lear
ning
The
stu
dent
ana
lyze
s an
d re
vise
s w
ritte
n w
ork,
as
appr
opria
te, r
elat
ive
to a
udie
nces
and
pur
pose
s by
:ad
ding
or
dele
ting
deta
ils;
addi
ng o
r de
letin
g ex
plan
atio
ns;
clar
ifyin
g di
fficu
lt pa
ssag
es;
rear
rang
ing
wor
ds, s
ente
nces
, and
par
agra
phs
to im
prov
e or
cla
rify
mea
ning
;sh
arpe
ning
the
focu
s;re
cons
ider
ing
the
orga
niza
-tio
nal s
truc
ture
.
.
Thi
s w
ork
prov
ides
evi
denc
e th
atth
e st
uden
t:
adds
info
rmat
ion
in th
e w
ritin
gpr
oces
s, e
.g.,
the
early
dra
ft ha
son
e he
lpfu
l tip
whi
le th
e fin
aldr
aft i
nclu
des
thre
e tip
s;
dele
tes
sele
cted
pas
sage
s, e
.g.,
the
sect
ion
title
d "H
ow to
use
the
Ref
eren
ce C
ompu
ter"
in.
the
early
dra
ft is
com
pres
sed
into
the
last
rw
o se
nten
ces
inth
r:fit
rst s
ectio
n of
the
final
clar
ifies
a n
umbe
r of
pas
.sa
ges,
e.g
., "T
he fo
llow
ing
dire
ctio
ns w
ill h
elp
you
find
your
boo
k" b
ecom
es "
The
follo
win
g di
rect
ions
will
help
you
find
hoo
ks a
fter
you
have
cho
sen
a fo
lder
";
shar
pens
the
focu
s, e
.g..
the
chan
ge o
f tid
e fr
om"G
ettin
g S
tart
ed"
to"U
sing
the
Libr
ary
Ref
eren
ce C
ompu
ter
To
Fin
d B
ooks
For
You
rR
esea
rch"
mak
es th
e pi
ece
spne
ccie
flaic
. rat
her
than
gent
eel.
BE
ST
CO
PY
AV
AIL
AB
LE
Fin
al D
raft
Usi
ng th
e lib
rary
Ref
eren
ce C
ompu
ters
To
Fin
d B
ooks
For
You
r R
esea
rch
Usu
ally
the
com
pute
r is
alre
ady
turn
ed o
n fo
r yo
u.O
n th
esc
reen
ther
e is
a bi
d lig
ht g
reen
rect
angl
e th
at r
eads
inqu
ired
by a
ndsu
bjec
t aut
hor,
and
fide
in th
ator
der
Inth
e &
MO
M r
ight
-han
dco
rner
ther
e ar
efo
ur a
rrow
s M
atm
ove
the
curs
oror
mar
ker
up, d
own,
right
and
left
(exa
ctly
like
the
arro
wpo
ints
). T
he c
urso
r Is a
brig
ht b
lue
line
that
high
ligM
s th
etit
le o
f the
fold
eras
Use
the
up a
nddo
wne
rrow
sto
myo
u m
ove
the
arro
ws.
ove
the
curs
or to
the
fold
er y
ou c
hoO
se.
The
n pr
ess
ente
r.
Wor
ld/1
pin
You
rC
hose
n F
olde
rT
heha
ve c
hos
follo
win
g di
rect
ions
will
hel
p yo
u fin
dbo
oks
afte
r you
en a
fold
erT
itle
Afte
r yo
u ch
oose
the
Tal
e fo
lder
,ty
pe th
e tit
le o
f the
book
.II
the
book
you
are
look
ing
for
isin
the
libra
ry,
the
scre
en w
illbr
ing
up th
eau
thor
's n
ame,
shor
t sum
mar
y,ca
ll nu
mbe
r,nu
mbe
r oh
pag
esan
d te
ll yo
u it
it is
avai
labl
e or
not
.E
xam
ple:
Say
you
are
look
ing
tor M
gr_r
aaal
za
book
by
1. S
tine:
Typ
eth
e tit
le a
nti t
hesc
reen
will
sho
wyo
u if
the
book
is in
our
the
and
ft it
is a
vaila
ble.
Aut
hor
Afte
r yo
u ch
oose
the
Aut
hor
fold
er,
type
the
auth
or's
nam
ean
d th
e sc
reen
will
sho
w y
ouan
the
book
s w
eha
ve b
y th
at*
auth
or.
11 y
ou s
ee th
eho
ok y
ou w
ant
in th
e lis
t mov
eth
e
43
0 19
95 N
ario
nal C
ente
r en
Edu
catio
n an
d th
e E
cono
my
All
'len
rese
rved
.
curs
or to
that
title
and
pre
ssen
ter.
The
scr
een
will
then
show
you
aca
ll nu
mbe
r, a
shor
t sum
mar
y,nu
mbe
r ot
page
s
title
, and
sub
ject
.E
xam
ple:
Say
you
are
look
ing
for
a bo
ohip
sC
hris
toph
er
Pik
e, b
ut y
oudo
not
kno
wth
e tit
le. T
ype
nam
e in
to th
e
com
pute
r an
dth
e sc
reen
will
show
you
all
the
book
s by
him
that
are
ava
ilabl
ein
the
libra
ry.
Afte
r yo
u ha
vech
osen
the
Sub
ject
fold
er, t
ype
the
subj
ect'
Sub
ject
that
inte
rest
s yo
u.Lo
ok th
roug
hth
e fis
t of b
ooks
unde
r th
at
subj
ect (
use
the
arro
ws
tom
ove
thro
ugh
the
list)
.If
you
find
a bo
ok y
ouw
ant,
pres
s en
ter
agai
n an
d th
esc
reen
r olwill
show
you
the,
calln
umbe
r,sh
ort s
umm
ary,
num
be
Exa
mpl
e: S
ay y
ouar
e lo
okin
gfo
r T
exas
His
tory
.T
ype
page
s, ti
tle,
and
auth
or's
narn
e.
that
in a
nd th
esc
reen
will
sho
wyo
u a
long
list o
f ditt
eren
t
topi
cs o
n th
atsu
bjec
t. 01
cou
rse,
you
can
narr
ow d
own
your
topi
c.T
he A
lam
o or
Sam
Hou
ston
or B
ench
ing
will
have
few
eren
trie
s th
an T
exas
HiS
101y
but t
he e
ntrie
sw
ill
be m
ore
spec
ific.
Hel
pful
Tip
s
-To
get o
ut o
t afo
lder
; pre
sses
cape
.
11 y
ou g
etin
am
ess,
just
ask
anyo
ne in
the
libra
ry fo
r he
lp.
You
will
not
oetIn
trou
ble
sinc
e yo
uar
e ju
St t
eam
ing
and
how
els
ew
ould
you
team
?U
sual
ly p
ress
ing
.to th
e°s
oaps
seve
ral t
imes
will
get
you
out
of y
our
mes
san
d ba
c
first
scr
een.
It yo
u ca
nnot
find
book
s on
you
rsu
blec
t; tr
y M
em
agaz
ine
inde
x. (
The
reIs
a s
et o
fdi
rect
ions
tor
that
inde
x al
so.)
44
O 1
995
Nat
iona
l Cen
ter
on E
dura
tion
and
the
Eco
nom
y A
ll rig
ht, m
imed
I
Ear
ly D
raft
Sleral"-3"""
Usually the computer
is already
turned on
for you
On the screen
there is a nig,
by
light green
rectangle that says
inquired
and subject,
author, and
title in that
order. In thebottom right
hand corner :here
are four arrows
chat go up, down,
right.
left use the up
and down arrows
co move the
cursor to go
co the folder
you want.
The
cursor is bright
blue line that
high lights
the title of
the folder as youmove the
arrows.
At the reference
computer there
are three
different folders
yOU can
choose from
(author, title
and subject) to
help you find
the book youare looking
for.
The following
directions will
help you find your
book:
On the reference
computer screen go
to the
7.1.
A.L
e
folder that sate
'Inquired by Title,and
press enter.
Next type-the
title of the
book into th
computer.
If we have thebook
you're looking
for in our library
it
summw
iary.
ll
giveyou the
authors name,
shor and tell you
t
call number,
number of pages.
if it is
available or not.
'samples
Say Your
looking forUs_17Ass a
book by it
Seine.
Type the
title and it
will show you
if the boolcis
in our library
BE
ST
CO
PY
AV
AIL
AB
LE45
MID
DLE
SC
HO
OL
20W
ork
Sam
ple
& C
omm
enta
ry: A
Thi
rtee
n Y
ear
Old
Ree
elst
un3
Spa
eth,
Wird
,In
eloa
lp
Sen
na*,
arov
n.
3
Laym
an.
Eng
lab
Lang
uage
Ars
46
1
Man
ton
Om
atio
nC
ameo
.
2Q
om/4
Mea
sure
men
tC
amp.
Sta
gg.
Pro
bella
teC
core
ge
6 P
rob.
Sal
.p
Rem
o.,
6 Ket
eem
stic
o.S
uba
T<
O4
11.1
0104
001
Cce
mP
aice
5a1
1/.5
1ena
lica
le N
ora
Mar
lton.
.
Eng
lish
Lang
uage
Art
s re
quire
d by
the
task
Stu
dent
s w
ere
aske
d to
def
ine
nr d
escr
ibe
a pr
oble
man
d to
arg
ue fo
r on
e or
mor
e so
lutio
ns. S
tude
nts
wer
e to
est
ablis
h th
e se
rious
ness
of t
he p
robl
em a
ndto
arg
ue fo
r th
eir
solu
tion,
giv
ing
reas
ons
and
coun
terin
g op
posi
ng s
olut
ions
.
Circ
umst
ance
s of
per
form
ance
itim
ed a
ssig
nmen
t
exte
nded
pro
ject
oppo
rtun
ity F
or r
evis
ion
/fir
st d
raft
revi
sed
draf
t
teac
her
gene
rate
d to
pic
/st
uden
t gen
erat
ed to
pic
embe
dded
in c
lass
wor
k
rese
arch
req
uire
d
Thi
s pi
ece
of s
tude
nt w
ork
prov
ides
evid
ence
for
the
qual
ity o
f wor
k ex
pect
edfo
r th
e fo
llow
ing
part
of t
he E
nglis
hLa
ngua
ge A
rts
stan
dard
s:
Sta
ndar
d 2,
Writ
ingp
rodu
ces
a pe
rsua
sive
ess
ay.
Wri
ting
The
stu
dent
pro
duce
s:A
per
suas
ive
essa
y, in
whi
ch th
e w
riter
.
enga
ges
the
read
er b
y es
tabl
ishi
ng a
con
text
,cr
eatin
g a
pers
ona,
and
oth
erw
ise
deve
lopi
ngre
ader
inte
rest
;
deve
lops
a c
ontr
ollin
g id
ea th
at m
akes
a c
lear
and
know
ledg
eabl
e ju
dgm
ent;
crea
tes
and
orga
nize
s a
stru
ctur
e th
at is
appr
opria
te to
the
need
s, v
alue
s, a
nd in
tere
sts
of a
spe
cifie
d au
dien
ce, a
nd a
rran
ges
deta
ils,
reas
ons,
exa
mpl
es, a
nd a
necd
otes
effe
ctiv
ely
and
pers
uasi
vely
;
incl
udes
app
ropr
iate
info
rmat
ion
and
argu
men
ts a
nd e
xclu
des
info
rmat
ion
and
argu
men
ts th
at a
re ir
rele
vant
;
Pre
tful
Wor
mC
oron
ae
2 We
Sal
aam
Car
cept
s
UM
a S
pace
SCIs
omC
0101
91$
Scl
araP
ieC
anna
ta:a
mO
pplia
lloas
5
Sos
raIn
c
5 Sc.
& T
OO
LT
edw
olec
es
7
Woe
sC
omsa
lcat
enS
tane
k
Srir
ncr
antic
ipat
es a
nd a
ddre
sses
rea
der
conc
erns
and
coun
ter
argu
men
ts;
supp
orts
arg
umen
ts w
ith d
etai
led
evid
ence
,ci
ting
sour
ces
of in
form
atio
n as
app
ropr
iate
.
Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
t:
enga
ges
read
er in
tere
st b
y be
ginn
ing
with
an
effe
ctiv
e sc
enar
io th
at id
entif
ies
the
prob
lem
bein
g ad
dres
sed:
the
failu
re o
f par
ent-
child
com
mun
icat
ions
;
crea
tes
a pe
rson
a th
at is
con
sist
ent t
hrou
ghou
t: a
teen
ager
who
is fa
mili
ar w
ith th
e pr
oble
m a
ndw
ho h
as c
onsi
dere
d its
per
vasi
vene
ss a
ndse
rious
ness
and
is n
ow r
eady
to o
ffer
a so
lutio
n;
excl
udes
inap
prop
riate
info
rmat
ion
and
argu
men
ts;
antic
ipat
es r
eade
r co
ncer
ns in
res
pons
e to
his
argu
men
t, by
ack
now
ledg
ing
that
sol
utio
ns a
re n
otap
pare
nt b
ut o
fferin
g ac
cept
able
alte
rnat
ives
:"A
lthou
gh n
o re
al s
olut
ions
are
app
aren
t at t
hecu
rren
t tim
e, lo
gica
l ans
wer
s ca
n be
use
d";
supp
orts
arg
umen
ts w
ith c
onvi
ncin
g ev
iden
ce:
pare
nts
are
too
busy
with
wee
kend
and
wor
kre
late
d ac
tiviti
es; b
oth
pare
nts
wor
k; "
Ner
ds"
arc
the
only
one
s w
ho ta
lk to
thei
r pa
rent
s; d
ivor
ceaf
fect
s te
ens;
and
by
citin
g a
popu
lar
auth
ority
figur
e, i.
e., q
uotin
g A
nn L
ande
rs d
irect
ly in
para
grap
h ni
ne a
nd p
arap
hras
ing
her
inpa
ragr
aph
ten.
Err
ors
in th
is fi
rst d
raft
may
be
attr
ibut
ed to
the
natu
re o
f the
task
, whi
ch w
as g
iven
in a
tim
edw
ritin
g si
tuat
ion.
The
writ
ing
was
com
plet
ed in
fort
y-fiv
e m
inut
es w
ith n
o op
port
uniti
es fo
r re
view
and
revi
sion
. The
spe
lling
and
gra
mm
atic
al e
rror
s in
the
wor
k sa
mpl
e do
not
det
ract
from
the
over
all
qual
ity o
f the
wor
k.
Pre
p.C
aren
urke
llen
Tec
hto
atto
ues
3 Inte
tres
tlen
T..
Tee
tsI T
echn
ique
s
App
lied
Lear
ning
BE
ST
CO
PY
AV
AIL
AB
LE47
l19
95 N
atio
nal C
ente
r on
Edu
catio
n an
d th
e E
cono
my.
All
right
, rew
ord.
48
C 1
995
Nat
ionn
l Cm
,. on
Edu
catio
n an
d th
r E
cono
my
All
right
s re
wor
d.
...A
t,42
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rob
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nrr4
rA.ro
-064
,..
BE
ST
CO
PY
AV
AIL
AB
LE
Japa
nese
stu
dent
s ar
e ex
pect
ed to
rece
ive
inst
ruct
ion
in h
ow to
sel
ect
prop
er to
pics
and
mat
eria
ls a
ccor
ding
toth
e pu
rpos
e or
situ
atio
n an
d to
dee
pen
thei
r th
ough
ts o
n th
e ite
ms
to b
eex
pres
sed;
to d
evis
e pr
oced
ures
toex
plai
n o
poin
t, ba
sed
on a
sol
idfo
unda
tion.
Cou
rse
of S
tudy
for
tow
er S
econ
dary
Sch
ools
in J
apan
, p. 1
0.
49
MID
22
DIE
SC
HO
OL
Wor
k S
ampl
e &
Com
men
tary
: "S
tar
Tre
k: T
he N
ext G
ener
atio
n": A
Sho
w fo
r A
ll G
ener
atio
ns
1
Roo
fing
WM
2
3co
ssla
p.Li
mni
ngV
Irw
lsg
a Con
rotIo
na,
°mon
s,U
lmtil
vs1s
ao
Eng
lith
Lang
uage
Ara
1
Mol
ter
2P.s
coC
ove,
.
(Lom
b,la
sasy
stam
tC
afes
pts
3
alp.
Cal
ends
SLO
W. 1
Pre
tate
yC
ener
pti
5P
rob.
Sal
ting
Sla
Pon
slic
alA
mos
,Sits
7 11S
elea
rcal
Con
*.
Ala
them
a ire
Eng
lish
Lang
uage
Art
s re
quire
d by
the
task
Stu
dent
s w
ere
aske
d ro
sta
te a
judg
men
t of
som
ethi
ng, e
.g.,
a m
ovie
, boo
k, a
utho
r, te
ache
r,sp
orts
team
, con
sum
er p
rodu
ct. T
hey
wer
e to
supp
ort t
heir
judg
men
t with
evi
denc
e fr
om p
erso
nal
expe
rienc
e a,
wel
l as
from
a c
aref
ul a
naly
sis
and
thou
ghtfu
l und
erst
andi
ng o
f the
sub
ject
.
Circ
umst
ance
s of
per
form
ance
./tim
ed a
ssig
nmen
t
exte
nded
pro
ject
oppo
rtun
ity fo
r re
visi
on
/fir
st d
raft
revi
sed
draf
t
teac
her
gene
rate
d to
pic
stud
ent g
ener
ated
topi
c
embe
dded
in c
lass
wor
k
rese
arch
req
uire
d
Thi
s w
ork
sam
ple
prov
ides
evi
denc
efo
r th
e qu
ality
of w
ork
expe
cted
for
the
follo
win
g pa
rts
of th
e E
nglis
h La
ngua
geA
rts
stan
dard
s:S
tand
ard
2, W
ritin
gpro
duce
s a
resp
onse
tolit
erat
ure;
Sta
ndar
d 5,
Lite
ratu
rere
spon
ds to
fict
ion,
non-
fictio
n, p
oetr
y, a
nd d
ram
a.
Writ
ing
The
stu
dent
pro
duce
s:
A r
espo
nse
to li
tera
ture
, in
whi
ch th
e w
riter
:en
gage
s th
e re
ader
thro
ugh
esta
blis
hing
aco
ntex
t, cr
eatin
g a
pers
ona,
and
oth
erw
ise
deve
lopi
ng r
eade
r in
tere
st;
adva
nces
a ju
dgm
ent t
hat i
s in
terp
retiv
e,an
alyt
ic, e
valu
ativ
e, o
r re
flect
ive;
supp
orts
a ju
dgm
ent t
hrou
gh r
efer
ence
s to
the
text
, ref
eren
ces
to o
ther
wor
ks, a
utho
rs, o
rno
n-pr
int m
edia
, or
refe
renc
es to
per
sona
lkn
owle
dge;
50
1P
hysi
cal
Sel
ma,
Csa
cepi
s
1.12
Sai
maa
Cam
as.
3 E22
2Is
ms
Sci
ence
sW
eak
Coe
:lona
4P
Plic
atim
s
Sck
natc
Too
tsre
chna
logl
es
7S
cise
ark
Cos
a*1
Ss.
*In
nallg
stle
n
Sci
ence
dem
onst
rate
s an
und
erst
andi
ng o
f the
liter
ary
wor
k;an
ticip
ates
and
ans
wer
s a
read
er's
que
stio
ns.
Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
t:
enga
ges
the
read
er b
y es
tabl
ishi
ng th
e w
riter
'squ
alifi
catio
ns: "
I wat
ch a
gre
at d
eal l
of te
levi
sion
] ";
firm
ly s
tate
s a
judg
men
t: "t
he o
ne p
rogr
am w
hich
I thi
nk s
tand
s ou
t fro
m th
e re
st is
'Sta
r T
rek:
The
Nex
t Gen
erat
ion'
";
supp
orts
the
judg
men
t with
sev
eral
wel
l dev
elop
edre
ason
s. e
.g.,
"var
iety
of p
lots
," "
min
d- b
oggl
ing
spec
ial e
ffect
s,"
conn
ectio
ns to
"its
pre
cede
ntS
tar
Tre
k";
furt
her
supp
orts
the
judg
men
t by
offe
ring
anex
plan
atio
n fo
r th
e su
cces
s of
the
serie
s, a
rgui
ngth
at th
e ne
w s
erie
s is
"U
nlik
e oc
her
tele
visi
onsc
ienc
e fic
tion
show
s...i
n w
hich
the
hero
es a
real
way
s bl
astin
g aw
ay a
t som
e ho
stile
alie
n,"
and
by u
sing
inst
ead
"diff
eren
t sto
ry li
lies,
" su
ch a
s"m
yste
ries"
or
"tim
e tr
avel
s."
Lite
ratu
reT
he s
tude
nt r
espo
nds
to fi
ctio
n, n
on-f
ictio
n,po
etry
, and
dra
ma
usin
g in
terp
retiv
e, c
ritic
al, a
ndev
alua
tive
proc
esse
s; th
at is
, the
stu
dent
doe
s on
eor
mor
e of
the
follo
win
g in
ora
l or
writ
ten
pres
enta
tions
:
anal
yzes
the
reas
ons
for
a ch
arac
ter's
act
ions
,ta
king
into
acc
ount
the
situ
atio
n an
d ba
sic
mot
ivat
ion
of th
e ch
arac
ter;
iden
tifie
s re
curr
ing
them
es a
cros
s w
orks
;id
entif
ies
ster
eoty
pica
l cha
ract
ers
as o
ppos
ed to
fully
dev
elop
ed c
hara
cter
s;m
akes
infe
renc
es a
nd d
raw
s co
nclu
sion
s ab
out
cont
ext,
even
ts, c
hara
cter
s, s
ettin
g, a
nd th
eme;
iden
tifie
s th
e ef
fect
of l
itera
ry d
evic
es s
uch
asfig
urat
ive
lang
uage
, allu
sion
, dic
tion,
dia
logu
e,an
d de
scrip
tion;
inte
rpre
ts th
e im
pact
of a
utho
rs' d
ecis
ions
rega
rdin
g w
ord
choi
ce, c
onte
nt, a
nd li
tera
ryel
emen
ts;
Stiv
Ing
Cas
trbf
alrp
gsts
chni
pun
3 lata
nnal
lsra
ck T
o*re
stnI
pas
oten
tos
mgm
l.5s
faT
ad.*
lech
al.r
s
5 M
ob
Wce
lnhp
Wen
App
lied
L ar
ning
iden
tifie
s th
e ch
arac
teris
tics
of li
tera
ry fo
rms
and
genr
es;
eval
uate
s lit
erar
y m
erit;
iden
tifie
s th
e ef
fect
of p
oint
of v
iew
.
Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
t:
brie
fly a
naly
zes
two
char
acte
rs, d
raw
ing
a co
nnec
-tio
n be
twee
n D
r. S
pock
in th
e or
igin
al s
erie
s an
dM
r. D
ata
in th
e ne
w s
erie
s;
iden
tifie
s a
recu
rrin
g th
eme
acro
ss s
cien
ce fi
ctio
nge
nres
by
criti
cizi
ng c
erta
in p
rogr
ams
for
thei
r la
ckof
var
iety
and
for
"alw
ays
blas
ting
away
at s
ome
host
ile a
lien"
;
eval
uate
s lit
erar
y m
erit
by s
ugge
stin
g th
at "
the
varie
ty o
f plo
ts"
elev
ates
this
ser
ies
abov
e ot
her
"sci
ence
fict
ion
show
s."
Err
ors
in th
is fi
rst d
raft
may
be
attr
ibut
ed to
the
natu
re o
f the
task
, whi
ch w
as g
iven
in a
tim
edw
ritin
g 54
0260
11. T
he w
ritin
g w
as c
ompl
eted
infe
rry-
five
min
utes
with
no
oppo
rtun
ities
for
revi
ewan
d re
visi
on. T
he s
pelli
ng a
nd g
ram
mat
ical
err
ors
inth
e w
ork
sam
ple
do n
ot d
etra
ct fr
om th
e ov
eral
lqu
ality
of t
he w
ork.
BE
ST
CO
PY
AV
AIL
AB
LE0
1995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y. A
ll rig
ht, r
estr
ued
°a'
52
BE
ST
CO
PY
AV
AIL
AB
LE©
199
5 N
win
nal C
m,.
on E
thA
nnon
and
the
Eco
nom
yrig
ht, r
rwrv
ed.
In N
orw
ay, s
tude
nts
of th
is a
ge w
ill"r
ecei
ve h
elp
to o
rient
ate
them
selv
es in
the
flow
of i
nfor
mat
ion
and
to d
evel
opat
titud
es w
hich
will
ena
ble
them
toch
oose
and
eva
luat
e an
incr
easi
ngsu
pply
of v
ario
us fo
rms
of m
edia
info
rmat
ion;
exp
erie
nce
and
inte
rpre
tm
essa
ges
in a
rtis
tic fo
rms
of p
rese
ntat
ion.
'
Cur
ricul
um G
uide
lines
for
Com
puls
ory
Edu
catio
n in
Nor
way
, p. 1
57.
53
MID
DLE
SC
HO
OL
24W
ork
Sam
ple
& C
omm
enta
ry: A
Geo
grap
hica
l Rep
ort
On.
Wfi
5
Eng
lish
La T
riage
Art
s
An
exte
nded
pro
ject
, her
e, is
one
that
has
occu
rred
ove
r a
sust
aine
d pe
riod
oftim
e, g
ener
ally
at l
east
one
wee
k, a
ndof
ten
long
er.
54
Mar
.O
mrs
Oon
2 Oss
owIr
s a
lioss
war
ani
Cos
.
3ru
woo
sM
O.
Cat
c.S
I.. I
haaa
aCts
Car
nal
s R
ot.,
SO
.ra
m. .
1S a T
ads
14.n
aara
lC
asaa
rks.
Put
ilno a. la
Min
t
Mat
hem
atic
,
Eng
lish
Lan
guag
e A
rts
requ
ired
by
the
task
The
task
req
uire
d st
uden
ts to
def
ine
an in
tere
stin
gqu
estio
n th
at c
ould
be
answ
ered
thro
ugh
scie
ntifi
cre
sear
ch. T
he ta
sk r
equi
red
stud
ents
to c
ondu
ct a
revi
ew o
f the
res
earc
h an
d to
pro
duce
a r
epor
t of
info
rmat
ion.
Illu
stra
tions
to c
larif
y ke
y po
ints
wer
een
cour
aged
, as
was
the
incl
usio
n of
a c
ompl
ete
bibl
iogr
aphy
.
Cir
cum
stan
ces
of p
erfo
rman
ce
timed
ass
ignm
ent
/ex
tend
ed p
roje
ct
/op
port
unity
I. O
r re
visi
on
first
dra
ft
/re
vise
d dr
aft
teac
her
gene
rate
d to
pic
stud
ent g
ener
ated
topi
c
embe
dded
in c
lass
wor
k
/re
sear
ch r
equi
red
Thi
s w
ork
sam
ple
prov
ides
evi
denc
efo
r th
e qu
ality
of
wor
k re
quir
ed f
or th
efo
llow
ing
part
s of
the
Eng
lish
Lan
guag
eA
rts
stan
dard
s:S
tand
ard
I, R
eadi
ngre
ads
info
rmat
iona
l mat
eria
ls;
Sta
ndar
d 2,
Writ
ingp
rodu
ces
a re
port
;S
tand
ard
4, C
onve
ntio
ns, G
ram
mar
, and
Usa
geof
the
Eng
lish
Lang
uage
uses
app
ropr
iate
conv
entio
ns.
Rea
ding
The
stu
dent
rea
ds in
form
atio
nal m
ater
ials
tode
velo
p un
ders
tand
ing
and
expe
rtis
e an
d pr
oduc
esw
ritte
n or
ora
l wor
k th
at:
rest
ates
or
sum
mar
izes
info
rmat
ion;
rela
tes
new
info
rmat
ion
to p
rior
know
ledg
ean
d ex
perie
nce;
exte
nds
idea
s;
mak
es c
onne
ctio
ns to
rel
ated
topi
cs o
rin
form
atio
n.
Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
t:
clea
rly r
esta
tes
and
sum
mar
izes
info
rmat
ion
acqu
ired
thro
ugh
a nu
mbe
r of
inte
rvie
ws,
e.g
.,in
the
sect
ion
title
d "W
hat V
erna
l Poo
ls A
re";
1
cam
p
2 . Sam
osC
anm
als
Sol
solfa
cC
omm
a.ap
paM
iana
5S
tlsnl
akT
hint
los
5 Sal
vors
Tau
bI 4
4wof
ff.*a
m*k
lant
lfis
Vox
.
Sci
ence
rela
tes
new
info
rmat
ion
to p
rior
know
ledg
e, c
.g.,
in th
e se
ctio
ns ti
tled
"Pro
tect
ion
Tec
hniq
ues"
and
"Sur
vey
Res
ults
";
exte
nds
idea
s by
spe
cula
ting
abou
t the
topi
c, e
.g.,
in th
e se
ctio
n tit
led
"Rec
ogni
zing
An
Ass
et";
mak
es c
onne
ctio
ns b
y re
flect
ing
on th
eim
plic
atio
ns in
here
nt in
the
info
rmat
ion
gath
ered
,e.
g., i
n th
e "C
oncl
usio
n."
Wri
ting
The
stu
dent
pro
duce
s:
A r
epor
t, in
whi
ch th
e w
riter
:en
gage
s th
e re
ader
by
esta
blis
hing
a c
onte
xt,
crea
ting
a pe
rson
a, a
nd o
ther
wis
e de
velo
ping
read
er in
tere
st;
deve
lops
a c
ontr
ollin
g id
ea th
at c
onve
ys a
pers
pect
ive
on th
e su
bjec
t;
crea
tes
an o
rgan
izin
g st
ruct
ure
appr
opria
te to
purp
ose,
aud
ienc
e, a
nd c
onte
xt;
incl
udes
app
ropr
iate
fact
s an
d de
tails
;
excl
udes
ext
rane
ous
and
inap
prop
riate
info
rmat
ion;
uses
a r
ange
of a
ppro
pria
te s
trat
egic
s, s
uch
aspr
ovid
ing
fact
s an
d de
tails
, des
crib
ing
oran
alyz
ing
the
subj
ect,
narr
atin
g a
rele
vant
anec
dote
, com
parin
g an
d co
ntra
stin
g, n
amin
g,an
d ex
plai
ning
ben
efits
or
limita
tions
.
Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
t:
esta
blis
hes
a co
ntex
t by
iden
tifyi
ng th
e su
bjec
t of
the
repo
rt a
s "a
ver
y ra
re a
nd u
niqu
e w
etla
nd"
fp. 3
) an
d by
pos
ing
a si
gnifi
cant
que
stio
n: "
how
can
you
esta
blis
h ve
rnal
poo
ls b
eing
thou
ght o
f as
a ge
ogra
phic
al a
sset
?" (
p. 3
1;
enga
ges
the
read
er b
y cr
eatin
g, in
the
sect
ion
on"M
etho
ds."
the
auth
orita
tive
pers
ona
of a
rea
son-
able
, int
ellig
ent i
ndiv
idua
l who
take
s lo
gica
l ste
psto
find
info
rmat
ion,
by
refe
rrin
g to
"pu
blic
libra
ries,
" "a
uni
vers
ity li
brar
y,"
"sev
eral
aut
horit
ies
in th
e fie
ld,"
"se
vera
l map
s an
d ph
otos
." "
char
ts o
fch
angi
ng la
nd u
se,"
and
dev
elop
ing
"a q
uest
ion-
naire
" w
hich
"su
rvey
ed tw
o cl
assr
oom
s...a
nd a
grou
p of
fort
y-tw
o ad
ults
" fla
p. 3
-4);
deve
lops
a c
ontr
ollin
g id
ea b
y po
sing
a q
uest
ion,
i.e.,
"how
can
you
est
ablis
h ve
rnal
poo
ls...
?"(p
. 3);
as
is e
vide
nt in
the
sect
ions
"W
hat V
erna
lP
ools
Arc
° th
roug
h "R
ecog
nizi
ng A
n A
sset
," u
ses
Maa
lva
Sag
Coo
man
ksla
nT
oots
HO
MO
.
3ha
anat
ion
Toc
n T
oall
Taa
ssia
.
Law
.a
"1'1
1`T
erfa
Man
App
lied
Lea
rnin
g
the
info
rmat
ion
gath
ered
[pp.
4-1
21; a
ndco
nclu
des
that
"A
bal
ance
bet
wee
n ex
pans
ion
and
pres
erva
tion
will
not
com
e ea
sily
,bu
t...w
ill s
hift
tow
ard
long
-ter
m v
erna
lpo
ol p
rese
rvat
ion"
[p. 1
21;
crea
tes
an a
ppro
pria
te o
rgan
izin
g st
ruct
ure
by d
ivid
ing
the
repo
rt in
to a
ppro
pria
tese
ctio
ns;
incl
udes
app
ropr
iate
fact
s an
d de
tails
, e.g
.,in
the
sect
ion
title
d "W
hat V
erna
l Poo
lsA
re"
[pp.
4 -
6); p
rovi
des
grap
hic
illus
trat
ions
(pp
. 5-7
1.
avoi
ds in
clud
ing
extr
aneo
us d
ata
orin
appr
opria
te in
form
atio
n;
uses
a r
ange
of a
ppro
pria
te s
trat
egie
s,e.
g., i
nclu
des,
in th
e se
ctio
n tit
led
"Rec
ogni
zing
An
Ass
et,"
ade
quat
eill
ustr
atio
ns a
nd d
iagr
ams
and
argu
espe
rsua
sive
ly fo
r th
e be
nefit
s of
educ
atin
g th
e pu
blic
abo
ut v
erna
lpo
ol p
rese
rvat
ion
(pp.
11-
12).
Con
vent
ions
, Gra
mm
ar, a
ndU
sage
of t
he E
nglis
h La
ngua
geT
he s
tude
nt in
depe
nden
tly u
ses
appr
opria
te c
onve
ntio
ns o
f the
Eng
lish
lang
uage
, inc
ludi
ng:
ssep
etile
innc
gese
nten
ce c
onst
ruct
ion;
para
grap
h st
ruct
ure;
puna
uatio
ntgr
amm
ar; prov
ides
evi
denc
e th
atT
his
wor
kth
e st
uden
t:
man
ages
the
conv
entio
ns, g
ram
mar
, and
usa
geof
Eng
lish
so th
at !h
ey a
id r
athe
r th
an in
terf
ere
with
rea
ding
;
man
ages
a v
arie
ty o
f sen
tenc
e co
nstr
uctio
ns, e
.g.,
para
grap
h th
ree
in "
Met
hods
"; a
nd o
f par
agra
phst
ruct
ure,
c.g
., pa
ragr
aph
thre
e in
"W
hat V
erna
lP
ools
Are
."
A G
EO
GR
AP
MC
4C
ON
FLI
CT
My
repo
rt 4
On
a va
ry r
are
ant/
vaao
aw
etfn
a M
al m
any
Ow
oOks
CO
no
oven
kno
w o
af.
Tny
acm
e on
yon
a la
w M
ac.,
arow
n7'w
and.
My
!oak
4 c
ocoa
by a
,wok
001
YO
D4c
al
Vyr
nal P
oo. i
nS
an O
isC
a M
ato
Onl
y on
Ina
loca
l mes
as a
no*f
lora
am
al.*
. Ow
ous
tw
e m
o al
mf m
ac.
lot m
oon
of In
a ea
stsa
wn
Imo
Mg.
".O
lloor
nnl.
4.1
pos
404
lo a
m] a
ea/a
no a
sIw
tOn
On
Iwo
conl
imnp
Of,D
osos
of V
an.o
nan
clT
N, r
asa.
ana
aras
aat,
quos
fion,
now
can
you
osta
att a
vam
of.0
4am
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o,,o
nt o
fas
a g
aaa/
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alf
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OD
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To
nsw
o te
r ...
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61
'DO
LE S
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OO
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ork
Sam
ple
& C
omm
enta
ry: A
naly
sis
of T
he O
ld M
an28
and
The
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II
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m
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llste
nro
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e,
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ms.
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mm
ar I
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tela
tvra
Num
b &
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onC
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a
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m,
Mea
sure
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nC
omp,
pron
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Pro
mot
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emcp
ta
Pre
amo
Sc.
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athe
mat
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Saw
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ur.
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hes.
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lrea
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mun
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ts &
reet
mtp
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Thi
s ex
trao
rdin
ary
piec
e of
writ
ing
isty
pica
l of t
his
stud
ent.
It co
mes
hor
n he
rN
ew S
tand
ards
por
tfolio
.
Mat
hem
atic
s
Eng
lish
Lang
uage
Art
s re
quire
d by
the
task
Stu
dent
s w
ere
inst
ruct
ed to
writ
e a
criti
cal a
naly
sis
ofa
wor
k of
thei
r ch
oice
,
Circ
umst
ance
s of
per
form
ance
timed
ass
ignm
ent
exte
nded
pro
ject
oppo
rtun
ity fo
r re
visi
on
first
dra
ft
revi
sed
draf
t
teac
her
gene
rate
d to
pic
stud
ent g
ener
ated
topi
c
embe
dded
in c
lass
wor
k
rese
arch
req
uire
d
Thi
s w
ork
sam
ple
prov
ides
evi
denc
efo
r th
e qu
ality
of w
ork
expe
cted
for
the
follo
win
g pa
rts
of th
e E
nglis
h La
ngua
geA
rts
stan
dard
s:
Sta
ndar
d t,
Rea
ding
read
s an
d co
mpr
ehen
dsm
ater
ial;
read
s in
dep
th;
Sta
ndar
d 2,
Writ
ingp
rodu
ces
a re
spon
se to
liter
atur
e;S
tand
ard
4, C
onve
ntio
ns, G
ram
mar
, and
Usa
ge o
f the
Eng
lish
Lang
uage
uses
app
ropr
iate
conv
entio
ns.
Rea
ding
The
stu
dent
rea
ds a
nd c
ompr
ehen
ds m
ater
ial
of th
e qu
ality
and
com
plex
ity il
lust
rate
d in
the
sam
ple
read
ing
list e
quiv
alen
t to
twen
ty-f
ive
book
sea
ch y
ear.
The
mat
eria
ls s
houl
d in
clud
e tr
aditi
onal
and
cont
empo
rary
lite
ratu
re o
r th
e eq
uiva
lent
inm
agaz
ines
, new
spap
ers,
text
book
s, a
nd m
edia
,fr
om a
t lea
st th
ree
diffe
rent
lite
rary
gen
res
and
from
at l
east
five
diff
eren
t writ
ers.
The
stu
dent
prod
uces
evi
denc
e of
rea
ding
that
:
dem
onst
rate
s a
thor
ough
und
erst
andi
ng o
f the
text
as
a w
hole
;
iden
tifie
s co
mpl
exiti
es p
rese
nted
in th
e te
xt,
i.e.,
idea
s, in
form
atio
n, le
vels
of m
eani
ng;
extr
acts
sal
ient
info
rmat
ion
from
the
text
;us
es p
arap
hras
ing
judi
ciou
sly.
Thi
s w
ork
prov
ides
evi
denc
e fo
r th
e qu
ality
of
wor
k ex
pect
ed fo
r th
is p
art o
f the
rea
ding
sta
ndar
d.
Sci
ence
How
ever
, to
say
that
the
stud
ent h
as m
et th
is p
art o
fth
e re
adin
g st
anda
rd, i
t wou
ld b
e ne
cess
ary
to in
clud
ead
ditio
nal w
ork
of c
ompa
rabl
e qu
ality
.
Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
t:
dem
onst
rate
s co
mpr
ehen
sion
of t
he n
ovel
. e.g
., th
epa
ragr
aph
sum
mar
izes
the
maj
or e
lem
ents
of
dem
onst
rate
s co
mpr
ehen
sion
of t
he c
onfli
ct w
ithin
the
plot
, e.g
., "A
s th
e st
ory
prog
ress
es, H
emin
gway
pres
ents
...S
antia
go r
efus
ing
to b
e de
stro
yed
by th
efo
rces
that
thre
aten
to d
efea
t him
";
dem
onst
rate
s co
mpr
ehen
sion
by
inte
rpre
ting
the
actio
ns o
f the
mai
n ch
arac
ter,
(e.
g., p
ar. 2
-4
The
stu
dent
rea
ds in
dep
th a
t lea
st fo
ur b
ooks
(or
book
equ
ival
ents
) ab
out o
ne is
sue
or s
ubje
ct,
or fo
ur b
ooks
by
a si
ngle
writ
er, o
r fo
ur b
ooks
inon
e ge
nre,
and
pro
duce
s ev
iden
ce o
f rea
ding
that
:
mak
es a
nd s
uppo
rts
war
rant
ed a
nd r
espo
nsib
leas
sert
ions
abo
ut th
e te
sts;
supp
orts
ass
ertio
ns w
ith e
labo
rate
d an
dco
nvin
cing
evi
denc
e;
mak
es p
erce
ptiv
e an
d w
ell d
evel
oped
conn
ectio
ns;
eval
uate
s w
ritin
g st
rate
gies
and
ele
men
ts o
f the
auth
or's
cra
ft.T
his
wor
k pr
ovid
es e
vide
nce
for
the
qual
ity o
fw
ork
expe
cted
for
this
par
t of t
he r
eadi
ng s
tand
ard.
How
ever
, to
say
that
the
stud
ent h
as m
et th
is p
art o
fth
e re
adin
g st
anda
rd, i
t wou
ld b
e ne
cess
ary
to in
clud
ead
ditio
nal w
ork
of c
ompa
rabl
e qu
ality
.
Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
t:
mak
es w
arra
nted
ass
ertio
ns a
bout
the
text
:"H
emin
gway
's q
uote
'a m
an c
an b
e de
stro
yed
but
not d
efea
ted'
offe
rs a
key
insi
ght i
nto
San
tiago
's li
fe "
;
supp
orts
the
asse
rtio
ns w
ith e
vide
nce
from
the
text
, whe
re p
arag
raph
s tw
o, th
ree,
and
four
eac
hte
ll a
part
of t
he s
tory
. e.g
., in
par
agra
ph fo
ur th
est
uden
t rec
ount
s th
e ep
isod
e in
whi
ch th
e la
rge
fish
San
tiago
fina
lly c
atch
es is
eat
en b
y sh
arks
, and
then
com
men
ts o
n th
e si
gnifi
canc
e of
the
even
ts.
e.g.
, "N
o on
e ca
n ta
ke a
way
his
lose
for
Man
ulin
or m
emor
ies
of w
hat o
nce
was
, and
bec
ause
of
this
, no
one
can
ever
trul
y de
feat
San
tiago
" as
they
rela
te to
the
initi
al th
esis
: "H
emin
gway
's q
uote
'am
an c
an b
e de
stro
yed
bur
not d
efea
ted'
offe
rske
y in
sigh
t int
o S
antia
go's
life
."
App
lied
Lem
min
g
Writ
ing
A r
espO
nse
to li
tera
ture
, in
whi
ch th
e w
riter
:en
gage
s th
e re
ader
thro
ugh
esta
blis
hing
aco
ntex
t, cr
eatin
g a
pers
ona,
and
oth
erw
ise
deve
lopi
ng r
eade
r in
tere
st;
adva
nces
a ju
dgm
ent t
hat i
s in
terp
retiv
e,an
alyt
ic, e
valu
ativ
e, o
r re
flect
ive;
supp
orts
a ju
dgm
ent t
hrou
gh r
efer
ence
s to
the
text
, ref
eren
ces
to o
ther
wor
ks, a
utho
rs,
or n
on-p
rint m
edia
, or
refe
renc
es to
pers
onal
kno
wle
dge;
dem
onst
rate
s an
und
erst
andi
ng o
f the
liter
ary
wor
k;an
ticip
ates
and
ans
wer
s a
read
er's
que
stio
ns.
Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
t:
enga
ges
the
read
er th
roug
h a
brie
f sum
mar
y of
the
plot
in th
e fir
st p
arag
raph
;
esta
blis
hes
a co
ntex
t in
the
final
sen
tenc
e of
the
first
par
agra
ph b
y in
corp
orat
ing
a qu
otat
ion
into
the
guid
ing
stat
emen
t or
thes
is, i
.e.,
"As
his
suffe
ring
and
lass
com
poun
d, w
e ca
n se
e th
at H
emin
gway
'squ
ote
'a m
an c
an b
e de
stro
yed
but n
ot d
efea
ted'
offe
rs a
key
insi
ght i
nto
San
tiago
's fi
fe";
adva
nces
an
inte
rpre
tive
judg
men
t, e.
g., "
San
tiago
does
nor
let t
he lo
ss o
f his
frie
nd o
r th
e de
feat
that
othe
rs s
ee h
im s
uffe
ring
keep
him
off
the
sea.
..and
prep
ares
to c
atch
the
bigg
est f
ish
of h
is li
fe";
supp
orts
ass
ertio
ns a
bout
the
piec
e th
roug
hre
fere
nces
to th
e te
xt;
dem
onst
rate
s an
und
erst
andi
ng o
f the
lite
rary
wor
k by
mak
ing
eval
uativ
e ju
dgm
ents
that
conn
ect S
antia
go's
dre
ams
of li
ons
to h
is v
icto
ryov
er tr
emen
dous
odd
s, e
.g.,
"Thi
s is
per
haps
the
true
st te
st o
f how
muc
h co
urag
e an
dde
term
inat
ion
a pe
rson
has
" an
d "n
o on
e ca
nev
er tr
uly
defe
at S
antia
go";
orga
nize
s th
e m
ater
ial l
ogic
ally
by
usin
g tw
oke
y el
emen
ts o
f she
quo
tatio
n fr
om th
e th
esis
stat
emen
t as
devi
ces
to g
uide
the
stru
ctur
e, i.
e.,
"des
troy
ed"
but "
not d
efea
ted"
are
the
elem
ents
whi
ch a
re r
epea
ted
in e
ach
para
grap
h; th
eco
nclu
ding
par
agra
ph r
etur
ns to
the
quot
atio
nin
the
guid
ing
stat
emen
t.
BE
ST
CO
PY
AV
AIL
AB
LE
Con
vent
ions
, Gra
mm
ar, a
nd U
sage
of t
heE
nglis
h La
ngua
geT
he s
tude
nt in
depe
nden
tly u
ses
appr
opria
teco
nven
tions
of t
he E
nglis
h la
ngua
ge, i
nclu
ding
:
spel
ling;
sent
ence
con
stru
ctio
n;pa
ragr
aph
stru
ctur
e;
punc
tuat
ion;
gram
mar
;
usag
e.
Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
t:
.1 m
anag
es th
e co
nven
tions
, gra
mm
ar, a
nd u
sage
of E
nglis
h so
that
they
aid
ras
her
than
inte
rfer
ew
ith r
eadi
ng;
man
ages
a v
arie
ty o
f sen
tenc
e co
nstr
uctio
ns (
par.
31
and
of p
arag
raph
str
uctu
re, e
.g.,
see
para
grap
hth
ree
for
use
of d
etai
l to
deve
lop
she
para
grap
h.
63
0 19
95 N
atio
nol C
ente
r on
&lo
catio
n an
d th
e F
rom
) A
ll rig
hts
rese
rved
.
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oo
o
AN
ALY
SIS
OF
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rV
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ase
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atio
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abom
bay
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hem
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fa. o
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pad
fhb
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ame.
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l bit l
ifs.
BE
ST
CO
PY
AV
AIL
AB
LE
0II
In F
ranc
e, te
ache
rs s
houl
d se
e to
it th
atth
e te
xts
stud
ied
in c
lass
are
with
inre
ach
of th
e st
uden
ts, s
uite
d to
thei
rab
ilitie
s an
d to
thei
r ne
eds,
acc
essi
ble
in te
rms
of le
ngth
and
con
tent
. The
y of
fer
the
stud
ents
the
poss
ibili
ty to
dis
cove
rth
emse
lves
, to
unde
rsta
nd o
ther
s, a
nd to
exte
nd th
eir
curio
sity
abo
ut c
ultu
res
and
real
ities
that
ore
str
ange
to th
em a
ndth
at th
ey d
o no
t kno
w w
ell.'
Con
e es
: Pro
gram
mes
et I
nstr
uctio
ns,
65
MID
DLE
SC
HO
OL
30W
ork
Sam
ple
& C
omm
enta
ry: I
llum
inat
i
Wn
3sw
eats
1.13
.11r
.Y
looN
4 coan
on ti
ro,
. IS
up
5
Eng
lish
La 'g
uar
Art
s
You
ng p
eopl
e in
Sw
eden
are
exp
ecte
dto
"re
ad a
nd u
nder
stan
d lit
erat
ure
ofva
rious
type
s, b
oth
youn
g ad
ult b
ooks
as w
ell a
s cl
assi
cal a
nd m
oder
n ad
ult
liter
atur
e an
d ev
en te
xts
in N
orw
egia
nan
d D
anis
h.'
Kur
splo
ner
for
Gru
ndsk
olan
, p. 1
06.
Ham
by0,
421.
Cam
p.
2
Carpb
...an
Ifta
sure
men
t
4 rouses
5 ra
tkW
h,M
eat
feirp
Mat
Irm
allc
al
.13
Wal
ed.
WI
Mat
hem
atic
s
Eng
lish
Lan
guag
e A
rts
requ
ired
by
the
task
Stu
dent
s w
ere
aske
d to
exp
lain
wha
t the
y lik
ed a
nd/o
rdi
slik
ed a
bout
a b
ook
they
had
rea
d an
d to
sup
port
the
judg
men
ts b
y gi
ving
rea
sons
for
the
eval
uatio
n.
Cir
cum
stan
ces
of p
erfo
rman
ce
timed
ass
ignm
ent
exte
nded
pro
ject
oppo
rtun
ity fo
r re
visi
on
first
dra
ft
revi
sed
draf
t
teac
her
gene
rate
d to
pic
stud
ent g
ener
ated
topi
cem
bedd
ed in
cla
ss w
ork
rese
arch
req
uire
d
Thi
s w
ork
sam
ple
prov
ides
evi
denc
efo
r th
e qu
ality
of
wor
k ex
pect
ed f
or th
efo
llow
ing
part
s of
the
Eng
lish
Lan
guag
eA
rts
stan
dard
s:
Sta
ndar
d I,
Rea
ding
read
s an
d co
mpr
ehen
dsm
ater
ial;
Sta
ndar
d 2,
Writ
ingp
rodu
ces
a re
spon
se to
liter
atur
e;S
tand
ard
4, C
onve
ntio
ns, G
ram
mar
, and
Usa
geof
the
Eng
lish
Lang
uage
uses
app
ropr
iate
conv
entio
ns.
Rea
ding
The
stu
dent
rea
ds a
nd c
ompr
ehen
ds m
ater
ial o
fth
e qu
ality
and
com
plex
ity il
lust
rate
d in
the
sam
ple
read
ing
list e
quiv
alen
t to
rwen
ry-f
ive
book
sea
ch y
ear.
The
mat
eria
ls s
houl
d in
clud
e tr
aditi
onal
and
cont
empo
rary
lite
ratu
re o
r th
e eq
uiva
lent
inm
agaz
ines
, new
spap
ers,
text
book
s, a
nd m
edia
,fr
om a
t lea
st th
ree
diffe
rent
lite
rary
gen
res
and
from
at l
east
five
diff
eren
t writ
ers.
The
stu
dent
prod
uces
evi
denc
e of
rea
ding
that
:
dem
onst
rate
s a
thor
ough
und
erst
andi
ng o
f the
text
as
a w
hole
;
iden
tifie
s co
mpl
exiti
es p
rese
nted
in th
e te
xt,
i.e.,
idea
s, in
form
atio
n, le
vels
of m
eani
ng;
extr
acts
sal
ient
info
rmat
ion
from
the
text
;
uses
par
aphr
asin
g ju
dici
ousl
y.T
his
wor
k pr
ovid
es e
vide
nce
for
the
qual
ity o
fw
ork
expe
cted
for
this
par
r of
the
read
ing
stan
dard
.
66
Inte
rnS
aw.
Cam
eo
2
kim
asC
alm
at,
L. s
sco
w
Caw
.ki
snla
k T
eS.1
04.7
Saa
tat
Cer
eseV
alltn
.sworn
in.$
11tio
e
Sci
ence
How
ever
, to
say
that
the
stud
ent h
as m
et th
is p
art o
fth
e re
adin
g st
anda
rd, i
t wou
ld b
e ne
cess
ary
to in
clud
ead
ditio
nal w
ork
of c
ompa
rabl
e qu
ality
.
Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
t:
show
s a
thor
ough
und
erst
andi
ng o
f wha
t has
bee
nre
ad, b
y di
scus
sing
a c
omm
on e
lem
ent a
mon
g th
eva
rious
nov
els,
e.g
., "c
onsp
iracy
and
coi
ncid
ence
,"th
e se
tting
of t
he n
ovel
, and
the
"his
tory
of s
ecre
tso
ciet
ies'
iden
tifie
s ef
fect
ivel
y va
rious
com
plex
ities
with
inth
e re
adin
g kg
., pa
r. 2
, 4, 6
, and
7].
Wri
ting
The
stu
dent
pro
duce
s:
A r
espo
nse
to li
tera
ture
, in
whi
ch th
e w
riter
:
enga
ges
the
read
er th
roug
h es
tabl
ishi
ng a
cont
ext,
crea
ting
a pe
rson
a, a
nd o
ther
wis
ede
velo
ping
rea
der
inte
rest
;ad
vanc
es a
judg
men
t tha
t is
inte
rpre
tive,
anal
ytic
, eva
luat
ive,
or
refle
ctiv
e;su
ppor
ts a
judg
men
t thr
ough
ref
eren
ces
to th
ete
xt, r
efer
ence
s to
oth
er w
orks
, aut
hors
, or
non-
prin
t med
ia, o
r re
fere
nces
to p
erso
nal
know
ledg
e;de
mon
stra
tes
an u
nder
stan
ding
of t
he
liter
ary
wor
k;an
ticip
ates
and
ans
wer
s a
read
er's
que
stio
ns.
Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
t:
esta
blis
hes
a co
ntex
t for
writ
ing
the
lette
r, e
.g.,
"I
have
just
fini
shed
rea
ding
you
r Ill
umin
ari m
ilogy
and
wou
ld li
ke to
con
grat
ulat
e yo
u...a
s w
ell.
aspo
int o
ut a
few
of t
he d
iffic
ultie
s..."
; org
aniz
esth
e bo
dy o
f the
lette
r ac
cord
ingl
y;
rem
ains
with
in th
e es
tabl
ishe
d co
ntex
t thr
ough
out,
e.g.
, by
cong
ratu
latin
g th
e au
thor
and
by
criti
quin
gth
e w
ork;
enga
ges
the
read
er b
y cr
eatin
g a
relia
ble
pers
ona
usin
g a
first
per
son
voic
e co
nsis
tent
with
the
evid
ence
bei
ng p
rese
nted
, e.g
., "I
gre
atly
adm
ireth
e w
ay y
ou...
find
cons
pira
cy a
nd c
oinc
iden
ce in
alm
ost a
ny s
ituat
ion"
and
"W
hen
I rea
d yo
urbo
oks
I fin
d m
ysel
f spe
ndin
g a
lot o
f tim
ere
min
isci
ng a
bout
my
old
neig
hbor
hood
and
frie
nds
in C
hica
go";
hatim
Wag
Cas
amlo
lem
bah
3bl
onam
T.,
lads
Tna
,
5T
h.he
alla
ues
ter
ease
lO
P=
App
lied
Lear
ning
deve
lops
rea
der
inte
rest
by
bala
ncin
g th
e cr
itici
smw
ith a
n eq
ual a
mou
nt o
f ent
husi
asm
, e.g
., th
e fir
stfo
ur p
arag
raph
s of
pra
ise
indi
cate
a c
aref
ul a
ndco
nsci
entio
us r
eadi
ng, s
o th
at th
e th
ree
poin
tsof
crit
icis
m m
entio
ned
subs
eque
ntly
can
be
seen
as c
omin
g fr
om a
wel
l rea
d ra
ther
than
an
unin
form
ed r
eade
r;
mak
es e
valu
ativ
e st
atem
ents
, e.g
., "a
gre
at p
iece
of
writ
ing"
and
"I d
o, h
owev
er, f
ind
a fe
w p
robl
ems.
..";
supp
orts
judg
men
ts th
roug
h re
fere
nces
to b
oth
prim
ary
and
seco
ndar
y te
xts,
e.g
.,"A
lthou
gh w
hat y
ou w
rite
is fa
r fr
om p
ropa
-ga
nda,
the
lefti
st p
oliti
cs te
nd to
get
in th
ew
ay"
and
"I h
ave
look
ed o
ver
a fe
w o
f the
book
s yo
u qu
ote
from
...";
orga
nize
s ju
dgm
ent l
ogic
ally
by
mov
ing
from
clai
ms
abou
t wha
t mak
es g
ood
writ
ing,
e.g
.,th
e di
scus
sion
in p
arag
raph
two
of "
cons
pira
cyan
d co
inci
denc
e..."
and
in p
arag
raph
four
of th
e "a
lmos
t per
fect
bal
ance
of c
onsp
iracy
,se
rious
ness
, and
hum
or...
," to
crit
icis
ms
pres
ente
d in
the
final
few
par
agra
phs;
antic
ipat
es p
ossi
ble
ques
tions
from
the
auth
or a
ddre
ssed
by
the
lette
r, e
.g.,
"Ins
tead
of i
ntrig
uing
peo
ple
(whi
ch I
thin
k w
as y
our
obje
ctiv
e)...
.
Con
vent
ions
, Gra
mm
ar, a
nd U
sage
of th
e E
nglis
h La
ngua
geT
he s
tude
nt in
depe
nden
tly u
ses
appr
opria
te c
onve
ntio
ns o
f the
Eng
lish
lang
uage
,
sent
ence
con
stru
ctio
n;
para
grap
h st
ruct
ure;
punc
tuat
ion;
usag
e.
Thi
s w
ork
prov
ides
evi
denc
e th
atth
e st
uden
t:
man
ages
the
conv
entio
ns, g
ram
mar
,an
d us
age
of E
nglis
h so
that
they
aid
rath
er th
an in
terf
ere
with
rea
ding
.
BE
ST
CO
PY
AV
AIL
AB
LE
Err
ors
in th
is fi
rst d
raft,
e.g
., th
e im
prop
er u
se o
fth
e w
ord
"che
ck"
rath
er th
an "
chec
ked,
" m
ay b
eat
trib
uted
to th
e na
ture
of t
he ta
sk, w
hich
was
giv
enin
a ti
med
writ
ing
situ
atio
n. T
he w
ritin
g w
as c
ompl
eted
in fo
rty-
five
min
utes
with
no
oppo
rtun
ities
for
revi
ewan
d re
visi
on. T
he s
pelli
ng a
nd g
ram
mat
ical
err
ors
inth
e w
ork
sam
ple
do n
ot d
etra
ct fr
om th
e ov
eral
lqu
ality
of t
he w
ork.
Ittur
nIna
tl
oaat
tar.
%%
sal
I lav
a its
! fin
isto
dM
SS
% Y
Ou
latc
ciaa
stIlv
vw a
val w
ould
Ike
toco
nora
tuta
to s
ou io
ra g
reat
pie
ced
wru
ng a
s w
oes
poin
t oul
a fe
w a
tho
difie
utie
s so
me
nyou
rroo
sers
mon
nev
e be
d in
rosi
ns h
a al
ma
bool
e.
Rot
of r
at I
grea
sy w
him
nay
You
. In
yew
took
% c
an o
ucc
root
tacy
arc
coin
cide
.. in
&ro
can
y st
2nrio
n. w
hen
Ins*
or
kwin
ch ti
nem
ug h
ue ta
ken
you
and
Mr.
She
a lo
res
earc
h so
me
ofho
sem
onsa
nsun
ts-.
11m
akes
try
hoad
You
hav
e a
aoy
of ty
kyha
lal P
eire
sear
ch a
nd M
oss
coirc
klon
eas
whi
ch w
oukf
rro
ka r
noO
rckt
rflo
fere
lYkn
./ W
aal W
arne
thaf
taun
t nal
; war
e cI
5 pr
ost
iong
and
by
runn
ing
the
wor
ld to
day
assn
Iow
an.
mat
ter
uses
ast
er n
ano
inra
gro
ovy
(New
le M
alla
rgo
port
ione
dth
e N
agy
is s
atin
ale
ama
ot C
him
p w
ee. I
Wei
Whe
n I r
eap
your
book
s M
C a
sser
f scen
ting
tat c
4re
rrin
isel
na m
att m
y ol
dno
t/lb.
..hoo
d ar
o ;n
ewt .
,°s
ow.
also
tind
turf
you
r bo
oks
isnr
ean
afro
=m
ew n
uanc
e ot
com
oire
cy,
Goi
as:n
e er
n ho
nor.
Ire
encw
ilsa
tteye
neto
zyw
noth
er h
ayaw
e lo
res
earc
h th
e hi
stor
y of
sacr
al s
ocie
ties
thro
ugh
ra. tim
a rk
losl
back
and
bum
.
now
aver
, Ind
a to
w p
rodo
rna
inyo
ur w
rolo
.F
irma:
in y
ou n
eve
aniu
noyi
ro n
ewlu
mpi
ng a
roun
o tim
elin
es a
ndsw
inge
[wea
l of i
relp
ing
mol
e (w
hich
I th
ink
was
Kw
cts
Pat
vtel
.co
nfus
es th
em
them
is c
eso
ao p
robi
orn
ol m
ars.
Sam
oan
Mal
you
Wk.
es
la, f
rom
PrO
saoa
nla.
the
Will
a pa
tio le
ndto
pm
in th
e w
ay c
a em
stor
y lo
st ft
wor
ldrn
hun
2 y
ou w
ore
just
a re
tie m
ore
Oce
an/
I tow
ono
hat
aupr
oble
mth
e es
i not
enat
sep
arat
ing
fact
Por
n O
ctal
have
bso
kad
over
a fe
w o
fth
e bo
oks
you
quot
e ho
rnan
d ch
ock
ea a
few
co h
a m
anar
ical
Wer
e-co
san
d ho
se a
Ll m
aka
sens
e.au
sor
b, o
nco
h:io
arm
s yo
um
aob
act I
hav
en't
boon
abl
e to
find
any
proo
f of
ifepr
oof o
f the
se.
Ann
M. I
your
oak
, bum
, Mot
wan
t to th
ink
aboL
a S
ane
Of t
heP
orat
s ra
n na
med is.
6719
95 N
atio
nal C
rate
r on
Edu
ratio
n an
d th
e E
cono
my
All
right
, res
erve
d.
Wor
k S
ampl
e &
Com
men
tary
: Ref
lect
ions
on R
eadi
ng a
n E
xcer
pt b
y M
uir
'MID
DLE
SC
HO
OL
311
5.60
01
2
6.6,
4
3S
pot N
g.th
unin
g 6
Vla
ning
4 Con
n.*,
Gra
mm
a/ 6
Use
,
5
la
Eng
lish
Lang
uage
Art
s
Eng
lish
Lang
uage
Art
s re
quire
d by
the
task
Stu
dent
s w
ere
aske
d to
gen
erat
e re
adin
g lo
gs. O
nepa
ge is
exc
erpt
ed h
ere.
Circ
umst
ance
s of
per
form
ance
timed
ass
ignm
ent
/ex
tend
ed p
roje
ct
.op
port
unity
for
revi
sion
ifir
st d
raft
revi
sed
draf
t
teac
her
gene
rate
d ro
pic
ist
uden
t gen
erat
ed to
pic
iem
bedd
ed in
cla
ss w
ork
rese
arch
req
uire
d
Thi
s w
ork
sam
ple
prov
ides
evi
denc
efo
r th
e qu
ality
of w
ork
expe
cted
for
the
follo
win
g pa
rt o
f the
Eng
lish
Lang
uage
Art
s st
anda
rds:
Sta
ndar
d 1,
Rea
ding
read
s an
d co
mpr
ehen
dsm
ater
ial
1ou
st:,
Ope
l.C
ones
pIL
G e
sner
1
Con
cpo
4 6[61
4.6
6P
roba
lt414
,
Con
a03
1161
66.1
.1R
edw
ing
to k
WPs
Rea
ding
The
stu
dent
rea
ds a
nd c
ompr
ehen
ds m
ater
ial
of th
e qu
ality
and
com
plex
ity il
lust
rate
d in
the
sam
ple
read
ing
list e
quiv
alen
t to
twen
ty-f
ive
book
sea
ch y
ear.
The
mat
eria
ls s
houl
d in
clud
e tr
aditi
onal
and
cont
empo
rary
lite
ratu
re o
r th
e eq
uiva
lent
inm
agaz
ines
, new
spap
ers,
text
book
s, a
nd m
edia
,fr
om a
t lea
st th
ree
diffe
rent
lite
rary
gen
res
and
from
at l
east
five
diff
eren
t writ
ers.
The
stu
dent
prod
uces
evi
denc
e of
rea
ding
that
dem
onst
rate
s a
thor
ough
und
erst
andi
ng o
f the
text
as
a w
hole
;
iden
tifie
s co
mpl
exiti
es p
rese
nted
in th
e te
xt,
i.e.,
idea
s, in
form
atio
n, le
vels
of m
eani
ng;
extr
acts
sal
ient
info
rmat
ion
from
the
text
;us
es p
arap
hras
ing
judi
ciou
sly.
Thi
s w
ork
prov
ides
evi
denc
e fo
r th
e qu
ality
of
wor
k ex
pect
ed fo
r th
is p
art o
f the
rea
ding
sta
ndar
d.H
owev
er, t
o sa
y th
at th
e st
uden
t has
met
this
par
t of
the
read
ing
stan
dard
, it w
ould
be
nece
ssar
y to
incl
ude
addi
tiona
l wor
k of
com
para
ble
qual
ity.
68
Mat
hem
atic
s Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
t:
dem
onst
rate
s an
und
erst
andi
ng o
f the
(C
M b
yex
amin
ing
and
resp
ondi
ng to
the
imag
es c
reat
edby
the
auth
or a
nd b
y of
ferin
g an
inte
rpre
tatio
n of
som
e of
the
imag
es, e
.g.,
"Whe
n I r
ead
this
par
t,pi
ctur
e a
mou
ntai
n sh
inin
g in
a h
alo
of li
ght"
and
"I e
spec
ially
like
'cel
estia
l city
' it s
ort o
f ope
ns a
door
to fa
ntas
y, m
aybe
a fa
iry la
nd b
eyon
d th
em
ount
ains
":
furt
her
dem
onst
rate
s un
ders
tand
ing
by c
onne
ctin
gth
e te
xt to
wha
t is
know
n, e
.g.,
1 ha
ve n
ever
see
nan
y m
ount
ains
like
that
, onl
y H
udso
n hi
ghla
nds.
..";
iden
tifie
s a
sign
ifica
nt c
ompl
exity
in th
e [C
V in
reco
gniz
ing
that
Mui
r's d
escr
iptio
n m
ay n
o lo
nger
be a
ccur
ate
beca
use
of in
crea
sed
land
dev
elop
men
tin
the
Sie
rra
Nev
ada
rang
e, i.
e., "
I wou
ld lo
ve to
see
the
Sie
rra
Nev
ada"
but
"M
aybe
bec
ause
the
land
is m
ore
deve
lope
d, it
wou
ldn'
t be
the
sam
eas
des
crib
ed b
y M
uir.
"
A r
eadi
ng lo
g is
gen
eral
ly fi
rst d
raft
writ
ing
done
quic
kly
for
the
sake
of i
dent
ifyin
g th
e gi
st o
f wha
ta
stud
ent h
as r
ead.
The
err
ors
in th
is w
ork
incl
ude
the
sent
ence
frag
men
t in
the
seco
nd s
ente
nce
inpa
ragr
aph
two,
the
run-
on s
ente
nce
in th
e m
iddl
eof
par
agra
ph tw
o, th
e us
e of
"ge
ntly
" fo
r "g
entle
"an
d "s
eeth
e" fo
r "s
ee th
e" T
hese
err
ors
du n
ot d
etra
ctfr
om th
e ov
eral
l im
pres
sion
that
the
stud
ent h
as r
ead
and
com
preh
ende
d th
e w
ork,
but
they
wou
ld n
ot b
eac
cept
able
in p
olis
hed
writ
ing.
© 1
995
Nat
iona
l Cen
ter
on E
duca
tion
.d th
e E
cono
my
All
right
s re
serv
ed.
Pny
alc6
1S
eiln
asU
napt
,W
ent.
Com
g4F
LO 6
Spa
mS
chna
v44
.424
Can
a,.
.task
ed
524
1ent
lfie
mm
nr16
61,
iato
olog
les
5.01
11c
Cen
vour
ical
onb4 teak
irmap
lke
Sci
ence
.
BE
ST
CO
PY
AV
AIL
AB
LE
Pro
bbm
2 Con
mun
imin
ie.
3P
lonn
stio
n1.
.1cd
sre
dnip
or,
App
lied
L ar
nini
An
exte
nded
pro
ject
, her
e, is
one
that
has
occu
rred
ove
r a
sust
aine
d pe
riod
oftim
e, g
ener
ally
at l
east
one
wee
k, a
ndof
ten
long
er.
Aus
tral
ian
stud
ents
mig
ht g
ive
evid
ence
for
the
'con
text
ual u
nder
stan
ding
' por
tof
the
stan
dard
for
Rea
ding
and
Vie
win
gby
"sh
owin
g aw
aren
ess
that
lang
uage
refle
cts
part
icul
ar p
urpo
ses,
aud
ienc
ean
d so
cioe
cono
mic
set
tings
by
inve
sti.
gatin
g th
e w
ays
writ
ten
lang
uage
chan
ges
over
tim
e an
d th
roug
h th
ein
fluen
ce o
f diff
eren
t cul
ture
s.
Eng
lisha
cur
ricul
um p
rofil
e fo
rA
ustr
alia
n sc
hool
s, p
. 104
.
69
MID
DLE
SC
HO
OL
32P
erfo
rman
ce D
escr
iptio
nsM
athe
mat
ics
Sam
ples
of s
tude
nt w
ork
that
hel
p
expl
ain
"how
goo
d is
goo
d en
ough
"fo
r th
ese
stan
dard
s ca
n be
foun
d
imm
edia
tely
follo
win
g th
ese
page
s.
0;1
To
see
how
thes
e pe
rfor
man
ce d
escr
iplio
ns c
ompa
re w
ith th
e ex
pect
atio
ns fa
rel
emen
tary
sch
ool a
nd h
igh
scho
ol, t
urn
to p
ages
82-
89.
tar
Sev
eral
exa
mpl
es h
ave
sour
ces
cite
d.S
ee R
efer
ence
s p
104)
for
deta
ils o
fth
e so
urce
s
70
1N
umbe
r an
d O
pera
tion
Con
cept
s2.
Geo
met
ry a
nd M
easu
rem
ent
Con
cept
s3.
Fun
ctio
n an
dA
lgeb
raC
once
pts
4. S
tatis
tics
and
Pro
babi
lity
Con
cept
s
The
stu
dent
:
cons
iste
ndy
and
accu
ratd
y ad
ds, s
ubtr
acts
. mul
tiplie
s, a
nddi
vide
s ra
tiona
l num
bers
; rai
ses
ratio
nal n
umbe
rs to
who
lenu
mbe
r po
wer
s;ta
nden
tand
s th
e in
vent
, rel
atio
nshi
p be
twee
n ad
ditio
n an
dsu
btra
ctio
n, m
ultip
licat
ion
and
divi
sion
, and
exp
onen
tiatio
nan
d ro
otm
etra
ctio
m a
nd ta
u th
e in
vent
ope
ratio
n to
dete
rmin
e un
know
n qu
mtid
es in
equ
atio
ns;
cons
istm
dy a
nd a
ccur
atdy
com
pute
s w
ith, a
pplie
s, a
ndco
nver
ts th
e di
ffere
nt k
inds
and
form
s of
rat
iona
l num
bers
, Le.
,in
tege
rs (
both
who
le n
umbe
n an
d ne
gatin
inte
gers
) en
d ot
her
posi
tive
and
nega
tive
natio
nals
, writ
ten
as d
ecim
als,
as
perc
ents
,or
as
prop
er. i
mpr
oper
. or
ruin
ed fr
actio
ns; i
rrat
iona
l num
bm,
Le.,
thos
e th
at c
anno
t be
writ
ten
11.,
ratio
of t
wo
inte
gers
, me
not a
cqui
red
but a
re s
uita
ble
for
intr
odum
on.
esp
ecia
lly s
ince
the
stud
ent s
houl
d be
fam
iliar
with
the
irrat
iona
l num
ber
it,is
fam
iliar
with
cha
ract
eris
tics
of o
pera
tions
and
num
bers
, e.g
.,di
visi
bilit
y, p
rime
fact
oriz
atio
n, a
nd W
ith p
rope
rtin
of r
atio
nal
num
ben,
e.g
, com
mut
ativ
ity a
nd a
ssoc
iativ
ity, s
hon
of fo
rmal
stat
emen
ts;
inte
rpre
ts p
erce
nt a
s pa
n of
100
and
as
a m
eans
of c
ompa
ring
quan
titie
s of
diff
eren
t siz
es o
r ch
angi
ng r
ims;
reas
ons
prop
ortio
nilly
solv
e pr
oble
ms
invo
lvin
g eq
uiva
lent
frac
tions
or
equa
l rat
ios;
orde
rs n
umbe
rs w
ith th
e >
and
rela
tions
hips
and
by
loca
tion
on a
num
ber
line
and
has
a se
nse
of th
e m
agni
tude
and
rela
nn m
agni
tude
s of
num
bers
; no
that
sci
entif
ic n
otat
ion
is n
ot r
equi
red.
&am
pler
of p
erfir
eman
ces
that
may
der
nonu
ratt
unde
man
ding
incl
ude:
desc
ribin
g th
e si
ze o
f a m
illio
n ttf
oll o
bjec
t. t.g
.. a
shue
boo
.a
penn
y. 3
pac
k of
not
choo
k pa
per:
and
a m
illio
nth
of th
atsa
me
obje
ct:
loca
ting
.05.
.1, 6
, X, h
. .5.
and
2.3
3 on
a n
umbe
r lin
e,ga
ther
ing
and
anal
yzin
g da
ce fr
om th
e ne
ighb
orho
od a
ndco
mpa
ring
rho
data
with
pub
lishe
d =
links
for
the
city
, sta
re. o
rna
tion
Orr
alto
App
lied
Lear
ning
Sta
ndar
d S
):fig
urin
g ou
r W
ILIf
perc
ent m
ore
bed
is n
eede
d ro
mak
e a
X.p
ound
bure
t int
o al
l-pou
nd b
urgs
:fig
urin
g ou
r ho
w to
com
pute
a 1
5%, 1
0%, o
r 20
% ti
p, o
ther
than
by
mul
tiply
ing
an a
mou
nt b
y.0.
15. 0
.1. o
r 0.
2 on
pap
er;
solv
ing
the
follo
win
g pr
oble
ms
Is th
e su
m o
f tw
o co
nsec
utiv
ein
tege
rs o
dd o
r ev
en?
Alw
ays?
How
abo
ut th
e pr
oduc
t of t
wo
cons
ecut
ive
num
bers
? W
hy?
Wha
t can
you
say
abo
ut d
uet
cons
ecut
ive
num
bers
!
findi
ng th
e la
st tw
o di
gits
of O
M (
NC
TM
. Mat
hnna
tio7i
nchi
ng in
the
Mid
dle
Sch
ool):
solv
ing
the
"lock
er p
robl
em',
lf, in
a s
choo
l of 1
,000
lock
ers,
one
stud
ent o
pens
eve
ry lo
cker
. ano
ther
stu
dent
clo
ses
ever
y ot
her
lock
er (
rd, 4
'h. 6
th, e
tc.)
, a th
ird s
tude
nt c
hang
es e
very
third
lock
er (
open
s C
lose
d lo
cker
s an
d cr
ow, o
pen
lock
ets)
, and
on
on.
until
the
thou
sand
th s
tude
nt d
amps
the.
thou
rand
th lo
cket
, whi
chlo
cker
s ar
e op
en?
Why
?
The
stu
dent
:
is fa
mili
ar w
ith a
ssor
ted
two-
and
thre
e-di
men
sion
al
obje
cts,
incl
udin
g sq
uare
s, tr
iang
les,
oth
er p
olyg
ons.
cird
es,
cube
s, r
ecta
ngul
ar p
rism
s, is
., "b
oxes
." p
yram
ids.
sph
eres
.an
d cy
linde
rs;
iden
tifie
s si
mila
r an
d co
ngru
ent d
upe
and
uses
uan
sfor
mat
iona
in th
e co
ordi
nate
pla
ne, i
.e..
tran
slat
ions
, rot
atio
ns, a
nd r
efle
ctio
ns;
unde
rsta
nds
leng
th, a
rea,
and
vol
ume
fits
wel
l as
the
diffe
renc
esba
rmen
thew
rne
ssw
erne
nts)
and
the
corr
espo
ndin
g us
es o
fun
its, s
quar
e un
its, a
nd c
ubic
uni
ts o
f mea
sure
;re
cogn
izes
sim
ilarit
y an
d ro
tatio
nal e
nd b
ilate
ral s
ymm
etry
inrw
o. a
nd th
ree.
dim
ensi
onal
figu
res;
man
es a
nd g
ener
alis
es g
eom
etric
pau
nns,
suc
h as
tess
ella
tions
and
sequ
ence
s of
sha
pes;
mea
sure
s an
gles
. wei
ghts
, cap
aciti
es, t
imes
, and
tem
pera
ture
sw
ing
appr
opria
te u
nits
;ch
oose
s ap
prop
riate
uni
t, of
mea
sure
and
con
vert
s w
ith c
uebe
twee
n lik
e un
its, e
g., i
nche
s an
d m
iles,
with
in a
cus
tom
ary
or m
etric
sys
tem
, not
e th
at c
onve
rsio
ns to
enov
en c
usto
mar
y an
dm
etric
are
not
req
uire
d;
reas
ons
prop
ortio
nally
M s
ituat
ions
with
sim
ilar
figur
es;
reas
ons
prop
ortio
nally
with
mea
sure
men
ts to
inte
rpre
t map
san
d to
mak
e sm
alle
r an
d la
rger
sca
le d
raw
ings
,
mod
els
situ
atio
ns g
eorn
etrie
rdly
ro
form
ulat
e an
dso
lve
prob
lem
s.
Exa
mpl
e, o
fper
foon
anto
doo
r m
ay d
omin
o.. u
nder
stan
ding
Man
dedr
awin
g en
larg
emen
ts a
nd r
educ
tions
acc
urat
ely
to s
cale
. e.g
..ca
rtoo
ns r
o po
ster
s. a
map
of s
choo
l or
hom
e;
stud
ying
the
stee
pnes
s of
whe
rlella
ll ra
mps
and
sta
irs b
ar e
lm
App
lied
laar
tung
Sta
ndar
d 0:
inve
stig
atin
g th
e se
ra a
roun
d th
e sc
hool
and
nei
ghbo
rhoo
d to
desc
ribe
the
moo
of a
n ac
re a
nd a
squ
are
mile
;
disp
layi
ng d
ata
with
an
accu
rate
ly d
raw
n an
d di
vide
d pi
e ch
art,
findi
ng th
e m
inim
um p
erim
eter
for
a re
ctan
gle
with
an
area
of 2
5sq
wre
uni
ts. i
f dim
ensi
ons
are
who
le n
umbe
rs: r
epea
ting
the
moc
edur
t for
rec
tang
les,
of a
rea
30. 3
5.40
; and
figu
ring
out
how
to p
redi
ct th
e di
men
sion
s of
the
rect
angl
e w
ith m
inim
um
pert
met
erin
con
tinui
ng th
ss in
vest
igat
ion
with
larg
er w
hole
num
bers
. (tn
. NC
TM
. Mat
hem
atic
, Tor
chin
g in
the
Mid
dle
Sch
ad&
mak
ing
two-
dim
ensi
onal
, car
dboa
rd o
r pa
per
repl
ica
of o
ne's
sel
fus
ing
mea
sure
men
ts v
ilene
ss a
nd w
idth
s of
bod
y pa
ns th
at a
rcha
lf th
ose
of o
ne's
ow
n bo
dy (
see
UC
SM
I! T
nsm
ition
Mas
hona
rio):
exam
inin
g lo
gos
of b
usin
esse
s in
the
ydlo
w p
age,
for
rota
tiona
l and
bila
tera
l sym
met
ry,
Thi
s st
anda
rd d
escr
ibes
the
foun
datio
n ex
pect
ed o
f mid
dle
scho
ol in
dent
s in
pre
para
tion
for
stud
y of
alg
ebra
in h
igh
scho
ol. M
ay s
tude
nts
mill
take
a c
ours
e in
alg
ebra
bef
ore
high
sch
ool,
and
thei
r un
ders
tand
ing
of fu
seno
res
and
alge
bra
rhou
ld s
urpa
ss w
hat i
s de
scrib
ed b
elow
The
stu
denn
disc
oven
, des
crib
es, a
nd g
ener
alis
es p
atte
rns,
incl
udin
g lin
ear,
npor
tent
ial,
and
sim
ple
quad
ratic
rel
atio
nshi
ps, L
c., t
hose
of
the
loon
finl
n2 o
r f(
n)an
2, fo
r co
nsta
nt c
, ind
uctin
g dw
ar2,
and
repr
esen
ts th
em w
ith v
aria
bles
and
exp
ress
ions
;
repr
esen
ts r
elat
ions
hips
with
tabl
es, g
raph
s in
the
coor
dina
tepl
ane,
and
ver
bal o
r sy
mbo
lic r
ules
;an
alys
es ta
ble,
gra
phs,
and
rul
es to
det
erm
ine
func
tiona
lre
latio
nshi
ps;
finds
sol
utio
ns fo
r un
know
n qu
antit
ies
in li
near
equ
atio
ns e
ndin
sim
ple
equa
tions
"and
ineq
ualit
ies.
Era
mpl
o of
per
form
ance
, tha
t may
dem
anar
ate
unde
man
ding
incl
ude
devd
opin
g in
tabu
lat.
verb
al. a
nd a
lgeb
raic
form
a fu
nctio
n th
atsh
ows
how
muc
h m
oney
is e
arne
d as
a fu
nctio
n of
tim
e w
orke
d:
grap
hing
and
exp
lain
ing
the
grow
th o
f pop
ulat
ion
over
Lin
n of
aco
lony
nfo
rgan
ism
s dm
dou
bles
cam
e a
day;
usin
g di
agra
ms,
sab
les,
gra
phs.
wor
ds. a
nd fo
rmul
as to
sho
w th
ere
latio
nshi
ps b
enve
cn th
e le
ngth
of t
he s
ides
of a
squ
are
and
itspe
rimet
er a
nd a
rea:
stud
ying
the
asep
ses
of w
heel
chsi
r ra
mps
and
sui
ts (
ro a
lto
App
lied
Cou
rtin
g S
tand
ard
exam
inin
g ar
ras
that
on
he e
nclo
sed
by 2
4 te
st o
f fen
cing
and
figrin
out
the
max
imum
art
msn
lvui
ng g
the
follo
win
g pr
oble
m: Y
our
prin
cipa
l wan
ts to
hire
you
tow
ork
for
her
for
ten
days
. She
will
pay
you
eith
er 1
6.00
eac
h da
y fo
ral
l ten
day
s: o
r 01
.00
the
first
day
. $2.
00 th
e se
cond
day
, $3.
00 th
eth
ird d
ay. a
nd u
s on
; or
$0.1
0 th
e lin
t day
and
eac
h da
y th
erea
fter
twic
e th
e am
ount
of t
he d
ay b
efor
e. In
whi
ch w
ay w
ould
you
ear
nth
e m
ost m
oney
? In
whi
ch w
ay w
ould
you
ear
n th
e lo
st m
oney
?(t
er N
CT
M. M
athe
ntaa
o T
each
ing
in th
e M
iddl
e S
chw
a
inva
tigaa
ng th
e fo
llow
ing
situ
atio
n: B
rickl
ayer
use
rule
.
N:7
,L.H
to d
eter
min
e th
e nu
mbe
r N
of b
ricks
nee
ded
to b
uild
aw
all L
feet
long
and
H fm
hig
h. E
xam
ine
a br
ick
vn0
to p
ortio
nof
a b
rick
wal
l to
see
whe
ther
rho
sce
nts
to b
e tr
ue. I
f it w
orks
,w
hy?
If no
t, w
hat w
ould
be
a bo
on fo
rmul
a? b
er U
CS
MI?
Tra
nsin
sn M
arkt
...sl
at.
BE
ST
CO
PY
AV
AIL
AB
LE
Thc
stu
dent
:
colle
ct. a
nd o
rgan
ism
dat
a an
d di
spla
ys d
ata
with
app
eop
,tabl
es, d
rum
, and
gra
phs;
anal
yzes
dat
a w
ish
resp
ect t
o ch
arac
teris
tics
of fr
eque
ncy
and
dist
ribut
ion,
incl
udin
g m
ode
and
rang
e;an
alyz
es a
ppro
pria
tely
cen
tral
tend
enci
es o
f dat
a w
ith m
ean
and
med
ian;
mak
es m
nclu
sion
s an
d re
com
men
datio
ns b
awd
onda
ta a
naly
sis;
criti
ques
the
conc
lusi
ons
and
reco
mm
enda
tions
of
othe
rs' s
tatis
tics;
cons
ider
s ef
fect
s on
rel
iabi
lity
of s
ampl
ing
proc
edur
e, a
nd o
fm
issi
ng o
r in
corr
ect i
nfor
mat
ion;
form
ulat
es h
ypot
hese
s to
ans
wer
a q
uado
n an
d w
ee d
ata
totu
t hyp
othe
ses,
rem
aniz
es e
qual
ly li
kely
out
com
es, c
onst
ruct
s sa
mpl
e sp
aces
,an
d dn
ertn
ines
pro
babi
litie
s of
eve
nts;
nuke
s pr
edic
tion,
bas
ed o
n es
perin
sent
al o
r [h
enna
ed
prob
abili
ties;
pred
icts
the
rem
it of
a s
erie
s of
tria
ls o
nce
the
prob
abili
ty fo
ron
e tr
ial i
s kn
own
Exa
mpl
e, a
lp...
fin-m
artin
that
may
dru
m m
er. u
ndem
andi
ng in
clud
ede
velo
ping
and
ana
lyzi
ng g
amer
of c
hanc
e fo
ra s
choo
l car
niva
l
(Ir.
she
App
lied
Lear
ning
Sal
aam
/ I):
disp
layi
ng d
am w
ith a
n ac
cura
tely
dra
wn
and
divi
ded
pie
char
t;de
cidi
ng w
heth
et tt
is m
ost a
dvan
mge
nto
to u
se d
uce
tetr
ahed
ra,
rwo
cube
s, o
r on
e do
deca
hedr
on to
arr
ive
at a
spe
cific
num
ber
whe
n ro
lling
pol
yhed
ral d
ice;
gath
erin
g an
d an
alyz
ing
data
from
the
neig
hbor
hood
and
com
parin
g th
e da
ta w
ith p
ublis
hed
3.11
triC
3 fo
r th
e ci
ty. 1
12,C
. ns
natio
n (s
ee a
lto A
pplie
d le
arni
ng S
tand
ard
I I:
usin
g bo
x.an
d.w
hisk
ers
plot
s. s
tem
.and
Imf p
lots
. and
631
grap
hs to
com
pare
cha
ract
eris
tics
of r
ho b
oys
and
girls
in th
ecl
ass;
com
parin
g th
e ki
nds
of in
form
atio
n pr
ovid
ed b
y th
edi
ffere
nt d
isph
ryss
solv
ing
the
follo
win
g pr
oble
m Y
our
filth
gra
de c
ousi
n is
con
vinc
edth
at th
e pr
obab
ility
of r
ollin
g a
12 o
n m
e nu
mbe
red
cube
s is
MI,
Exp
hin
to y
our
coca
in w
hy th
is is
inco
rrec
t, an
d co
nvin
ce y
our
cous
in o
f the
ses
tet p
roba
bilit
y of
get
ting
12.
71
© 1
995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y A
ll rig
ht. r
eser
ved
-P
-
5.P
robl
em S
olvi
ng a
ndM
athe
mat
ical
Rea
soni
ng6.
Mat
hem
atic
al S
kills
and
Too
ls7.
Mat
hem
atic
alC
omm
unic
atio
n8.
Put
ting
Mat
hem
atic
sto
Wor
k
The
stu
dent
sal
e. p
robl
ems
that
mak
e si
gnifi
cant
dem
ands
inon
e or
mor
e of
Mes
e as
pens
of t
he s
olut
ion
proc
ess:
pro
blem
form
ulat
ion,
pro
blem
impl
emen
tatio
n, a
nd p
robl
em c
oncl
usio
n.
l'rob
lent
for
mul
atio
nT
he s
tude
nt!
form
ulat
es a
nd s
olle
tyva
riety
of I
ncon
ingf
rd p
robl
ems;
extr
acts
pen
inen
t inf
orm
atio
n fr
om s
ituat
ions
and
figu
ra o
utw
hat a
dditi
onal
info
rmat
ion
is n
eede
d;fo
rmul
ates
con
ject
ures
and
arg
ues,
sho
rt o
f for
mal
pro
of, w
hyth
ey m
ust b
e or
see
m tr
ue.
Prob
lem
impl
emen
tatio
nT
he s
tude
nt:
mt.
and
Imo.
a v
arie
ty o
f app
roac
h. a
nd u
nder
stan
ds a
ndev
alua
to th
ose
of o
ther
s;
invo
kea
prob
lem
sol
ving
egie
s, s
uch
as il
lust
ratin
g w
ithsa
ve m
akin
g sk
etch
.. to
cla
rify
situ
atio
ns o
r or
gani
zing
info
rmat
ion
in a
tabl
e;de
term
ines
, whe
re h
elpf
ul, h
ow to
bre
ak a
pro
blem
into
sim
pler
par
ts;
solv
ea fo
r un
know
n or
und
ecid
ed q
uant
ities
usi
ng a
lgeb
ra,
grap
hing
, sou
nd s
easo
ning
, and
oth
. str
ateg
ies;
Inte
gra.
con
cept
s an
d te
chni
ques
from
diff
eren
t are
as o
fm
athe
mat
ics;
wor
ks e
ffect
ivel
y in
team
s w
hen
the
natu
re o
f the
task
or
the
allo
tted
time
mak
e th
is a
n ap
prop
riate
sua
tegp
mak
es s
ensi
ble,
rea
sona
bk e
stim
ates
;
mak
e, ju
stifi
ed, l
ogic
al s
tate
men
ts.
Prob
lem
con
clus
ion
The
stu
dent
:
verif
ies
and
inte
rpre
ts r
esul
ts w
ith m
om to
the
orig
inal
prob
lem
situ
atio
n;ge
nera
liau
solu
tions
and
str
ateg
ies
to n
ew p
robl
em s
ituat
ions
.
Era
mpf
ra o
f pro
blem
ral
ying
and
mas
onin
g in
clud
ean
alys
ing
adve
rnse
tnen
t, Ito
,liff
nent
intu
it- c
lubs
sad
dec
idin
gw
hich
tam
she
ben
val
ue fo
r m
oney
,de
cidi
ng w
heth
er it
is M
OS
E a
dvan
tage
ous
10 m
e th
ree
tetr
ahed
ra.
two
cube
s, to
one
dod
ecdn
oltm
t to
arriv
e at
a s
peci
fic n
umbe
r
whe
n ro
lling
pol
yhed
ral d
ice
desc
ribin
g th
e si
ze o
f a m
illio
n of
an
obje
ct. e
.g, a
sho
e bo
x,a
penn
y. 3
pac
k of
not
eboo
k pa
per,
and
a m
illio
nth
of th
atsa
me
obje
ct.
mak
ing
the
follo
win
g co
njec
ture
s, W
hat h
appe
ns to
the
aro
of 3
squa
re w
hen
you
doub
le it
s pa
imet
er?
Wha
t hap
pens
to th
e ar
eaw
hen
you
trip
le h
s pe
rimet
er?
Inve
stig
ate
to s
ee if
this
is tr
ue a
nd if
so, =
plai
n w
hy. W
ho d
o. d
oubl
ing
the
circ
umfe
renc
e of
a c
ircle
do to
its
area
?
solv
ing
the
lode
. pro
bktn
't If.
in a
sch
ool o
f 1,0
00 lo
oker
s, o
nert
uden
t ope
ns c
rery
lock
er. a
noth
er s
tude
nt d
os. e
very
oth
erlo
ck. (
2., 4
.. G
th. e
tc.)
. a th
ird s
tude
nt c
hang
es e
very
third
lock
er (
open
s cl
osed
lock
ers
and
clos
es o
pen
lock
ers)
, and
so
onun
til th
e th
ousa
ndth
stu
dent
cha
nges
the
thou
sand
th lo
cker
. Whi
chlo
cker
s an
ope
n? W
hy?
figur
ing
not h
ow lo
ng ,t
wou
ld ta
ke to
aoy
you
t nam
e a
mul
lion
.tin
s.: h
ow lo
ng it
wou
ld ta
ke to
cou
nt to
a m
illio
n.
72C
199
5 N
atio
nal C
ente
r on
&ne
wto
n: a
nd th
e E
cono
my.
All
seem
rrr
rr o
rd.T
he s
tude
nt:
com
pute
s ac
cura
tely
with
uith
inet
ic o
pera
tions
on
ratio
nal n
umbe
rs;
know
s an
d 00
00 th
e co
rrec
t ord
er o
f ope
ratio
ns fo
rar
ithm
etic
com
puta
tion,
:ca
tima
to n
umer
ical
ly a
nd s
patia
lly,
mea
sure
s le
ngth
, are
a, v
olum
e, w
eigh
t, tim
e, a
ndte
mpe
ntur
e ac
cura
tely
:re
fers
to g
eona
ctric
sha
pes
and
tram
s co
rrec
dp
us. e
quat
ions
, for
mul
as, a
nd s
impl
e ol
gebr
aic
nota
tion
ppro
pria
tdp
orga
n.. d
ata
on th
an, a
nd g
raph
s. in
clud
ing
scam
s pl
ots,
bar,
line
, and
circ
le g
raph
s, a
nd V
enn
diag
ram
s;
uses
rec
all.
men
tal o
rnpu
tatio
ns, p
enci
l and
pap
er, m
easu
ring
devi
ces,
mat
hem
atic
s to
ts, e
ttani
ptila
dou,
eal
cula
tort
. °im
port
s,an
d ad
vice
from
pee
rs, a
s ap
prop
riate
, to
achi
eve
solu
tions
.
Ers
mol
o of
mat
hem
atic
al A
ril1r
and
took
Ors
ini..
..
inte
rpre
ting
grap
hs a
nd c
hart
s pu
blis
hed
in th
e ne
wsp
aper
:us
ing
the
form
ula
AvY
,bh
for
area
s of
rria
ngln
mes
sure
d w
ithto
nary
and
met
ric r
uler
s:cu
s
onol
ping
adv
ert i
sem
ents
kt d
iffer
ent m
usic
dub
s an
d de
cidi
ngw
hich
offe
rs b
en a
lso
for
mon
ey,
mak
ing
a tw
o-di
men
sion
al. m
rdbo
ard
a pa
per
repl
ica
of o
nes
self
usin
g m
easu
rem
ents
of l
engt
hs a
nd w
idth
s of
bod
y pa
rts
that
are
half
chos
e of
one
s ow
. bod
y (w
e U
CS
ME
Tyr
olea
n. A
fash
erna
tird;
figur
ing
ow h
ow to
com
pute
a 1
5%, 1
0%, o
r 20
% ti
p, o
cher
than
by m
ultip
lyin
g an
am
ount
by
0.15
. 0.1
, or
0.2
an p
aper
,
figur
ing
out h
ow lu
ng it
wou
ld ta
ke to
say
you
r na
me
a m
illio
ntim
es, h
ow lo
ng it
wou
ld ta
ke to
cou
nt to
a m
illio
n.
The
stu
dent
:
usei
mat
hem
atic
al L
onna
= a
nd r
epos
ers.
..to
with
app
rop
accu
racy
, inc
ludi
ng n
umer
ical
tab!
es a
nd e
quat
ions
. sim
ple
alge
brai
c eq
uatio
ns a
nd fo
rmal
., ch
ant.
grap
hs. a
nd d
iagr
ams:
orga
nito
wor
k, e
xpla
ins
fata
l of a
sol
os o
n ua
lly a
nd in
sync
ing,
labe
ls d
raw
ings
, and
use
s ot
her
tech
niqu
es to
mak
em
eani
ng c
leat
to th
e au
dien
ce;
uses
mat
hem
atio
l lan
guag
e to
mak
e co
mpl
ex s
ituat
ions
eas
ier
to u
nder
stan
ds
exhi
bits
dev
elop
ing
reas
onin
g ab
ilitie
s by
just
ifyin
g st
atem
ents
and
defe
ndin
g w
ork:
show
s un
ders
tand
ing
of =
mop
. by
opla
inin
g id
eas
not
only
to te
ache
rs a
nd a
sses
sors
but
to fe
llow
stu
dent
s or
youn
ger
child
ren;
com
preh
ends
mat
hem
atic
s fr
om r
eadi
ng a
ssig
nmen
u an
d fr
omot
her
saun
a's.
Esa
ampl
et o
f non
hono
tiral
ran
onon
iero
ion
incl
ude
usin
g di
agra
ms.
tabl
es. g
raph
s, w
oods
. and
form
ulas
to s
how
the
rela
tions
hip
of th
e le
ngth
of t
he s
ides
of a
situ
ate
to it
s pe
rimet
eran
d ar
ea,
usin
g sy
mbo
ls a
nd a
Car
tesi
an m
ap to
exp
lain
to a
nodi
c, s
tude
ntho
w o
o ge
t hor
n yo
ur h
ome
to s
choo
l.
gath
erin
g an
d an
alys
ing
data
from
the
neig
hbor
hood
and
com
parin
g th
e da
ta ..
.id, p
ublis
hed
nann
ies
for
the
airy
. sta
te,
or n
atio
n:
usin
g bo
x.an
d.w
hisk
ers
plot
s, n
omad
-le
af p
lots
, and
bat
gra
phs
toco
mpo
rt c
hara
cter
istic
s of
the
bop
and
glob
in th
e du
o co
mpa
ring
the
kind
s of
info
rmat
ion
prov
ided
by
the
dill
ens
disp
lays
;m
akin
g th
e fo
llow
ing
conj
ectu
res:
Whe
t hap
pens
to th
e af
ro tr
iosq
uare
whe
n yo
u do
uble
its
perim
eter
? W
hat h
appe
ns to
the
area
whe
n yo
u tr
iple
is p
erim
eter
? In
vest
igat
e to
see
if th
is it
true
and
ifdo
. exp
lain
why
. Wha
t doe
s do
ublin
g th
e ci
rcum
fere
nce
of a
circ
leo
ro it
s ar
ca?
Exp
lain
.
solv
ing
the
follo
win
g pr
oble
m: Y
our
fifth
gra
de c
ousi
n is
con
vinc
edth
at th
e pr
obab
ility
of r
ollin
g a
12 o
n co
o nu
mbe
red
cube
s is
VII.
Fsp
lain
to y
our
cous
in w
hy th
is U
inan
d co
nvin
ce y
out
cinu
in o
f the
act
ual p
roba
bilit
y of
get
ting
I./.
BE
ST
CO
PY
AV
AIL
AB
LE
The
stu
dent
con
duct
s at
lout
one
larg
e sc
ale
inv.
dgot
ion
or p
roje
ct e
ach
year
dra
wn
from
the
follo
win
g ki
nds
and,
ove
r th
e co
urse
of m
iddl
e sc
hool
, inv
estig
atio
ns o
r pr
ojec
tsdr
awn
from
at l
east
thre
e of
the
kind
s.
A s
ingl
e in
vest
igat
ion
or p
roje
n m
ay d
raw
on
mor
e th
an o
ne k
ind.
Dat
ast
udy
base
d on
civ
ic, e
cono
mic
, or
soci
al is
sues
, in
whi
ch th
e st
uden
tse
lect
s an
issu
e to
inve
stig
ate;
nuke
s a
hypo
thes
is o
n no
ope
ned
findi
ng;
gath
ers
data
anal
pn th
e da
ta u
sing
con
cept
s fr
om S
tand
ard
4, e
g., c
onsi
derin
g m
oon
and
med
ian,
and
the
freq
uenc
y an
d di
strib
utio
n of
the
dual
show
s ho
w th
e st
udy'
s na
nd. c
ompa
re w
id, t
he h
ypot
hesi
s;us
es p
erst
atis
tics
to s
umm
ariz
e
prep
ares
pres
enta
tion
or Iv
an th
at in
elud
o th
e qu
estio
n in
vest
Ipte
d, a
det
aile
dde
scdp
tion
of h
ow th
e pr
ojec
t oar
tarr
ied
out,
and
an e
xpla
natio
n of
the
findi
ngs.
Mat
hem
atic
al m
odel
of
phri
cal p
heno
men
a, O
en u
sed
in s
cien
ce s
tudi
es, i
nw
hich
the
stud
ent
curi
esou
tst
udy
ofph
ysic
al s
plee
n w
ing
a m
athe
mat
ical
rep
rese
ntat
ion
ofth
e st
ruct
ure;
uses
und
erst
andi
ng fr
om S
tand
ard
3. p
artin
daily
with
res
pect
to th
e de
term
inat
ion
ofth
e fu
nctio
n go
vern
ing
beha
vior
in th
e m
odel
;ge
nera
lises
abo
ut th
e st
ruct
ure
with
a r
ule,
Le.
,fu
nctio
n, th
at d
erly
.app
li. to
the
phen
omen
on a
nd g
oo b
eyon
d st
atis
tical
ana
lysi
s of
patte
rn o
f num
bers
gen
erat
edby
the
situ
atio
n;
prep
ares
2 p
rese
ntat
ion
or r
ep01
1 th
at in
clud
es th
e qu
estio
n in
vest
igat
ed,
deta
iled
desc
riptio
n dh
ow th
e pr
ojec
t MU
can
ind
out,
and
an e
xpla
natio
n of
the
findi
ngs.
Des
ign
of a
phy
sica
lItr
UC
ture
,in
whi
ch th
e st
uden
tge
nera
tes
a pl
an to
bui
ld m
nset
hing
of v
alue
, not
nec
esnu
ily m
onet
ary
valu
e;W
U m
athe
mat
ics
from
Sta
ndar
d 2
to m
ake
the
desi
gn r
ealis
tic o
r ap
prop
r i
rrr
e.g.
,ar
eas
and
volu
mes
in g
ener
al a
nd o
f spe
cific
geo
met
ric s
hape
s,su
mm
ariz
es th
e im
port
ant f
oam
= o
f the
str
uctu
repr
ow p
rtse
ntat
ion
or r
epor
t tha
t inc
lude
s th
e qu
estio
n in
vest
igat
ed, a
det
aile
dde
scrip
tion
dhow
the
proj
ect w
as c
arrie
d ou
t, an
d an
exp
lana
tion
of M
e fin
ding
s.
Man
agem
ent a
nd p
lann
ing,
in w
hich
the
stud
ent
dete
rmin
es th
e ne
eds,
e.g
., co
n, s
uppl
y, s
ched
ulin
g, o
f the
eve
nt to
be
man
aged
or
plan
neek
note
any
con
stra
in. t
hat w
ill a
ffect
the
plan
;de
term
ines
plan
tus
es c
once
pts
from
any
of S
tand
ards
I to
4, d
epen
ding
on
the
natu
re o
f the
pro
ject
sco
nsid
ers
the
poss
ibili
ty o
f s m
ore
effic
ient
sol
utio
n,
prep
ares
a p
text
rtat
ion
or r
epor
t tha
t inc
lude
s th
e qu
estio
n in
vest
igat
ed, a
det
aile
dde
scrip
tion
of b
ow th
e pr
ojec
t was
car
ried
out,
and
an =
plan
atio
n of
the
phm
.
Pure
mat
hem
atic
s in
vest
igat
ion,
in w
hich
the
stud
ent
mod
s or
"pl
ays
with
," a
s w
ith m
athe
rnat
iosl
por
do, s
ome
mat
hem
atic
al fe
atur
e, e
.g.,
prop
ertie
s an
d po
rten
ts in
num
bers
;us
es c
onee
pu ti
ara
any
of S
tand
ards
I to
4, e
.g.,
an in
vest
igat
ion
of Is
asol
k tr
iang
lew
ould
hav
e m
ots
in S
tand
ard
I but
cou
ld ti
e in
con
cept
s fr
ont g
eom
etry
, alg
ebra
, and
prob
abili
ty; i
nves
tigat
ions
of d
eriv
atio
ns o
f geo
met
ric fo
rmul
as w
ould
be
root
ed in
Sta
ndar
d 2
but c
ould
req
uire
alg
ebra
,
dete
min
a an
d ex
pres
so g
encr
aliz
atio
ns fr
om p
atte
rn.
mak
e co
nj...
on
appa
rent
pro
pert
ies
and
sugu
., sh
on o
f for
mal
pro
of, w
hy th
eyse
em tr
on
prep
are.
pres
enta
tioh
or r
epor
t tha
t inc
lude
s th
e qu
estio
n in
vest
igat
ed..
deta
iled
desc
riptio
n O
f how
the
proj
ect w
as c
arrie
d ou
t, an
d an
exp
lana
tion
of th
e fin
ding
s.
Oth
er k
irsc
h of
pro
ject
s pu
tting
mat
hem
atic
s to
wor
k ch
osen
17
stud
ent o
r te
ache
r.
Exa
mpl
es o
f ino
nngo
,ias
or p
roje
rnga
ther
ing
and
anal
yzin
g da
m fr
om th
e ne
ighb
orho
od a
nd c
ompa
ring
the
dam
with
,pu
blis
hed
stat
istic
s fo
r du
city
, sea
m o
r na
tion:
com
parin
g th
e gr
owth
ors
so
of p
lant
und
er a
var
iety
of c
ondi
tions
, e.g
.. am
ount
of w
atch
fert
ilise
r. d
urat
ion
and
expo
sure
to s
unlig
ht.
desi
gnin
g an
d eq
uipp
ing
a te
crea
tiona
l aro
Gro
om a
cre
with
a li
mite
d bu
dget
:an
alyz
ing
and
conc
octin
g ga
m=
of c
hanc
e to
t a s
choo
l car
niva
l;
disc
over
ing
rela
tions
hips
am
ong
and
prop
ertie
s of
the
num
bers
in P
ool's
tria
ngle
and
read
ing
to fi
nd m
orn
rela
tions
hips
and
',m
onth
s.
D
73
M D 34
LE S
CH
OO
L
Wor
k S
ampl
e &
Com
men
tary
: Dar
t Boa
rd
Rea
lmW
alin
g
34 C
omm
a:nu
,O
ram
4mas
apL1
4111
4.4
&gi
ld, L
a T
riage
Art
The
quo
tatio
ns h
orn
the
Mat
hem
atic
sP
erfo
rman
ce D
escr
iptio
ns in
this
com
men
tary
are
exc
erpt
ed. T
heco
mpl
ete
perf
orm
ance
des
crip
tions
ore
show
n on
pag
es 3
2.33
.
01..e
nO
vem
byva
nurs
omC
on,la
3F
vutio
nI 4
1p.4
C.v
./Us
WW
1= 4
hoes
t4re
yC
amer
a
5 re
sent
Wrin
gM
anor
..M
awr/
4g
Nal
wru
tical
sue
r la
ws
Iher
rtal
cal
Car
asun
kade
nrig
awns
Mat
hem
atie
r
The
task
Stu
dent
s w
ere
aske
d to
res
pond
to th
e fo
llow
ing
task
:D
esig
n a
dart
boa
rd th
at h
as fo
ur r
egio
ns w
ith th
efo
llow
ing
feat
ures
:
scor
e va
lue
prob
abili
ty 9
610
0 po
ints
10%
50 p
oint
s20
%25
poi
nts
30%
10 p
oint
s40
%
The
dar
t boa
rd m
ay b
e an
y sh
ape
(circ
le, s
quar
e, e
tc.)
and
mus
t hav
e an
are
a be
twee
n 1,
000
sq. c
m a
nd3,
000
sq. c
m. A
ssum
e th
e pr
obab
ility
is p
ropo
rtio
nal
to th
e ar
ea o
f the
reg
ion.
Mak
e a
scal
e dr
awin
g w
ithdi
men
sion
s an
d ex
plai
n yo
ur s
olut
ion
in w
ords
.
Cir
cum
stan
ces
of p
erfo
rman
ceT
his
"Pro
blem
of t
he W
eek"
is a
n ex
cerp
t fro
m a
mid
dle
scho
ol s
tude
nt's
por
tfolio
.
Mat
hem
atic
s re
quir
ed b
y th
e ta
skT
he ta
sk c
alls
for
the
stud
ent t
o se
t up
a to
tal a
rea
that
sat
isfie
s gi
ven
cons
trai
nts.
The
n th
e st
uden
tm
ust p
artit
ion
this
are
a co
rrec
tly in
to r
egio
ns o
fsi
zes
prop
ortio
nal t
o th
e gi
ven
perc
enta
ges.
The
sca
ledr
awin
g re
quire
s un
ders
tand
ing
of a
ppro
pria
tem
easu
rem
ent a
nd p
ropo
rtio
nal r
easo
ning
. Afir
m g
rasp
of a
rea
mea
sure
men
t is
need
ed fo
r a
succ
essf
ul s
olut
ion.
Pro
babi
lity,
whi
le m
entio
ned,
is n
ot a
ctua
llyca
lled
for
by th
e ta
sk. T
he a
ssum
ptio
n eq
uatin
g th
epr
obab
ility
of h
ittin
g a
regi
on w
ith th
e ar
ea o
f the
regi
on p
resu
mes
that
dar
ts w
ould
alw
ays
land
on
the
boar
d an
d th
at p
laye
rs' a
im a
t the
targ
et w
ould
be in
effe
ctiv
e.
Nev
erth
eles
s, th
e ta
sk le
nds
itsel
f to
a w
ide
varie
tyof
sol
utio
ns. S
ome
appr
oach
es a
re q
uite
invo
lved
and
com
plex
. cal
ling
for
cons
ider
able
car
e, th
ough
t,an
d sk
ill. T
his
stud
ent r
espo
nse
exem
plifi
es s
uch
anap
proa
ch. O
ther
sat
isfa
ctor
y so
lutio
ns m
ight
be
less
com
plic
ated
. An
exam
ple
wou
ld b
e a
choi
ce o
f dar
tbo
ard
as a
10(
) cm
x 2
0 er
n re
ctan
gle,
div
ided
alo
ngth
e le
ngth
in 1
0, 2
0, 3
0, a
nd 4
0 cm
seg
men
ts.
74
annta
2 cab5.
1444
Con
.
0
mm.s
11.1
.101
4
5
Sci
entif
icS
clat
tlac
1=4
74c4
n414
410,
7 CS
den4
atra
tun0
0ket
.tit
Sci
ence
Mat
hem
atic
s ev
iden
t in
this
stu
dent
wor
kT
his
stud
ent r
espo
nse
prov
ides
evi
denc
e fo
r a
stro
ngun
ders
tand
ing
of p
arts
of G
eom
etry
and
Mea
sure
men
tC
once
pts,
incl
udin
g ci
rcle
s an
d an
nuli
(rin
gs).
part
icul
arly
arc
a. A
lso
dem
onst
rate
d ar
e ac
cura
te a
ndap
prop
riate
use
s of
pan
s of
Num
ber
and
Ope
ratio
nC
once
pts,
par
ticul
arly
per
cent
s, d
ecim
als,
squ
ares
, and
squa
re r
oots
. The
stu
dent
's s
yste
mat
ic a
ppro
ach
and
soun
d in
terp
reta
tion
of th
e co
nstr
aint
s an
d qu
antit
ies
invo
lved
are
evi
denc
e fo
r pa
rts
of P
robl
em S
olvi
ngan
d M
athe
mat
ical
Rea
soni
ng. M
athe
mat
ical
Ski
llsan
d T
ools
from
Sta
ndar
d 6
are
used
effe
ctiv
ely.
The
stru
ctur
e of
the
solu
tion
prov
ides
evi
denc
e fo
r cl
ear
Mat
hem
atic
al C
omm
unic
atio
n w
ith th
e re
ader
.
Thi
s w
ork
sam
ple
prov
ides
evi
denc
e fo
r th
equ
ality
of
wor
k ex
pect
ed f
or p
arts
of
the
follo
win
g M
athe
mat
ics
stan
dard
s:S
tand
ard
1, N
umbe
r an
d O
pera
tion
Con
cept
s;
Sta
ndar
d 2,
Geo
met
ry a
nd M
easu
rem
ent
Con
cept
s;
Sta
ndar
d 5,
Pro
blem
Sol
ving
and
Mat
hem
atic
alR
easo
ning
;
Sta
ndar
d 6,
Mat
hem
atic
al S
kills
and
Too
ls;
Sta
ndar
d 7,
Mat
hem
atic
al C
omm
unic
atio
n.
The
dar
t boa
rd s
ketc
h is
not
a s
cale
dra
win
g. A
wel
l exe
cute
d di
agra
m w
ould
hav
e pr
ovid
ed s
tron
gev
iden
ce o
f pro
port
iona
l rea
soni
ng, p
art o
f the
stan
dard
for
Geo
met
ry a
nd M
easu
rem
ent C
once
pts.
Stil
l, co
ncen
tric
circ
les
are
appr
opria
te fo
r th
e da
rtbo
ard
desi
gn a
nd th
e bo
ard
fits
the
cons
trai
nts
pose
dby
the
task
.
R 6
4eS
INN
Con
aant
rte
od,.
Ter
lInN
IM
s103
or,
*he
t lo0
10iK
trag
as
tuna
,54
4.F
atT
ools
&T
smrp
n
5 ra
ms
iosI
tniq
ue tn
,Y
. 00a,
App
lied
Lear
ning
Geo
met
ry a
nd M
easu
rem
ent C
once
pts
The
stu
dent
:
is fa
mili
ar w
ith a
ssor
ted
two.
and
thre
e.di
men
sion
al o
bjec
ts, i
nclu
ding
...ci
rcle
s.
BE
ST
CO
PY
AV
AIL
AB
LE
Pro
blem
Sol
ving
and
Mat
hem
atic
al R
easo
ning
Pro
blem
impl
emen
tatio
nT
he s
tude
nt:
solv
es fo
r un
know
n or
unde
cide
d qu
antit
ies
usin
gal
gebr
a, g
raph
ing,
sou
ndre
ason
ing,
and
oth
er s
trat
egie
s.
'75
(15
1995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
&an
on,"
All
eigh
t, re
serv
ed.
The
otg
.iutio
n ni
che
stud
ent's
wor
k an
d of
her
stra
tegy
for
addr
essi
ng th
e ta
sk (
brea
king
she
larg
erta
sk in
to s
mal
ler,
man
agea
ble
piec
es)
is a
sig
n of
skill
ful p
robl
em s
olvi
ng a
nd g
ood
com
mun
icat
ion.
Pro
blem
Sol
ving
and
Mat
hem
atic
al R
easo
ning
Pro
blem
impl
emen
tatio
nT
he s
tude
nt:
dete
rmin
es, w
here
hel
pful
, how
to b
reak
apr
oble
m in
to s
impl
er p
arts
.
Mat
hem
atic
al C
omm
unic
atio
nT
he s
tude
nt:
orga
nize
s w
ork,
exp
lain
s fa
cets
of a
solu
tion
oral
ly a
nd in
writ
ing,
labe
ls d
raw
-in
gs, a
nd u
ses
othe
r te
chni
ques
to m
ake
mea
ning
dea
r to
the
audi
ence
.
Her
e, a
s in
sub
sequ
ent s
teps
, the
stu
dent
appr
opria
tely
app
lies
the
usua
l are
a fo
rmul
afo
r ci
rcle
s. S
he s
ubst
itute
s co
rrec
tly, r
akin
gca
re to
rec
ogni
ze th
at th
e ar
ea o
f the
circ
le in
her
form
ula
is th
e cu
mul
ativ
e ar
ea o
f the
regi
ons
at e
ach
step
. The
n sh
e co
rrec
tlyus
es th
e ar
ca fo
rmul
a to
det
erm
ine
the
appr
opria
te r
adiu
s. T
his
illus
trat
es th
efo
llow
ing
part
s of
the
stan
dard
s:
Mat
hem
atic
al S
kills
and
Too
lsT
he s
tude
nt:
com
pute
s ac
cura
tely
with
arit
hmet
icop
erat
ions
on
ratio
nal n
umbe
rs;
uses
equ
atio
ns, f
orm
ulas
, and
sim
ple
alge
brai
c no
tatio
n ap
prop
riate
ly.
Num
ber
and
Ope
ratio
n C
once
pts
The
stu
dent
:
cons
iste
ndy
and
accu
rate
ly...
mul
tiplie
s, a
nddi
vide
s ra
tiona
l num
bers
;
unde
rsta
nds
the
inve
rse
rela
tions
hips
betw
een.
..mul
tiplic
atio
n an
d di
visi
on, a
ndex
pone
ntia
tion
and
root
-ext
ract
ion;
inte
rpre
ts p
erce
nt a
s pa
rt o
f 100
;re
ason
s pr
opor
tiona
lly.
Her
e, a
s el
sew
here
, the
pro
se m
akes
dea
r to
the
read
er th
e m
eans
by
whi
ch th
e st
uden
t bui
lds
onth
e pr
evio
us s
teps
to d
eter
min
e th
e ra
dius
of t
hene
xt d
art b
oard
circ
le.
Mat
hem
atic
al C
omm
unic
atio
nT
he s
tude
nt:
orga
nize
s w
ork,
exp
lain
s fa
cets
of a
sol
utio
nor
ally
and
in w
ritin
g, la
bels
dra
win
gs, a
ndus
es o
ther
tech
niqu
es to
mak
e m
eani
ng d
ear
to th
e au
dien
ce.
76B
ES
T C
OP
Y A
VA
ILA
BLE
0 19
95 N
atio
nal &
neer
on
Edu
ratio
n an
d th
e E
cono
my
All
right
s re
serv
ed
Her
e, a
s th
roug
hout
, the
stu
dent
exh
ibits
com
-m
and
of th
e co
ncep
t of a
rea,
see
min
gly
beyo
ndju
st th
e ar
ea o
f circ
les
and
rings
. Thi
s co
mm
and
acco
mpa
nies
her
pro
wes
s w
ith n
umbe
r an
d op
era-
tion
conc
epts
.
Geo
met
ry a
nd M
easu
rem
ent C
once
pts
The
stu
dent
:
unde
rsta
ndsa
rca.
Pro
blem
Sol
ving
and
Mat
hem
atic
al R
easo
ning
Pro
blem
impl
emen
tatio
nT
he s
tude
nt:
inte
grat
es c
once
pts
and
tech
niqu
es fr
omdi
ffere
nt a
reas
of m
athe
mat
ics.
The
cm
uni
t is
now
here
giv
en a
s th
e un
it of
mea
sure
for
the
radi
us in
the
stud
ent's
sol
utio
n. T
his
is fa
irly
min
or in
the
cont
ext o
f suc
h an
invo
lved
pro
blem
.
Goi
ng b
eyon
d
Whi
le th
is w
ork
prov
ides
evi
denc
e F
or th
e qu
ality
of
wor
k ex
pect
ed fo
r pa
rts
of s
he s
tand
ard
for
Geo
met
ryan
d M
easu
rem
ent C
once
pts,
it is
not
suf
ficie
ntev
iden
ce fo
r th
e st
anda
rd a
s a
who
le. T
he s
tand
ard
calls
for
unde
rsta
ndin
g of
mea
sure
men
t of g
eom
etric
obje
cts,
but
her
e sh
e m
easu
re is
are
a an
d th
e ge
omet
ricob
ject
s ar
e tw
o- d
imen
sion
al: c
ircle
s an
d rin
gs. T
houg
hno
ass
essm
ent w
ill r
est e
very
con
ceiv
able
topi
c, it
see
ms
reas
onab
le to
exp
ect t
hat a
mid
dle
scho
ol s
tude
ntw
ill h
ave
som
e op
port
unity
co
conv
ey k
now
ledg
eof
oth
er s
hape
s an
d pr
oper
ties
of m
easu
rem
ent i
not
her
dim
ensi
ons.
Mor
e w
ould
als
o be
nee
ded
to s
how
a s
uffic
iend
ybr
oad
rang
e of
und
erst
andi
ng in
the
Geo
met
ry a
ndM
easu
rem
ent C
once
pts
dom
ain.
The
re w
as a
nop
port
unity
pro
vide
d by
the
task
for
the
stud
ent t
osh
ow u
nder
stan
ding
of p
ropo
rtio
nal r
easo
ning
.
How
ever
, she
eith
er n
egle
cted
to m
ake
a sc
ale
diag
ram
of h
er d
art b
oard
, or
she
atte
mpt
ed a
sca
le d
raw
ing
but d
id n
ot e
xecu
te it
cor
rect
ly. O
ther
wor
k in
the
port
folio
cal
ling
for
sim
ilar
skill
s co
uld
prov
ide
the
nece
ssar
y ev
iden
ce.
In th
e fin
al y
ear
of lo
wer
sec
onda
rysc
hool
in J
apan
, stu
dent
s ar
e ex
pect
edto
"de
epen
thei
r un
ders
tand
ing
of th
ech
arac
teris
tics
of fi
gure
s by
usi
ng th
em:
char
acte
ristic
s of
a c
ircle
and
o s
trai
ght
line,
and
cha
ract
eris
tics
of tw
o ci
rcle
s;...
sim
ilarit
y of
sim
ple
figur
es, a
nd th
ere
latio
nshi
p be
twee
n th
e ra
tios
of le
ngth
,ar
eas,
and
vol
ume
in s
imila
r fig
ures
.
Cou
rse
of S
tudy
for
tow
er S
econ
dary
Sch
ools
in J
apan
, p. 4
2.
7.7
IDD
LE S
CH
OO
L
36W
ork
Sam
ple
& C
omm
enta
ry: P
oint
s an
d S
egm
ents
1
amps
Nni
so
3so
uttr
io.
Vlo
wN
p
Com
mlb
ans.
Wyn
ne:
Um
*Li
toro
bro
Eng
lish
Lang
uage
Ara
o.T
he q
uota
tions
from
the
Mat
hem
atic
spe
rfor
man
ce d
escr
iptio
ns in
this
com
men
tary
ore
exc
erpt
ed. T
he
com
plet
e pe
rfor
man
ce d
escr
iptio
nsar
e sh
own
on p
ages
32.3
3
78
105.
.O
prtIo
nC
om5p
51
2 ftoom
olr,
Ilank
m3
For
eLlo
nC
yan
Con
atot
s
Sio
lliks
Irt
babt
lay
C.0
5.4.
5
hob.
Soh
*.V
anN
oullc
olR
oman
i
ildN
ext.
i rpm
5.61
5Ite
mea
tkal
Con
otan
ksto
e
Mat
hem
atic
s
The
task
Stu
dent
s w
ere
give
n th
e fo
llow
ing
task
:C
onne
ct a
ll po
ints
with
seg
men
ts:
I A 23
4
How
man
y se
gmen
ts a
re n
eede
d to
con
nect
:5
poin
ts?
6 po
ints
? 8
poin
ts?
10 p
oint
s? 3
0 po
ints
?10
0 po
ints
? n
poin
ts?
'Stu
dent
s w
ere
then
cue
d on
how
they
mig
ht p
roce
ed:)
Mak
e dr
awin
gs fo
r so
me
of th
e ab
ove.
Hin
ts: M
ake
a ta
ble.
Loo
k fo
r pa
ttern
s.
Cir
cum
stan
ces'
of
perf
orm
ance
Thi
s °P
robl
em o
f the
Wee
k" a
ppea
red
in a
mid
dle
scho
ol s
tude
nt's
por
tfolio
.
Mat
hem
atic
s re
quir
ed b
y th
e ta
skT
he ta
sk c
alle
d fo
r st
uden
ts to
exp
lore
a r
elat
ions
hip
(bet
wee
n nu
mbe
rs o
f poi
nts
and
conn
ectin
g se
gmen
ts)
and
to r
ecog
nize
a p
atte
rn a
nd g
ener
aliz
e it.
Mor
esp
ecifi
cally
, in
aski
ng h
ow m
any
segm
ents
are
nee
ded
to c
onne
ct 1
00 p
oint
s, th
en n
poi
nts,
the
task
invi
tes
a cl
osed
-for
m g
ener
aliz
atio
n, s
uch
as n
(n-1
)/2,
inst
ead
of a
n op
en.e
nded
form
, suc
h as
I. 2
.. 3
4
(n.1
). T
he o
pen-
ende
d fo
rm is
not
wel
l-sui
ted
for
findi
ng s
olut
ions
with
larg
e va
lues
of n
.
Oth
er m
anife
stat
ions
of t
his
appe
alin
g pr
oble
m a
reth
e po
pula
r "h
andi
hake
pro
blem
" of
ten
pose
d to
elem
enta
ry c
hild
ren
as w
ell a
s th
e co
mm
on fo
rmul
afo
r hi
gh s
choo
l stu
dent
s ne
w to
the
met
hod
of p
roof
.
by.in
duct
ion,
2 . 3
4(n
-I)
= n
(n.1
)/2
for
(n2-
n)/2
1.
Mat
hem
atic
s ev
iden
t in
this
stu
dent
wor
kT
his
stud
ent's
wor
k pr
ovid
es c
lear
evi
denc
e fo
r th
est
rate
gies
he
used
to ta
ckle
the
prob
lem
and
for
the
deve
lopm
ent o
f his
sol
utio
n in
sta
ges.
The
wor
kpr
ovid
es s
tron
g ev
iden
ce fo
r pa
rts
of th
e st
anda
rds
for
Pro
blem
Sol
ving
and
Mat
hem
atic
al R
easo
ning
,M
athe
mat
ical
Com
mun
icat
ion,
and
Fun
ctio
n an
d
Alg
ebra
Con
cept
s. T
his
resp
onse
pro
vide
s pa
rtic
ular
lyst
rong
evi
denc
e be
caus
e sh
e st
uden
t's a
ppro
ach
seem
sto
o un
usua
l to
have
com
e fr
om a
teac
her-
led
disc
ussi
onof
the
prob
lem
.
014.
Sci
or.5
Col
cept
s
2
o sa
esC
OM
Pfa
nnS
pacs
Sno
tsC
an:v
ia(M
out=
ax-
6
scra
mP
inin
oT
ook
Tod
anto
pos
7
Salta
Con
sank
elm
Scl
ordt
h15
.511
540.
Sea
nce
Thi
s w
ork
sam
ple
prov
ides
evi
denc
e fo
r th
equ
ality
of
wor
k ex
pect
ed f
or p
arts
of
the
follo
win
g M
athe
mat
ics
stan
dard
s:S
tand
ard
3, F
unct
ion
and
Alg
ebra
Con
cept
s;S
tand
ard
5,P
robl
em S
olvi
ng a
nd M
athe
mat
ical
Rea
soni
ng;
Sta
ndar
d 7,
Mat
hem
atic
al C
omm
unic
atio
n.
Pro
blem
Whi
pC
omm
...km
Sod
aT
ocb0
050
3 toto
nval
lon
1.6.
fa.
Wol
k.=
App
lied
Lear
ning
The
stu
dent
's fi
rst t
wo
term
s ar
e n
(n-3
), th
e sa
me
quan
tity
as th
e fir
st tw
o te
rms
of th
e m
ore
"cla
ssic
"(n
.1)
(n-2
)3
21.
1
Pkk
)
. wci
tn.
rte.
OtS
.
...co
_soe
nts_
ore
nce
degf
4o
ce,c
,oec
i:_
piad
s..6
pa-
kota
,it,
o; n
- P
ao' s
,
-ThT
iii;
a',-
,..dc
l_-t
o_.z
.le._
_.
_l__
::.
_..p
npae
ralI
cYt.:
_..T
._ .n
a.-1
,R.g
.al.t
._.,
,' _
Wye
& A
L-x
l.z..x
.sie
ir,..
.vck
uh...
z<v)
neci
lert
all.
--.
.'ti
lepc
01'5
..1;y
) 'ie
r...,
:1-.
.. 2.
,/..i.
.19
-/.,c
15
lik_
i-k.
,1 .4
4.. 4
44 e
lrl.s
4e0
,wi7
ke s
-1(,
, .=
Ike
k_V
gri,
n<
Giv
ing
the
poin
ts a
lpha
betic
al n
ames
is c
entr
al to
the
clar
ity o
f the
stu
dent
's e
xpla
natio
n.
Mat
hem
atic
al C
omm
unic
atio
nT
he s
tude
nt:
orga
nize
s w
ork,
exp
lain
s fa
cets
of a
sol
utio
nor
ally
and
in w
ritin
g, la
bels
dra
win
gs, a
ndus
es o
ther
tech
niqu
es to
mak
e m
eani
ng d
ear
to th
e au
dien
ce.
Pro
blem
Sol
ving
and
Mat
hem
atic
al R
easo
ning
Pro
blem
impl
emen
tatio
nT
he s
tude
nt:
invo
kes
prob
lem
sol
ving
str
ateg
ies,
suc
h as
illus
trat
ing
with
sen
se m
akin
g sk
etch
es to
darif
y si
tuat
ions
or
orga
nizi
ng in
form
atio
nin
a ta
ble.
Fun
ctio
n an
d A
lgeb
ra C
once
pts
The
stu
dent
:
repr
esen
ts r
elat
ions
hips
with
tabl
es,
grap
hs in
the
coor
dina
te p
lane
, and
verb
al o
r sy
mbo
lic r
ules
.
BE
ST
CO
PY
AV
AIL
AB
LE
.A
CeA
A<
.-A
.e<
ieci
-6
.m
ere
C.
all..
Jr_
Ca
se.
A.{
_af
S_
>.'o
R
,:P
sr_a
flai
do%
_8:ta
z-xr
l en
, roc
./O
for
`E7
-41S
E'lt
31;.1
N'
'1S
ur
errs
.T
.ssa
Jess
a itu
ett.f
.p,z
;nt3
(I)
4-(
n -3
)4,?
) .6
.
neft
li4.,s
or_i
oc.k
copt
.,
Mad
e-A
arst
-hal
-/O
tiket
-(kC
"
hey
eSe
-6
14
Pro
blem
Sol
ving
and
Mat
hem
atic
al R
easo
ning
Pro
blem
impl
emen
tatio
nT
he s
tude
nt:
mak
es ju
stifi
ed, l
ogic
al s
tate
men
ts.
Fun
ctio
n an
d A
lgeb
ra C
once
pts
The
stu
dent
:
disc
over
s, d
escr
ibes
, and
gen
eral
izes
pat
tern
s...a
ndre
pres
ents
them
with
var
iabl
es a
nd e
xpre
ssio
ns.
Mat
hem
atic
al C
omm
unic
atio
nT
he s
tude
ntus
es m
athe
mat
ical
lang
uage
and
repr
esen
tatio
ns w
ith a
ppro
pria
te a
ccur
acy,
tludi
ng n
umer
ical
tabl
es.
0 19
95 N
atio
nal C
ente
r on
Edu
catio
n an
d th
e E
cono
my.
All
nen
rese
rved
Pro
blem
Sol
ving
and
Mat
hem
atic
al R
easo
ning
Pro
blem
impl
emen
tatio
nT
he s
tude
nt:
uses
and
inve
nts
a va
riety
of a
ppro
ache
s.
The
rec
ogni
tion.
her
e, o
f the
rec
urrin
g in
crea
seof
1/2
in th
e fr
actio
n si
n (w
here
s is
the
num
ber
ofse
gmen
ts)
is p
ower
ful.
The
stu
dent
has
gon
e be
yond
the
reco
gniti
on o
f sim
ple
quad
ratic
func
tions
suc
has
f(n)
=n2
or
f(n)
=cn
2 an
d "r
educ
ed"
a qu
adra
ticpa
ttern
to a
line
ar p
atte
rn.
The
wor
k do
es n
ot c
omm
unic
ate
wel
l the
rea
soni
ngus
ed to
con
clud
e th
at s
= (
(n.2
) ..5
) a
n. F
or e
xam
ple,
"The
n I f
ound
this
" le
aves
the
read
er to
won
der,
"H
ow?"
Pro
blem
Sol
ving
and
Mat
hem
atic
al R
easo
ning
Pro
blem
form
ulat
ion
The
stu
dent
:
form
ulat
es c
onje
ctur
es.
80
Goi
ng b
eyon
d
Thi
s st
uden
t's c
omm
unic
atio
n co
nvey
s hi
s st
rate
gyan
d so
lutio
n ve
ry w
ell.
To
mee
t the
sta
ndar
d fo
rM
athe
mat
ical
Com
mun
icat
ion,
it w
ould
nee
d to
be
acco
mpa
nied
by
addi
tiona
l wor
k of
com
para
ble
qual
ity, s
uch
as w
ork
that
exh
ibits
cor
rect
and
appr
opria
te u
ses
of m
ultip
le m
athe
mat
ical
repr
esen
tatio
ns.
i-rff
,n.c
...dk
rvit
.....
....
._.
.
. tiA
e __f
el E
: ,,,)
? 1
p...i
.c#5
-oce
n._l
_l_t
-L.
9 -
6 Q
. . b
eic
.1. ;
:1-.
...it
tNi;,
....,1
$-..b
.-
..o.._
_5,..
cs--
_,t_
htn-
jr._t
decl
.__4
ivic
i.t.0
.421
-te:
.'...b
*.tn
rcith
ikec
_ky_
kite
../.c
p:_s
A ,,
ser.
:._._
4nd,
1-
__-.
.....M
ect.7
._...
1.7:
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.: _
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. Ltoh
iL...
_esf
tT _
_etc
.....3
, 11)
Oa
..,:f
e,
._6
k,A
IA:A
ttu_
"i...t
l9A
,',1
.`. e
rt.
r,9'
,"eN
.1(6
.4an
1-',
,e
.C7s
arrn
u.14
..'a
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- 9.
, 0 ;k
ed ,
..e,
... c
100
AT
,iir
t..00
tAk)
.6G
100
.; a
,..5-
0
o; (
11-
A)5k
or1-
e-ne
iif,
s.r
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lite
1-si
,
..._
( to
o .-
.--.
5)..
iCC
)=7.
1-C
'e t.
:«C
omnk
mitr
0n
/;oes
(1::a
)--
s)=
I; ne
3061
(043
(5 1
995
Nat
iona
l Cen
t, on
Edu
catio
n an
d th
e F
rom
m".
All
righu
',ne
rved
.
Par
enth
eses
-ar
e re
peat
edly
use
d in
corr
ectly
here
, whi
ch d
oes
not d
etra
ct fr
om th
isso
lutio
n bu
t is
wor
thy
of c
orre
ctio
n fo
rcl
eare
r co
mm
unic
atio
n.
The
stu
dent
suc
ceed
s in
exp
ress
ing
the
f_ n
umbe
r of
seg
men
ts a
s a
func
tion
of th
enu
mbe
r of
poi
nts.
Fun
ctio
n an
d A
lgeb
ra C
once
pts
The
stu
dent
:
repr
esen
ts r
elat
ions
hips
with
tabl
es,
grap
hs in
the
coor
dina
te p
lane
, and
verb
al o
r sy
mbo
lic r
ules
.
BE
ST
CO
PY
AV
AIL
AB
LE
Thi
s re
spon
se a
lso
prov
ides
evi
denc
e fo
r so
me
part
sof
the
stan
dard
for
Fun
ctio
n an
d A
lgeb
ra C
once
pts.
To
say
that
the
stud
ent h
as m
et th
e st
anda
rd, h
owev
er,
this
wor
k w
ould
nee
d to
be
acco
mpa
nied
by
addi
tiona
lw
ork
of c
ompa
rabl
e qu
ality
dem
onst
ratin
g co
ncep
tual
unde
rsta
ndin
g, s
uch
as w
ork
with
line
ar o
r ex
pone
ntia
lgr
owth
, per
haps
invo
lvin
g th
e gr
aphs
.of t
he fu
nctio
ns.
Mat
hem
atic
alC
omm
unic
atio
nT
he s
tude
nt:
uses
mat
hem
atic
alla
ngua
ge a
ndre
pres
enta
tions
with
app
ropr
iate
accu
racy
, ind
ud-
ing.
..dia
gram
s.
3 po
;nis
po r
G(2
.0;
10 p
. o:n
ts
81
MID
DLE
SC
HO
OL
38W
ork
Sam
ple
& C
omm
enta
ry: P
roba
bilit
y B
ooth
room
s+
wag
3
Lis
IYeaee
Con
otro
xe.
Gna
wer
IY
ugo
Utr
no
Eng
lish
Lang
uage
Arm
The
quo
tatio
ns h
orn
the
Mat
hem
atic
spe
rfor
man
ce d
escr
iptio
ns in
this
com
men
tary
ore
exc
erpt
ed. T
heco
mpl
ete
perf
orm
ance
des
crip
tions
ore
show
n on
pag
es 3
233.
82
1202
6,06
entk
mC
amps
os,..
vv=
avow
ing
Com
pel
F
AIN
K11
011
1per
.C
orce
216
Wkf
bsP
robe
illy
Car
ompt
s
5P
robl
emW
k. 6
Sis
Per
natla
lS
kean
..
1121
11m
alul
1222
6 T
uts
4220
6666
61C
arns
wite
kehe
ng46
Wan
tsS
e W
.
Mat
hem
atic
s
The
task
Stu
dent
s w
ere
give
n th
e fo
llow
ing
task
:T
he p
aren
t /te
ache
r as
soci
atio
n is
org
aniz
ing
the
annu
al fu
ndra
isin
g ca
rniv
al. T
he e
ight
h gr
ade
clas
sw
ill b
e al
loca
ted
one
boot
h in
whi
ch to
con
duct
afu
ndra
isin
g ac
tivity
. Abo
ut 5
00 p
eopl
e us
ually
atte
ndth
is e
vent
.
You
r ta
sk is
to d
esig
n an
act
ivity
that
use
s m
ultip
lepr
obab
ility
eve
nts
and
that
wou
ld a
ttrac
t lot
s of
play
ers.
In y
our
plan
, ple
ase
expl
ain
why
you
thin
kyo
ur a
ctiv
ity w
ould
be
fun
to p
lay,
how
muc
h yo
uw
ould
cha
rge
to p
lay,
huw
muc
h yo
u w
ould
pay
aw
inni
ng c
onte
stan
t, an
d ho
w m
uch
prof
it yo
u w
ould
expe
ct c
o m
ake
from
you
r ac
civi
ry.
A r
eam
of s
tude
nts
and
pare
nts
will
sel
ect t
he p
ropo
sal t
hey
thin
k w
ould
be th
e m
ost s
ucce
ssfu
l.
Circ
umst
ance
s of
per
form
ance
Thi
s is
an
unre
vise
d dr
aft o
f an
in-c
lass
, ind
ivid
ual
timed
ass
ignm
ent c
ompl
eted
in 4
0 m
inut
es.
Mat
hem
atic
s re
quire
d by
the
task
The
task
cal
led
for
stud
ents
TO
des
ign
an "
unfa
ir"ga
me,
in w
hich
the
orga
nize
rs c
an b
e ex
pect
ed to
mak
e m
oney
. The
gam
e re
quire
s m
ultip
le p
roba
bilit
yev
ents
, whi
ch c
ould
be
eith
er in
depe
nden
t or
depe
nden
t eve
nts.
The
task
incl
udes
a s
ubje
ctiv
ecr
iterio
n in
req
uirin
g st
uden
ts to
pre
dict
how
man
ytim
es th
e an
ticip
ated
500
atte
ndee
s w
ill p
lay
the
gam
e. U
pon
that
ass
umpt
ion,
stu
dent
s th
en n
eede
dto
det
erm
ine
the
expe
cted
pay
off o
f the
pro
pose
dga
me
of c
hanc
e.
The
task
is c
lear
in s
tatin
g th
e in
form
atio
n re
quire
dif
the
stud
ent u
nder
stan
ds "
mul
tiple
pro
babi
lity
even
ts,"
yet
it a
lso
leav
es m
uch
free
dom
for
the
stud
ent t
o de
velo
p th
e pr
oble
m, b
oth
in c
onco
ctin
gth
e ga
me
and
in p
redi
ctin
g ho
w m
any
play
ers
the
gam
e w
ill d
raw
.
Mat
hem
atic
s ev
iden
t in
this
stu
dent
wor
k
The
wor
k pr
ovid
es s
tron
g ev
iden
ce fo
r pa
rts
ofS
tatis
tics
and
Pro
babi
lity
Con
cept
s. It
pro
vide
sev
iden
ce fo
r de
term
inin
g pr
obab
ilitie
s of
eve
nts,
for
exam
ple,
the
prob
abili
ties
of c
oin
toss
ing
and
dice
thro
win
g an
d of
the
mul
tiple
eve
nt c
reat
ed b
yco
mbi
ning
the
inde
pend
ent e
vent
s in
to o
ne g
ame.
1
'topi
cal
Wor
mC
once
pts
ScW
as.
so-
ruts
FA
N s
ow.
.6.6
6aw
n
4W
.*C
anon
..ap
lolb
eW
m.5
Sci
elst
lik T
ools
ana
T.'s
...7
Stls
ofne
Con
sass
icel
enS
cisa
lkO
nes2
g66e
n
Sci
ence
The
wor
k sh
ows
the
stud
ent c
ompu
ting
the
prof
ithe
can
exp
ect a
t the
boo
th, b
ased
on
his
assu
mpt
ions
abou
t how
man
y pe
ople
will
pla
y. T
he s
tude
nt w
orks
with
in th
e co
nstr
aint
s of
the
task
to fo
rmul
ate
his
gam
e of
cha
nce
and
pred
ict t
he p
rofit
s to
be
mad
e.T
hus,
his
wor
k pr
ovid
es e
vide
nce
for
part
of P
robl
emS
olvi
ng a
nd M
athe
mat
ical
Rea
soni
ng. T
he s
olut
ion
isw
ell.e
xpla
ined
, pro
vidi
ng e
vide
nce
for
the
stan
dard
for
Mat
hem
atic
al C
omm
unic
atio
n.
Thi
s w
ork
sam
ple
prov
ides
evi
denc
efo
r th
e qu
ality
of w
ork
expe
cted
for
part
sof
the
follo
win
g M
athe
mat
ics
stan
dard
s:
Sta
ndar
d 4,
Sta
tistic
s an
d P
roba
bilit
y C
once
pts;
Sta
ndar
d 5,
Pro
blem
Sol
ving
and
Mat
hem
atic
alR
easo
ning
;
Sta
ndar
d 7,
Mat
hem
atic
al C
omm
unic
atio
n.
In h
is fi
rst t
wo
para
grap
hs, t
he s
tude
nt fo
rmul
ates
the
prob
lem
nee
ding
ana
lysi
s by
dec
idin
g on
a g
ame,
a fe
e, a
nd a
priz
e, a
nd b
y m
akin
g 2
gum
as
to th
enu
mbe
r of
peo
ple
who
will
pla
y.
Pro
blem
Sol
ving
and
Mat
hem
atic
al R
easo
ning
Pro
blem
form
ulat
ion
The
stu
dent
:fo
rmul
ates
and
sol
ves
a va
riety
of
mea
ning
ful p
robl
ems.
The
stu
dent
is c
aref
ul to
cla
rify
and
just
ify h
is d
aim
that
P[r
ollin
g I I
or
121
= 1
/12,
by
allu
ding
to th
esa
mpl
e sp
ace
of 3
6 eq
ually
like
ly o
utco
mes
whe
nto
ssin
g tw
o di
ce.
Mat
hem
atic
al C
omm
unic
atio
nT
he s
tude
nt:
orga
nize
s w
ork,
exp
lain
s fa
cets
of a
sol
utio
nor
ally
and
in w
ritin
g, la
bels
dra
win
gs, a
ndus
es o
ther
tech
niqu
es to
mak
e m
eani
ng d
ear
to th
e au
dien
ce;
exhi
bits
dev
elop
ing
reas
onin
g ab
ilitie
s by
just
ifyin
g st
atem
ents
and
def
endi
ng w
ork.
1
hale
"S
olvi
ng
2 Con
eras
atio
nT
o2s
Tec
6216
2.1
3 Into
rrut
ion
T. T
622
6 T
ecte
kkes
App
lied
L ar
min
g
FR
O62
221T
Y M
OT
.
y._.
tara
d_
BE
ST
CO
PY
AV
AIL
AB
LE
Sta
tistic
s an
d P
roba
bilit
y C
once
pts
The
stu
dent
:
reco
gniz
es e
qual
ly li
kely
out
com
es, c
onst
ruct
ssa
mpl
e sp
aces
, and
det
erm
ines
pro
babi
litie
sof
eve
nts.
83
© 1
995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y. A
ll ni
l. re
mm
ed.
a0
The
stu
dent
dis
play
s un
ders
tand
ing
of e
xpec
ted
valu
e, r
ealiz
ing
that
his
1/2
4 pr
obab
ility
impl
ies
that
he c
an e
xpec
t one
win
ner
per
24 g
ames
pla
yed.
Stat
istic
san
d P
roba
bilit
y C
once
pts
The
stu
dent
:
mak
es p
redi
ctio
ns b
ased
on.
..the
oret
ical
prob
abili
ties;
pred
icts
the
resu
lt of
a s
erie
s of
tria
ls, o
nce
the
prob
abili
ty fo
r on
e tr
ial i
s kn
own.
84
0 19
95 N
atio
nal C
omm
on
Edu
catio
n an
d th
e E
cono
my
right
s nn
truc
d.
BE
ST C
OPY
AV
AIL
AB
LE
The
stu
dent
cor
rect
ly n
otes
that
for
each
gro
up o
f 24
play
ers
his
expe
cted
pro
fit is
$14
. Sin
ce a
tota
l of 4
00pl
ayer
s co
ntai
ns b
etw
een
16 a
nd 1
7 gr
oups
of 2
4, h
isex
pect
ed p
rofit
sho
uld
be b
etw
een
I6 x
$14
= $
224
and
17 x
$14
= $
238,
so
the
rang
e $2
24 to
$23
8sh
ould
rep
lace
the
stud
ent's
res
pons
e $3
84 to
$40
8(w
hich
is 1
6 x
$24
and
17 x
$24
). T
his
erro
r do
esno
t det
ract
from
the
evid
ence
of u
nder
stan
ding
in th
ere
st o
f the
wor
k.
One
cou
ld c
halle
nge
the
assu
mpt
ion
of 4
00 g
ame
play
ers.
Wou
ld th
at m
any
real
ly p
ay $
1 fo
r a
chan
ceto
win
$10
whe
n th
e od
ds a
re s
o sl
im?
His
rea
soni
ng is
cle
ar to
the
"exp
ert r
eade
r, h
iste
ache
r, th
ough
it is
ske
tchy
tow
ards
the
end
with
unex
plai
ned
stat
emen
ts.
Goi
ng b
eyon
dA
goo
d ex
tens
ion
for
this
task
wou
ld b
e to
mak
eco
njec
ture
s ab
out t
he n
umbe
rs o
f gam
e pl
ayer
s w
hen
adju
stin
g th
e va
lues
of e
ither
the
priz
e m
oney
or
the
chan
ces
of w
inni
ng. I
n th
is c
ase,
an
optim
izat
ion
prob
lem
, bas
ed o
n th
e hy
poth
esiz
ed n
umbe
rs o
fpl
ayer
s, m
anife
sts
itsel
f. T
he s
tude
nts'
car
niva
l cho
ice
coul
d th
en b
e th
e on
e th
at w
ould
see
m to
yie
ldm
axim
um p
rofit
.
To
say
that
the
stud
ent h
as m
et th
e st
anda
rdfo
r S
tatis
tics
and
Pro
babi
lity
Con
cept
s, th
isw
ork
wou
ld n
eed
to b
e ac
com
pani
ed b
y w
ork
of c
ompa
rabl
e qu
ality
on
stat
istic
s.
0
In O
ntar
io, C
anad
a, s
tude
nts
can
show
prof
icie
nt p
erfo
rman
ce in
the
stan
dard
for
Dat
a M
anag
emen
t and
Pro
babi
lity
by 'i
dent
ifyin
g o
ques
tion
of p
erso
nal
inte
rest
or
one
rela
ted
to o
soc
ial i
ssue
and
colle
ctin
g, o
rgan
izin
g, d
ispl
ayin
g,an
d an
alyz
ing
data
rel
ated
to it
; mak
ing
use
of a
vaila
ble
tech
nolo
gy in
col
lect
ing,
orga
nizi
ng, d
ispl
ayin
g, a
nd a
naly
zing
data
; car
ryin
g ou
t o p
roba
bilit
yex
perim
ent a
nd d
raw
ing
conc
lusi
ons.
'
Pro
vinc
ial S
tand
ards
: Mat
hem
atic
s, p
. 53.
85
IDD
LE S
CH
OO
L
co
Wor
k S
ampl
e &
Com
men
tary
: Can
dle
Life
Re.
*3
Sum
sU
siso
hpV
ie*,
Qom
: lof
t[Ir
ons
OU
Pth
ane
Eng
lish
Lang
uage
Are
The
quo
tatio
ns fr
om th
e M
athe
mat
ics
perf
orm
ance
des
crip
tions
in th
isco
mm
enta
ry a
re e
xcer
pted
. The
com
plet
e pe
rfor
man
ce d
escr
iptio
nsar
e sh
own
on p
ages
323
3.
86
Nur
tee
Opm
lice
Cax
ton
2 Gem
.,la
rsto
oran
tG
Vie
pa
Fra
hmA
lpO
ryC
one*
Mils
.1.
0061
1yC
000p
m
mss
SoN
4M
auna
...ar
rrm
Ml
tmr
%oh
7 Maw
..C
asra
nicO
mIb
Orp
lase
anas
ics
te W
ed
Mat
hem
atic
,
The
task
Stu
dent
s w
ere
give
n w
orks
heet
s fr
om A
lgeb
raE
xper
imen
ts, B
ook
1: E
xplo
ring
Line
ar F
unct
ions
.T
he w
orks
heet
s di
rect
ed s
tude
nts
to w
rite
frac
tions
and
deci
mal
s an
d to
use
a li
near
rel
atio
nshi
p.T
he q
uest
ions
, whi
le le
adin
g, a
re in
form
ativ
e an
din
stru
ctio
nal.
Cir
cum
stan
ces
of p
erfo
rman
ceT
he w
orks
heet
s on
Can
dle
Life
wer
e gi
ven
tost
uden
ts a
s ho
mew
ork.
Mat
hem
atic
s re
quir
ed b
y th
e ta
skT
he w
orks
heet
s gu
ide
stud
ents
thro
ugh
an e
xper
imen
tw
ith a
naly
sis
to d
eter
min
e a
linea
r re
latio
nshi
p be
twee
nth
e vo
lum
e of
a c
onta
iner
and
the
leng
th o
f tim
e a
cand
le w
ill b
urn
whe
n co
vere
d by
it. T
o co
mpl
ete
this
expe
rimen
t and
ans
wer
the
acco
mpa
nyin
g qu
estio
ns,
stud
ents
mus
t gat
her,
rec
ord,
and
gra
ph d
ata
in th
eco
ordi
nate
pla
ne, d
eter
min
e an
equ
atio
n an
d ch
arac
-te
ristic
s of
a li
ne, a
nd u
se th
e eq
uatio
n of
the
lint t
ode
term
ine
one
coor
dina
te o
f a p
oint
on
the
line
give
nth
e ot
her
coor
dina
te.
The
task
req
uire
d al
gebr
a (li
near
ity),
inte
rpre
tatio
n of
data
gat
here
d, a
nd p
uttin
g m
athe
mat
ics
to w
ork.
Mat
hem
atic
s ev
iden
t in
this
stu
dent
wor
kT
his
stud
ent c
ompl
etes
the
expe
rimen
t and
ans
wer
s
mos
t of t
he e
xper
imen
t's q
uest
ions
, usi
ng c
orre
ctly
the
mat
hem
atic
s de
scrib
ed a
bove
. In
so d
oing
, her
wor
k pr
ovid
es e
vide
nce
for
part
s of
the
stan
dard
sfo
r F
unct
ion
and
Alg
ebra
Con
cept
s an
d fo
r S
tatis
tics
and
Pro
babi
lity
Con
cept
s. T
he w
ork
prov
ides
evid
ence
tot b
road
use
of M
athe
mat
ical
Sku
llsan
d T
ools
.
Thi
s w
ork
sam
ple
prov
ides
evi
denc
efo
r th
e qu
ality
of
wor
k ex
pect
ed f
or p
arts
of th
e fo
llow
ing
Mat
hem
atic
s st
anda
rds:
Sta
ndar
d 3,
Fun
ctio
n an
d A
lgeb
ra C
once
pts;
Sta
ndar
d 4,
Sta
tistic
s an
d P
roba
bilit
y C
once
pts;
Sta
ndar
d 6,
Mat
hem
atic
al S
kills
and
Too
ls.
Som
asC
onap
h
Us
War
taC
amp
MO
WN
,
5 Sci
rdnt
Ted
sha
nole
gbs
Sal
iftS
ardi
ne
SC
UM
,
'Gen
tile
Life
-
In r
raf e
ight
h go
ate
alge
bea
amts
. I p
eefo
omeb
an
expe
eim
ent t
o se
e If
the
dine
It to
ok te
a a
cam
bia
toex
tingu
ish
was
a fo
rmtio
n of
how
muc
h al
e w
asIn
the
slam
con
taln
ee c
ow:w
ing
ft.I g
othe
aeb
op tw
elve
tolf.
fesi
ent c
onta
ins.
, of D
anko
= s
low
,. a
one-
half
Inch
foob
-na=
min
g co
met
s. a
nb a
sto
pwat
ch.
1 U
t the
can
ble.
plac
eb th
e po
st c
ontu
fnee
waw
a ft.
ara
b at
the
sam
etim
e, m
eant
/lb th
e et
opro
crtc
h. A
t the
mom
ent
the
cant
lew
ent o
at a
nb 1
eau
, sm
oke.
1 s
eopp
eb ti
min
g.I t
han
wsp
eate
b [M
e pu
mas
:woe
with
the
othe
a el
even
com
mitt
ee=
. Tw
o m
ane
calc
ite m
ime
bone
foe
each
cont
olne
n. T
o in
east
me
the
amou
nt o
f ale
In e
ach
cont
aine
e, I
fIlle
6 C
hem
op
with
=oa
ten
ana
then
pon
wee
It In
to a
mea
susd
ng w
rap
nwel
teb
fnT
he b
eta
was
goo
pheb
on
a co
mab
fnot
e pl
ane
usin
g(h
e In
bepe
nben
t iss
ulab
le. a
. ae
the
else
of t
heco
ntai
ns=
°D
eb, a
nb th
e be
penb
ent e
nvia
ble.
a, a
s22
30
dem
it to
ok th
e ca
mbi
a C
o go
out
. The
pal
ate
1 ga
s pb
ebfo
orna
a a
mam
ma
paee
ouo.
1 br
ew a
"lin
e of
bee
t fir
ant.
fben
tffle
b 2
pain
t. of
f of f
t. U
sing
thes
e po
ints
.I f
auna
the
slop
e. a
rtnt
enic
ept.
anb
an e
quat
ion
fan
the
line.
The
elop
e w
as 9
/290
, the
rbi
tteoc
ept w
oe 2
.anb
the
equa
tion
=ep
ee/M
utin
g m
y ba
te w
as ti
p9/
240x
4L T
his
equa
tion
le a
Mag
ma
equa
tion.
The
exp
esib
nent
ehow
ebth
at th
e tim
e It
Coo
k th
e ca
ntle
Co
extin
guis
h is
afu
nctio
n of
the
oolu
me
o f d
ris B
asna
cKIM
S23
9ft
fn a
n .
encl
oeeb
spa
ce.
The
slo
pe o
f my
line.
9/2
-10.
mea
ns th
at fa
n so
ma,
930
mill
illte
es. f
t will
take
9 a
scen
ts. f
on th
eca
rsbl
e to
extin
guris
h. T
he 7
-bite
sice
PC
, 2. m
eans
that
2 se
cant
s.w
in b
e ab
bea
foe
each
tota
l.F
oom
rea
p 'li
ne o
f bee
t fie
ono
the
equa
tion
1fo
onsi
b fa
wn
2 po
ints
on
ft. I
can
poet
:ric
eth
e tim
e It
woo
lb ta
ke th
e un
able
to e
xtin
guis
h co
o an
y om
ownt
of
ale
in a
con
tain
s.
1
NW
.W
hyC
arra
rts.
leal
sT
M:0
4*m
3 amm
o=In
k T
ools
TK
Inlo
sa
App
lied
Lear
ning
4.0n
ou
sinp
me.
..Ji
m
vw
.^,^
oonA
Met
.
LO
N O
r ca
l.t.1
,.. v
. nu.
..man
set,n
in in
t.y
.lifte
/am
lum
une
lar
1,1,
at.,F
anLf
ierg
ncof
fitah
m
11. b
ag v
. log
Ain
penm
ennn
Ikat
Ionw
araf
t. vi
als
kw*r
em
Thi
s is
a g
ood
inte
rpre
tatio
n of
the
slop
e of
the
line.
The
mea
ning
asc
ribed
to th
e y-
inte
rcep
t suf
fices
onl
y if
deta
ched
from
the
scie
ntifi
c co
ntex
tof
this
task
. The
inte
rcep
t is
smal
l(n
ear
zero
) bu
t it w
ould
be
reas
onab
leto
exp
ect t
he li
ne to
pas
s th
roug
h th
eor
igin
(0,
0) n
o vo
lum
e, n
o tim
e!
BE
ST
CO
PY
AV
AIL
AB
LE87
4)19
95 N
atio
nal C
ente
r on
Edu
catio
n an
d M
e E
cono
my
All
nest
res
erve
d.
00
Bec
ause
the
air
is a
t roo
m te
mpe
ratu
re a
nd s
tand
ard
pres
sure
. mea
surin
g th
e ai
r in
ml i
s eq
uiva
lent
tom
easu
ring
in c
m).
Afte
r co
llect
ing
her
data
ove
r th
ree
tria
ls fo
r ea
chco
ntai
ner,
the
stud
ent d
eter
min
es th
e "t
ime
toex
tingu
ish
lthe)
can
dle
by c
hoos
ing
the
inte
rmed
iate
valu
e fr
om e
ach
set o
f thr
ee tr
ials
. She
doe
s no
r
com
pute
an
exac
t ave
rage
, as
enco
urag
ed b
y th
e ta
sk.
Inst
ead
she
opts
to a
ppro
xim
ate
the
time
need
ed to
extin
guis
h th
e ca
ndle
by
choo
sing
an
inte
ger
betw
een,
and
ofte
n cl
ose
Iv, t
wo
of th
e th
ree
tria
l val
ues.
She
doe
s th
is fu
r ea
ch c
onta
iner
, with
one
cur
ious
exce
ptio
n. T
his
met
hod
of c
hoos
ing
inte
rmed
iate
valu
es fo
r th
is s
peci
fic ta
sk is
as
appr
opria
te a
s th
eon
es o
ffere
d in
the
inst
ruct
ions
.
Sta
tistic
s an
d P
roba
bilit
y C
once
pts
The
stu
dent
:
colle
cts
and
orga
nize
s da
ta a
nd d
ispl
ays
data
with
app
ropr
iate
tabl
es.
r
rli±
kLia
,se-
Poa
d
eij_
JAC
O.7
1co
r°
out
crifi
at3
jj:c;
;igg
Y,t,
.,adh
l-Saa
n911
11C
21'2
11"
unea
libb
cold
ed,
ato
p ni
te:/1
sem
irOen
.cr
uD,,
Scie
nce
requ
ired
by
the
task
The
task
con
sist
ed o
f an
expe
rimen
t in
Mat
hem
atic
scl
ass
in w
hich
stu
dent
s tr
ied
to fi
nd a
mat
hem
atic
alre
latio
nshi
p be
twee
n th
e am
ount
of a
ir in
a ja
r an
dth
e le
ngth
of t
ime
a ca
ndle
will
sta
y lit
. Oxy
gen
is a
nece
ssar
y co
mpo
nent
of c
ombu
stio
n, y
et it
is n
utne
cess
ary
for
stud
ents
to u
nder
stan
d th
e pr
oces
s of
com
bust
ion
to c
ompl
ete
she
task
. The
mat
hem
atic
alan
alys
is a
nd a
pplic
atio
ns r
equi
red
in th
e ta
sk d
raw
on
skill
s in
Sci
ence
Sta
ndar
d 6,
Sci
entif
ic T
ools
and
Tec
hnol
ogie
s.
88
Scie
nce
evid
ent i
n th
is s
tude
nt w
ork
The
stu
dent
follo
ws
the
inst
ruct
ions
for
gath
erin
g,gr
aphi
ng, a
nd a
naly
zing
the
data
, con
sist
ent w
ithex
pect
atio
ns fo
r M
athe
mat
ics
stan
dard
s at
the
mid
dle
scho
ol le
vel.
In tw
o pl
aces
, the
stu
dent
dev
iate
s fr
om th
e in
stru
c-tio
ns a
nd u
ses
data
ana
lysi
s te
chni
ques
that
are
mor
eco
mm
on in
Sci
ence
than
in M
athe
mat
ics,
i.e.
, tak
ing
a se
nsib
le m
idpo
int i
n th
e da
ta r
athe
r th
an a
n ex
act
arith
met
ic a
vera
ge a
nd ta
king
poi
nts
from
the
"bes
t fit
line"
inst
ead
of a
ctua
l dat
a po
ints
. Suc
h tr
eatm
ents
of
0 19
95 N
atio
nal C
ente
r on
Edu
catio
n an
d th
e E
cono
my
AU
rig
htt "
nerv
ed
Mat
hem
atic
al S
kills
and
Too
lsT
he s
tude
nts
estim
ates
num
eric
ally
.
The
cas
k's
use
of th
e ph
rase
"be
st fi
t" is
und
efin
edhe
re. P
resu
mab
ly, t
his
phra
se m
eans
"be
st fi
t to
the
nake
d ey
e,"
whi
ch is
app
ropr
iate
eno
ugh
dera
il of
this
linea
r re
gres
sion
idea
for
mid
dle
scho
ol s
tude
nts.
She
did
nor
use
two
data
poi
nts,
as
inst
ruct
ed, b
uthe
r ap
proa
ch w
as s
ensi
ble.
The
det
erm
inat
ion
of s
lope
and
y-in
terc
ept p
rovi
des
stro
ng e
vide
nce
that
the
stud
ent c
an m
anip
ulat
eal
gebr
aic
expr
essi
ons
and
equa
tions
of l
ines
. It
prov
ides
evi
denc
e as
wel
l of t
he fo
llow
ing:
Mat
hem
atic
al S
kills
and
Too
lsT
he s
tude
nts
uses
equ
atio
ns, f
orm
ulas
, and
sim
ple
alge
brai
cno
tatio
n ap
prop
riate
ly;
com
pute
s ac
cura
tely
with
arit
hmet
ic o
pera
tions
on r
atio
nal n
umbe
rs.
Fun
ctio
n an
d A
lgeb
ra C
once
pts
The
stu
dent
:
repr
esen
ts r
elat
ions
hips
with
...ve
rbal
or
sym
bolic
rul
es.
In th
e da
ta c
olle
ctio
n ta
ble,
the
stud
ent c
orre
ctly
assi
gned
nam
es a
nd u
nits
of m
easu
rem
ent t
o he
rin
depe
nden
t and
dep
ende
nt v
aria
bles
. Her
e sh
e in
cur-
reed
y us
es o
nly
units
of m
easu
rem
ent.
A c
orre
cted
entr
y w
ould
rea
d so
met
hing
like
this
: "rim
e (in
sec
.)=
0.0
32si
ze (
M2.
"
data
, whe
re m
easu
rem
ents
are
not
trea
ted
exac
tly b
utin
stea
d co
nsid
ered
to b
e "p
lus
or m
inus
" by
an
erro
rof
mea
sure
men
t, ar
c ev
iden
ce o
f goo
d te
chni
que
atth
e m
iddl
e sc
hool
leve
l for
par
rs o
f Sci
entif
ic T
ools
and
Tec
hnol
ogie
s. It
sho
uld
also
be
note
d th
at th
e
posi
tive
inte
rcep
t has
no
phys
ical
mea
ning
; giv
en th
eco
ntex
t of a
n al
gebr
a ex
erci
se, f
ailu
re to
not
e th
is is
not s
urpr
isin
g.
BE
ST
CO
PY
AV
AIL
AB
LE
D
D,
L.,
ys r
r,+
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orm
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MU
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ypr
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on
89
MID
DLE
SC
HO
OL
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ork
Sam
ple
&C
omm
enta
ry: C
andl
e Li
fe c
ontin
ued
5
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htb
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uage
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Ass
eena
lles
ea Y
on
Mat
hem
atic
,
Mat
hem
atic
al S
kills
and
Too
lsT
he s
tude
nt:
com
pute
s ac
cura
tely
with
arit
hmet
ic o
pera
tions
on r
atio
nal n
umbe
rs;
know
s an
d us
es th
e co
rrec
t ord
cr o
f ope
ratio
nsfo
r ar
ithm
etic
com
puta
tions
;
uses
equ
atio
ns, f
orm
ulas
, and
sim
ple
alge
brai
cno
tatio
n ap
prop
riate
ly.
Fun
ctio
n an
d A
lgeb
ra C
once
pts
The
stu
dent
:
finds
sol
utio
ns fo
r un
know
n qu
antit
ies
inlin
ear
equa
tions
.
The
960
,002
sec
onds
are
not
app
ropr
iate
uni
ts fo
rth
is q
uest
ion.
The
stu
dent
sho
uld
conv
ert t
his
leng
thof
tim
e in
to u
nits
that
giv
e th
e an
swer
mor
e m
eani
ng,
e.g.
, "a
little
ove
r l l
day
s."
The
trou
ble
with
this
cla
im is
that
sm
alle
rvo
lum
es w
ill n
ot r
esul
t in
long
er ti
mes
. The
data
alre
ady
sugg
est s
peci
fic e
xtin
guis
hmen
ttim
es fo
r ca
ndle
s in
cov
ered
spa
ces
of s
mal
lan
d la
rge
volu
mes
.
Pl/s
kal
03lo
sat
Ce0
3113
2
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MM
3
C33
kes
awm
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ppl.a
ns3.
3,10
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7
Stle
rele
a
Sels
rek
trw
eslip
tion
Sci
ence
-**.
anct
le L
ife
----
____
PAIL
oree
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, Uni
com
er,
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AIL
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rtio
nT
ea r
ed.
Tel
dnip
ass
App
lied
Lear
ning
91
C 1
995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y.A
llrig
ht, '
nerv
ed.
Sta
tistic
s an
d P
roba
bilit
y C
once
pts
The
stu
dent
:
colle
cts
and
orga
nize
s da
ta a
nd d
ispl
ays
data
with
app
ropr
iate
...gr
aphs
.
Mat
hem
atic
al S
kills
and
Too
lsT
he s
tude
nt:
orga
nize
s da
ta o
n ch
arts
and
gra
phs,
incl
udin
gsc
atte
r pl
ots,
...lin
e gr
aphs
.
Goi
ng b
eyon
dT
his
piec
e of
wor
k sh
ows
good
exe
cutio
n of
Fun
ctio
n an
d A
lgeb
ra C
once
pts"
repr
esen
tsre
latio
nshi
ps w
ids.
..ver
bal o
r sy
mbo
lic r
ules
." T
o sa
yth
at th
e st
uden
t has
met
the
stan
dard
for
Fun
ctio
nan
d A
lgeb
ra C
once
pts,
how
ever
, it w
ould
nee
d to
be
com
plem
ente
d by
wor
k in
whi
ch th
e st
uden
t use
s th
eda
ta to
sel
ect t
he a
ppro
pria
te fu
nctio
nal r
elat
ions
hip
to p
rovi
de e
vide
nce
for
the
rela
ted
aspe
ct o
f the
stan
dard
"ana
lyze
s ta
bles
, gra
phs.
..ro
dete
rmin
efu
nctio
nal r
elat
ions
hips
."
Sim
ilarly
, to
say
the
stud
ent h
as m
et th
e st
anda
rdfo
r S
tatis
tics
and
Pro
babi
lity
Con
cept
s, th
e w
ork
wou
ld n
eed
to b
e ac
com
pani
ed b
y w
ork
of c
ompa
rabl
equ
ality
sho
win
g th
at th
r st
uden
t mak
es c
oncl
usio
nsba
sed
on e
vide
nce.
92B
ES
T C
OP
Y A
VA
ILA
BLE
© 1
995
Nat
iona
l Cen
ter
on E
dna:
don
and
the
Eco
nom
y A
l! rig
ht, '
,ner
ved
Japa
nese
stu
dent
s in
mid
dle
scho
ols
are
expe
cted
to "
deep
en th
eir
unde
rsta
ndin
gof
func
tiona
l rel
atio
nshi
ps a
nd d
evel
opth
eir
abili
ty to
mak
e fu
ll us
e of
suc
hkn
owle
dge:
that
som
e ph
enom
ena
are
desc
ribed
thro
ugh
the
use
of li
near
func
tions
; tha
t a li
near
equ
atio
n w
ithtw
o va
riabl
es is
con
side
red
to e
xpre
ssth
e fu
nctio
nal r
elat
ions
hip
betw
een
the
two
varia
bles
.'
Cou
rse
of S
tudy
for
Low
er S
econ
dary
Sch
ools
in J
apan
, p. 3
9.
93
44
'It S
CH
OO
LW
ork
Sam
ple
& C
omm
enta
ry: A
New
Loo
k on
a B
udge
t
in".
.,P
Man
it
3sp
a.,
um.,
Vsi
na
Com
entto
rdG
ran.
,Ila
a9P
5
Um
lur
Eng
lith
Lang
uage
Art
,
The
quo
tatio
ns fr
om th
e M
athe
mat
ics
perf
orm
ance
des
crip
tions
in th
isco
mm
enta
ry a
re e
xcer
pted
. The
com
plet
e pe
rfor
man
ce d
escr
iptio
nsar
e sh
own
on p
ages
32-
33.
94
Cow
era
Gom
m, a
mam
as.
Csa
tapi
s
ithpl
allo
Pla
baila
lyC
arm
an
a lasi
sepa
llaal
D01
00.le
*ea
Mat
hem
atic
,
The
task
Stu
dent
s w
ere
give
n th
e fo
llow
ing
task
:D
eter
min
e th
e co
st o
f red
ecor
atin
g yo
ur r
oom
. You
mus
t car
pet,
pain
t tw
o co
ats,
and
use
wal
lpap
er in
som
e w
ay. D
raw
to s
cale
, on
grap
h pa
per,
eac
h w
all,
incl
udin
g w
indo
ws
and
door
s.
Circ
umst
ance
s of
per
form
ance
Thi
s w
as a
long
-te
rm, i
ndiv
idua
l pro
ject
, to
beco
mpl
eted
prim
arily
at h
ome.
Mea
surin
g in
stru
men
tsan
d ca
lcul
ator
s w
ere
allo
wed
.
Mat
hem
atic
s re
quire
d by
the
task
Thi
s pl
anni
ng p
roje
ct r
equi
res
stud
ents
to b
e sk
illed
with
one
. and
two-
dim
ensi
onal
mea
sure
men
t and
toco
mpu
te q
uant
ities
app
ropr
iate
ly a
nd a
ccur
atel
y.S
ome
form
ulat
ion
of th
e pr
oble
m is
nec
essa
ry b
ecau
sest
uden
ts d
ecid
e w
hat i
nfor
mat
ion
is n
eede
d w
hen
buyi
ng p
aint
and
whe
n co
nnec
ting
that
info
rmat
ion
to b
edro
om m
easu
rem
ents
. Stu
dent
s m
ust a
lso
use
prop
ortio
nal r
easo
ning
to m
ake
scal
e dr
awin
gs o
f the
rede
cora
ted
spac
e.
Thi
s pr
ojec
t cal
ls fo
r sk
ill w
ith a
nd u
nder
stan
ding
of
two.
dim
cnsi
onal
mea
sure
men
t as
wel
l as
num
bers
and
oper
atio
ns. I
t can
als
o le
nd it
self
to c
onsi
dera
tion
ofvo
lum
e or
use
of o
ptim
izat
ion,
e.g
., m
inim
izin
g co
st.
Mat
hem
atic
s ev
iden
t in
this
stu
dent
wor
kT
his
stud
ent w
ork
prov
ides
str
ong
evid
ence
for
lints
of P
uttin
g M
athe
mat
ics
ro W
ork.
The
wor
k al
sosa
tisfie
s pa
rts
of th
e st
anda
rd fo
r P
robl
em S
olvi
ng a
ndM
athe
mat
ical
Rea
soni
ng b
y fo
rmul
atin
g th
e pr
oble
mof
red
ecor
atio
n, im
posi
ng c
onst
rain
ts n
ot r
equi
red
byth
e ta
sk, a
nd d
eter
min
ing
the
info
rmat
ion
need
ed in
orde
r so
pro
ceed
. The
wor
k th
en s
how
s th
e st
uden
tim
plem
entin
g th
e re
deco
ratio
n, in
spi
rit if
not
infa
ct, b
y de
term
inin
g an
d m
akin
g cl
ic a
ppro
pria
tem
easu
rem
ents
and
cal
cula
tions
.
Com
man
d of
the
conc
ept o
f are
a is
evi
dent
,.
beyo
nd s
impl
e m
ultip
licat
ion
of le
ngth
s tim
esw
idth
s of
rec
tang
les.
The
wor
k al
so s
how
s el
emen
tsof
und
erst
andi
ng o
f oth
er p
arts
of t
he s
tand
ard
for
Geo
met
ry a
nd M
easu
rem
ent C
once
pts.
For
exa
mpl
e,th
e st
uden
t con
vert
s be
twee
n un
its o
f mea
sure
men
t,us
es o
f uni
ts o
f app
ropr
iate
siz
e, a
nd d
raw
sac
cura
tely
to s
cale
.
Phy
sica
lW
arn.
mea
ntin
Sai
maa
Um
tata
seas
aps
tS
aim
aaC
anca
nC
orca
ctla
ns40
00,0
tons
Spl
emal
aS
clas
P0c
loal
amotnq
a la
chnd
agla
s
7
Sca
aera
ante
sen
8
sam
ak
Sci
ence
The
man
y co
mpu
tatio
ns in
clud
e m
anip
ulat
ion
of fr
actio
ns a
nd d
ecim
als
and,
to a
less
er e
aten
[,pe
rcen
ts. R
epea
tedl
y, th
e st
uden
t com
pute
s w
ithap
prop
riate
qua
ntiti
es a
nd a
ccur
ate
mea
sure
men
tsan
d ca
lcul
atio
ns, p
rovi
ding
evi
denc
e fo
r pa
rts
ofth
e st
anda
rds
for
Num
ber
and
Ope
ratio
n C
once
pts
and
Mat
hem
atic
al S
kills
and
Too
ls.
Thi
s pr
ojec
t des
crip
tion
is o
rgan
ized
and
exp
lain
edw
ell e
noug
h to
pro
vide
evi
denc
e fo
r pa
rts
of th
est
anda
rd fo
r M
athe
mat
ical
Com
mun
icat
ion.
Thi
s w
ork
sam
ple
prov
ides
evi
denc
efo
r th
e qu
ality
of w
ork
expe
cted
for
part
sof
the
follo
win
g M
athe
mat
ics
stan
dard
s:S
tand
ard
1, N
umbe
r an
d O
pera
tion
Con
cept
s;S
tand
ard
2, G
eom
etry
and
Mea
sure
men
tC
once
pts;
Sta
ndar
d 5,
Pro
blem
Sol
ving
and
Mat
hem
atic
alR
easo
ning
;
Sta
ndar
d 6,
Mat
hem
atic
al S
kills
and
Too
ls;
Sta
ndar
d 7,
Mat
hem
atic
al C
omm
unic
atio
n;S
tand
ard
8, P
uttin
g M
athe
mat
ics
to W
ork.
The
stu
dent
pla
ns to
red
ecor
ate
her
room
and
cre
ates
a re
alis
tic s
cena
rio w
ith c
onst
rain
ts o
f $70
0 an
d th
ead
ded
"mis
t" o
f bei
ng a
ble
to k
eep
50%
of t
here
mai
nder
, whi
ch im
pact
s sh
e de
cisi
ons
to b
e m
ade
in w
ays
that
the
$700
upp
er li
mit
coul
d no
t.
Put
ting
Mat
hem
atic
s to
Wor
kM
anag
emen
t and
pla
nnin
g, in
whi
ch th
e st
uden
t:no
tes
any
cons
trai
nts
that
will
affe
ct th
e pl
an;
dete
rmin
es a
pla
n.
Pro
blem
Sol
ving
and
Mat
hem
atic
al R
easo
ning
Pro
blem
form
ulat
ion
The
stu
dent
form
ulat
es a
nd s
olve
s...m
eani
ngfu
l pro
blem
s.
Pro
blem
impl
emen
tatio
nT
he s
tude
nt:
invo
kes
prob
lem
sol
ving
str
ateg
ies,
suc
has
...or
gani
zing
info
rmat
ion.
Prs
elso
Wai
nia
daT
achn
ique
s
3 Hen
na.
AK
A ic
onT
han
App
lied
Lear
ning
A N
ew L
ook
On
a B
udge
t
Det
erm
ine
the
cost
of r
edec
orat
ing
your
roo
m. Y
oum
ust c
arpe
t. P
aint
2 co
ats,
and
use
wal
lpap
er in
som
ew
ay. D
raw
to s
cale
,on
gra
ph p
aper
, eac
hw
all,
incl
uchn
gw
indo
ws
and
door
s.
lam
b, Afte
r be
ing
in th
esa
me
old,
bor
ing
room
for
four
yea
rs,
it w
as ti
me
tore
deco
rate
.I h
ad b
een
anno
ying
my
mom
abo
ut it
for
alm
ost a
yea
r w
hen
she
final
ly r
elen
ted.
She
agre
ed to
/et m
e re
deco
rate
my
mor
n on
ly u
nder
cert
ain
circ
umst
ance
s. S
hega
ve m
e a
5700
bud
get.
but I
had
to d
oal
l of t
he fi
gurin
gan
d ca
lling
. She
Wso
add
ed th
at 1
coul
d ke
ep 5
0%of
the
rem
aini
ngm
oney
,if
ther
e w
as a
ny'
Alte
r a
few
day
sof
car
eful
thoU
ght,
I dec
ided
to ta
keon
this
cha
lleng
e.
I beg
an m
y pr
ojec
tby
mea
surin
g ea
chw
all's
dim
ensi
ons
care
fully
.la
bele
d th
e w
alls
2, 3
, and
4, s
o I co
uld
keep
trac
k of
them
.I m
easu
red
the
woo
dwor
k, d
oors
,an
d w
indo
ws
sepa
rate
lybe
caus
e th
e w
oodw
ork
and
door
s w
ould
be
a di
ffere
nt c
olor
.I f
ound
the
area
of ea
ch w
an b
y m
ultip
lyin
gits
leng
th ti
mes
hei
ght.
I did
the
sam
e fo
r the
woo
dwor
k, d
oors
and
win
dow
s.I k
ept a
ll of
this
figu
ring
in a
not
eboo
k be
caus
em
y m
ind
will
not
hol
dal
l of
dam
e nu
mbe
rs.
BE
ST
CO
PY
AV
AIL
AB
LE95
Mat
hem
atic
al S
kills
/ and
Too
lsT
he s
tude
nt:
mea
sure
s le
ngth
,ar
ea, a
ccur
atel
y;us
es...
penc
il an
d pa
per,
mea
surin
g de
vice
s, to
achi
eve
solu
tions
.
1995
Not
iona
l Gro
w o
n E
duca
tion
and
thr
Eco
nom
y. A
ll rig
ht, r
eser
ved.
Aa
00'
The
conversionsbetw
eensquare
inches,squate
feet,and
squareyards
atecorrect
andsignificant.
Many
studentsw
ouldincorrectly
usedivisors
of12
and3
insteadof
122and
32w
henconverting.
Geom
etryandM
easurement
Concepts
The
student:understands
length,area,..
andthe
correspondinguses
ofunits,
squareunits..
.ofm
easure;chooses
appropriateunits
ofm
easureand
convertsw
ithease
between
likeunits,
e.ginches
andm
iles,vA
tbina
customary
orm
etricsystem
.
Som
ecalculation
isspared
bythe
recognitionthat
theopposite
walls
haveequal
sizes.
Num
berand O
perationC
onceptsT
hestudent:
consistentlyand
accuratcly..m
ultiplies..rational
numbers,
Mathem
aticalS
killsand
Tools
The
student:
computes
accuratelyw
itharim
operationson
rationalnum
bers
Problem
Solving
andM
athematical
Reasoning
Problentfarrnutation
The
student...figures
outw
hatadditional
information
isneeded.
Putting
Mathem
aticsto
Work
nt:M
anagement
andplanning,
inw
hichthe
studedeterm
inesthe
needs...ofthe
eventto
be...planned.
Here
isthe
rocasuingm
ethodI
used,U
sings
yardstickI
measured
thew
eltsin
yes&and
inches.T
heeI
convene-13111erude
toinches
andgonad
thetotal
inches.T
oconvert
yardsto
inches.I
multiplied
them
amba
ofyards
Imes
36.N
extI
multiplied
onm
ycalculator
thelength
andheight
ininches
tofind
thesquare
inditeof
eachw
all.!
dividedthe
areaby
144to
findthe
squarefeet.
Whey
occemary,
Idivided
thatby
9to
findthe
stlome
Yards.
Because
well
93
hada
window
,the
arcaof
thew
indoww
assubtracted
fromtheater,
ofthe
well.
To
finddie
areaw
hereI
neededcup.,
Im
ultipliedthe
loathof
two
walls
Mat
met
ata
90degree
angle.I
usedthe
same
processto
thearea
ofthe
ceiling.
After
doingw
hatseem
edlike
hoursof
figuruig.1
came
upw
ithm
yfinal
figures.W
allel
had16191144
squarefeet
ofw
allto
bepetard
andS
O
531144squatc
footof
woodw
otkm
iddoors
tobe
painted.W
all52
hadO
S
Irinasquare
fenof
wall
tobe
vialtpaperedand
31/24
squarefeet
ofw
oodwork
tobe
painted.W
all43
had801
/400square
Innof
will
tobe
paintedand
tO1/400
squarefen
ofw
oodwork
tobe
palmed.
Wall
44bad
thesam
eam
ountof
squarefen
asw
all/11
becauseit
isparallel
tow
all52
and
hasno
extraw
oodwork,
doors,or
window
sW
all44's
8111124
squarefret
ofw
ellw
ouldbe
paintedinstead
ofw
allpapered.
tohelp
Me
with
theplo
Iw
entto
wartunm
tof
paintand
paperto
purchase.T
heysaid
thatI
gallonof
paintfor
regularw
allsw
ouldcover
400square
feetand
lquart
would
cover100
Moan
leer.T
heyalso
quotedthe
mice
of114.99
(01I
mdloo
ofw
allpaint
tintedto
beC
lassicA
qua.F
orthe
ceiling.I
decidedto
usea
eheattertype
of
96
0790
National
Centre
onE
ducationand
theE
conomy.
/111riern
sword.
Though
nom
entionis
made,
itscents
Mat
thestudent
employs
acalculator
when
rewriting
herareas
usdecim
alsinstead
ofm
ixedfractions.
Thr
ntimhers
aretoo
praisefor
thiskind
ofw
ork.how
ever
Num
berand
Operation
Concepts
The
student:consistently
andaccurately
computes
with,
applies,and
convertsthe
differentkinds
andform
sof
rationalnum
bers...written
asdecitnals,.or
as..mixed
fractions.
Mathem
aticalS
killsand
Tools
The
students
computes
accuratelyw
itharithm
eticoperations
onrational
numbers;
uses...penciland
paper,....calculators,.,.
toachieve
solutions.
The
decisionto
purchaseone
gallonand
oneT
ianof
paintis
well
conceivedand
well
explained.
Problem
Solving
andM
athematical
Rea
asoning
Problem
implem
entation
The
students
solvesfor
unknown
orundecided
quantitiesusing...sound
reasoning.
Putting
Mathem
atics
toW
ork:M
anagement
andplanning,it
which
thestudent: considers
elsepossibility
ofa
more
efficientsolution.
BE
ST
CO
PY
AV
AILA
BLE
white
paintthat
onlycost
18.99.1
alsoselected
atoll
ofO
ceanS
eamw
allpaperfor
will
02.
Before
Icould
purchasethe
paintand
wallpaper,
Ibad
tobe
sinehow
much
topurchase.
Under
normal
circumstances.
thepaint
company
would
Iandie
measurem
ent,and
adviseno
howm
uchto
buy.M
ym
ominsisted
Mat
Ido
thatfiguring.
The
totalam
ountof
wall
spaceto
bepainted
W.
241.86square
fen.T
hesalesperson
recomm
endedtw
ocoats,
which
natantactually
had483.72
squarefeet
topaint.
One
galloncovers
onan
average400
squarefeet
andoaa
quartcovers
100square
feet.It
was
obviousthat
gallonw
asnot
enoughand
2gallons
was
toom
uch.so
Ipurchased
1gallon
sadI
oven.T
hisam
ountof
paintshould
mover
500square
fen.T
heceiling
was
168.6square
feetand
Igallon
will
besufficient
fortw
ocoats
ofpaint.
The
wall
tobe
paperedw
ar113
17/24square
feet.O
ptroll
ofw
allpapercovers
36square
leekT
wo
rollsw
ouldbe
required,w
hicha
finesince
thepaper
was
onlysold
indouble
rota.T
hew
allpaint
costw
as114.99
forI
gallonand
11.99for
Iquart.
The
watpape4
cost331,98
The
nemstop
was
Ifount
thisstore
advertisedin
thepaper.
The
advertisedm
icefor
painttools
was
cheaperthan
2other
hardware
storesadvertised
isthe
same
paper.T
hesesam
eitem
sw
erem
uchm
oreexpensive
etT
hew
oodw
orkand
doorsurfaces
tobe
paintedw
ere70.41
squarefeet
or140.90
squarefeet
allowing
forthe
sewed
coatof
paint.I
foundI
couldnot
coverthe
surfacesw
ithI
quartand
hadto
purchase2
quarts.I
bought2
quartsof
white
woodw
orkpaint
forS
11.98,a
panand
paintroller
kitfor
13.49,and
2paintbrushes
for54.90.
licilleow
octrtkergoMt
muss
coetioawretioesksetdudeol,glivoe
acquirea
solidability
touse
toolsfor
measurem
entand
drawing
andto
performthe
basicape
headsin
Mee
headsand
inw
riting;and,
incodsundion
with
thoseabilities,
tobe
ableto
usecalculators
totrain
themselves
indeductive
reasoning.U
seof
acom
puterought
toaccom
panythese
activities.
Colleges:
Program
mes
etInstructions,
p.90.
97
MID
DLE
SC
HO
OL
46W
ork
Sam
ple
& C
omm
enta
ry: A
New
Loo
k on
a B
udge
t con
tinue
d
ratin
gLe
rnha
Nro
)C
anna
Wm
,°M
IUR
A
5
1.11
wW
w
Eng
lish
lant
guag
e A
re
98
Wok
eO
pera
sC
enai
ka
°mar
ry I
Com
er
Wer
&
Com
&Iv
. p
oanxea
Inks
alla
tC
ancw
p
5 ak
a.S
eMea
ala
rlexa
tical
Rus
e.,
5 asilw
akka
i
a A
ke
7 liste
nstr
alC
als.
:Wan
NA
Nka
tem
aks
wre
n
Mat
hem
atic
s
Num
ber
and
Ope
ratio
n C
once
pts
The
stu
dent
:
cons
iste
ntly
and
acc
urat
ely
com
pute
s w
ith...
and
conv
erts
the
diffe
rent
kin
ds a
nd fo
rms
ofra
tiona
l num
bers
...w
ritte
n as
deci
mal
s, a
s pe
rcen
ts;
inte
rpre
ts p
erce
nt a
s pa
rt o
f 100
,an
d as
a m
eans
of c
ompa
ring
quan
titie
s of
...ch
angi
ng s
izes
.
Thi
s su
mm
ary
of c
osts
in a
n or
gani
zed
arra
y is
cle
arer
than
add
ition
al p
rose
wou
ld h
ave
been
. Suc
h a
disp
lay
wou
ldal
so h
ave
been
app
ropr
iate
at o
ther
poin
ts in
this
rep
ort.
The
sum
mar
yex
plai
ns th
e to
tal c
ost o
f the
ren
ovat
ion,
and
the
subs
eque
nt d
iagr
ams
show
the
conf
igur
atio
n of
the
rede
cora
ted
room
.
Mat
hem
atic
al C
omm
unic
atio
nT
he s
tude
nt:
orga
nize
s w
ork.
..ora
lly o
r in
writ
ing.
..to
mak
e m
eani
ng c
lear
to th
e au
dien
ce.
Puf
fing
Mat
hem
atic
sto
Wor
kM
anag
emen
t and
pla
nnin
g, in
whi
ch th
e st
uden
t:
prep
ares
...an
exp
lana
tion
ofth
e pl
an.
1
TO
MS
aran
emot
e
2
Sei
nees
Con
cave
5Wira
tiaC
omm
ack
&&
wac
kier
3W
eal&
3 Stle
kfle
Tw
eT
aete
eeep
e
7
Wea
lthC
anne
r:W
mla
tmal
lain
kstip
tlim
Sci
ence
I ord
ered
19
squa
reya
rds
of Iv
ory
Bril
liant
Sax
ony
Car
pet a
t--
for
516.
99 a
squ
are
yard
. The
sal
espe
rson
rem
inde
d m
eab
out t
he c
lose
t tha
t need
ed to
be
carp
eted
inth
e sa
me
colo
r as
the
room
. Iba
d to
5. b
ode
mea
sure
the
.100
0; a
nd th
enca
ll hi
ss w
ith th
e ad
ditio
ttal
info
rmat
ion.
h w
as 1
.46
squa
re y
ards
. Bec
ause
the
stor
e se
lls n
who
leya
rd!,
mot
frac
tions
. the
fine
/or
der
was
for
21 s
quar
eya
rds
of c
arpe
l. ve
stin
g53
56.7
9. T
his
pore
incl
uded
inst
alla
tion
and
padd
ing
The
toad
sla
g th
epu
rcha
ses
was
544
4.51
. In
Keu
rucl
ey, t
ax is
6%
.S
ix p
erce
nt o
f $44
4.11
is 5
26.4
7. T
o ca
lcul
ate
tax,
1 m
ultip
lied
5444
.11
times
.06.
Whe
n 1
adde
d th
eta
x, th
e gr
and
tota
l was
5467
.58.
As
stat
edea
rlier
, my
mom
gav
e m
e o
1700
budg
et 1
was
ver
y pl
ease
dro
find
that
1 w
as 5
232.
42be
low
bud
get.
!rec
eive
d50
% o
f tha
t, or
511
6.21
.1
used
that
to g
oon
acl
ass
nip.
Sup
plie
sI g
allo
n of
Cla
ssic
Aqu
a P
aint
I qua
rt o
f Cla
ask
Aqu
a P
aint
2 nt
of w
hite
woo
dwor
k pa
int
I dou
ble
roll
of O
cean
Sce
ne w
allp
aper
gallo
n of
reg
ular
whi
tepa
l,P
an Q
pai
nt r
olle
r hi
s2
Pai
ntbr
ushe
s21
yd.
of I
vory
Bril
liant
Sax
ony
Car
pet
TO
TA
L
TA
X
GR
AN
D T
OT
AL
Cos
t14
.99
5.99
11.9
831
.98
8.99
5.49
4.90
356.
79
1444
.11
526.
47
5467
.58
Goi
ng b
eyon
dW
ork
with
thre
e.di
men
sion
al m
easu
rem
ent c
ould
easi
ly b
e in
clud
ed in
or
appe
nded
so
this
pro
ject
. For
exam
ple,
bec
ause
bed
room
s no
rmal
ly in
clud
e at
leas
ton
e be
d, a
dre
sser
, and
oth
er it
ems,
vol
ume
and
spac
eco
nsid
erat
ions
wou
ld a
rise.
Thi
s pr
ojec
t pro
vide
s ev
iden
ce fo
r D
esig
n of
aph
ysic
al s
truc
ture
, one
of t
he k
inds
of i
nves
tigat
ion
nam
ed in
Sta
ndar
d 8,
Put
ting
Mat
hem
atic
s to
Wor
k.
BE
ST
CO
PY
AV
AIL
AB
LE
Pro
b. .
Stlr
ag
Cer
nwks
tke
Tee
tsak
erw
at
3 Irdo
nnam
Tac
k T
eals
tnni
onw
i
App
lied
Lear
ning
Thi
s di
agra
m is
ver
y ac
cura
tely
dra
wn
to s
cale
and
wel
l lab
eled
for
clar
ity. T
houg
h th
e co
mpu
tatio
nsar
e no
t sho
wn,
it is
qui
te a
ppar
ent t
hat e
ven
thou
ghea
ch u
nit o
f the
gra
ph p
aper
rep
rese
nts
one
half-
foot
,co
nver
sion
s, e
.g.,
4 in
.. if
foot
- ti
of o
ne h
alf-
foot
,w
ere
mad
e so
that
the
inch
esfr
actio
ns o
f fee
tco
uld
be m
arke
d of
f with
acc
urac
y, a
ccor
ding
to s
cale
.
Geo
met
ry a
ndM
easu
rem
ent C
once
pts:
The
stu
dent
:
...co
nver
ts w
ith e
ase
betw
een
like
uniu
...w
ithin
a c
usto
mar
y or
met
ric s
yste
m;
reas
ons
prop
ortio
nally
with
mea
sure
men
ts...
tom
ake.
..sca
le d
raw
ings
.
Num
ber
and
Ope
ratio
n C
once
pts
The
stu
dent
:
reas
ons
prop
ortio
nally
to s
olve
pro
blem
sin
volv
ing
equi
vale
nt fr
actio
ns o
r eq
ual r
atio
s.
Mat
hem
atic
al C
omm
unic
atio
nT
he s
tude
nt,
uses
mat
hem
atic
al la
ngua
ge a
nd
repr
esen
tatio
ns w
ith a
ppro
pria
te a
ccur
acy,
incl
udin
g...d
iagr
ams;
...la
bels
dra
win
gs...
to m
ake
mea
ning
cle
arto
the
audi
ence
.
0 19
95 N
atio
nal C
ente
r on
edu
catio
n an
d th
e E
cono
my.
All
nen,
'ner
ved.
A N
ew L
ook
on a
Bud
get c
ontin
ued
MID
DLE
SC
HO
OL
47
Eng
lish
Lan
guag
e A
rts
Thi
s w
ork
sam
ple
prov
ides
evi
denc
efo
r th
e qu
ality
of
wor
k ex
pect
ed f
or th
efo
llow
ing
part
s of
the
Eng
lish
Lan
guag
eA
rts
stan
dard
s:St
anda
rd2,
Writ
ingp
rodu
ces
a na
rrat
ive
proc
edur
e;
Sta
ndar
d 4,
Con
vent
ions
, Gra
mm
ar, a
nd U
sage
of th
e E
nglis
h La
ngua
geus
es a
ppro
pria
teco
nven
tions
.
Writ
ing
The
stu
dent
pro
duce
s:
A n
arra
tive
proc
edur
e, in
whi
ch th
e w
riter
:
enga
ges
the
read
er b
y es
tabl
ishi
ng a
con
text
,cr
eatin
g a
pers
ona,
and
oth
erw
ise
deve
lopi
ngre
ader
inte
rest
;
prov
ides
a g
uide
to a
ctio
n fo
r a
rela
tivel
yco
mpl
icat
ed p
roce
dure
in o
rder
to a
ntic
ipat
e a
read
er's
nee
ds, c
reat
es e
xpec
tatio
ns th
roug
hpr
edic
tabl
e st
ruct
ures
, e.g
., he
adin
gs, a
ndpr
ovid
es s
moo
th tr
ansi
tions
bet
wee
n st
eps;
mak
es u
se o
f app
ropr
iate
writ
ing
stra
tegi
essu
ch a
s cr
eatin
g a
visu
al h
iera
rchy
and
usi
ngw
hite
spa
ce a
nd g
raph
ics
as a
ppro
pria
te;
incl
udes
rel
evan
t inf
orm
atio
n;
excl
udes
ext
rane
ous
info
rmat
ion;
antic
ipat
es p
robl
ems,
mis
take
s, a
nd m
isun
der-
stan
ding
s th
at m
ight
aris
e fo
r th
e re
ader
.
Thi
s w
ork
prov
ides
evi
denc
e th
at th
e st
uden
t:
enga
ges
the
read
er b
y es
tabl
ishi
ng a
con
text
:re
deco
ratin
g a
room
on
a bu
dget
;
crea
tes
an e
ngag
ing
pers
ona
and
mai
ntai
ns it
thro
ugho
ut th
e pi
ece,
for
exam
ple:
"I h
ad b
een
anno
ying
my
mom
...";
"1
kept
all
this
figu
ring
ina
note
book
bec
ause
my
min
d w
ill n
ot h
old
all o
fth
ose
num
bers
";
antic
ipat
es th
e re
ader
's n
eeds
and
use
s pr
edic
tabl
est
ruct
ures
to fu
lfill
thos
e ne
eds,
suc
h as
hea
ding
s("
Pro
blem
", "
Sol
utio
n"),
a li
st o
f sup
plie
s ne
eded
,a
scal
e, a
nd a
ser
ies
of s
cale
dra
win
gs o
f the
roo
mto
be
rede
cora
ted;
100
prov
ides
logi
cal t
rans
ition
s fo
r th
e pr
oced
ure
that
give
the
writ
ing
a na
rrat
ive
qual
ity, f
or e
xam
ple:
"I
bega
n..."
; "A
fter
doin
g w
hat s
eem
ed li
ke h
ours
of
figur
ing.
.."; "
Bef
ore
I cou
ld p
urch
ase
the
pain
t..."
; "T
he n
ext s
tep.
..";
prov
ides
cle
ar e
xam
ples
and
exp
lana
tions
, for
exam
ple:
"H
ere
is th
e m
easu
ring
met
hod
I use
d";
"It w
as o
bvio
us th
at I
gallo
n w
as n
ot e
noug
h an
d2
gallo
ns w
as to
o m
uch,
so
I pur
chas
ed I
gallo
nan
d I q
uart
"; "
The
sal
espe
rson
rem
inde
d m
eab
out t
he c
lose
t tha
t nee
ded
to b
e ca
rpet
ed in
the
sam
e co
lor
as th
e ro
om";
excl
udes
ext
rane
ous
info
rmat
ion.
Con
vent
ions
, Gra
mm
ar, a
nd U
sage
of t
heE
nglis
h La
ngua
geT
he s
tude
nt in
depe
nden
dy u
ses
appr
opria
teco
nven
tions
of t
he E
nglis
h la
ngua
ge, i
nclu
ding
:
spel
ling;
sent
ence
con
stru
ctio
n;
para
grap
h st
ruct
ure;
punc
tuat
ion;
gram
mar
;
usag
e.
Thi
s w
ork
sam
ple
prov
ides
evi
denc
e th
atth
e st
uden
t:
man
ages
the
conv
entio
ns, g
ram
mar
, and
usa
ge o
fE
nglis
h so
that
they
aid
rat
her
than
inte
rfer
e w
ithre
adin
g. In
this
cas
e, m
anag
emen
t of c
onve
ntio
nsin
clud
es c
onsi
sten
cy in
the
use
of n
umbe
rs.
.19
95 N
atio
nal C
ente
r on
Edu
catio
n an
d th
r E
cono
my.
All
righn
res
erve
d.
BE
ST
CO
PY
AV
AIL
AB
LE
In A
ustr
alia
, stu
dent
s at
this
leve
l
"con
trol
mos
t dis
tingu
ishi
ng li
ngui
stic
stru
ctur
es a
nd fe
atur
es o
f bas
ic te
xt ty
pes
such
as
stor
ies,
pro
cedu
res,
rep
orts
and
argu
men
ts; e
vide
nt w
hen
stud
ents
, for
exam
ple,
ado
pt o
rgan
izat
iona
lco
nven
tions
whe
n gi
ven
a st
ruct
ured
form
at fo
r w
ritin
g a
part
icul
ar ty
pe o
fte
xt (
writ
e a
stor
y w
ith o
set
ting,
pro
blem
,ev
ents
and
o r
esol
utio
n a
ploy
with
ase
tting
, cha
ract
ers,
and
dia
logu
e; a
repo
rt w
ith a
gen
eral
intr
oduc
tory
stat
emen
t and
info
rmat
ion
grou
ped
unde
r re
leva
nt h
eadi
ngs;
on
expl
anat
ion
with
a g
ener
al s
tate
men
t, fo
llow
ed b
y a
serie
s of
logi
cal s
teps
)."
Eng
lisha
cur
ricul
um p
rofil
e fo
rA
ustr
alia
n sc
hool
s, p
. 83.
101
MID
. LE
SC
HO
OL
48
Per
form
ance
Des
crip
tions
Sci
ence
Sam
ples
of s
tude
nt w
ork
that
hel
pex
plai
n "h
ow g
ood
is g
ood
enou
gh"
for
thes
e st
anda
rds
can
be fo
und
imm
edia
tely
follo
win
g th
ese
page
s.
To
see
how
thes
e pe
rfor
man
cede
scrip
tions
com
pare
with
exp
ecta
tions
for
elem
enta
ry s
choo
l and
hig
h sc
hool
,tu
rn to
pag
es 9
0. 9
7.
St.4
The
Sci
ence
sta
ndar
ds a
re fo
unde
d up
onbo
th th
e A
mer
ican
Ass
ocia
tion
for
the
Adv
ance
men
t of S
cien
ce's
Pro
ject
206
1B
ench
mar
ks fo
r S
cien
tific
lite
racy
and
the
Nat
iona
l Res
earc
h C
ounc
il's
Nat
iona
l Sci
ence
Edu
catio
n S
tand
ards
draf
t. T
he S
cien
ce s
tand
ards
will
als
ota
ke in
to a
ccou
nt th
e w
ork
of th
eN
atio
nal S
cien
ce T
each
ers
Ass
ocia
tion
as th
ey r
evis
e th
eir
Sco
pe, S
eque
nce,
and
Coo
rdin
atio
n C
onte
nt C
ore
and
deve
lop
asse
ssm
ent t
asks
.
The
se d
ocum
ents
, eac
h of
whi
ch r
uns
tose
vera
l hun
dred
pag
es, c
onta
in d
etai
lth
at a
mpl
ifies
the
mea
ning
of t
he te
rms
used
her
e.
10
1P
hysi
cal S
cien
ce C
once
pts
2.Li
fe S
cien
ces
Con
cept
s3.
Ear
th a
nd S
pace
Sci
ence
sC
once
pts
4.S
cien
tific
Con
nect
ions
and
App
licat
ions
The
stu
dent
und
erst
ands
:
char
acte
ristic
pro
pert
ies
of m
atte
r, in
par
ticul
ar,
dens
ity; c
onse
rvat
ion
of m
atte
r;m
otio
ns a
nd fo
rces
, and
the
rela
tions
hips
am
ong
them
, for
sam
ple,
effe
cts
of u
nbal
ance
d fo
rces
;tr
ansf
er a
nd tr
ansf
orm
atio
ns o
f ene
rgy,
incl
udin
gfo
rms
and
conv
ersi
on.
Exa
mpl
es o
f per
form
ance
s th
at m
ay d
emon
stra
teun
ders
tand
ing
incl
ude:
usin
g th
e co
ncep
t of d
ensi
ty to
exp
lain
why
som
eth
ings
floa
t and
oth
ers
sink
in w
ater
;
expl
aini
ng th
e ro
le a
nd u
se o
f fro
nt a
nd r
ear
brak
eson
a b
icyc
le;
cond
uctin
g an
ene
rgy
audi
t of d
ie c
lass
room
and
deve
lopi
ng p
roce
dure
s fo
r re
duci
ng w
aste
(se
e al
toA
pplie
d Le
arni
ng S
tand
ard
1);
build
ing
a gr
andf
athe
r cl
ock
and
expl
aini
ng h
ow it
wor
ks (
e ak
a A
pplie
d Le
arni
ng S
tand
ard
1):
eval
uatin
g th
e cl
aim
s an
d po
tent
ial b
enef
its o
fsu
ngla
sses
that
arc
adv
ertis
ed a
s sc
icen
ing
our
ultr
avio
let l
ight
;ex
plai
ning
the
diffe
renc
e be
twee
n re
cycl
ing
and
reus
ing
in te
rms
of M
ISS
and
ene
rgy
cons
erva
tion;
expl
aini
ng a
Car
tesi
an d
iver
;
earn
ing
the
Aut
o M
echa
nics
Mer
it B
adge
(B
oy S
cout
sof
Am
eric
a) o
r co
mpl
etin
g th
e A
uto
Mai
nten
ance
Pro
ject
(G
irl S
cout
s of
Am
eric
a) a
nd e
xpla
inin
g ho
wit
help
ed y
ou to
und
erst
and
a ph
ysic
al s
cien
ces
conc
ept (
see
alto
App
lied
Lear
ning
Sta
ndar
d 1)
.
The
stu
dent
und
erst
ands
:
stru
ctur
e an
d fu
nctio
n of
cel
ls, t
issu
es, a
nd o
rgan
s;re
prod
uctio
n an
d he
redi
ty, i
nclu
ding
gen
es, t
raits
,an
d le
arni
ng;
regu
latio
n an
d be
havi
or, e
spec
ially
the
role
s of
sens
es a
nd h
orm
ones
;po
pula
tion
and
ecos
yste
ms,
incl
udin
g fo
od w
ebs,
reso
urce
s, a
nd e
nerg
y;ev
olut
ion,
in p
artic
ular
, spe
cies
, div
ersi
ty a
ndad
apta
tion,
var
iatio
n, e
xtin
ctio
n.
Exa
mpl
es o
f per
form
ance
s th
at m
ay d
emom
trat
eun
dem
andi
ng in
clud
e:ex
plai
ning
sne
ezes
, tea
rs, o
r w
hat h
appe
ns w
hen
you
laug
h;
writ
ing
a st
ory
abou
t how
you
or
a pe
rson
you
kno
wle
arne
d to
ove
rcom
e an
inhe
rited
phy
sica
l lim
itatio
n;id
entif
ying
a p
est i
n th
e im
med
iate
env
ironm
ent;
usin
g an
und
erst
andi
ng o
f a fo
od w
eb to
pro
pose
and
test
a w
ay to
elim
inat
e th
e pe
st w
ithou
tin
trod
ucin
g po
ison
s;
expl
aini
ng th
e lin
es o
f evi
denc
e sh
owin
g th
at d
ogs
and
cats
are
rel
ated
by
com
mon
anc
esto
rs;
pred
ictin
g ho
w lo
ng a
pla
nt w
ill li
ve p
lant
ed in
moi
stso
il in
a c
lose
d gl
ass
jar
loca
ted
by a
win
dow
; tel
ling
wha
t add
ition
al in
form
atio
n w
ould
be
need
ed to
mak
e a
bette
r pr
edic
tion
(see
the
Nat
iona
l Res
earc
hC
ounc
il de
afi);
earn
ing
the
Bird
Stu
dy M
erit
Bad
ge (
Boy
Sco
uts
ofA
mer
ica)
or
com
plet
ing
the
Pla
nt C
ultu
re P
roje
ct(G
irl S
cour
s of
Am
eric
a) a
nd e
xpla
inin
g ho
w it
help
ed y
ou to
und
erst
and
a lif
e sc
ienc
es c
once
pt.
The
stu
dent
und
erst
ands
:
Ear
th's
sys
tem
s, in
clud
ing
crus
tal p
late
s an
d la
ndfo
rms;
roc
k cy
cle,
wat
er c
ycle
; wea
ther
and
oce
ans;
Ear
th's
his
tory
, esp
ecia
lly c
hang
e ov
er ti
me,
eros
ion,
mov
emen
t of p
late
s, fo
ssil
evid
ence
.;E
arth
in th
e S
olar
Sys
tem
, inc
ludi
ng d
ay, y
ear;
sun,
pla
net;
grav
ity, e
nerg
y;na
tura
l res
ourc
e m
anag
emen
t.
Exa
mpl
es o
f pe9
Grm
ance
s th
at m
ay d
emon
stra
teun
ders
tand
ing
incl
ude:
expl
aini
ng w
hy e
arth
quak
es, v
olca
noes
, and
sea
-flo
orsp
read
ing
have
a c
omm
on c
ause
;
writ
ing
a st
ory
abou
t the
exp
erie
nces
of a
wat
erm
olec
ule
as it
trav
els
the
glob
e;pr
edic
ting
wha
t hap
pens
to th
e re
adin
g on
a b
athr
oom
scal
e w
hile
rid
ing
in a
n el
evat
or a
nd e
xpla
inin
g yo
urob
serv
atio
ns;
usin
g th
e co
ncep
t of g
ravi
ty to
exp
lain
why
peop
le c
an ju
mp
high
er o
n th
e M
oon
than
they
can
on E
arth
;de
velo
ping
an
algo
rithm
so
tell
whe
ther
the
Moo
n is
wax
ing
or w
anin
g;
com
plet
ing
the
Geo
logy
Pro
ject
(G
irl S
cout
s of
Am
eric
a) o
r ea
rnin
g th
e A
stro
nom
y M
erit
Bad
ge (
Boy
Sco
uts
of A
mer
ica)
and
exp
lain
ing
how
it h
elpe
d yo
uto
und
erst
and
an E
arth
sci
ence
s co
ncep
t.
BE
ST
CO
PY
AV
AIL
AB
LE
The
stu
dent
und
erst
ands
:bi
g id
eas
and
unify
ing
conc
epts
; for
mam
ple,
orde
r an
d or
gani
zatio
n, m
odel
s, s
yste
ms,
evo
lutio
nan
d eq
uilib
rium
, for
m a
nd fu
nctio
n, c
ause
and
effe
ct, c
onst
ancy
and
cha
nge;
tech
nolo
gy, i
nclu
ding
trad
eoffs
, con
stra
ints
,fe
edba
ck, r
isk;
the
desi
gned
wor
ld, i
nclu
ding
agr
icul
ture
and
indu
stry
;he
alth
, esp
ecia
lly n
utrit
ion,
exe
rcis
e, a
nd d
isea
se;
toxi
c su
bsta
nces
; saf
ety;
rel
atio
nshi
ps w
ith th
een
viro
nmen
t;hi
stor
ical
and
con
tem
pora
ry im
pact
of s
cien
ce.
Exa
mpl
es o
f per
form
ance
s th
at m
ay d
emon
stra
teun
ders
tand
ing
incl
ude:
mod
ifyin
g.th
e sc
hool
's fi
re w
arni
ng s
yste
m fo
rst
uden
ts w
ith d
isab
ilitie
s;an
alyz
ing
an a
utom
atic
ice
mak
er a
nd e
xpla
inin
gho
w it
s de
sign
take
s in
to a
ccou
nt th
e di
ffere
nces
inth
e pr
oper
ties
of w
ater
in li
quid
and
sol
id s
tate
s;id
entif
ying
a p
est i
n th
e im
med
iate
CW
/401
1111
011;
usin
g an
und
erst
andi
ng o
f a fo
od w
eb to
pro
pose
and
test
a w
ay to
elim
inat
e th
e pe
st w
ithou
tin
trod
ucin
g po
ison
s;ex
plai
ning
why
peo
ple
who
hav
e co
lds
shou
ld w
ash
thei
r ha
nds
whe
n pr
epar
ing
food
;cr
eatin
g a
guid
e fo
r a
trac
k te
am th
at tr
avel
s ar
ound
Nor
th A
mer
ica.
to h
elp
them
adj
ust t
o al
titud
esdi
ffere
nt fr
om th
e pl
ace
whe
re th
ey u
sual
ly tr
ain;
mak
ing
reco
mm
enda
tions
to s
choo
l offi
cial
s ab
out
wat
er q
ualit
y on
and
nea
r th
e ca
mpu
s (t
ee a
lso
App
lied
Lear
ning
Sta
ndar
d 1)
.
103
CD
199
5 N
atio
nal C
ente
r on
Edu
catio
n an
d th
e E
cono
my
All
right
s re
serv
ed
Per
form
ance
Des
crip
tions
5. S
cien
tific
Thi
nkin
g6.
Sci
entif
ic T
ools
and
Tec
hnol
ogie
s'7.
Sci
entif
ic C
omm
unic
atio
n8.
Sci
entif
ic In
vest
igat
ion
The
stu
dent
use
s sc
ient
ific
reas
onin
g st
rate
gics
,sc
ient
ific
know
ledg
e, a
nd c
omm
on s
ense
tofo
rmul
ate
ques
tions
abo
ut, u
nder
stan
d, a
nd e
xpla
ina
wid
e ra
nge
of p
heno
men
a; th
at is
, the
stu
dent
:
fram
es q
uest
ions
so
that
cau
ses
and
effe
cts
can
bedi
stin
guis
hed;
iden
tifie
s va
riabl
es th
at in
fluen
ce a
situ
atio
n an
d ca
n be
con
trol
led;
uses
con
cept
s fr
om S
tand
ards
1 to
4 to
exp
lain
ava
riety
of o
bser
vatio
ns a
nd p
heno
men
a;us
es e
vide
nce
to d
evel
op d
escr
iptio
ns,
expl
anat
ions
, and
mod
els;
prop
oses
, rec
ogni
zes,
ana
lyze
s, c
onsi
ders
, and
criti
ques
alte
rnat
ive
expl
anat
ions
; dis
tingu
ishe
sbe
twee
n fa
ct a
nd o
pini
on;
iden
tifie
s pr
oble
ms;
pro
pose
s an
d im
plem
ents
solu
tions
; eva
luat
es p
rodu
cts
or d
esig
ns;
wor
ks in
divi
dual
ly a
nd in
team
s to
col
lect
and
shar
e in
form
atio
n an
d id
eas.
Exa
mpl
es o
f sci
entif
ic th
inki
ng in
clud
e:
pred
ictin
g ho
w lo
ng a
pla
nt w
ill li
ve p
lant
ed in
moi
stso
il in
a c
lose
d gl
ass
as lo
cate
d by
a w
indo
w; t
ellin
gw
hat a
dditi
onal
info
rmat
ion
wou
ld b
e ne
eded
tom
ake
a be
tter
pred
ictio
n (ir
e th
e N
atio
nal R
esea
rch
Cou
ncil
draf
t),
dete
rmin
ing
if ev
iden
ce in
the
sum
mar
y da
ta c
hart
in C
onsu
me!
Rep
orts
sub
stan
tiate
s re
com
men
datio
nsab
out t
he "
Bes
t Buy
" fo
r so
met
hing
you
wan
tto
pur
chas
e;
a in
vest
igat
ing
the
effe
ct o
f a v
aria
ble
on p
lant
gro
wth
,e.
g., s
oil,
wat
er, l
ight
, siz
e of
con
tain
er;
eval
uatin
g th
e cl
aim
s an
d po
tent
ial b
enef
its o
fsu
ngla
sses
that
are
adv
ertis
ed a
s sc
reen
ing
out
ultr
avio
let l
ight
.
104
The
stu
dent
use
s to
ols
and
tech
nolo
gies
to c
olle
ctan
d an
alyz
e da
ta; t
hat i
s, th
estu
dent
uses
a v
arie
ty o
f tra
ditio
nal a
nd e
lect
roni
c to
ols
to d
irect
ly, i
ndire
ctly
, and
rem
otel
y ob
serv
e an
dm
easu
re o
bjec
ts, o
rgan
ism
s, a
nd p
heno
men
a;re
cord
s an
d st
ores
dat
a in
a v
arie
ty o
f for
mat
s,in
clud
ing
data
base
s, a
udio
tapc
s, a
nd v
ideo
tape
s;an
alyz
es d
ata
whi
le a
lert
to o
bser
ver
and
sam
ple
bias
es, u
sing
con
cept
s an
d sk
ills
from
Mat
hem
atic
sS
tand
ard
4, S
tatis
tics
and
Pro
babi
lity
Con
cept
s;ac
quire
s in
form
atio
n fr
om p
rint,
elec
tron
ic, a
ndvi
sual
sou
rces
, inc
ludi
ng c
ompu
ter
data
base
s.
Exa
mpl
es r
insi
ng s
cien
ntsc
tool
s an
d te
chno
logi
esin
clud
e:
com
parin
g th
e di
strib
utio
n of
bird
s ne
ar th
e sc
hool
with
a fi
eld
guid
e fo
r th
e re
gion
;
usin
g a
mic
roco
mpu
ter
base
d la
bora
tory
to c
ompa
reth
e ra
tes
at w
hich
.diff
eren
t car
bona
ted
beve
rage
s in
ava
riety
of c
onta
iner
s 10
05C
thei
r fiz
z;
a co
mpa
ring
the
accu
racy
and
tim
elin
ess
of lo
cal
wea
ther
info
rmat
ion
from
a v
arie
ty o
f sou
rces
;ex
chan
ging
dat
a on
aci
d ra
in w
ith s
tude
nts
from
othe
t sta
irs a
nd c
ount
ries;
usin
g el
ectr
onic
dat
abas
es to
get
cur
rent
info
rmat
ion
on th
e he
alth
effe
cts
of lo
ng te
rm s
pace
trav
el;
com
plet
ing
the
Ani
mal
Obs
erva
tion
Pro
ject
(G
irlS
cour
s of
Am
eric
a) a
nd te
achi
ng a
noth
er s
tude
ntho
w to
con
duct
fiel
d ob
serv
atio
ns.
1995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
yrig
hu r
eser
ved.
The
stu
dent
com
mun
icat
es c
lear
ly a
nd e
ffect
ivel
yab
out t
he n
atur
al w
orld
; tha
t is,
the
stud
ent:
- re
pres
ents
dat
a an
d re
sults
in m
ultip
le w
ays;
for
exam
ple,
num
bers
and
sta
tistic
s; d
raw
ings
,.
diag
ram
s, a
nd p
ictu
res;
sen
tenc
es; c
hart
s an
dta
bles
; mod
els;
argu
es fr
om e
vide
nce,
incl
udin
g hi
s or
her
ow
nda
ta a
nd th
e da
ta o
f oth
ers;
criti
ques
pub
lishe
d m
ater
ials
;ex
plai
ns a
sci
entif
ic c
once
pt o
r pr
oced
ure
toot
her
stud
ents
;co
mm
unic
ates
in a
form
sui
ted
to th
e pu
rpos
ean
d th
e au
dien
ce, r
espo
nds
to c
ritic
al c
omm
ents
with
dat
aE
xam
ples
of s
cien
tific
com
mun
icat
ion
incl
ude:
mak
ing
reco
mm
enda
tions
to s
choo
l offi
cial
s ab
out
wat
er q
ualit
y on
and
nea
r th
e ca
mpu
s;
criti
quin
g a
US
A T
oday
art
icle
whi
ch r
epor
ts th
atea
ting
hot d
ogs
in c
hild
hood
cau
ses
adul
t leu
kem
ia;
writ
ing
an a
dver
tisem
ent f
or a
hai
r ca
re p
rodu
ct th
atex
plai
ns h
ow it
wor
ks;
anal
yzin
g a
ballo
t ini
tiativ
e on
toxi
c ch
emic
als;
com
parin
g th
e ac
cura
cy a
nd ti
mel
ines
s of
loca
lw
eath
er in
form
atio
n fr
om a
var
iety
of s
ourc
es;
writ
ing
a re
view
of B
eakm
an's
Wor
ld;
a ea
rnin
g th
e D
rafti
ng M
erit
Bad
ge (
Boy
Sco
uts
of A
mer
ica)
.
BE
ST
CO
PY
AV
AIL
AB
LE
The
stu
dent
com
plet
es p
roje
cts
draw
n fr
om th
efo
llow
ing
kind
s of
inve
stig
atio
n, in
clud
ing
at le
ast
one
full
inve
stig
atio
n ea
ch y
ear
and,
ove
r th
e co
urse
of m
iddl
e sc
hool
, inv
estig
atio
ns r
epre
sent
ing
all
four
kin
ds.
Con
trol
led
expe
rimen
t;F
ield
wor
k;D
esig
n;.
Sec
onda
ry r
esea
rch;
that
is, u
se o
f oth
ers'
dat
aA
sin
gle
proj
ect m
ay d
raw
on
mor
e th
an o
ne k
ind
of in
vest
igat
ion.
A fu
ll in
vest
igat
ion
incl
udes
:
ques
tions
that
can
be
stud
ied
usin
g th
e re
sour
ces
avai
labl
e;pr
oced
ures
that
are
saf
e, h
uman
e, a
nd e
thic
al;
resp
ect p
rivac
y an
d pr
oper
ty r
ight
s;da
ta th
at h
ave
been
col
lect
ed a
nd r
ecor
ded
(ere
also
Sci
ence
Sta
ndar
d 6)
in w
ays
that
oth
ers
can
verif
y, a
nd a
naly
zed
usin
g sk
ills
expe
cted
at t
his
grad
e le
vel (
see
also
Mat
hem
atic
s S
tand
ard
4);
data
and
res
ults
that
hav
e be
en r
epre
sent
ed (
see
amS
cien
ce S
tand
ard
7) in
way
s th
at fi
t the
con
text
;re
com
men
datio
ns, d
ecis
ions
, and
con
clus
ions
base
d on
evi
denc
e;
ackn
owle
dgm
ent o
f ref
eren
ces
and
cont
ribut
ions
of o
ther
s;re
sults
that
are
com
mun
icat
ed a
ppro
pria
tely
toau
dien
ces;
refle
ctio
n an
d de
fens
e of
con
clus
ions
and
rec
om-
men
datio
ns fr
om o
ther
sou
rces
and
pee
r re
view
.
Exa
mpl
es o
f sci
entif
ic in
vest
igat
ions
incl
ude:
anal
yzin
g de
-icer
s fo
r re
lativ
e ef
fect
iven
ess,
cos
t, an
den
viro
nmen
tal h
arm
;re
sear
chin
g lo
cal c
limat
e ch
ange
s ov
er th
e la
st c
entu
ry;
stud
ying
diff
eren
t met
hods
for
cook
ing
chic
ken
inre
latio
n to
hea
lth a
nd a
esth
etic
s;
mak
ing
reco
mm
enda
tions
to s
choo
l offi
cial
s ab
out
wat
er q
ualit
y on
and
nea
r th
e ca
mpu
s;
adop
ting
a st
ream
and
usi
ng th
at lo
catio
n to
stu
dyw
ater
and
hab
itat q
ualit
y ov
er ti
me;
cond
uctin
g a
field
stu
dy a
t a lo
cal c
emet
ery
ofm
onum
ent d
egra
datio
n av
er r
ime.
1.05
MID
DLE
SC
HO
OL
50
Wor
k S
ampl
e &
Com
men
tary
:B
uoya
ncy
1
Jinn
,W
M la
gIle
snin
gV
iart
m
C01
1R11
.4,
Gna
trax
e11
4454
5
tiara
s..
Eng
lish
Lang
uage
Art
s
ee-y
lrir.
`T
he q
uota
tions
from
the
Sci
ence
perf
orm
ance
des
crip
tions
in th
isco
mm
enta
ry a
re e
xcer
pted
. The
com
plet
e pe
rfor
man
ce d
escr
iptio
nsor
e sh
own
on p
ages
48-
49.
wen
./O
M.=
Cam
p%em
uS
talir
da"
-tot
,,4.
11.tt
utIc
alra
m Taa
la
Itslu
msa
lC
cam
niet
tal
habp
Mat
salai
Mat
hem
atic
s
Sci
ence
req
uire
d by
the
task
Stu
dent
s w
ho h
ad b
een
stud
ying
buo
yant
forc
es w
ithve
ssel
s w
ere
aske
d to
sho
w w
hat w
ould
hap
pen
to a
tenn
is b
all d
ropp
ed fr
om a
hei
ght o
f 100
feet
into
30 fe
et o
f wat
er. T
he ta
sk a
sks
for
evid
ence
of
unde
rsta
ndin
g un
bala
nced
and
bal
ance
d fo
rces
, apa
rt o
f Sta
ndar
d I,
Phy
sica
l Sci
ence
s C
once
pts.
Sci
ence
evi
dent
in th
is s
tude
nt w
ork
The
wor
k de
mon
stra
tes
a cl
ear
unde
rsta
ndin
g of
bala
nced
forc
es, a
chal
leng
ing
phys
ical
sci
ence
sco
ncep
t at t
he m
iddl
e sc
hool
leve
l. It
also
sho
ws
that
die
use
of a
dia
gram
can
be
an e
ffect
ive
way
of d
emon
stra
ting
conc
eptu
al u
nder
stan
ding
.
Phy
sica
l Sci
ence
s C
once
pts
The
sto
rybo
ard
prov
ides
evi
denc
e fo
r an
unde
rsta
ndin
g of
:
mot
ions
and
forc
es, a
nd th
e re
latio
nshi
psam
ong
them
, for
exa
mpl
e, th
e ef
fect
s of
unba
lanc
ed fo
rces
.
The
stu
dent
ana
lyze
s th
e m
ovem
ent o
f the
falli
ngba
ll, s
eem
ingl
y a
sing
le a
ctio
n. T
hus,
the
stud
ent
show
s th
at th
e fo
rces
act
ing
upon
this
mov
ing
obje
ctar
e co
nsta
ntly
cha
ngin
g, a
phy
sica
l sci
ence
s co
ncep
t.In
the
first
four
fram
es, t
he a
rrow
leng
ths
depi
ct th
efo
rces
act
ing
upon
the
ball
as u
nbal
ance
d. T
he b
all i
sei
ther
ben
eath
the
wat
er o
r ab
ove
the
wat
er. I
n th
efin
al fr
ame
(fra
me
num
ber
5), t
he a
rrow
s fo
r gr
avity
and
buoy
ancy
are
of e
qual
leng
th. T
he b
all i
sde
pict
ed a
s flo
atin
g, d
emon
stra
ting
that
whe
n th
efo
rce
of g
ravi
ty is
equ
al to
the
forc
e of
buo
yanc
y, a
nob
ject
will
floa
t. N
ote
that
the
leng
th o
f the
arr
ows
depi
ctin
g th
e fo
rce
of g
ravi
ty s
houl
d be
con
stan
tac
ross
all
fram
es, s
o th
ere
may
be
a co
nfus
ion
herw
een
grav
ity a
nd v
eloc
ity. W
hile
the
arro
w
106
14,1
01S
tlene
wC
aron
aS
elos
aC
ane.
12S
OW
&C
arre
tions
amen
suk
ase
Too
tsis
onal
epirs
7S
arsn
t(m
aw..
Sel
amel
kIn
ossW
lon
Sci
ence
depi
ctin
g bu
oyan
cy a
ppea
rs to
be
actin
g ou
tsid
e th
ew
ater
in fr
ame
num
ber
4, th
is m
isco
ncep
tion
is n
otun
usua
l for
a m
iddl
e sc
hool
stu
dent
. The
evi
denc
efo
r co
ncep
tual
und
erst
andi
ng o
f bhl
ance
d fo
rces
,ho
wev
er, i
s co
nfirm
ed in
the
final
fram
e by
the
stat
emen
t: "G
ravi
tybu
oyan
t for
ce >
floa
ts."
Goi
ng b
eyon
dW
ork
of s
imila
r qu
ality
dem
onst
ratin
g un
ders
tand
ing
of p
rope
rtie
s of
mat
ter
and
of tr
ansf
er a
ndtr
ansf
orm
atio
ns o
f ene
rgy
wou
ld b
e ne
eded
toro
und
out t
he e
vide
nce
of u
nder
stan
ding
Phy
sica
lS
cien
ces
Con
cept
s.
Ntim
Sel
vIng
2 cam
_lo
ttepa
r
3N
orm
s.T
an. T
eas
4110
0..
App
lied
Lear
ning
BE
ST
CO
PY
AV
AIL
AB
LE1
0 7
!
0 19
95 N
atio
nal C
ente
r on
Edu
catio
n an
d th
e E
cono
my
All
righn
res
erve
d.
Wor
k S
ampl
e &
Com
men
tary
: Lig
ht R
efle
ctio
nM
IDD
LE S
CH
OO
L
51
Man
n
3
Mg
ll.M
rsa
VIe
4 Gra
mm
y 6
Dun
e
5
Ule
rahn
&gi
ld, L
angu
age
Art
,
Sci
ence
req
uire
d by
the
task
The
Nat
iona
l Sci
ence
Res
earc
h C
ente
r en
cour
ages
the
esta
blis
hmen
t of s
tude
rit r
esea
rch
cent
ers
insc
hool
s in
the
Uni
ted
Sta
tes
and
arou
nd th
e w
orld
.T
he C
ente
r fa
cilit
ates
the
exch
ange
of i
nfor
mat
ion
bypu
blis
hing
a jo
urna
l of s
tude
nt in
vest
igat
ions
and
by
use
of th
e In
tern
et (
nsrc
mm
s @
aol.c
om).
It p
rovi
des
ast
anda
rd fo
rmat
that
stu
dent
s us
e to
rep
ort t
heir
resu
lts. T
he fo
rmal
req
uire
s th
at s
tude
nts
stat
e a
purp
ose
and
hypo
thes
is; r
epor
t the
ir m
etho
ds, d
ata
anal
ysis
, and
con
clus
ions
; and
sug
gest
app
licat
ions
for
thei
r re
sults
. Stu
dent
s w
ho u
se th
is fo
rmat
are
ther
efor
e re
quire
d to
pro
duce
wor
k re
late
d to
par
tsof
the
follo
win
g st
anda
rds:
Sta
ndar
d 5,
Sci
entif
ic T
hink
ing;
Sta
ndar
d 6,
Sci
entif
ic T
ools
and
Tec
hnol
ogie
s.
Sci
ence
evi
dent
in th
is s
tude
nt w
ork
Thi
s st
uden
t cho
se to
stu
dy th
e re
flect
ion
of li
ght o
na
smoo
th s
urfa
ce. T
his
inve
stig
atio
n th
eref
ore
adds
toth
e co
mpo
nent
s re
quire
d by
the
form
at e
vide
nce
for
conc
eptu
al u
nder
stan
ding
of t
he fo
llow
ing
part
of:
Sta
ndar
d 1,
Phy
sica
l Sci
ence
s C
once
ptst
rans
fer
and
tran
sfor
mat
ions
of e
nerg
y. in
clud
ing
form
san
d co
nver
sion
.
Sci
entif
ic T
hink
ing
The
re a
re m
any
conc
epts
in th
e ph
ysic
al s
cien
ces
that
stud
ents
are
exp
ecte
d to
acc
ept a
t fac
e va
lue.
Man
yst
uden
ts fi
nd it
nec
essa
ry to
exp
erim
ent d
irect
ly a
ndto
con
firm
for
them
selv
es th
ings
that
arc
alre
ady
"kno
wn.
" T
his
expe
rimen
tatio
n is
par
t of S
cien
tific
Thi
nkin
g: "
dist
ingu
ishe
s fa
ct fr
ont o
pini
on";
ques
tioni
ng "
know
n fa
cts"
is a
n im
port
ant p
art
of S
cien
tific
Thi
nkin
g at
the
mid
dle
scho
ol le
vel.
Sci
entif
ic T
ools
and
Tec
hnol
ogie
sT
he s
omew
hat c
ompl
ex m
etho
d fo
r ga
ther
ing
data
isw
ell d
esig
ned
to y
ield
acc
urat
e m
easu
rem
ents
. one
of
the
com
pone
nts
of S
cien
tific
Too
ls a
nd T
echn
olog
ies.
108
Plia
illa/
OPU
S.07
,010
Dem
.&po
neni
n
3Im
aken
tam
.F
rota
dalle
yC
rgep
laS
ea Tom
s
Ildhe
sod.
1C
onem
eNce
am,
last
Nen
arle
s*M
.
Mat
hem
atic
, Phy
sica
l Sci
ence
s C
once
pts
Thi
s w
ork
is li
mite
d to
a s
ingl
e bu
t im
port
ant
conc
ept.
Thi
s w
ork
prov
ides
evi
denc
e fo
run
ders
tand
ing
of th
e fa
ct th
at li
ght i
s re
flect
edof
f sm
ooth
sur
face
s; th
at th
ere
is r
egul
arity
toth
at p
roce
ss; a
nd th
at th
ere
is a
way
to s
tate
the
quan
titat
ive
natu
re o
f the
rel
atio
nshi
p be
twee
n
the
"in-g
oing
" an
d "o
ut-g
oing
" an
gles
.
Goi
ng b
eyon
dT
his
wor
k is
a c
lear
illu
stra
tion
of th
e qu
ality
of w
ork
expe
cted
for
Phy
sica
l Sci
ence
s C
once
pts.
To
mee
t the
stan
dard
, how
ever
, it w
ould
tree
d to
be
acco
mpa
nied
by w
ork
of c
ompa
rabl
e qu
ality
with
mot
ions
and
forc
es a
nd w
ith d
iffer
ent f
orm
s of
ene
rgy.
Sim
ilarly
,ad
ditio
nal e
vide
nce
of c
ompa
rabl
e qu
ality
of
of S
cien
tific
Thi
nkin
g an
d S
cien
tific
Too
lsan
d T
echn
olog
ies
wou
ld b
e re
quire
d 10
mee
t the
sest
anda
rds.
© 1
995
Nat
iona
l Cam
, an
Edu
catio
n an
d th
e &
enem
y A
ll rig
ht, r
ewar
d
Sam
naC
ome.
uh S
elen
ms
Com
e.C
ala
6 W
oeS
cien
ces
Cer
ege
5ki
ng.
Man
ggr
amT
ochn
olcE
.fa
me
Cennntlodam
amm
slIn
trea
llsnl
on
Sci
ence
TIT
LE:
The
Ree
ls,,
of L
IM
1
ST
AT
EM
EN
T O
F P
UR
PO
SE
AN
ON
YP
OT
NE
SIS
:
1sw
ami l
ike
to d
osc
ient
ific
rese
srch
pain
the
conc
ept t
hat l
ista
...e
s re
flect
off s
moo
th s
urfa
ces
et M
e sa
me
angl
e th
ey h
it th
em.
1 w
ant t
o se
eif
this
ie tr
ue M
yhy
poth
esis
sta
tes
Met
Lg.
war
es d
o re
flect
off
surf
aces
atIn
c sa
me
angl
eih
eyhi
tth
em.
a M
ET
HO
DO
LOG
Y:
Ft,
Iw
rore
my
inte
alei
n of
por
no. T
hen
I wro
te m
y re
view
of l
itera
ture
. Nem
deve
lop.
my
hypf
mse
s. M
. I a
n.ra
y m
etho
donv
gy. N
cat,
Iw
rote
my
list o
fna
ettr
ish.
The
nI
deve
lope
d m
y ob
serv
atio
n ur
n on
e co
llect
ion
form
. Nem
.I M
g.m
etm
yna
crim
ente
tion.
oh
****
* tio
n, a
nd d
ace
conc
...1
did
my
expe
rirse
ntet
ion
byco
verin
g dm
lens
of
fnal
light
wiM
a b
leat
pla
te a
t pap
er.
1 M
en c
utha
le a
tth
ee
at th
e pa
per
so M
at o
nly
one
my
of li
ght c
ould
esc
ape.
The
npu
tw
hile
pie
ceof
pip
erth
e flo
or a
nd p
ut m
e m
itre.
edg
yth
e p.
m to
Met
tight
eag
lew
as m
ade.
Ila
id th
efla
shlig
ht d
owa
Mc
whi
te p
aper
with
the
hen
onM
ock
nape
, cov
erin
g O
m le
ns n
eat t
o In
c flo
or.
1se
t Mt f
lash
light
[ven
al a
ngle
s to
the
min
or o
n M
e flo
or. T
.n 1
shin
ed s
he fl
ashl
ight
et th
e m
inor
.I M
ewlin
e oa
.w
hite
pop
e, fo
llow
ing
ohs
ray
hini
ng M
s m
irror
and
Pm
ray
ref
lect
ing
from
Inc
min
or.
1M
en d
rew
line
runn
ing
perp
tndi
cUla
r 10
the
min
or D
om In
c ve
nts
ofth
e an
gle
whi
ch th
e 1n
m, m
ade
and
uses
!pr
otra
ctor
on
mea
sure
the
two
iscr
sa..
Ire
peal
ed O
Mpr
oced
ure
roe
ach
angl
e.T
hen
1w
sore
my
anal
ysis
of d
oe,
Nee
, Ipr
ole
my
mai
m, n
od c
oneh
mio
ns w
here
Icc
ept.
at r
ejec
ted
my
hypo
thes
is. T
bca
1ap
plie
d ra
y fin
ding
s to
the
reel
wor
ld L
em.
sant
my
ebst
ract
to.
the
natio
n! jo
urna
l of m
ud, a
men
,M
.A
NA
LYS
IS O
F D
AT
A:
1to
ut th
e im
goin
g en
d ou
tgoi
ngra
ys o
f lig
ht h
ad th
e sa
me
angl
e. F
or th
efir
st M
. 1 a
lma
Me
flash
light
at .
mirr
or a
t29
deg
,. an
gle
able
the
light
mfle
cted
Olf
al a
29
degr
ee e
ngle
. For
Mc
Wan
d In
al.
Ish
ined
the
flash
light
at M
em
irror
inin
n de
gree
ang
le u
nd th
e lig
ht 'e
lev.
off a
tte
n M
gr. a
ngle
. For
Om
third
toI
shin
ed th
efla
shlig
htat
the
mirr
or e
t19
deg
ree
engi
c an
d M
c lig
.go
atee
. off
ets
19 d
egre
e en
gke.
IT.
SU
MM
AR
1' A
ND
CO
NC
LUS
ION
S
My
rese
arch
ono
locu
es. M
ai li
gm r
efle
cts
aft s
moo
th e
urfc
esth
e se
. ang
leit
fart
The
rcro
re,
Iac
ce p
t my
hypo
thes
is w
hich
SIM
" th
atlig
ht w
ave,
at r
uirn
vrr
.moo
, r.r
trxr
ri
in. s
ame
an&
tear
nil.
VA
PP
LIC
AT
ION
:
1us
e m
y ts e.
. kno
wle
dge
to m
a:ra
nge
the
mic
ron
inm
y ro
om s
o 1.
1 it
will
.hr
in1
insi
d
BE
ST C
OPY
AV
AIL
AB
LE
1
Pro
blem
SoM
no
Con
eram
kalle
nT
am 6
3
rah
tool
sI T
een.
.
App
lied
L ar
ning
The
quo
tatio
ns fr
om th
e S
cien
ce p
erfo
rman
ce
desc
riptio
ns in
this
com
men
tary
are
exc
erpt
ed.
The
com
plet
e pe
rfor
man
ce d
escr
iptio
ns o
resh
own
on p
ages
484
9.
4,4r
Thi
s pi
ece
of w
ork
com
es fr
om a
pro
ject
inw
hich
stu
dent
s sh
ore
thei
r w
ork
on th
e In
tern
et.
The
Gen
eral
Acc
ount
ing
Offi
ce r
ecen
tly r
epor
ted
that
mor
e th
an h
all o
f 10,
000
scho
ols
surv
eyed
lack
ed m
odem
s an
d ph
one
lines
, and
that
onl
y35
% o
f sch
ools
and
3%
of c
lass
room
s cu
rren
tlyha
ve a
cces
s to
the
Inte
rnet
. We
know
this
is a
neq
uity
issu
e th
at fo
r m
ore
than
3%
of t
heho
mes
in th
e U
nite
d S
tate
s ho
ve a
cces
s to
the
Inte
rnet
and
that
sch
ools
mus
t mak
e su
re th
atst
uden
ts' a
cces
s to
info
rmat
ion
and
idea
s do
esno
t dep
end
on w
hat t
hey
get o
f hom
e. W
e ha
vein
tent
iona
lly u
sed
this
exa
mpl
e to
mak
e th
epo
int t
hat S
tand
ard
6, S
cien
tific
Too
ls a
ndT
echn
olog
ies,
incl
udes
usi
ng te
leco
mm
unic
atio
nsto
acq
uire
and
sha
re in
form
atio
n. N
ewS
tand
ards
' par
tner
s ha
ve p
ledg
ed to
cre
ate
the
lear
ning
env
ironm
ents
whe
re s
tude
nts
can
deve
lop
the
know
ledg
e an
d sk
ills
delin
eate
d he
re.
In N
orw
ay "
Obs
erva
tions
and
Exp
erim
ent"
is o
ne o
f the
mai
n ar
eas
of s
tudy
for
mid
dle
scho
ol s
tude
nts,
bec
ause
"co
llect
ion
of d
oto
thro
ugh
obse
rvat
ions
and
use
of m
easu
ring
inst
rum
ents
is o
n im
port
ant p
ort o
f the
nat
ural
scie
nces
. Suc
h sk
ills
are
also
impo
rtan
t in
ever
yday
life
and
at w
ork:
II is
nat
ural
toin
clud
e w
eigh
ing
and
mea
surin
g us
ing
hous
e-ho
ld e
quip
men
t. In
the
natu
ral s
cien
ces,
it is
ofte
n ne
cess
ary
lo.c
olle
ct in
form
atio
nsy
stem
atic
ally
by
mea
ns o
f tes
ts a
nd e
xper
i-m
ents
, and
use
this
info
rmat
ion
as a
bas
is fo
rla
ter
conc
lusi
ons.
Thi
s m
etho
d sh
ould
be
used
in a
ll pa
rts
of N
atur
al S
cien
ce te
achi
ng. T
hepu
pils
sho
uld
them
selv
es b
e al
low
ed to
form
ulat
e
prob
lem
s w
hich
they
con
inve
stig
ate
by m
eans
of s
impl
e ex
perim
ents
. The
y sh
ould
als
o be
abl
eto
ass
ess
the
accu
racy
of t
he m
easu
rem
ents
and
obse
rvat
ions
, and
mus
t con
side
r w
heth
er th
eir
conc
lusi
ons
are
sens
ible
and
val
id."
Cur
ricul
um G
uide
lines
for
Com
puls
ory
Edu
catio
n in
Nor
way
, p. 2
66.
J.1
DLE
SC
HO
OL
Wor
k S
ampl
e &
Com
men
tary
: Cru
ise
Boa
ts
num
m
Eng
lab
Lang
uage
Arn
WM
,346
6.3
4 onamo6
Sup
5
, , I
The
quo
tatio
ns fr
om th
e S
cien
cepe
rlorm
ance
des
crip
tions
in th
isco
mm
enta
ry a
re e
xcer
pted
. The
com
plet
e pe
rfor
man
ce d
escr
iptio
nsar
e sh
own
on p
ages
484
9.
110
tOno
tor
0001
.6C
om..
Onm
ery
1,16
6.6m
.C
onor
psto
Mo.
Mar
hem
atin
Sci
ence
req
uire
d by
the
task
The
task
ask
ed s
tude
nts
to e
xpla
in h
ow c
ruis
e bo
ats
mov
e. It
w 2
5 pa
rt o
f a u
nit i
n w
hich
she
stu
dent
sst
udie
d m
otio
ns a
nd fo
rces
.
The
task
furt
her
aske
d st
uden
ts to
exp
lain
the
conc
epts
at a
leve
l tha
t cou
ld b
e un
ders
tood
by
five-
to te
n-ye
ar-o
ld c
hild
ren,
and
it li
mite
d th
e ex
plan
atio
n ro
one
page
fron
t and
bac
k. S
tude
nts
wor
ked
alon
e. It
is n
ot c
lear
whe
ther
they
wer
e gi
ven
oppo
rtun
ities
for
revi
sion
.
The
task
's c
onte
xt o
f a li
quid
med
ium
may
hav
ebe
en c
onfu
sing
to th
e st
uden
t. F
or a
mid
dle
scho
olst
riden
t, it
is s
omew
hat a
dvan
ced
to u
nder
stan
d th
atth
e sa
me
law
s of
mot
ion
appl
y in
bot
h ga
s an
d liq
uid
envi
ronm
ents
(w
ith fo
rces
mod
ified
by
fric
tion
and
resi
stan
ce),
whe
n th
e st
uden
t has
pro
babl
y le
arne
dab
out f
orce
s on
ly in
air.
The
stu
dent
is a
sked
onl
y to
tell
wha
t mak
es th
e bo
at m
ove.
Tha
t con
stra
int
mak
es th
e ta
sk m
anag
eabl
e at
the
mid
dle
scho
ol le
vel.
Sci
ence
evi
dent
in th
is s
tude
nt w
ork
It is
not
cle
ar w
heth
er th
e st
uden
t did
any
exp
erim
ents
with
wat
er to
con
stru
ct th
e ex
plan
atio
n, b
ut th
est
uden
t's w
ork
does
pro
vide
evi
denc
e fo
r th
e fo
llow
ing
part
s of
:
Sta
ndar
d I,
Phy
sica
l Sci
ence
s C
once
ptsm
otio
nsan
d fo
rces
;
Sta
ndar
d 4,
Sci
entif
ic C
onne
ctio
ns a
ndA
pplic
atio
nsca
use
and
effe
ct.
Car
eful
use
of w
ords
and
cle
ar d
iagr
ams
For
the
purp
oses
of c
omm
unic
atin
g w
ith y
oung
er s
tude
nts
prov
ide
evid
ence
for
the
follo
win
g pa
rts
of:
Sta
ndar
d 7,
Sci
entif
ic C
omm
unic
atio
nrep
rese
nts
data
and
res
ults
in m
ultip
le w
ays;
exp
lain
s a
scie
ntifi
cco
ncep
t or
proc
edur
e to
oth
er s
tude
nts;
com
mun
icat
esin
a fo
rm s
uite
d to
the
purp
ose
and
audi
ence
.
Phy
sica
l Sci
ence
s C
once
pts
The
rel
atio
nshi
p be
twee
n fo
rce
and
mot
ion
is e
asie
rto
illu
stra
te in
a fa
mili
ar e
nviro
nmen
t. T
o ex
plai
nth
e fo
rces
in a
liqu
id m
ediu
m r
equi
res
the
stud
ent
to a
pply
the
conc
ept i
n an
unf
amili
ar s
ettin
g. If
succ
essf
ul, t
he s
tude
nt's
wor
k pr
ovid
es e
vide
nce
ofco
ncep
tual
und
erst
andi
ng. T
his
sam
ple
prov
ides
an
accu
rate
exp
lana
tion
of m
otio
ns a
nd fo
rces
whe
n it
show
s th
at a
forc
e in
one
dire
ctio
n (p
ropu
lsio
n of
wat
er b
ackw
ard)
alw
ays
resu
lts in
a fo
rce
in th
e
Wre
nC
.c.s
5 Sc.
ille
ibeh
nole
gles
a
6.1.
1k
Sci
ence
oppo
site
dire
ctio
n (p
ushi
ng th
e bo
at fo
rwar
d). H
owev
er,
it is
an
erro
r so
attr
ibut
e th
e pu
sh to
wat
er b
ounc
ing
back
. The
act
ual f
orce
is n
or a
bou
nce
but s
impl
y a
forc
e re
sulti
ng fr
om th
e m
ovem
ent o
f wat
er in
rev
erse
(thu
s m
ovin
g th
e bo
at fo
rwar
d). T
he g
erm
of a
nun
ders
tand
ing
of th
e co
rrec
t mec
hani
sm fo
r th
e pu
shby
the
wat
er o
n th
e pr
opel
ler
is th
ere
in th
e "r
esis
tanc
e"of
the
wat
er b
eing
pus
hed
away
. Lat
er th
ere
is a
cor
rect
expl
anat
ion,
whe
n th
e st
uden
t sta
tes
that
the
fast
erth
e m
ovem
ent o
f wat
er (
linke
d ro
the
fan
anal
ogy)
,th
e fa
ster
the
forw
ard
mov
emen
t of t
he b
oat.
It is
impo
rtan
t to
note
that
the
task
was
abou
t the
forc
es m
akin
g th
e bo
at m
ove
and
not a
bout
the
ener
gy n
eces
sary
totu
rn s
he p
rope
ller.
The
exp
lana
tion
that
am
otor
is li
ke "
a bi
g ba
ttery
" is
inco
rrec
t.B
oats
do
use
chem
ical
ene
rgy
(fue
l) to
rele
ase
heal
, and
it is
this
hea
t ene
rgy
and
not e
lect
rical
ene
rgy
that
pow
ers
the
boat
. How
ever
, sin
ce th
e ta
sk d
idno
t ask
for
an a
naly
sis
of e
nerg
ytr
ansf
orm
atio
ns, t
his
mis
conc
eptio
ndi
d no
t tak
e aw
ay fr
om c
ompl
etin
g th
eta
sk a
s it
was
pos
ed.
Sci
entif
ic C
onne
ctio
ns a
ndA
pplic
atio
nsT
he u
se o
f the
fan
to e
xpla
in h
owsh
ips
mig
ht m
ove
fast
er is
evi
denc
efo
r un
ders
tand
ing
the
link
betw
een
the
shap
e of
the
fan
and
the
beha
vior
of a
sim
ilar
desi
gn in
a d
iffer
ent
setti
ng (
wat
er).
The
idea
of c
ause
and
effe
ct is
illu
stra
ted
in th
e ex
plan
atio
nth
at, a
s th
e fa
ns m
ove
fast
er, m
ore
wat
er is
pus
hed,
cau
sing
gre
ater
forw
ard
mot
ion.
Sci
entif
ic C
omm
unic
atio
nT
he ta
sk a
sked
for
an e
xpla
natio
nto
a s
peci
fic a
udie
nce
(fiv
e- to
ten-
year
-old
s). C
once
pts
are
repr
esen
ted
in m
ultip
le w
ays;
the
use
ofdr
awin
gs is
an
effe
ctiv
e w
ay to
illus
trat
e th
e fo
rces
ope
ratin
g in
this
sys
tem
. The
re is
an
appr
opria
tele
vel o
f det
ail n
eces
sary
for
aco
mpl
ete
expl
anat
ion
to a
youn
ger
stud
ent.
Pro
bS
.. In
g
2 Car
mar
.t.W
ok..
o. T
O.
h...
Imt.o
rs to
Wor
lalp
011.
App
lied
L ar
ning
Goi
ng b
eyon
d
The
wor
k ill
ustr
ates
the
qual
ity o
f wor
kex
pect
ed fo
r P
hysi
cal S
cien
ces
Con
cept
s. T
om
eet t
he s
tand
ard,
how
ever
, it w
ould
nee
d ro
be a
ccom
pani
ed b
y w
ork
of c
ompa
rabl
e qu
ality
with
pro
pert
ies
of m
atte
r an
d w
ith d
iffer
ent
form
s of
ene
rgy.
Sim
ilarly
, add
ition
al e
vide
nce
of c
ompa
rabl
e qu
ality
of o
ther
asp
ects
of
Sci
entif
ic C
onne
ctio
ns a
nd A
pplic
atio
ns,
Sci
entif
ic T
hink
ing,
and
Sci
entif
ic T
ools
and
Tec
hnol
ogie
s w
ould
be
requ
ired
to m
eet
thes
e st
anda
rds.
"'...
.
'
rrraa.r.
006.
0
BE
ST
CO
PY
AV
AIL
AB
LE
111.
0 lw
vrt
. tee
'''''I
111
;ID
1995
Nat
iona
l Cen
ter
an E
duca
tion
and
the
Eco
nom
y. A
ll rig
ht, r
eser
ved.
Wor
k S
ampl
e &
Com
men
tary
: See
dsM
IDD
LE S
CF
LOO
L
53
Ror
ieW
ritin
g
3 SN
OW
Sw
ath%
Vie
win
g
Cem
ent l
ank
Gra
mm
arth
aw
5
Leno
re
Eng
lirle
L.n
guag
e A
rts
Sw
a,O
no.
Cow
en
Gw
ent,
W w
n..
tens
es
34,
4143
4.sa
bsbn
Cos
eept
s
Mat
taar
atud
atry
Cal
m
Pre
lass
Sor
dra
hare
ms.
Ren
al*
Ual
war
kal
fan
Ito*
7 tusw
au44
41D
enne
mic
sko
New
Llet
hann
ioto
Wen
Scie
nce
requ
ired
by
the
task
Stu
dent
s in
is c
omm
unity
sum
mer
pro
gram
wer
een
cour
aged
-to
beco
me
invo
lved
with
a g
arde
npr
ojec
t. A
s pa
rt o
f the
pro
ject
they
wer
e gi
ven
som
eca
sual
inst
ruct
ion
on p
lant
s an
d se
eds.
To
help
them
iden
tify
wee
ds th
e st
uden
ts w
alke
d th
roug
h a
vaca
nttu
t nea
r th
e ga
rden
wea
ring
sock
s ov
er th
eir
shoe
s.T
hey
colle
cted
the
seed
s fr
om th
eir
sock
s an
d an
alyz
edth
e se
eds.
The
y w
ere
allo
wed
to d
ecid
e ho
w th
ey w
ould
sort
the
seed
s. A
cla
ssifi
catio
n ba
sed
on a
var
iabl
ere
late
d to
a fu
nctio
nal c
hara
cter
istic
of t
he s
eeds
ask
sfo
e an
und
erst
andi
ng o
f the
follo
win
g pa
rt o
f:
Sta
ndar
d 2,
Life
Sci
ence
s C
once
ptss
truc
ture
and
func
tion.
Mat
hem
atic
,
Scie
nce
evid
ent i
n th
is s
tude
nt w
ork
The
stu
dent
cla
ssifi
es th
e se
eds
into
mon
ocot
s(m
onoc
otyl
edon
s) a
nd d
icot
s (d
icot
yled
ons)
,de
mon
stra
ting
clas
sific
atio
n ba
sed
on a
rt u
nder
stan
ding
of th
e ch
arac
teris
tics
of d
iffer
ent g
roup
s of
flow
erin
gpl
ants
. He
goes
furt
her
in h
is u
nder
stan
ding
of L
ifeS
cien
ces
Con
cept
s, w
ith h
is a
naly
sis
of p
ossi
ble
reas
ons
fat t
he d
istr
ibut
ion
of th
e da
ta. T
he fi
eldw
ork
onw
hich
the
proj
ect i
s ba
sed,
toge
ther
wis
h th
eex
plan
atio
ns th
e st
uden
t giv
es fo
r hi
s fin
ding
s an
dhi
s fu
rthe
r w
ork
prov
ide
evid
ence
rel
ated
to p
arts
of
Sta
ndar
d 5,
Sci
entif
ic T
hink
ing;
Sta
ndar
d 8,
Sci
entif
ic In
vest
igat
ionf
ield
wor
k.
Life
Sci
ence
s C
once
pts
Thi
s w
ork
prov
ides
evi
denc
e fo
r th
e qu
ality
of w
ork
expe
cted
for
two
addi
tiona
l com
pone
nts
of
Sta
ndar
d 2,
Life
Sci
ence
s C
once
ptsp
opul
atio
nan
d ec
osys
tem
s, in
clud
ing
food
web
s, r
esou
rces
, and
ener
gy; a
nd e
volu
tion,
in p
artic
ular
, ada
ptat
ion.
Whe
n th
e st
uden
t pre
dict
s th
at s
eeds
that
wer
e no
tea
sily
cla
ssifi
ed w
ere
mos
s lik
ely
mon
ocot
s be
caus
em
onoc
ots
wer
e do
niin
ant i
n th
is p
lot,
he p
rovi
des
evid
ence
for
unde
rsta
ndin
g po
pula
tions
.
1.12
Whe
n th
e st
uden
t dis
cuss
es th
e hi
gh p
ropo
rtio
n of
mon
ocot
s, h
e pr
ovid
es e
vide
nce
for
unde
rsta
ndin
gad
apta
tion.
For
exa
mpl
e, "
The
dirt
her
e w
as p
retty
dry.
Or
may
be th
e m
onoc
ots
are
stro
nger
and
will
push
out
the
diem
, fro
m th
eir
spac
e...W
hen
Ipu
llup
the
gras
s th
ere
is lo
ts o
f roo
ts th
at s
prea
d ou
t and
may
be d
icot
s lu
st g
o st
raig
ht d
own
in th
e ro
ot."
Sci
entif
ic T
hink
ing
The
wor
k in
the
seco
nd a
ctiv
ity p
rovi
des
evid
ence
rela
ted
to s
ever
al c
ompo
nent
s of
Sci
entif
ic T
hink
ing:
iden
tifie
s va
riabl
es th
at in
fluen
ce a
situ
atio
nan
d ca
n be
con
trol
led;
uses
con
cept
s fr
om S
tand
ards
I to
4 to
exp
lain
a va
riety
olo
bser
vatio
nsan
d ph
enom
ena;
use
evid
ence
to d
evel
opde
scrip
tions
, exp
lana
tions
,an
d m
odel
s;
prop
oses
, rec
ogni
zes,
anal
yzes
, con
side
rs, a
ndcr
itiqu
es a
ltern
ativ
eex
plan
atio
ns; d
istin
guis
hes
betw
een
fact
and
opi
nion
.
In th
e se
cond
act
ivity
, the
wor
kof
fers
two
exam
ples
of g
ood
scie
ntifi
c th
inki
ng a
t the
mid
dle
scho
ol le
vel:
the
mea
sure
men
t of
the
oil s
pots
by
com
paris
on a
ndth
e cr
itica
l com
men
t abo
ut th
epo
ssib
ility
that
wat
er c
ause
d pa
rtof
a s
tain
bec
ause
ther
e w
as n
oten
ough
dry
ing
time.
The
stu
dent
did
not c
ontr
ol F
or th
e si
ze o
f the
seed
s, s
o th
e co
nclu
sion
s ab
out
rela
tive
amou
nts
of o
il m
ay n
ot b
eva
lid, n
or d
id h
e in
dica
te w
heth
eral
l wer
e fr
esh
or s
ome
wer
e dr
ied.
The
se a
re im
port
ant v
aria
bles
that
one
wou
ld e
xpec
t to
be id
entif
ied
and
cont
rolle
d by
a s
tude
nt a
s th
ehi
gh s
choo
l lev
el.
0 1
995
Nat
iona
l Cen
ter
on E
duca
tion
and
die
Eco
nom
y. A
ll rig
hts
ratr
zed.
letw
alta
lS
eam
sC
omm
is
Lis
rebo
retW
Al S
paa
edem
asw
eep
4ed
amC
ow th
enet
Ake
tesa
S. sn
rnk
5 Sne
ak to
okte
clud
ooks
7S
ensa
irkre
erni
nita
tho
Sel
ente
lete
rest
balk
e
Sci
ence
Sci
entif
ic In
vest
igat
ion
Thi
s w
ork
also
pro
vide
s ev
iden
ce r
elat
ed to
sev
eral
aspe
cts
of S
cien
tific
Inve
stig
atio
n. T
here
wer
e tw
osi
udie
sof s
eeds
: The
iden
tific
atio
n st
udy
incl
udes
colle
ctin
g an
d re
port
ing
data
and
dra
win
g co
nclu
sion
sfr
om th
em. T
he o
il st
ain
expl
orat
ion
has
a si
mila
rlycl
ear
repo
rt o
f the
pro
cedu
res
and
a su
mm
ary
that
isba
sed
on th
e da
ta. B
ecau
se th
e w
ork
does
not
offe
r a
clea
r st
ory
line,
it d
oes
not p
rovi
de e
vide
nce
for
the
qual
ity o
f wor
k ex
pect
ed fo
r S
cien
tific
Inve
stig
atio
n.In
oth
er w
ords
, the
stu
dent
Fai
ls to
est
ablis
h w
hat
ques
tion
was
und
er in
vest
igat
ion
or h
ow th
e se
cond
stud
y fo
llow
s fr
om th
e fir
st.
Pro
ject
See
ds
Pro
cedu
re I,
1. w
ent t
o M
g pa
rk w
ren,
from
tor.
Hou
se.
2. P
ut o
ld s
ocka
ove
r sh
oes.
3. W
alke
d ar
ound
the
park
for
10 m
inut
es.
a. C
ame
back
and
took
on
sock
s.5.
Too
k of
f all
the
wed
s fr
om s
ocks
.G
. Put
see
ds In
env
elop
es.
7. T
ried
to a
nd p
lant
s th
at s
eeds
cam
e fr
om.
8. W
ent b
ack
to L
ydia
Hou
se.
9. T
ape
aced
, tha
t wer
e th
e sa
me
on th
e ga
me
part
of p
aper
.1.
Put
bbe
l on
seed
s th
at w
e kn
ew w
hat p
lant
they
cam
efr
om.
101.
Put
labe
l on
mon
ocot
s an
d M
oats
.
Dom
Mon
ocoL
s ar
e lik
e gr
asse
s an
d m
m a
nd s
tuff
like
that
.The
y ha
ve o
nly
one
port
that
Is fo
r fo
od s
tom
p. M
oots
we
like
pean
uts
that
whe
n yo
u lo
ok a
tth
em th
ey h
ave
two
part
s an
d on
e po
rt a
for
food
sto
rage
and
the
othe
r pa
rt
is to
o. S
o th
ey h
ave
two
part
s fo
r (c
od s
tora
ge. S
ome
of th
e w
eds
wer
e re
ally
smal
l and
too
mal
l to
see
clot
they
wer
e w
ith th
eni
agni
llng
lens
. But
re
Iba
d a
mic
rosc
ope
I mel
d an
d ou
t wha
t the
y w
ere
beca
use
1 co
uld
see
them
bette
r.
Mon
omer
:A
11rt
6c
20to
5E
.,12
p35 22
[hoo
ts:
A.
2B
2C
1
Don
't K
now
A13
Et
8C
1111
8
Con
clus
kow
:
The
re w
ere
lots
of m
ore
mon
ocot
s th
en M
eas.
The
re w
ere
117
mon
ocol
san
d 5
&co
ts. T
he o
nes
1 co
uldn
't de
ckle
whi
ch th
ey w
ere
prob
abw
ere
lym
onoc
ota
Mat
s be
caus
e ou
t of t
he o
nes
I New
96%
of t
hem
inco
me/
la a
nd o
nly
4% w
ere
Mee
ts. S
o th
e ot
hers
wer
epr
obab
ly m
onoc
ots
too.
The
re w
as Io
ta o
f pas
s. O
ut il
l the
par
k an
dw
eeds
that
look
ed li
kegr
osse
s. S
o U
tht w
as p
roba
bly
the
reas
on th
ere
wit
lots
mor
e =
mom
.be
caus
e gr
asse
s ar
e m
ower
.. tt
mus
t be
that
the
dht a
bet
ter
for
nson
ocot
s. T
he d
irt h
ere
was
pre
tty d
ry .
Or
may
be th
em
onoc
ota
are
stro
nger
and
will
pul
ls o
ut th
e M
esta
from
thei
r sp
ace.
The
rem
e so
me
wee
ds e
nd g
rass
ers
that
gem
s In
the
gard
en a
nd o
nce
they
sta
rtgr
owin
g th
ey
get c
row
ded
and
noth
ing
else
can
gro
w th
ere.
Whe
npu
g U
P th
e ge
mM
ac is
kith
et r
oom
that
spr
ead
out a
nd m
aybe
01C
0to
just
go s
trai
ght d
own
to th
e ro
ot. BE
ST
CO
PY
AV
AIL
AB
LE
Pro
nto
coal
, 7LN
:we
3aw
arna
dmT
ack
took
%O
rdea
ls
5T
eel
Tec
hniq
ue to
rW
orld
, Vra
ran
ew
App
lied
Lear
ning
Goi
ng b
eyon
dE
ach
of th
e st
anda
rds
men
tione
d is
onl
y pa
rtia
llyde
mon
stra
ted
in th
is p
iece
of w
ork.
Add
ition
alev
iden
ce o
f sim
ilar
qual
ity d
emon
stra
ting
unde
rsta
ndin
g of
rep
rodu
ctio
n an
d be
havi
orw
ould
be
requ
ired
to m
eet t
he L
ife S
cien
ces
Con
cept
s st
anda
rd; a
dditi
onal
evi
denc
e of
qual
ity in
ana
lysi
s an
d cr
itiqu
e w
ould
be
requ
ired
for
the
Sci
entif
ic T
hink
ing
stan
dard
; and
a m
ore
cohe
rent
pre
sent
atio
n w
ould
be
requ
ired
for
the
Sci
entif
ic In
vest
igat
ion
stan
dard
.
Pro
cedu
re II
:
I. G
et 3
lure
do o
f dim
s bo
dnut
s. p
eanu
ts. I
hnob
ean.
pint
obe
an u
nd s
Oye
etus
)2.
Get
a h
amm
er a
nd n
ame
brow
n pa
per
loW
ela
3. P
ut o
ne s
eed
atU
m, I
npa
per
tow
el tr
t the
mid
dle
4. H
o th
e se
ed M
N th
e ha
mm
er r
eal l
ight
bec
ause
if yo
uM
I It h
ard
you
Mar
the
pape
r to
wel
5. P
ut th
e pa
per
tow
els
out w
here
can
we
them
and
let
them
sit
for
10 m
inut
es8.
CM
a c
an o
f pop
whi
le y
ou w
an b
ecau
seyo
u ha
ve ti
me
7. H
old
die
pape
r to
wel
s up
to th
e lig
ht a
nd lo
okel
the
onsp
ot,
u. C
ompa
re th
e 01
1 sp
ots
and
ace
whi
eh a
larg
eat.
9. M
easu
re th
e oi
l spo
ts a
t the
wid
est p
art t
opto
bot
tom
and
side
to s
ide.
10. T
he la
rges
t oll
spur
Is th
e on
e w
ith th
em
ost a
ll
Dor
a:
II w
as h
ard
to m
easu
re th
e w
aY n
thou
ght b
emus
eth
e so
sno
ts w
ere
tam
roun
d or
squ
are.
So
held
up
two
end
pick
ed th
e la
rges
t and
Men
held
it u
pto
ano
ther
one
and
Men
1 fo
und
the
larg
est a
ndth
e ne
m la
rges
t. T
he o
ftsh
owed
up
best
whe
n !p
ut It
up
inw
indo
w. T
he p
eanu
t had
the
blue
tit e
llth
en th
e w
alnu
t the
n M
a so
ybea
n th
en th
e pi
nto
bean
and
Uln
a be
an w
ere
the
sam
e.
Con
clus
ions
:
I sho
uld
have
in th
e pa
per
tow
el, d
rym
ore
beca
use
I thi
nk s
ome
of th
e lim
aN
bean
and
the
soyb
ean
may
be
wat
er. B
ut th
epe
anut
and
the
wal
nut h
adlo
tM
I. I w
as a
urpe
twel
by
bow
the
soyb
ean
was
1di
dn't
thin
k It
wou
ld h
ave
y on
but
lt d
id. T
he M
I ts
like
tat a
nd s
o It
wou
ld b
ebe
at If
you
ate
the
lima
bean
and
Ne
plat
e be
ans.
I w
ould
like
to a
ndot
her
Mee
ta a
nd tr
y th
em
The
quo
tatio
ns h
orn
the
Sci
ence
pedo
rman
ce d
escr
iptio
ns in
this
com
men
tary
are
exc
erpt
ed. T
heco
mpl
ete
perf
orm
ance
des
crip
tions
ore
show
n on
pag
es 4
8-49
.
e'B
est p
ract
ice
in S
cien
ce h
as a
lway
sin
clud
ed e
xten
sive
inqu
iry a
ndin
vest
igat
ion,
but
it is
freq
uent
giv
enle
ss e
mph
asis
at t
he m
iddl
e sc
hool oo
l lev
elw
here
teac
hers
are
cha
lleng
ed Is
prov
ide
the
reso
urce
s an
d su
perv
isio
n to
upw
ards
of 1
80 s
tude
nts.
The
re a
rem
any
oppo
rtun
ities
to c
ondu
ctin
vest
igat
ions
out
side
of s
choo
l;in
clud
ing
Sco
uts,
Boy
s an
d G
irls
Clu
bs,
4.H
and
Fut
ure
For
mer
s of
Am
eric
o.T
he w
ork
done
in th
ese
venu
es c
anan
d sh
ould
be
used
to p
rovi
deev
iden
ce o
f mee
ting
the
stan
dard
s.
113
MID
DLE
SC
HO
OL
54W
ork
Sam
ple
& C
omm
enta
ry: P
assi
ve S
olar
Hom
es
2
5110
5
3S
pann
.
find,
4 Con
mat
eas,
Gra
mm
ar
Sup
3
lant
uro
Eng
lish
Lang
uage
Art
s
eziA
S:)
:T
he q
uota
tions
from
the
Sci
ence
perf
orm
ance
des
crip
tions
in th
isco
mm
enta
ry a
re e
xcer
pted
. The
com
plet
e pe
rfor
man
ce d
escr
iptio
nsor
e sh
own
on p
ages
48-
49.
1
Ope
raco
rnet
.
CA
M, I
Ibun
neni
Csa
ftpla
3R
e.=
.2=
1,rim
min
g
7 Han
sne.
Com
mic
ello
nP
abg
Wei
ral
ics
axon
Mat
hem
atic
s
Scie
nce
requ
ired
by
the
task
The
task
ask
ed s
tude
nts
to d
esig
n an
d bu
ild a
mod
elw
hich
wou
ld il
lust
rate
a fo
rm o
f ren
ewab
le e
nerg
yan
d to
mak
e a
pres
enta
tion.
In o
rder
to c
ome
upw
ith a
n ac
cura
te d
esig
n, b
ackg
roun
d re
sear
ch h
ad to
be c
ompl
eted
. The
task
's fo
cus
on r
enew
able
ene
rgy
sour
ces
and
the
requ
irem
ent t
hat s
tude
nts
desi
gnan
d bu
ild a
mod
el m
eant
they
had
to p
rodu
ce w
ork
rela
ted
to th
e fo
llow
ing
parr
s of
the
Sci
ence
sta
ndar
ds:
Sta
ndar
d 3,
Ear
th a
nd S
pace
Sci
ence
snat
ural
reso
urce
man
agem
ent.
Sta
ndar
d 4,
Sci
entif
ic C
onne
ctio
ns a
nd
App
licat
ions
big
idea
s an
d un
ifyin
g co
ncep
ts;
tech
nolo
gy.
Scie
nce
evid
ent
inth
is s
tude
nt w
ork
Thi
s st
uden
t cho
se th
e to
pic
of p
assi
ve s
olar
hom
es.
Incl
uded
her
e ar
e th
e w
ritte
n re
port
. a d
esig
n dr
awin
g,an
d no
tes
for
the
pres
enta
tion.
The
mod
el w
as b
uilt
but i
s no
t inc
lude
d he
re. T
his
colle
ctio
n of
evi
denc
ede
mon
stra
tes
som
e of
the
conc
eptu
al u
nder
stan
ding
defin
ed b
y S
tand
ards
3 a
nd 4
.
Ear
th a
nd S
pace
Sci
ence
s C
once
pts
The
dis
cuss
ion
of h
ear
and
light
ene
rgy,
ren
ewab
lere
sour
ces,
and
the
bene
fits
of s
olar
ene
rgy
in th
isw
ork
prov
ides
evi
denc
e fo
r th
e qu
ality
of w
ork
1
Pny
siA
lS
clan
cas
Com
yrts
tat.
sane
UT
Sp.
Sci
snar
sC
onap
ts
50 7
1r[a
mea
teru
40..1
Tod
,S
i e...
T.n
olop
las
7 Car
tssu
icat
tew
ane
Imes
tlgat
.
Srie
nre
expe
cted
For
und
erst
andi
ng th
e co
ncep
t of n
atur
alre
sour
ce m
anag
emen
t. A
ss e
xpla
natio
n of
sol
ar h
eatin
gan
d ho
w it
cap
ture
s en
ergy
pro
vide
s th
e fr
amew
ork
from
whi
ch a
kno
wle
dgea
ble
desi
gn is
mad
e an
d
mod
el c
onst
ruct
ed, i
.e.,
"The
ene
rgy
pass
es th
roug
hth
e w
indo
ws
and
heat
s th
i air"
.
Sci
entif
ic C
onne
ctio
ns a
nd A
pplic
atio
nsT
his
wor
k al
so p
rovi
des
evid
ence
big
idea
s an
d
unify
ing
conc
epts
, spe
cific
ally
form
and
func
tion;
and
tech
nolo
gy, i
nclu
ding
trad
eoffs
, con
stra
ints
,fe
edba
ck, a
nd r
isk.
The
stu
dent
's e
xpla
natio
n of
the
purp
ose
for
each
of
the
com
pone
nts
of a
pas
sive
sol
ar h
ome
is e
vide
nce
for
unde
rsta
ndin
g th
e co
ncep
t of f
orm
and
func
tion,
part
icul
arly
the
seco
nd p
arag
raph
of t
he w
ritte
nre
port
, fro
m 'i
i is
equi
pped
with
a b
lack
asp
halt
roof
to c
olle
ct, s
tore
and
dis
trib
ute
heat
..."
to "
To
prev
ent
over
hear
ing
the
hous
e is
equ
ippe
d w
ith v
entil
atio
n,
over
hang
s, s
hade
s an
d la
ndsc
apin
g."
5"
2 Car
om..
leol
s1.
1nIq
ues
3taus
UM
. Tau
sU
ctIn
hyas
s
4 l=1.
1. =
The
ana
lysi
s of
trad
eoffs
, par
t of a
n un
ders
tand
ing
ofte
chno
logy
, is
evid
ent i
n th
e pr
esen
tatio
n no
tes
unde
rth
e tit
les
"pro
s" a
nd "
cons
." A
ttent
ion
to tr
adeo
ffs is
also
pre
sent
in th
e w
ritte
n re
port
. Bot
h th
e po
sitiv
eim
pact
s (s
uch
as "
sola
r ho
mes
do
not p
ollu
te, a
nd a
rele
ss c
ostly
for
gove
rnm
ent a
nd h
omeo
wne
rs")
and
the
nega
tive
impa
cts
(suc
h as
"re
desi
gnin
g of
hou
ses
and
subd
ivis
ions
wou
ld h
ave
to ta
ke p
lace
to fi
t the
nee
dsof
sol
ar e
nerg
y")
arc
note
d, a
nd a
con
clus
ion
isdr
awn:
that
sol
ar e
nerg
y is
a c
ost e
ffici
ent a
nd
prod
uctiv
e re
sour
ce.
Rec
ogni
tion
of th
e tr
ansf
orm
atio
n of
ligh
t ene
rgy
to h
eat e
nerg
y is
app
aren
t in
the
stat
emen
t, "T
hesu
nlig
ht is
sto
red
as h
eat a
nd la
ter
rele
ased
." T
heun
derli
ned
form
s of
ene
rgy
are
emph
asiz
ed in
the
stud
ent's
wor
k. T
his
emph
asis
pro
vide
s ev
iden
ce fo
run
ders
tand
ing
part
s of
Sta
ndar
d 1,
Phy
sica
l Sci
ence
sC
once
ptst
rans
fer
and
tran
sfor
mat
ion
of e
nerg
y,in
clud
ing
form
s an
d co
nver
sion
s, il
lust
ratin
g th
atS
cien
tific
Con
nect
ions
and
App
licat
ions
invo
lves
appl
icat
ions
of c
once
pts
pres
ente
d by
oth
er s
tand
ards
.
Goi
ng b
eyon
dT
his
wor
k w
ould
be
stre
ngth
ened
by
addr
essi
ngad
ditio
nal i
ssue
s of
ten
seen
as
draw
back
s to
sol
aren
ergy
; for
exa
mpl
e, h
ow to
har
ness
the
ener
gy s
oth
at it
is a
vaila
ble
at n
ight
or
at ti
mes
whe
n th
e sk
y is
clou
dy, a
s w
ell a
s th
e ne
ed fo
r an
app
ropr
iate
clim
ate.
Sim
ilarly
, the
wor
k do
es n
ot a
ddre
ss th
e is
sue
ofm
ovin
g th
e he
at fr
om th
e ro
of to
the
insi
de o
f the
hous
e or
thro
ugho
ut th
e ho
me
with
ven
tilat
ion
fans
.T
he w
ork
is o
f suf
ficie
nt q
ualit
y fo
r th
e m
iddl
e sc
hool
leve
l. T
he u
nder
stan
ding
nec
essa
ry to
mak
e di
ffere
ntcl
imat
es p
art o
f des
ign
deci
sion
s w
ould
be
mor
eap
prop
riate
to th
e hi
gh s
choo
l lev
el. I
t wou
ld h
epo
wer
ful f
or th
is p
ortfo
lio e
ntry
to b
e re
vise
d by
the
sam
e st
uden
t tw
o ye
ars
late
r, th
ee m
ore
expe
rienc
ew
ith s
cien
ce.
The
wor
k re
pres
ents
the
qual
ity e
xpec
ted
for
som
eas
pect
s of
Ear
th a
nd S
pace
Sci
ence
s an
d S
cien
tific
Con
nect
ions
and
App
licat
ions
at t
he m
iddl
e sc
hool
leve
l. T
o sa
y th
at th
ese
stan
dard
s ha
ve b
een
Mel
,ho
wev
er, i
t wou
ld n
eed
to b
e co
mpl
emen
ted
by w
ork
of c
ompa
rabl
e qu
ality
dem
onst
ratin
g ot
her
aspe
cts
ofth
ese
stan
dard
s: E
arth
's s
yste
ms
and
hist
ory
for
the
form
er; a
nd o
ther
big
idea
s an
d he
alth
for
the
latte
r.
BE
ST
CO
PY
AV
AIL
AB
LE11
5
1995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y A
ll rig
hts
rese
rved
Pas
sive
Sol
ar H
omes
MID
DLE
SC
HO
OL
55
113S
.,VE
301-
0111
JaM
M
111,
5W
yifJ
lkt"
?W
AIL
,A,1
,40,
3.
4an,
ono'
wto
kid
1.01
4, 4
,1%
."at
.t
Nat
LL
kala
ucl
tirt,P
z,Q
. et
tric
ot W
e.,
to\ F
un&
rttr
vis.
1.1.
6
0 19
95N
atio
nal C
ente
r on
Edu
catio
n an
d th
e &
0110
1A
ll ri
ghts
rez
erro
d.
Ozi
a
Sola
r en
ergy
can
be
used
in m
any
way
s. I
t van
be
used
tola
me
wat
er, r
ook
food
, and
eve
n he
at a
nd p
rovi
de e
nerg
yfo
r ho
mes
. It i
f It
very
rel
iabl
e K
OM
IPa
ssiv
e so
lar
hone
s ru
n on
pas
sive
sol
ar m
er11
7. T
he h
ome
is
equi
pped
with
esp
ecia
l dev
ices
to r
un o
n D
oles
ene
rgy.
It i
s W
IMPP
ed
with
a b
lack
asp
halt
roof
to c
olle
ct, M
ee. a
nd 'd
istr
ibut
e th
eheat
It a
lso
has
full
leng
th w
indo
ws
on th
e w
auth
sid
e fo
r th
e su
nlig
htto
par
s
thro
ne, a
nd c
olle
ct in
the
insu
letio
n in
side
the
wal
ls. T
here
are
also
win
dow
s on
a s
lant
ed r
oof
for
amps
sun
light
The
hou
seha
s fl
agst
one
or a
dobe
flo
ors
and
wal
ls f
or h
eat s
tora
ge.
To
prev
ent o
verh
eatin
g th
e
hous
e is
equ
ippe
d w
ith v
entil
atio
n, o
vert
tanp
, sha
des.
and
1.de
:eni
ng.
The
ene
rgy
paes
es th
roug
h th
e w
indo
ws
and
heat
s th
e ai
r.T
hen
the
wal
ls a
nd k
ora
abso
rb a
nd s
tore
exc
ess
hest
.T
he s
tore
d he
st is
leer
rel
ease
d w
hen
the
tem
pera
ture
fal
l.. W
hen
the
ener
gype
seta
thro
ugh
the
win
dow
s an
d is
col
lect
ed in
the
wal
ls, t
hen
late
r re
tene
ed
the
ener
gy c
onve
rsio
n fr
om th
is is
ligh
t to
heat
. The
sunl
liffi
y is
sto
red
as b
eil a
nd la
ter
rele
ased
.So
lar
ener
gy is
a r
enew
able
soo
ner,
it c
omes
onl
y fr
omth
e su
n.
The
sun
can
't ru
n no
t of
ener
gy u
ntil
it st
ops
burn
ing.
The
sun
is
alw
ays
burn
ing,
ther
efor
., w
ider
ene
rgy
is r
enew
able
.Sola
r en
ergy
will
alw
ays
be r
enew
able
unt
il th
e w
in a
top.
bur
ning
.
BE
ST
CO
PY
AV
AIL
AB
LE
The
oas
t eff
icie
ncy
for
havi
ng a
sol
ar h
ome
is v
ery
inex
pens
ive.
The
onl
y M
ing
need
ed f
or a
vot
er h
ome
is la
rge
win
dow
s, in
sula
tion
inth
e w
alls
and
flo
ors,
and
ado
be o
r fl
agst
one.
Sola
r en
ergy
doe
s no
t nee
dex
tra
ener
gy to
nn
it, th
eref
ore,
ther
e are
no e
xtra
cos
ta. S
olar
ene
rgy
is n
ot w
aste
ful a
nd is
a b
onne
t sys
tem
.
A p
assi
ve s
olar
hom
e pr
ovid
es d
ay li
ghtin
gan
d im
prov
es c
omfo
rtw
ith r
adia
nt b
eat S
olar
ene
rgy
laa
rene
wab
le h
eatin
g sy
stem
that
isqu
iet a
nd r
elia
ble,
has
low
mai
nten
ance
,no
mov
ing
pars
., an
d la
sta
long
er th
an o
ther
hea
ting
syst
ems.
The
War
hom
e al
es h
as a
min
imum
impa
ct o
n th
e en
viro
nmen
t. It
use
sm
gas
, coa
l. pe
trol
eum
, or
my
othe
r po
llutin
g en
ergy
sou
rces
. It
uses
onl
Y th
e eo
n w
hich
doe
s no
tpo
llute
the
envi
ronm
ent o
r ha
rm it
inm
y w
ay.
Sola
r en
ergy
has
ver
y U
ccle
Im
pact
co e
acie
ty. N
ajd
ve h
oPec
te o
nso
dety
are
that
sol
ar h
omes
do
not p
ollu
te, an
d er
e le
n co
stly
for
the
gove
rnm
ent a
nd h
omeo
wne
rs. N
egat
ive
[rep
lete
are
that
par
ts o
fso
ciet
y do
not
am
We
with
the
sola
ren
ergy
idea
: Als
o, r
odeo
lgai
ng o
fho
uses
and
sub
divi
sion
s w
ould
hav
eto
take
pla
ce to
St t
he n
eeds
of
sola
r en
ergy
.
Sola
r m
ew is
0ve
ry e
ery
and
prod
uctiv
ere
sour
ce. I
t is
envi
ronm
enta
lly e
lite
and
does
not
mu
muc
hat
all.
Sol
ar e
nerg
y is
the
idea
l ren
ewab
le e
nerg
y m
eow
xi)
In J
apan
, mid
dle
scho
ol te
oche
rs s
houl
d`m
ake
stud
ents
con
side
r th
e re
latio
nshi
psbe
twee
n m
atte
rs a
nd p
heno
men
a in
the
natu
ral w
orld
as
wel
l os
the
harm
ony
amon
gth
em, a
ndre
aliz
e th
e in
fluen
ceof
the
natu
ral w
orld
on
the
exis
tenc
e of
hum
an b
eing
s, th
ereb
y he
ight
enin
gst
uden
ts' i
nter
est i
n pr
eser
vatio
n of
the
natu
ral e
nviro
nmen
t."
Cou
rse
of S
tudy
for
Low
er S
econ
dary
Sch
ools
in J
apan
,p.
52.
Bih
lioer
eohv
Boo
kK
eeto
n, B
arba
ra. E
ns e
r A
ttern
ntiv
erSa
n D
iego
: Luc
ent B
ooks
, 199
0.
Tex
tboo
kC
hris
tens
en, J
ahn.
glo
bal
Sci
ence
.D
ebug
.: K
enda
ll H
unt,
1980
.
Pam
phle
tpw
eive
Sol
ar li
erre
st.
Aus
tin: T
exas
Ene
rgy
Ext
ensi
on S
ervi
ce,
1994
.
1.17
MID
DLE
SC
HO
OL
56W
ork
Sam
ple
& C
omm
enta
ry:
Pap
er T
owel
s
.ng
3vpmass
`=.1
`am
ncss
ns.
Gra
mm
yU
saps
5
Mos
es
Eng
lirh
Lang
uage
Are
r
The
quo
tatio
ns fr
om th
e S
cien
cepe
rfor
man
ce d
escr
iptio
ns in
this
com
men
tary
ore
exc
erpt
ed. T
heco
mpl
ete
perf
orm
ance
des
crip
tions
ore
show
n on
pag
es 4
849.
.1.
18
1
Nur
Iblr
aaer
aOsn
Con
note
2
Com
ets
!som
a.C
rect
aft
km.
Cap
eres
sous
mps
sew
ase
stia
lS aiA
s a.itr
oasr
uare
lC
000a
sica
llo,
to w
ors
blad
mna
rio
Sci
ence
req
uire
d by
the
task
Stu
dent
s in
a m
iddl
e sc
hool
phy
sica
l sci
ence
cla
ssw
ere
aske
d to
per
form
con
sum
er p
rodu
ct te
sts
onon
e of
sev
eral
diff
eren
t com
mon
pro
duct
s. T
hey
wer
eas
ked
to p
erfo
rm d
etai
led
and
accu
rate
res
ting
and
RI r
epor
t res
ults
in a
form
for
publ
ic p
rese
ntat
ion.
Fur
ther
, the
stu
dent
s w
ere
aske
d to
des
ign
and
give
a pr
esen
tatio
n pr
omot
ing
the
mos
t suc
cess
ful p
rodu
ct.
The
wor
k do
ne in
res
pons
e to
this
par
t of t
he ta
sk(a
vid
eo)
is n
or in
clud
ed h
ere.
Stu
dent
s ha
d tw
o w
eeks
to c
ompl
ete
the
task
, whi
ch w
as p
art o
f a u
nit o
nsc
ient
ific
met
hodo
logi
es.
The
cas
k as
ked
for
wor
k re
late
d co
par
ts o
f the
follo
win
g S
cien
ce s
tand
ards
:
Sta
ndar
d 4,
Sci
entif
ic C
onne
ctio
ns a
nd
App
licat
ions
;S
tand
ard
5, S
cien
tific
Thi
nkin
g;S
tand
ard
7, S
cien
tific
Com
mun
icat
ion;
Sta
ndar
d 8,
Sci
entif
ic In
vest
igat
ion.
Sci
ence
evi
dent
in th
is s
tude
nt w
ork
The
stu
dent
sel
ecte
d pa
per
tow
els
as th
e pr
oduc
t to
leg.
The
attr
ibut
es o
f str
engt
h an
d du
rabi
lity
wer
ese
lect
ed. T
he te
ache
r ga
ve s
ome
dire
ctio
n in
set
ting
up th
e st
reng
th r
est a
nd th
e st
uden
t des
igne
d th
edu
rabi
lity
test
. The
stu
dent
com
plet
ed th
e bu
lk o
f the
proj
ect a
lone
but
was
allo
wed
to s
eek
help
thro
ugho
utth
e ca
sk. R
evis
ion
was
pos
sibl
e du
ring
this
tim
e.
The
wor
k pr
ovid
es e
vide
nce
for
the
qual
ity o
f wor
kex
pect
ed fo
r pa
rts
of S
cien
tific
Con
nect
ions
and
App
licat
ions
, Sci
entif
ic T
hink
ing,
and
Sci
entif
icIn
vest
igat
ion.
Err
ors
in c
omm
unic
atio
n w
ould
hav
eto
be
revi
sed
to p
rovi
de a
dequ
ate
evid
ence
for
Sci
entif
ic C
omm
unic
atio
n.
Sci
entif
ic C
onne
ctio
ns a
nd A
pplic
atio
nsT
he d
escr
iptio
n of
how
pap
er to
wel
s ar
e pu
t tog
ethe
ran
d th
e de
finiti
on o
f pap
er to
wel
str
engt
h sh
owun
ders
tand
ing
of "
the
desi
gned
wor
ld".
The
wor
kde
fines
the
mai
n us
es fo
r th
ese
prod
ucts
and
set
s up
ate
st to
sim
ulat
e th
ose
uses
. The
wor
k al
so p
rovi
des
evid
ence
for
accu
rate
wor
k w
ith th
e co
ncep
ts o
f"f
orm
and
func
tion"
(a
thic
ker
pape
r ro
wel
will
be
stro
nger
) as
wel
l as
"cau
se a
nd e
ffect
."
Sel
ma
Coo
mps
Rt.
scam
Cof
teps
sew
I Spa
nS
chw
asC
amp.
Cam
ara
appa
cala
na
sam
e, r
m.
twro
atgl
ssS
cien
des
aeva
isso
an
Sci
ence
Sci
entif
ic T
hink
ing
The
pro
ject
req
uire
d an
app
roac
h to
a r
athe
r si
mpl
eta
sk a
s w
ell a
s th
e de
sign
of a
fair
test
of t
wo
qual
ities
one
wou
ld d
esire
in a
pap
er to
wel
. The
var
iabl
es o
fsu
rfac
e ar
ei a
nd a
mou
nt o
f wat
er a
re id
entif
ied.
Ate
st is
set
up
in w
hich
all
prod
ucts
wer
e su
bjec
ted
toth
e sa
me
trea
tmen
t. T
he u
se o
f the
sam
e bo
wl,
amou
nt o
f wat
er, a
nd th
e pe
nnie
s as
mas
s pi
eces
prov
ides
evi
denc
e fo
r an
impo
rtan
t par
t of S
cien
tific
Thi
nkin
g: id
entif
ies
varia
bles
that
influ
ence
asi
tuat
ion
and
can
be c
ontr
olle
d.
Sci
entif
ic C
omm
unic
atio
nT
he ta
sk r
equi
red
the
stud
ent t
o re
port
res
ults
in a
man
ner
that
wou
ld b
e pr
esen
tabl
e to
the
publ
ic.
Typ
ical
ly, a
mid
dle
scho
ol s
tude
nt e
xplo
res
man
y
diffe
rent
way
s to
rep
ort q
uant
itativ
e re
sults
. Her
e,ho
wev
er, w
e se
e th
e se
lect
ion
of a
n in
appr
opria
tegr
aph
(pie
cha
rt)
to c
omm
unic
ate
data
that
sho
uld
have
bee
n re
port
ed in
ano
ther
gra
phic
form
. The
grap
h is
con
stru
cted
in a
mat
hem
atic
ally
cor
rect
fash
ion.
The
nex
t gra
ph. t
he b
ar g
raph
, is
anap
prop
riate
way
to r
epre
sent
the
data
. The
text
that
refe
rs to
the
seco
nd d
ata
tabl
e an
d gr
aph
do n
otag
ree;
spe
cific
ally
, in
the
tabl
e, th
e va
lues
of J
ob
Squ
ad a
nd B
ount
y ar
e ex
chan
ged.
Sci
entif
ic In
vest
igat
ion
In a
dditi
on to
pro
vidi
ng e
vide
nce
for
the
part
s of
Sci
entif
ic In
vest
igat
ion
disc
usse
d ab
ove,
the
wor
kpr
ovid
es e
vide
nce
for
havi
ng d
one
a fu
ll in
vest
igat
ion,
in it
s cl
ear
desc
riptio
n of
the
proc
edur
es u
sed,
suc
hth
at a
noth
er s
tude
nt c
ould
rep
licat
e an
d ve
rify
the
expe
rimen
ts. T
he r
ecom
men
datio
ns o
f the
"be
st"
pape
rto
wel
, at l
east
by
this
def
initi
on, a
re b
ased
on
the
data
.
Pap
er to
wel
test
ing
is a
com
mon
mid
dle
scho
olac
tivity
, but
man
y st
uden
ts s
elec
t var
iabl
es th
at a
re.
soci
al in
thei
r na
ture
, e.g
., co
st, a
ppea
ranc
e, th
at a
rem
ore
easi
ly m
easu
red
than
are
str
engt
h or
per
form
ance
.T
his
proj
ect t
ackl
ed v
aria
bles
that
req
uire
d m
ore
imag
inat
ion
and
effo
rt to
mea
sure
.
room
e m
sa
2
tem
sis
onlo
ses
3W
arw
.T
ees
tans
isce
rdoe
ssa
5T
ools
lach
icpe
sW
ello
cIrM
Om
er
App
lied
Lear
ning
Goi
ng b
eyon
dT
he s
tude
nt's
inve
stig
atio
n di
d ne
t ask
why
one
pap
erto
wel
is s
tron
ger
than
ano
ther
. In
a cl
assr
oom
itw
ould
be
sim
ple
to s
eed
this
que
stio
n an
d al
low
the
stud
ent t
o ad
d th
at e
xplo
ratio
n to
this
wor
k. B
yex
plor
ing
the
fiber
sire
, the
cap
illar
y ac
tion
of th
ese
fiber
s, th
e w
ay th
at p
aper
tow
els
are
put t
oget
her,
or
sim
ilar
desi
gns
in n
atur
e, th
e st
uden
t wou
ld e
ncou
nter
part
s of
Phy
sica
l Sci
ence
s C
once
pts
or L
ife S
cien
ces
Con
cept
s. T
hat w
ould
str
engt
hen
this
wor
k as
apo
rtfo
lio e
xhib
it fo
r S
cien
tific
Inve
stig
atio
n an
d is
expe
cted
at t
he h
igh
scho
ol le
vel.
Sim
ilarly
, mul
tiple
tria
ls a
re e
xpec
ted
at th
e hi
gh s
choo
l lev
el.
Thu
s, th
is w
ork
mee
ts th
e S
cien
tific
Inve
stig
atio
nst
anda
rd a
t thi
s le
vel.
It pr
ovid
es e
vide
nce
for
Sci
entif
ic C
onne
ctio
ns a
nd A
pplic
atio
ns th
at w
ould
need
to b
e su
pple
men
ted
with
wor
k of
com
para
ble
qual
ity o
n ot
her
big
idea
s an
d he
alth
. It p
rovi
des
evid
ence
of S
cien
tific
Thi
nkin
g th
at w
ould
nee
d to
be c
ompl
emen
ted
with
wor
k of
com
para
ble
qual
ityth
at in
clud
es c
ritiq
uing
the
wor
k of
oth
ers.
BE
ST
CO
PY
AV
AIL
AB
LE
Itt.s
PL
.(
grP
robl
em: w
ill W
. pod
s.; B
ravo
s m
e. O
M*.
SO
mus
ter
tee
Ca
aka
s S
emis
a.=
rat
°. to
sser
t ga
sO
fml!
s..o
+co
aja,
pan
or
this
exp
riasa
n Ito
Nra
id m
oo r
e st
roop
to&
sal
41,s
esay
ro s
o de
dse
uelm
. Ts
Os
asco
le s
,avr
Cal
a 12
2 00
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O2i
421
ii 24
*m
illas
yek
ao p
ers.
, yam
so.
soel
stko
s. m
in s
ea ..
47A
ndea
n T
h. w
ed s
alaa
m N
aske
ns a
rea
dare
to b
eim
ISE
coly
fiat
stu
dy. a
ssi
Re
sad
mag
as a
msi
mila
r co
wea
se. T
o be
y. s
wag
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es o
sat
eley
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adns
ppan
.ro
w is
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ostr
s,
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al m
ad, b
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l, pd
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os, o
r re
ad ta
p*i
n de
epm
ad m
to r
ice
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pip
or. B
ud ,p
an c
his'
sepr
nose
ss th
e to
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ed a
mI
com
b of
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m D
9* ia
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raje
rpu
pas.
IN c
ape
113.
4 te
n so
cass
isos
dar
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ed a
zss
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bieo
thes
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udte
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arsh
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ink
war
Wet
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asr
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ill. W
e or
es Is
mod
s ib
svnt
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t.%
re s
r. m
opes
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tar
vie
tow
el L
s m
ode
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u of
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coto
tisss
ilch
arra
ctai
rtic
a of
sce
nes
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ay E
s di
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us n
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e m
adto
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e ev
er U
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soc
tart
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sly
s w
arso
re.
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dyttu
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ed Il
e pa
per
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l Iw
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t bum
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teal
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eia
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in p
aea
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u a
tiso
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cow
l hoo
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han
srol
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102
the
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ien
aed
mad
ore
dam
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repu
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Pka
bra
e, e
s ..e
a
rcl
Cie
ricyl
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e.
toys
nhiv
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t
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1995
Nat
iona
l Cer
ra ,
on E
duca
tion
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the
Eco
nom
y. A
ll rig
ht, r
eurr
ord
Pap
er T
owel
sM
IDD
LE S
CH
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L
57
Tes
t #2
Pro
blem
,: a:
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ncar
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osap
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ily b
ehre
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lly c
ome
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at w
ell
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mag
i tuy
ed..
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y gi
roy
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995
Nat
iona
l Cen
ter
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duca
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Eco
nom
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ll ne
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tner
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Tea
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OU
.g!
::i.ta
:17
.K
M -
ne
Nor
N.
NE
IM M
I00
00.:'
ii.: I
N1
IN P
!'2,
III.
ISM
e.ol
Irom
s.`
111
Ica
42
Una
wee
, ur1
palm
Cea
ra
reu
10 b
econ
da
60 11 ic
om,2
.1
... .
,1,
,,
Stu
dent
s in
Aus
tral
ia c
an m
eet t
hest
anda
rd fo
r M
ater
ials
and
The
ir U
ses
by id
entif
ying
"fa
ctor
s th
at d
eter
min
eth
e ch
oice
of m
ater
ials
for
part
icul
arpu
rpos
es."
Thi
s is
"ev
iden
t whe
n st
uden
ts,
far
exam
ple,
arg
ue fo
r us
ing
o m
ater
ial
far
a ce
rtai
n pu
rpos
e by
eva
luat
ing
ava
riety
of t
echn
ical
, eco
nom
ic a
r.en
viro
nmen
tal f
acto
rs."
Sci
ence
a cu
rric
ulum
for
Aus
tral
ian
scho
ols,
p. 6
1.
Co_
oclu
sion
:ta
b.. =
I dad
a. c
ompa
nder
d to
ced
Ova
my
wee
door
.. lo
b S
q. W
ool o
n to
dos.
tree
d in
boa
taw
fob
Sas
el w
oo d
ath
bold
Oa
pod=
Woe
bro
th. s
od Io
n dl
e . 6
0 w
oo.w
ithou
t woo
or
too.
le to
boot
., I P
redd
ad d
al e
met
ty w
ould
to th
e w
awa.
G.fa
,m0
OW
it d
o I p
ea. d
al o
f
tid s
ica
kb S
pud-
Is to
Soo
lf an
d R
ub .
vas
pal e
iOss
es b
e 0.
00 o
va.
Job
So.
had
Is 6
0 w
oo*
ed. B
odo
amly
Oak
io la
st. 1
0 m
ood.
d.
of J
O o
icad
aM
oo m
. my
lox.
. I h
ad tr
od. d
ocia
d co
dad
ab.
oat
hd to
the
moo
ed
Too
ot t
he tw
a pe
ps O
h. w
e w
ho th
eek
bast
o ho
od to
ls h
oer
deo.
to r
ay
tod.
. I w
ee p
odyn
o01,
Bod
y w
ee d
ead.
ea.
;06
Sp.
is th
e to
. end
dad
o la
sal
on to
o. 6
. fa
sob,
. c.c
., it
ente
tea
sea
nog
6.1.
dad
, mai
am
rat
wol
atr
daya
121
M I
D
58
DLE
SC
HO
OL
Wor
k S
ampl
e &
Com
men
tary
: Em
erge
ncy
Res
pons
e
2
&ts
ar,
War
yal
es p
,U
sten
1no
Eng
/id, L
angu
age
Art
The
quo
tatio
ns fr
om th
e S
cien
cepe
rfor
mon
ce d
escr
iptio
ns in
this
com
men
tary
are
exc
erpt
ed. T
heco
mpl
ete
perf
orm
ance
des
crip
tions
are
show
n on
pag
es 4
8-49
.
I,'
The
sta
ndar
ds fo
r el
emen
tary
sch
ool
are
set a
t a le
vel o
f per
form
ance
appr
oxim
atel
y eq
uiva
lent
to th
e en
d of
four
th g
rade
and
for
mid
dle
scho
ol o
fth
e en
d of
eig
hth
grad
e. It
is e
xpec
ted
that
som
e st
uden
ts m
ight
ach
ieve
thes
ele
vels
ear
lier
and
othe
rs la
ter
than
thes
egr
ades
. It i
s th
e ex
pect
ed q
ualit
y of
wor
kra
ther
thon
the
age
or g
rade
of t
hest
uden
t !ho
t we
ore
atte
mpt
ing
toill
ustr
ate.
We
have
use
d liv
e sa
mpl
esof
stu
dent
wor
k do
ne w
hen
the
stud
ents
wer
e in
the
sixt
h gr
ade.
Thr
ee w
ere
incl
uded
in th
e el
emen
tary
vol
ume;
this
sam
ple
and
the
one
that
follo
ws
illus
trat
eth
e m
iddl
e sc
hool
sta
ndar
d.
tk'
Saf
ety
is a
n in
terd
isci
plin
ary
stan
dard
inF
renc
h m
iddl
e sc
hool
s. T
he c
urric
ulum
calls
for
the
stud
ent t
o id
entif
y ris
ks a
ndpr
epar
e to
pro
tect
and
res
pect
him
self
and
othe
rs fr
om m
ajor
nat
ural
dis
aste
rs:
cycl
ones
, tid
al w
aves
, vol
cani
c er
uptio
ns,
eart
hqua
kes,
ava
lanc
hes,
floo
ds, f
ires,
and
mud
slid
es, t
akin
g ac
coun
t of
regi
onal
feat
ures
.'
Col
lege
s: P
rogr
amm
es e
t Ins
truc
tions
,p.
333
.
122
Wlr
OpT
tlaba
nC
onee
pts
2 11us
urm
ttlC
orra
l.
Sia
no
CO
VO
ll
5R
ob.
Val
larS
ohlo
veW
cal
Rea
min
g
mel
dS
W.
Ws
11.1
40.4
11.1
Cos
omic
s.11
=cs
te
Mat
hem
atic
,
Sci
ence
req
uire
d by
the
task
In a
n on
dem
and
task
, stu
dent
s in
a s
ixth
gra
de s
elf-
cont
aine
d cl
assr
oom
wer
e as
ked
wha
t the
y w
ould
do
to p
rote
ct th
emse
lves
dur
ing
rwo
emer
genc
y si
tuat
ions
:if
they
wer
e ou
tsid
e du
ring
a lig
htni
ng s
torm
and
ifth
ey w
ere
indo
ors
durin
g a
stro
ng e
arth
quak
e. T
heta
sk r
equi
red
stud
ents
to d
emon
stra
te u
nder
stan
ding
rela
ted
co th
e fo
llow
ing
part
oh
Sta
ndar
d 4,
Sci
entif
ic C
onne
ctio
ns a
ndA
pplic
atio
nssa
fety
.
Sci
ence
evi
dent
in th
is s
tude
nt w
ork
The
res
pons
es g
ive
corr
ect p
roce
dure
s fu
r de
alin
gw
ith n
atur
al e
mer
genc
ies.
The
stu
dent
goe
s be
yond
the
requ
irem
ents
of t
he ta
sk, b
y gi
ving
sci
entif
icex
plan
atio
ns fo
r th
e pr
oced
ure,
, inc
ludi
ng p
arts
of:
Sta
ndar
d t,
Phy
sica
l Sci
ence
s C
once
ptsm
otio
ns .
and
forc
es (
the
conc
ept o
f pre
ssur
e); t
rans
fer
and
tran
sfor
mat
ions
of e
nerg
y (t
he c
once
pt o
fco
nduc
tivity
).
Sci
entif
ic C
onne
ctio
ns a
nd A
pplic
atio
nsT
hese
res
pons
es il
lust
rate
the
appl
icat
ion
of s
cien
ceco
ncep
ts to
an
unde
rsta
ndin
g of
saf
ety.
In e
ach
resp
onse
, sev
eral
ste
ps a
re r
ecom
men
ded
and
som
ear
e ex
plai
ned.
With
res
pect
to th
e ea
rthq
uake
, thr
eest
eps
are
reco
mm
ende
d: s
eeki
ng c
over
, esp
ecia
llypr
otec
ting
your
nec
k; a
void
ing
flyin
g gl
ass,
esp
ecia
llyin
you
r ey
es; a
nd o
peni
ng y
our
mou
th to
pro
tect
your
ear
drum
s. W
hile
the
likel
ihoo
d of
suf
ficie
ntpr
essu
re fr
om a
n ex
plos
ion
to h
arm
the
eard
rum
s is
low
, the
tech
niqu
e is
sim
ple
enou
gh to
follo
w, a
nd is
is p
rope
rly e
xpla
ined
.
The
res
pons
e to
the
light
ning
sto
rm p
rom
pt is
sim
ilarly
com
plet
e. L
ying
dow
n fla
t and
avo
idin
gtr
ees
and
wat
er a
re th
e ap
prop
riate
pro
cedu
res.
The
expl
anat
ion,
that
the
light
ning
will
see
k th
e sh
orte
st.
rout
e an
d th
us c
ondu
ctor
s sh
ould
be
avoi
ded,
isal
so c
orre
ct.
1 L
talf
al.
Con
vOtt
Wan
t.G
ares
tbW
ere.
Can
nctIo
n I
App
callo
ns
5
rmal
lkw
are
Tad
sla
chno
logi
nS
ike
Com
ma
Sol
vdffi
cnr
Oon
&km
-.
Goi
ng b
eyon
dT
he w
ork
show
s a
good
und
erst
andi
ng o
f an
impo
rtan
t hea
lth c
once
pt (
safe
ty),
and
it m
akes
suffi
cien
t con
nect
ions
to th
e un
derly
ing
scie
nce
conc
epts
to p
rovi
de e
vide
nce
for
the
qual
ity o
f wor
kex
pect
ed fo
r th
is p
art o
f Sci
entif
ic C
onne
ctio
ns a
ndA
pplic
atio
ns. I
nclu
ding
con
side
ratio
n of
oth
er p
arts
of
heal
th a
nd te
chno
logy
incl
uded
in th
e st
anda
rd w
ould
prov
ide
mor
e co
mpl
ete
evid
ence
for
unde
rsta
ndin
gS
cien
tific
Con
nect
ions
and
App
licat
ions
. The
evi
denc
efo
r un
ders
tand
ing
part
s of
the
stan
dard
For
Phy
sica
lS
cien
ces
Con
cept
s, w
hile
cor
rect
, is
insu
ffici
ent i
nan
d of
itse
lf to
mee
t the
sta
ndar
d.
BE
ST
CO
PY
AV
AIL
AB
LE
Pos
t.W
K.
2 Cor
unic
atkn
iot
rcha
lou
3In
tonz
allo
Tch
. rm
.T
actr
ilpue
s
5ho
b fa
rasa
loan
Ito
woc
kto
Wt.
nom
App
lied
Lear
ning
isou
ct1
ou e
on to
m...
pm
kint
st.I.
Iss
41.m
ass
mo!
OM
Om
. no*
.
wan
wO
ut y
ou d
o to
prO
tCyI
D0l
lO
urtk
i the
to00
Ang
sm
ortr
olci
ttl2
at B
ong
caug
m M
oors
aun
nra
a va
ryal
oes
aanq
uax
Y..
>he
.,ar
r.,
..4
.43
.1.
obje
er1.
t-.
,r)
.r
re
01 6
4n5
man
s w
ow. a
vrtn
hym
ning
sto
rmlc
,''4
4..4
,4"
GA
VO
T",
172
L.E
...37
,
414,
nxO
r./
boo/
5..0
1, 6
.01-
for
la ic
,-k
j fT
;..,*
";^-
1-r
" a d',-
;ed)
ao1-
c, d
th,-
,
123
© 1
995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Ero
nom
p A
ll rig
ht, r
eviv
ed.
Wor
k S
ampl
e &
Com
men
tary
:S
pot R
emov
erM
IDD
LE S
CH
OO
L
592
Pea
erp
Won
no
3S
w a
nO
slo.
11
0.09
Can
ont l
ano
(.0. VW
Eng
lish
Lang
uage
Arn
Sci
ence
req
uire
d by
the
task
In a
n on
-dem
and
task
, stu
dent
s in
a s
ixth
gra
dese
lf-co
ntai
ned
clas
sroo
m w
ere
aske
d to
des
crib
e in
deta
il an
exp
erim
ent t
hat a
per
son
mig
ht p
erfo
rm to
find
out w
hich
of r
wu
spot
rem
over
s is
bet
ter
for
rem
ovin
g st
ains
from
fabr
ics.
The
task
was
unr
elat
edto
the
curr
icul
um. T
here
was
no
oppo
rtun
ity fo
ras
sist
ance
or
revi
sion
. The
task
req
uire
d st
uden
ts to
prov
ide
evid
ence
rel
ated
to p
arts
of t
he fo
llow
ing
Sci
ence
sta
ndar
ds:
Sta
ndar
d 5,
Sci
entif
ic T
hink
ing;
Sta
ndar
d 7,
Sci
entif
ic C
omm
unic
atio
n.
1
160.
6101
.110
nC
6001
70
Z
Cov
en,
1.00
.00
.60
4S
amna
5 ha
.S
oh.
wan
*6
Am
mon
*
1160
.0.0
31
loch
.060
6066
11.
1060
1111
01.0
60to
.6
Sci
ence
evi
dent
in th
is s
tude
nt w
ork
Tw
o re
spon
ses
are
show
n. B
oth
resp
onse
s gi
ve c
orre
ct
proc
edur
es fo
r co
nduc
ting
the
expe
rimen
t. id
entif
ying
varia
bles
SO
be
cont
rolle
d an
d co
mm
unic
atin
g a
proc
edur
e, a
s re
quire
d by
the
task
.
Sci
entif
ic T
hink
ing
Bot
h re
spon
ses
prov
ide
evid
ence
for
iden
tifyi
ngva
riabl
es th
at in
fluen
ce a
situ
atio
n an
d ca
n he
cont
rolle
d. In
the
first
wor
k sa
mpl
e, th
ree
varia
bles
are
expl
icitl
y id
entif
ied
and
cont
rolle
d: "
she
sam
em
ater
ial,"
"th
e sa
me
amou
nt"
(of s
tain
ing
liqui
d).
and
"the
sam
e am
ount
of r
ime"
(fo
r th
e st
ain
rem
over
to w
ork)
. A fo
urth
var
iabl
e (t
he s
ame
stai
ning
liqu
id)
is im
plie
d by
the
wor
d "it
" in
the
seco
nd s
ente
nce.
Inth
e se
cond
wor
k sa
mpl
e, fo
ur v
aria
bles
are
exp
licitl
yid
entif
ied
and
cont
rolle
d: "
the
sam
e m
ater
ial,"
"th
esa
me
amou
nt o
f tim
e" (
for
the
stai
n to
set
), "
was
hed
in th
e sa
me
way
," a
nd "
for
the
sam
e am
ount
of t
ime.
"A
fifth
var
iabl
e (t
he s
ame
stai
ning
liqu
id)
is im
plie
dby
"pu
t a s
tain
on
each
," B
oth
wor
k sa
mpl
es a
reco
rrec
t in
the
varia
bles
they
iden
tify.
Bec
ause
the
task
says
, "D
escr
ibe
in d
etai
l...,"
one
cou
ld a
rgue
that
the
seco
nd p
iece
of w
ork
is s
light
ly b
ette
r th
an th
e fir
st,
but u
nles
s th
e st
uden
ts a
re c
ued
to th
ink
of a
s m
any
varia
bles
as
poss
ible
, whi
ch is
diff
eren
t fro
m "
deta
il,"
both
wor
k sa
mpl
es a
re e
qual
ly v
alid
as
evid
ence
for
"Ide
ntify
ing
varia
bles
that
influ
ence
a s
ituat
ion
and
can
be c
ontr
olle
d."
The
sec
ond
resp
onse
offe
rs e
vide
nce
for
a pa
rt o
fS
cien
tific
Thi
nkin
g th
at is
not
offe
red
in th
e fir
st, w
here
she
stud
ent o
ilers
exp
lana
tions
for
the
proc
edur
es
124
Ada
tber
naria
used
: "T
he fa
bric
sho
uld
be o
ld...
beca
use.
..". "
The
fabr
ic s
houl
d be
mad
e of
the
sam
e m
ater
ial j
ust i
nca
se...
". a
nd th
e tim
e sh
ould
be
the
sam
e "t
o m
ake
sure
one
doe
sn't
stai
n w
orse
bec
ause
...."
Aga
in, t
his
resp
onse
was
not
req
uire
d by
the
task
, bur
by
incl
udin
g it
the
seco
nd r
espo
nse
prov
ides
str
onge
rev
iden
ce fo
r th
is s
tand
ard.
The
se r
espo
nses
illu
stra
te o
ne o
f the
cha
lleng
es o
f
eval
uatin
g op
en-e
nded
task
s, w
here
mor
e ve
rbal
stud
ents
may
, by
sim
ply
writ
ing
mor
e, p
rovi
de m
ore
evid
ence
of u
nder
stan
ding
.
Sci
entif
ic C
omm
unic
atio
nB
oth
resp
onse
s pr
ovid
e ev
iden
ceF
or e
xpla
inin
g a
scie
ntifi
cco
ncep
t or
proc
edur
e so
oth
erst
uden
ts. F
or th
e re
ason
s st
ated
abov
e, th
e se
cond
res
pons
e is
stro
nger
than
the
first
.
0 19
95 N
atio
nal C
ente
r on
Edu
rario
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cono
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ple
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outk
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4.61
4
Sci
ence
Goi
ng b
eyon
dT
o m
eet t
he s
tand
ard
for
Sci
entif
ic T
hink
ing,
this
wor
k w
ould
nee
d to
be
acco
mpa
nied
by
wor
k of
com
para
ble
qual
ity th
at p
rovi
des
evid
ence
for
carr
ying
out
a p
roce
dure
and
eva
luat
ing
she
resu
lts,
part
icul
arly
if th
e re
sults
are
not
as
clea
r as
exp
ecte
d.T
o qu
alify
as
mee
ting
the
expe
ctat
ions
for
Sci
entif
icIn
vest
igat
ion,
the
wor
k w
ould
nee
d to
incl
ude
evid
ence
for
mul
tiple
tria
ls a
nd tr
ials
on
mor
eth
an o
ne s
tain
ing
liqui
d. S
imila
rly, t
o m
eet t
hest
anda
rd fo
r S
cien
tific
Com
mun
icat
ion,
this
wor
k w
ould
nee
d to
be
acco
mpa
nied
by
wor
kof
com
para
ble
qual
ity th
at p
rovi
des
evid
ence
For
com
mun
icat
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iety
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orm
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O
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quo
tatio
ns fr
om th
e S
cien
cepe
rfor
man
ce d
escr
iptio
ns in
this
com
men
tary
ore
exc
erpt
ed. T
he
com
plet
e pe
rfor
man
ce d
escr
iptio
nsar
e sh
own
on p
ages
48.
49.
Stu
dent
s in
New
Zea
land
can
sho
w'w
hat t
hey
know
abo
ut th
e st
anda
rd fo
rM
akin
g S
ense
of t
he N
atur
e of
kie
nce
and
its R
elat
ions
hip
to T
echn
olog
y by
show
ing
thei
r "a
bilit
y to
rec
ogni
zew
heth
er o
r no
t a c
oncl
usio
n is
sou
ndly
base
d, w
hen
the
stud
ents
ref
lect
on
thre
e co
nclu
sion
s pr
ovid
ed in
o r
epor
tof
o 'f
air
test
' to
dete
rmin
e th
e be
stsl
ain
rem
over
.'
Sci
ence
in th
e N
ew Z
eala
nd C
urric
ulum
,
p. 3
3.
12
M I
D
60
LE S
CH
OO
LW
ork
Sam
ple
& C
omm
enta
ry: M
oon
Stu
dy
Wee
pC
r=5
leat
atur
e
Eng
lith
La ig
uage
Aro
Co,
ei0C
):I 1
The
quo
tatio
ns h
oe th
e S
cien
cepe
rfor
man
ce d
escr
iptio
ns in
this
com
men
tary
are
exc
erpt
ed. T
heco
mpl
ete
perf
orm
ance
des
crip
tions
are
show
n on
pag
es 4
8.49
.
126
Mac
rae/
emce
esem
cees
OW
N.,
I.M
uStim
s011
Con
alift
3
Cm
tlPip
n
3 em
eta
kW,
ta.tn
auca
im
ows
Vie
snal
otP
eein
gW
ax..
Wat
6
Mat
hem
atic
s
Sci
ence
req
uire
d by
the
task
Stu
dent
s w
ho h
ad b
een
stud
ying
the
sola
r sy
stem
wer
e as
ked
to p
ursu
e an
indi
vidu
al p
roje
ct r
elat
ing
TO
the
sola
r sy
stem
. The
pro
ject
ask
ed s
tude
nts
tode
mon
stra
te u
nder
stan
ding
of:
Sta
ndar
d 3,
Ear
th a
nd S
pace
Sci
ence
sC
once
ptsE
arth
in th
e S
olar
Sys
tem
.
Sci
ence
evi
dent
in th
is s
tude
nt w
ork
Thi
s st
uden
t cho
se to
lear
n m
ore
abou
t the
pha
ses
of th
e M
oots
, a c
once
pt h
e ha
d re
cent
ly s
tudi
ed b
utdi
d no
t und
erst
and.
By
read
ing
and
gath
erin
g da
ta,
he e
ngag
ed in
fiel
dwor
k, a
type
of i
nves
tigat
ion
incl
uded
in:
Sta
ndar
d 8,
Sci
entif
ic In
vest
igat
ion.
The
stu
dent
's w
ork
prov
ides
evi
denc
e fo
r an
emer
ging
und
erst
andi
ng o
f par
ts o
f Ear
th in
the
Sol
ar S
yste
m. I
t als
o sh
ows
the
kind
of w
ork
that
com
es fr
om s
tude
nt in
itiat
ed q
uest
ions
and
from
givi
ng s
tude
nts
oppo
rtun
ities
ro
mak
e se
nse
ofco
ncep
ts th
at th
ey th
emse
lves
rec
ogni
ze th
ey d
ono
t und
erst
and
wel
l eno
ugh.
Ear
th a
nd S
pace
Sci
ence
s C
once
pts
The
stu
dent
's a
naly
sis
of th
e pa
ttern
sho
ws
anun
ders
tand
ing
of th
e re
latio
nshi
p be
twee
n th
e sh
ape
of th
e M
oon
visi
ble
from
Ear
th a
nd th
e po
sitio
n of
the
Moo
n w
ith r
espe
ct to
the
Ear
th a
nd th
e S
un.
Mak
ing
infe
renc
es a
bout
the
chan
ging
vis
ible
sha
peof
the
Moo
n fr
om "
full"
to "
cres
cent
," th
e st
uden
tdr
aws
conc
lusi
ons,
suc
h as
: 'W
hen
the
moo
n w
asfu
ll it
was
fart
her
away
from
the
sun
than
whe
n it
was
cre
scen
t...B
ecau
se w
hen
the
moo
n is
bet
wee
n th
eea
rth
and
the
sun
it w
ould
be
supe
r cl
ose
to th
e su
nan
d a
new
nou
n."
Som
e kn
owle
dge
of th
e re
lativ
epo
sitio
n of
the
Sun
and
the
Moo
n is
impl
ied
byst
atem
ents
suc
h as
: "T
he fu
ll m
oon
is w
hen
the
moo
n is
faci
ng th
e so
n so
the
eart
h is
son
of b
etw
een
the
moo
n an
d th
e su
n."
The
illu
stra
tion
show
s an
unde
rsta
ndin
g of
the
rela
tive
scal
e of
the
Sun
, the
Ear
th a
nd th
e M
oon,
thou
gh n
or o
f the
ir re
lativ
edi
stan
ces
from
one
ano
ther
.
Pep
.S
canc
esC
coce
pts
as S
ette
r.C
ana.
Ear
th, U
.S
elen
ces
Can
oes
Sc.
&C
on..
area
ce.
5
T.e
.oet
a
Sci
ence
Con
side
ring
the
addi
tiona
l phe
nom
ena
of lu
nar
and
sola
r ec
lipse
s, th
e st
uden
t mak
es a
n in
fere
nce
whi
chis
an
exte
nsio
n of
wha
t is
unde
rsto
od o
f tho
seph
enom
ena:
"If
the
sun
was
exa
ctly
beh
ind
the
eart
hth
en w
e w
ould
hav
e an
ecl
ipse
of t
he m
oon
beca
use
of th
e ea
rth
shad
ow. O
n th
e ot
her
side
whe
n th
em
oon
is in
the
new
pha
se it
cou
ld b
e a
sola
r ec
lipse
.
beca
use
the
sun
is b
lock
ed b
y th
e m
oon.
"
The
two
cycl
es c
hart
ed in
this
wor
k ar
e re
late
d. T
hew
ork
does
nor
sho
w a
com
plet
e co
nnec
tion,
sin
ce th
edr
awin
g do
es n
ot in
dica
te th
e re
latio
nshi
p be
twee
n th
esh
ape
of th
e M
oon
and
the
date
of h
is o
bser
vatio
ns.
How
ever
, the
stu
dent
doe
s m
ake
a co
nnec
tion
betw
een
she
Moo
n's
posi
tion
and
the
shap
e of
its
phas
e, w
hen
he s
ays:
"W
hen
the
moo
n w
as fu
ll it
was
fart
her
away
from
the
sun
than
whe
n it
was
cre
scen
t...B
ecau
sew
hen
the
moo
n is
bet
wee
n th
e ea
rth
and
the
sun
itw
ould
be
supe
r cl
ose
to th
e su
n an
d a
new
moo
n."
Sci
entif
ic In
vest
igat
ion
The
stu
dent
use
d da
ta to
con
stru
ct th
e po
sitio
n of
the
Moo
n. D
aily
obs
erva
tions
wer
e co
llect
ed a
ndre
cord
ed o
ver
a 30
-day
per
iod.
The
inte
rpre
tatio
n of
the
data
is a
ccur
ate
and
wel
l art
icul
ated
. Exp
lana
tions
of th
e ph
ases
of t
he M
oon
in th
e co
nclu
sion
s ar
edr
awn
dire
ctly
from
the
evid
ence
gai
ned
in th
ein
vest
igat
ion.
The
stu
dent
pro
vide
s ev
iden
ce fo
r an
aw
aren
ess
of th
eim
port
ance
of c
ontr
ollin
g va
riabl
es in
his
com
men
tre
gard
ing
the
data
col
lect
ion
met
hod:
"I h
ad to
mak
eso
me
of m
y m
easu
res
at d
iffer
ent t
imes
of t
he d
aybe
caus
e of
clo
uds.
" H
owev
er, i
n th
e pr
esen
t cas
e,tim
e of
day
wou
ld n
or a
lter
the
data
.
Rub
len
Sal
vIng
Goi
ng b
eyon
dT
he u
se o
f fis
ts is
an
appr
opria
te m
easu
re a
t the
mid
dle
scho
ol le
vel.
Any
mea
sure
that
can
sho
w th
atth
e cy
cle
com
pris
es 3
60 d
egre
es a
nd th
at c
an b
ere
gula
rly (
if ar
bitr
arily
) di
vide
d is
app
ropr
iate
. Sin
ceth
e cy
cle
goes
from
20
furs
to o
ne a
nd th
en b
ack
upto
abo
ut 2
0, th
e fu
ll cy
de is
impl
ied.
The
use
of a
prot
ract
or o
r cl
inom
eter
to m
easu
re d
egre
es w
ould
be
mor
e ac
cura
te a
nd a
ppro
pria
te. T
hese
inst
rum
ents
coul
d be
use
d ef
fect
ivel
y ev
en a
t the
mid
dle
scho
olle
vel.
At t
he h
igh
scho
ol le
vel,
mor
e so
phis
ticat
ed,
mea
surin
g te
chni
ques
are
exp
ecte
d in
inve
stig
atio
nssu
ch a
s th
is. T
his
piec
e of
wor
k co
uld
be u
sed
in a
port
folio
to il
lust
rate
fiel
dwor
k fo
r S
cien
tific
Inve
stig
atio
n. T
o sa
y th
at th
e st
uden
t had
met
she
stan
dard
for
Ear
th a
nd S
pace
Sci
ence
s C
once
pts,
this
wor
k w
ould
nee
d to
be
acco
mpa
nied
by
addi
tiona
l wor
k of
com
para
ble
qual
ity r
elat
ed to
Ear
th's
sys
tem
s an
d hi
stor
y.
BE
ST
CO
PY
AV
AIL
AB
LE
3
561.
1%.
cent
e.O
ch. T
eals
Tar
halp
tea
Lam
ing
Sat
anta
ntla
os a
Tar
anie
ue,
5T
aakt
T.n
laus
6 ta
rIv
orld
r66
tees
127.
1995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y A
ll rig
hts
nner
ved.
Moo
n S
tudy
MID
DLE
SC
HO
OL
61
11o9
n S
luty
my
moo
.nsom
o.00
dan
umm
Om
. of r
e m
os E
An
root
y cl
an tr
ania
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onM
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stre
wn
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50.1
oon
l 110
nm e
n lo
und
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PP
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o no
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s S
ou e
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oon
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f my
flIM
IUM
el M
o. IF
. 01
cloy
lao
us. o
f nou
n. Is
onm
Win
ne. s
ons.
Ben
no*,
Po
mm
4bM
Unb
e ow
n S
p IN
en I
*we
In w
pm M
eng*
on
mda
nn
non.
Tim
WIN
no
mom
mor
e 1
Oce
sni m
aft N
W*a
y pc
t Soo
t the
urI
ll to
caus
e 01
me
Mar
ini m
oon
non
MO
flu
mea
n m
oon
woo
be
nod
WI.
by m
y is
s m
anur
es_
Dv
W n
oon
is O
wn
03 m
en Is
laci
ng n
oum
go
On
nun
is Io
nbo
nen
Or
moo
nen
11
M e
n ra
s up
ono
on
WI P
al i
wov
e C
OM
be
gram
sr9
519.
11..
Mum
nos
em
ery
team
M u
rn r
an n
o no
un lo
nm a
n er
ns*
olm
oon
dica
ta.
the
earI
llO
.. M
x W
eow
Inm
an o
n r
e rm
. Moo
tso
le c
c,*
bean
o P
t an
4141
40 In
bem
oan.
128
0 19
95 N
atio
nal C
ente
r on
Edu
catio
n an
d th
e E
cono
my
All
nihn
res
erve
d
TE
ST
CO
PY
AV
AIL
AB
LE
Japa
nese
stu
dent
s ar
e su
ppos
ed to
"mak
e co
njec
ture
s ab
out t
he m
otio
nof
the
eart
h th
roug
h ob
serv
atio
ns o
fce
lest
ial b
odie
s, u
nder
stan
d th
e st
ruct
ure
of th
e so
lar
syst
em, a
nd c
ompr
ehen
d th
eun
iver
se th
at e
ncom
pass
es s
tars
and
ear
th."
Cou
rse
of S
tudy
for
low
er S
econ
dary
Sch
ools
in J
apan
, p. 5
3.
129
MID
DLE
SC
HO
OL
62P
erfo
rman
ce D
escr
iptio
nsA
pplie
d Le
arni
ng
Sam
ples
of s
tude
nt w
ork
that
hel
p
expl
ain
"how
goo
d is
goo
d en
ough
"fo
r th
ese
stan
dard
s ca
n be
foun
d
imm
edia
tely
follo
win
g th
ese
page
s.
To
see
how
thes
e pe
rfor
man
ce
desc
riptio
ns c
ompa
re to
the
expe
ctat
ions
for
elem
enta
ry s
choo
l and
hig
h sc
hool
,tu
rn to
pag
es 9
11-l0
2.
kair
The
sta
ndar
ds fo
r A
pplie
d le
arni
ng h
ave
been
rev
ised
sub
stan
tially
sin
ce th
e lo
stpu
blis
hed
draf
t of t
hese
Per
form
ance
Sta
ndar
ds. C
onta
ct N
ew S
tand
ards
for
info
rmat
ion
abou
t the
con
tent
hom
ewor
kth
at h
as p
rovi
ded
the
foun
datio
n fo
r th
eA
pplie
d le
arni
ng s
tand
ards
.
c
The
se p
erfo
rman
ce d
escr
iptio
nsco
ntai
n ex
tens
ive
cros
s-re
fere
ncin
g, b
oth
betw
een
App
lied
lear
ning
and
Eng
lish
lang
uage
Art
s, M
athe
mat
ics,
and
Sci
ence
, and
am
ong
the
App
lied
Lear
ning
sta
ndar
ds.
The
cro
ss-r
efer
enci
ng r
o E
nglis
hla
ngua
ge A
rts,
Mat
hem
atic
s, a
ndS
cien
ce is
inte
nded
to il
lust
rate
som
e of
the
way
s in
whi
ch A
pplie
d le
arni
ng m
aybe
inte
grat
ed w
ith th
e su
bjec
t are
as a
ndm
ay p
rovi
de a
veh
icle
for
lear
ning
in th
edi
scip
lines
. The
se r
efer
ence
s ar
e sh
own
only
for
Sta
ndar
d 1,
Pro
blem
Sol
ving
.
The
cro
ss-r
efer
enci
ng a
mon
g th
eA
pplie
d Le
arni
ng s
tand
ards
is in
tend
edto
illu
stra
te s
ome
of th
e w
ays
in w
hich
asi
ngle
pro
ject
can
pro
vide
a v
ehic
le fo
rde
mon
stra
ting
achi
evem
ent o
f a n
umbe
rof
App
lied
Lear
ning
sta
ndar
ds. I
t is
inte
nded
that
App
lied
Lear
ning
tool
s an
dte
chni
ques
be
deve
lope
d in
con
junc
tion
with
pro
blem
sol
ving
pro
ject
s, r
athe
rth
an a
s is
olat
ed s
kills
.
130
1. P
robl
em S
olvi
ng2.
Com
mun
icat
ion
Too
lsan
d T
echn
ique
s
App
ly p
robl
em s
olvi
ng s
trat
egie
s in
pur
pole
fiel
way
s, b
oth
in s
ituat
ions
whe
n th
e pr
oble
m a
nd th
e de
sire
d so
lutio
nsar
e cl
earl
y ev
iden
t and
insi
tuat
ions
whe
n th
ey a
re n
ot.
The
stu
dent
com
plet
es p
roje
cts
invo
lvin
g at
lean
two
of th
efo
llow
ing
kind
, of p
robl
em s
olvi
ng e
ach
year
and
, ove
r do
cour
se o
f mid
dle
scho
ol, p
roje
cts
invo
king
all
thre
e ki
nds
ofpr
oble
m s
olvi
ng.
Des
igni
ng id
entif
ying
nee
ds th
at c
ould
he
me
by n
ewpr
oduc
ts. s
ervi
ces,
or
syst
ems,
and
cra
ting
solu
tions
for
mee
ting
them
Pla
nnin
g an
d C
lega
nizi
ng ta
king
res
pons
ibili
ty fo
r al
l asp
ects
of p
lann
ing
and
orga
nizi
ng a
n ev
ent o
r ac
tivity
from
con
cept
toco
mpl
etio
n, m
akin
g go
od u
se o
f the
res
ourc
es o
f peo
ple,
tim
e,m
oney
, and
mat
eria
ls a
nd fe
e:Id
es
Impr
ovin
g a
Sys
tem
: dev
elop
ing
an u
ndem
andi
ng o
f dm
way
sys
tem
s of
peo
ple,
mac
hine
s, a
nd p
roce
sses
wor
k;tr
oubl
esho
otin
g pr
oble
m in
thei
r op
erat
ion;
and
dev
isin
gst
rate
gia
for
impr
ovin
g th
eir
effe
ctiv
enes
s.A
sin
gle
proj
ect m
ay in
volv
e m
ore
dim
one
kin
d of
prob
lem
sol
ving
.
DE
SIG
NIN
G
The
stu
dent
des
igns
a p
rodu
ct, s
ervi
ce, o
r sy
stem
to m
eet a
nid
entif
ied
need
; tha
t is,
the
stud
ent
deve
lops
a r
ange
of d
esig
n op
tions
,m
icas
one
des
ign
optio
n to
pus
s an
d jo
osM
es th
e ch
oice
, for
exam
ple,
with
ref
eren
ce s
o fu
nctio
nal,
aest
hetic
, soc
ial,
econ
omic
, or
envi
ronm
enta
l con
side
ratio
ns;
iden
tifie
s, w
here
rel
evan
t, th
e pr
inci
ples
on
whi
ch th
e de
cisi
onw
as b
ased
, suc
h as
aes
thet
ic, m
ethe
rnad
ed. s
amtif
is
um a
ppro
pria
te c
onve
ntio
ns to
mpr
esen
t the
des
ign;
esta
blis
hes
crite
ria fo
r ju
dgin
g dm
suc
cess
of t
he d
esig
n;pl
ans
and
carr
ies
out t
he s
teps
of t
he p
rodu
ctio
n pr
oces
s.
adju
sts
the
prod
uctio
n pr
oms
as r
equi
red
m a
chie
ve s
peci
fied
stan
dard
s of
qua
lity
and
safe
ty;
eval
uate
s th
e qu
ality
of t
he d
esig
n by
con
side
ring
the
crite
riafo
r su
cces
s an
d by
com
paris
on w
ith s
imila
r F
ondu
es, s
ervi
ces,
Ofsy
stem
.
Exa
mpl
es o
f de
igni
ng in
clud
e:de
sign
ing
and
prod
ucin
g I h
isto
ry p
erio
dica
l for
stu
dent
sbe
e al
soA
pplie
d L
earn
ing
Stan
dard
1, 3
, 4, a
nd 5
, Ent
ail,
Lan
guag
e A
mSt
anda
rd 1
),
desi
gnin
g an
d bu
ildin
g a
whe
elch
air
acce
ss r
amp
(or
dmA
pplie
dL
earn
ing
Stan
dard
i an
d 5,
Mat
hern
atin
Sta
ndar
d; 2
and
31:
desi
gnin
g an
d im
plem
entin
g an
indu
ctio
n pr
ogra
m fo
e st
uden
ts n
ewto
the
scho
ol. i
nclu
ding
3 h
mdb
ook
and
othe
r in
form
atio
nal
mat
eria
lsbe
e al
so A
pplie
d L
earn
ing
Stan
darda
desi
gnin
g an
d co
nduc
ting
a co
mm
unity
sur
vey
to in
fant
, too
lco
unci
l dec
isio
ns o
bois
t the
futu
re u
se o
f a c
omm
unity
ow
ned
build
ing
orre
sour
ce is
m G
n al
so A
pplie
d L
earn
ing
Stan
dard
Z 3
.an
d 5,
Ma
thrm
atio
Sta
ndar
d 1
and
4)'
desi
gnin
gan
d bu
ildin
g a
gran
dhch
er c
lock
bee
also
Sm
art
Stan
dard
I).
desi
gnin
g an
d st
agin
g a
dram
atic
pro
ducr
ian
her
alio
App
lied
Lea
rnin
g St
anda
rd, 1
. 9. a
nd 5
, Eng
lish
Lan
guag
eA
113
Stan
den(
5).
PLA
NN
ING
AN
D O
RG
AN
IZIN
G
The
stu
dent
pla
ns a
nd o
rgan
izes
an
even
t or
activ
ity; t
hat b
,th
e st
uden
t:
deve
lops
plan
that
- m
fleas
res
earc
h in
ns M
enu,
t pre
cede
nts
and
regu
latio
ns;
- in
clud
es a
ll dm
fact
ors
and
varia
bles
sha
t nee
d en
be
cons
idae
th-
mak
es s
ere
in ta
ms
of th
e or
der
in w
hich
thin
e ne
ed to
be d
one;
- m
akes
sen
se in
term
s of
the
peop
le ti
me,
and
res
ourc
esav
aila
ble
to p
ut d
ee p
lan
into
act
ion;
-is
des
crib
ed d
early
eno
ugh
for
som
eone
els
e to
use
in
impl
emen
ts th
e pl
an in
way
s th
an-
mfl
enes
tabl
ishe
d pr
iorit
ies;
- re
spon
d ef
fect
ivel
y to
unf
ores
een
circ
umst
ance
s,ev
alua
tes
the
som
as o
f the
eve
nt o
r ac
tivity
, ide
ntify
ing
the
pans
of t
he p
lan
that
wor
ked
best
and
the
aspe
cts
that
cou
ld
have
bee
n im
prov
ed b
y be
tter
plan
ning
and
org
aniz
atio
n,an
dpr
opos
ing
how
the
impr
ovem
ents
cou
ld h
ave
been
adi
eved
.m
akes
rec
omom
datio
ns to
whe
n w
ho m
ien
cons
ider
plan
ning
and
org
aniz
ing
a si
mila
r nu
ns o
r sz
ivity
.
Exa
mpl
es o
f pl
anni
ng a
nd o
rgan
izin
g an
non
e or
act
ivity
;wha
leor
pniz
ing
3 sc
ienc
e fa
ir(u
s al
so A
pplie
d L
earn
ing
Stan
dard
4,
Seim
, Sta
ndar
d 8)
,
stag
ing
a th
emat
ic p
rodu
ctio
n(t
ee a
lso
App
lied
Lea
rnin
g St
anda
rd1.
4. a
nd 5
, Eng
lith
Lan
guag
e A
m S
tand
ard
5),
plan
ning
a O
dd n
ip to
stu
dy a
n ec
osys
tem
( al
to S
cien
ceSt
anda
rd 2
),
orga
nizi
ngpr
ogra
m fo
r pr
ovid
ing
volu
ntar
y m
aim
s in
hou
seho
ldhe
lp a
nd m
aint
enan
ce to
eld
erly
peo
ple
in th
e lo
cal a
mhe
r ni
ra
App
lied
Lea
rnin
g St
ande
n( 5
),ne
gate
:tog
3 w
hool
car
niva
l(t
er a
ho A
pplie
d L
earn
ing
Stan
dard
Z.
Mat
hent
atin
Sta
ndan
14),
orga
nizi
ng a
spe
cial
eve
nt fr
u a
loca
l org
aniz
atio
n. s
uch
011
awar
ds n
ight
or
end
of s
easo
n ce
lebr
atio
nhe
r al
so A
pplie
d le
arni
ngSt
anda
nd 2
and
5).
IMPR
OV
ING
A S
YST
EM
The
stu
dent
trou
bles
hoot
s pr
oble
ms
in th
e op
erat
ion
of a
sys
tem
in n
eed
of r
epai
r or
dev
ises
and
Les
s w
ays
of im
prov
ing
des
effe
ctiv
enes
s of
a s
yste
m in
ope
ratio
n; d
m is
, die
stu
dent
desc
ribes
dm
man
agem
ent a
nd s
olem
n of
dee
sys
tem
in o
men
of in
logi
n. s
eque
nces
, and
con
trol
;
iden
tifie
s th
e op
erat
ing
prin
cipl
es u
nder
lyin
g th
e sy
stem
, Le,
mat
hem
atic
al, s
cim
dfie
org
anim
tiona
han
alys
e th
e de
sign
and
man
agem
ent o
f the
sys
tem
with
refe
renc
e to
in fu
nctio
nal,
esth
etic
, soc
ial,
com
mer
tial a
nden
viro
nmen
tal r
equi
rem
ents
, its
app
ropr
iate
lev
alua
tes
the
oper
atio
n of
the
syst
em;
devi
ses
stra
tegi
cs fo
r pi
ning
the
syst
em b
ack
in o
pera
cion
or
impr
ovin
g its
per
form
ance
;te
sts
the
effe
ctiv
enes
s of
the
stra
tegi
ea e
mpl
oyed
.
Exa
mpl
es o
f tr
oubl
esho
otin
g pr
oble
ms
in th
e op
erat
ion
ifs a
mom
or
impr
ovin
g th
e ef
fem
smen
of
a m
um in
ope
sado
n in
clud
e,ea
rnin
g th
e A
uto
Mec
hani
cs M
ont B
adge
(B
oy S
coot
s of
Alm
eria
)or
com
plet
ing
the
Aut
o M
aint
enan
ce P
roje
ct (
Gird
Sco
uts
ofA
mni
a); f
ire o
hoA
pplie
d L
earn
ing
Stan
dard
cis
Sci
ence
Sta
ndar
d IA
impr
ovin
g th
e sy
stem
for
rese
rvin
g tim
e on
com
pute
rs d
urin
g m
ass
and
lend
, Om
en
tnai
ting
reco
mm
enda
tions
to lo
cal o
ffici
als
abou
t way
s to
impr
ove
W21
31 q
ualit
y in
do
vici
nity
tith
e sc
hool
(ue
oho
App
lied
Lea
rnin
gSt
anda
nh 1
. 3, a
nd 5
, Sci
ence
Sta
ndar
d 4)
:
deve
lopi
ng p
ropo
sals
fat r
educ
ing
both
the
quan
tity
and
sot
of w
ore
disp
osal
on
the
scho
ol c
ampu
s(s
ee a
lso
Mat
hem
atic
sSt
anda
rd 7
, Son
ar S
tand
ars1
1),
prop
osin
gw
ays
of r
eest
ablis
hing
3 n
eigh
borh
ood
crim
e pr
even
tion
orga
nisa
tion
that
has
bec
ome
defu
nct.
BE
ST
CO
PY
AV
AIL
AB
LE
Com
mun
icat
e it
and
idea
s in
way
s th
at a
reap
prop
riat
e to
the
purp
ose
and
audi
ence
thro
ugh
spok
en.
wri
tten,
and
gra
phic
maw
of
ex-F
t...io
n.
The
stu
dent
mak
es n
o no
t lam
enta
tion
of p
roje
ct p
lan
or fi
ndin
gs r
o an
aud
ienc
e be
yond
the
scho
ol; t
hat i
s, d
ie s
tude
nt
orga
nize
s th
e pr
esen
tatio
n in
a lo
gica
l way
app
ropr
iate
toits
pur
pose
;
edito
rs th
e st
yle
apt..
.nat
ion
to s
uit i
ts p
urpo
se s
od a
udie
nce;
spea
ks c
lear
ly a
nd p
rese
nts
conf
iden
tly;
resp
onds
app
ropr
iudy
en
ques
tions
from
the
audi
ence
,ev
alua
tes
the
effe
ctiv
enes
s ol
die
pres
enta
tion.
Exa
mpl
es o
f or
al p
rese
ntat
ions
incl
ude,
pres
ervi
ng to
eke
boa
rd o
f a lo
cal o
rgan
imio
n th
e pr
opos
al fo
r a
spec
ial e
vent
to b
e or
gani
zed
on W
olin
( th
e or
gani
zatio
n(
also
App
lied
Lea
rnin
g St
anda
rd 1
and
5):
pres
entin
g to
the
loud
cou
ncil
resu
lts o
f a c
onun
unity
sur
vey
desi
gned
to in
form
the
coun
cils
dec
isio
ns a
bour
fum
e su
e of
a
com
mun
ity o
wne
d bu
ildin
g01
reso
urce
2132
her
oho
App
lied
Lea
rnin
g St
ande
n& 1
.3. a
nd 5
1,a
pres
entin
g to
a lo
ad b
usin
ess
plan
s fo
r a
scho
ol c
arni
val a
ndre
ques
t for
ass
ista
nce
in r
unni
ng th
e ev
ent b
ee a
lso
App
lied
Lea
rnin
gSt
anda
rd I
):
pres
entin
g to
rep
rese
ntat
ives
of t
he s
choo
l dis
tric
t's b
uild
ings
and
mai
nten
ance
dep
artm
ent
desi
gns
fur
a w
heel
chai
r ac
cess
ram
p(c
on
alio
App
lied
Lea
rnin
g St
anda
rds
I an
d 5)
.
The
stu
dent
con
duct
s fia
mal
writ
ten
nem
:van
dals
with
aco
mm
unity
osg
miz
atio
n or
bus
bies
.% d
rat i
s, th
e st
uden
t
expr
esse
s th
e in
form
atio
n or
req
uest
cle
arly
for
the
purp
ose
and
audi
ence
s
mita
inst
yle
appr
opria
te to
the
purp
ose
and
audi
ence
of
die
corr
espo
nden
ce.
Exa
mpl
es s
r Im
am a
nd e
nem
a, in
clud
e:
writ
ing
a le
ns to
a m
useu
m s
eeki
ng p
erm
issi
on to
rep
rodu
cear
twor
k in
a h
isto
ry p
aiod
ial f
or s
tude
nts
her
rho
App
lied
Lear
ning
Stan
dard
1. 3
, 4. a
nd 5
1,w
ritin
g a
lette
r to
a lo
cal b
usin
ess
seek
ing
finan
cial
sup
port
for
asd
mal
car
niva
l(
also
App
lied
Lea
rnin
g St
anda
rd 1
),w
ritin
g Is
ms
to th
e po
lice
and
fire
depa
rtm
eno
to a
dvis
e di
em o
fpl
ans
for
a sp
ecia
l eve
nt to
be
cond
ucte
d on
beh
alf o
f a la
d
orga
nita
tion
and
seek
ing
dire
ctio
n re
gard
ing
salty
reg
datio
nsap
plic
able
to th
e ev
ent
(see
als
o A
pplie
d L
earn
ing
Stan
dard
s I
and
5).
The
stu
dent
otg
anin
o an
d co
mm
unic
ates
info
rmat
ion
for
publ
icat
ion
usin
g se
xed
met
hods
and
form
ats,
suc
h as
ove
rhea
d
tran
spar
enci
es, h
ando
uts,
and
com
pute
r ge
nera
ted
grap
hs a
ndch
arm
that
is, t
he s
tude
nt
colle
cts
info
rmat
ion
to in
clud
e in
pub
lishe
d m
ater
ials
;or
gani
ses
the
info
rmat
ion
into
an
appr
opria
te fo
nn fo
r us
ein
the
publ
icat
ion,
cak
ing
acco
unt o
f the
ese
ptim
men
ts a
ndpo
ssib
ilitie
s of
the
chos
en fo
nnen
ched
es th
e in
form
atio
n fo
r ac
cura
cy;
form
ats
the
publ
ishe
d m
ater
ial s
o dm
it a
chie
ves
in p
urpo
se.
(Cam
mun
aetu
th T
oot g
ad T
rd17
4.41
4. It
ufin
naar
r D
rthi
pthe
gun
aura
t en
net m
e)
131
CI
1995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y A
ll ri
ghts
res
erve
d.
Per
form
ance
Des
crip
tions
App
lied
Lear
ning
MID
DLE
SC
HO
OL
63
3. In
form
atio
n T
echn
olog
yT
ools
and
Tec
hniq
ues
4. L
earn
ing
and
Sel
f-m
anag
emen
t 5. T
ools
and
Tec
hniq
ues
for
Too
ls a
nd T
echn
ique
sW
orki
ng W
ith O
ther
s(w
nrin
ueeD
fram
pbs
of tu
rnin
g an
d fit
mar
ting
info
rmat
ion
for
publ
icat
ion
incl
ude
publ
ishi
ng a
pro
gram
for
a dr
amat
ic p
rodu
ctio
n (e
e al
to A
pplie
dLe
arni
ng S
tand
ard;
f, 4
, and
5):
publ
ishi
ng a
bro
chur
e ad
vert
isin
g th
e sc
hool
for
new
nud
e.(a
re a
lga
App
lied
Loom
ing
Sta
ndar
d 1)
:
prod
ucin
g ov
erhe
ad tr
ansp
aren
cies
and
han
dout
s to
sup
port
apr
esen
tatio
n to
the
loca
l criu
nzil
un th
e re
sults
of a
cor
ninu
nary
surv
ey &
sign
ed to
info
rm th
e co
unci
l's d
ecis
ions
abo
ut fu
ture
use
of a
com
mun
ity o
wne
d bu
iWin
g or
res
ourc
e ar
ea O
re o
leo
App
lied
Lear
ning
Sta
ndar
d, I.
3. a
nd 5
7
The
stu
dent
muu
late
s in
form
atio
n fr
om o
ne fo
rmat
to m
othe
nth
at is
, the
stu
dent
choo
ses
a di
ffere
nt fo
rmat
that
is a
ppro
pria
te fo
r pr
esen
ting
info
rmat
ion
to b
oner
sui
t the
pur
pose
for
com
mun
icat
ing
it,ch
edu
that
the
info
rmat
ion
has
ban
tran
slat
ed a
ccur
atdy
into
the
new
form
at,
give
s re
ason
s fo
r an
y ch
.gra
mad
e in
the
info
rmat
ion,
suc
h as
deci
ding
to lo
ve s
ome
info
rmat
ion
out
&am
pler
of t
rand
atin
g in
fom
urrie
n fr
om o
ne fo
rmes
ro
anus
! inc
lude
;
tran
slat
ing
from
a m
ap T
O a
ske
tch
map
dra
wn
ro a
red
uced
sal
e.e.
g., u
sing
a la
nd s
urve
y m
ap to
pro
duce
a s
keoc
h m
ap d
raw
n to
smal
ler
mal
e th
at h
ighl
ight
s is
sms
rela
ted
ro im
prov
ing
wat
erqu
ality
(re
alto
App
lied
Lear
ning
Sta
ndar
d; I,
3, a
nd 5
):
tran
slat
ing
from
sta
tistic
s to
gra
phic
s, e
.g..
usin
g se
vera
l kin
dsof
gra
phs
to d
ispl
ay d
ata
colle
cted
from
a c
omm
unity
sur
vey
(we
also
App
lied
Lear
ning
Sta
ndar
d, 1
. 2, a
nd 5
)t
tran
slat
ing
a dr
oole
d pl
an in
to a
ser
ies
of p
oint
s fo
r an
ora
l
pres
enta
tion,
e.g
., de
velo
ping
a s
erie
s of
poi
. en
guid
ean
Ora
lpr
esen
tatio
n ro
the
boar
d of
a b
ed o
rgon
iratio
n on
a p
ropo
sal f
ora
spec
ial e
vent
to b
e or
gani
zed
on b
ehal
f of t
he o
rgan
irsot
ion
her
afro
App
lied
Lear
ning
Sta
ndar
d, I
and
5).
132
Use
info
rmat
ion
tech
nolo
gy to
col
lect
, ana
lyze
, org
aniz
e,an
d pr
esen
t inf
orm
atio
n.
The
stu
dent
.lo
ads,
run
s, a
nd u
se d
atab
ase
and
spre
adsh
eet p
rogr
ams;
acqu
ires
info
rmat
ion
for
spec
ific
purp
oses
five
r on
-line
sou
rcem
rasa
doc
umen
tatio
n an
d on
-sat
en h
elp
to le
arn
from
to u
seso
ftwar
e pr
ogra
ms.
Exa
mpl
e, e
atin
g In
ftem
atio
n re
chno
lov
mal
t and
rer
bniq
oo in
clud
e:lo
adin
g, r
unni
ng, a
nd u
sing
a d
atab
ase
prog
ram
to m
anag
e da
ta
colle
cted
thro
ugh
a co
mm
unity
sur
vey
her
also
App
lied
Lear
ning
Sta
ndar
d] I.
2. a
nd 5
1:
rang
on
-line
sou
rces
to c
olle
ct in
form
atio
n ab
out w
arm
qua
lity
inne
arby
arm
s to
info
rm n
m-a
rch
Mu,
wat
er q
ualit
y in
the
not a
rea
(ter
oho
App
lied
Lean
ung
Sta
ndou
t 1. 2
. and
5);
usin
g do
cum
enta
tion
and
on-s
cree
n he
lp to
lear
n ho
w to
use
ade
skto
p pu
blis
hing
pro
gram
for
prod
ucin
g a
hist
ory
perio
dica
l for
stud
ents
( a
lto A
pplie
d Le
arni
ng S
tand
anit
1, 2
, 4, a
nc15
).
(0 ;9
95 N
atio
nal C
ente
r on
Edu
catio
n an
d th
e E
cono
my
All
nem
res
erve
d
BE
ST
CO
PY
AV
AIL
AB
LE
Man
age
and
dire
ct o
ne's
ow
n le
arni
ng.
The
sen
tient
lam
a fr
om r
ole
mod
els;
than
is. t
he s
tude
nt
cont
ain
with
or
obse
rves
old
er s
tude
nts
and
adul
ts a
t wad
ean
d id
entif
ta th
e m
ain
feat
ures
of w
hat t
hey
do. t
he w
ayth
ey g
o ab
out t
heix
wor
k, a
nd th
e qu
aliti
es o
f the
pro
duct
sth
ey p
rodu
ce
susa
lres
wor
k pe
rfor
man
ces
and
wad
i prt
ultu
ta to
iden
tify
Fac
tors
affe
ctin
g su
cces
s;
take
s ac
coun
t of a
naly
ses
of r
ole
mod
els
in p
lann
ing
and
cond
uctin
g hi
s or
her
ow
n pr
ojec
t act
iviti
es.
&am
pler
of l
earn
ing
from
rol
e m
odeb
suc
lude
aam
inin
g pr
ofes
sion
ally
pub
lishe
d jo
urna
ls to
info
rm th
e de
sign
of
a hi
sjo
t.rna
l for
stu
dent
s (t
er d
m A
pplie
d La
min
g S
tatu
bmb
1.2,
3. a
nd 5
1:
visi
ting
a pr
ofes
si.a
lly o
rgan
ised
exh
ibiti
on to
info
rm p
lann
ing
for
a sc
ienc
e fa
ir (t
er a
lto A
pplie
d Le
arni
ng S
tand
ard
I):
mak
ing
a fie
ld r
rip to
stu
dy a
dra
mat
ic p
rodu
ctio
n in
reh
ears
al to
info
rm d
esig
n of
rho
stu
dent
, ow
n pr
oduc
tion,
Imer
vicw
mg
peop
lein
volv
ed in
the
pree
lect
ion,
suc
h as
the
dire
ctor
. sta
ge m
anag
er,
light
ing
dire
ctor
. pub
licity
man
ager
Ore
alto
App
lied
Lear
ning
Sta
ndar
d, I,
2. a
nd 5
1,
visi
ting
an a
uto
repa
ir sh
op a
nd s
tudy
ing
hove
a m
echa
nic
diag
nose
s Im
am in
mot
or v
ehic
les
( ci
ao e
lppl
ini L
amin
gS
tand
ard
I).
The
stu
dent
dev
elop
s an
d m
aint
ains
a s
ched
ule
of w
ork
aniv
ides
oth
at is
, the
stu
denn
esta
blis
hes
a ad
vedu
le o
f w
ork
activ
ities
that
sef
leas
pri
oriti
esan
d de
adlin
es.
seek
s ad
vice
on
the
nvou
mge
men
t of
conf
licw
ing
prio
ritie
s an
dde
adlin
es.
upda
tes
the
sche
dule
reg
ular
ly.
ampl
e;al
ma!
, and
ear
hniq
u e
t for
dev
elop
ing
and
mai
ntai
ning
asc
hedu
le' o
f wor
k an
ioni
c, in
clud
e:
deve
lopi
ng d
oily
, wie
ldy.
or
long
er te
rm w
ork
plan
s. a
s ap
prop
riate
,
usin
g tim
elin
es r
o id
ent4
con
flict
ing
prio
ritie
s an
d de
adlin
e, a
ndse
ekin
g ad
vice
on
reso
lvin
g co
nflic
ts fr
om te
ache
rs. d
knts
, or
peen
.at
app
ropr
iate
,
revi
ewin
g an
d re
visi
ng w
ork
plan
s or
the
end
of o
oh d
ay, w
eek,
or
othe
r pe
riod
of r
ime.
as
appr
opria
te
The
stud
ent s
ets
goal
s fo
r le
arni
ng a
nd r
evie
w, h
is o
r he
r pr
ogre
ss;
that
is, t
he s
tude
nt:
sem
goa
ls fo
r lo
omin
gre
view
s hi
s or
her
pro
gres
sto
war
ds m
eetin
g th
e go
als;
wel
tsan
d re
spon
ds to
adv
ice
from
oth
ers
in s
ortin
g go
als
and
revi
ewin
g pr
ogre
ss.
Ext
rInp
let o
f mob
and
tech
niqu
es fo
r se
tting
and
n-v
ietin
g le
arni
nggo
o& in
clud
e:
esta
blis
hing
lear
ning
god
s in
con
sulta
tion
with
the
tcod
ur a
ndus
ing
the
goal
s to
info
rm c
hoic
es a
bout
pro
ject
ani
vitia
, e.g
.,sh
owin
g ac
tiviti
es th
at p
rovi
de o
ppor
tuni
ties
to w
ork
tow
ards
esta
blis
hed
godu
revi
ewin
g w
ork
on a
com
plet
ed p
roje
ct in
ligh
t of e
stab
lishe
dle
arni
ng g
oals
:
soak
ing
feed
back
from
teac
hers
, die
m.,
,tad
peen
to h
elp
rot g
oals
and
revi
ew p
rogn
en to
war
ds m
eetin
g th
orn.
Wor
k w
ith o
ther
s fa
ach
ieve
a s
hare
d go
al to
pro
mot
e on
-th
e-jo
b le
arni
ng, a
nd to
res
pond
effe
ctiv
ely
to th
e ne
ed, o
fa
clie
nt
The
sro
dent
take
s re
spon
sibi
lity
for
a co
mpo
nent
of
a te
ampr
ojec
t.th
at it
the
stud
ent
nach
o ag
mer
nent
with
mor
n m
embe
rs o
n w
hat w
ork
need
s to
be d
one
to c
ompl
ete
the
task
and
how
the
wor
k w
ill b
e ad
ded;
cake
s sp
ecifi
c re
spon
sibi
lity
for
a co
mpo
nent
of d
en p
roje
cts
[alm
s al
l ste
ps n
eces
sary
to e
nsur
e ap
prop
riate
com
plet
ion
ofth
e sp
ecifi
c co
mpo
nent
of t
he p
roje
ct w
ithin
the
agre
ed u
pon
time
fram
e.
Exa
mpl
e; o
f tak
ing
rerp
andl
oilit
yft.
a co
mpo
nent
fa te
ampr
ojor
t inc
lude
:
taki
ng r
espo
nsib
iliry
for
prep
arin
g an
art
icle
for
publ
.tion
in a
hist
ory
mag
azin
e fo
r st
uden
ts (
ter
alto
App
lied
Lear
ning
Sta
ndan
di 1
.2.
3. a
nd fk
.
taki
ng r
espo
nsib
ility
for
the
light
ing
aspe
cts
of a
dra
mat
icpr
oduc
tion
(me
alto
App
lied
Lear
ning
Sta
ndar
d I.
2. a
nd 4
),
taki
ng r
espu
mili
ihry
for
coon
lioat
ing
the
anal
ysis
of d
ata
colle
cted
in a
com
mun
ity s
urve
y (t
ee a
lto A
pplie
d Lo
omin
g S
tand
ard,
I.2.
and
3).
The
stud
ent c
oadu
n or
tuto
rs. t
hat U
, the
stu
dent
assi
sts
one
or r
oom
oda
ers
en le
arn
on e
lse
job,
e.g
., in
sch
ool,
spor
ts, a
nd c
omm
unity
gro
upn
snal
yacs
coa
chin
g or
tuto
ring
exp
erie
nce
to id
entif
y m
omm
id lo
ot e
ffect
ive
way
. of
prov
idin
g as
sist
ance
to s
uppo
rton
-the
-job
kim
ono&
ones
the
anal
ysis
to in
form
sub
sequ
ent c
oach
ing
ortu
tori
ng a
ctiv
ities
.
&un
pin
ef to
adyi
ng o
r tu
torin
g in
clud
e:
coac
hing
ano
ther
stu
dent
in th
e us
e of
a s
oftw
are
prog
ram
her
alto
App
lind
Gam
ins
Sta
nden
i
coac
hing
a g
roup
of y
oung
er s
tude
nts
unde
rtak
ing
a pr
ojec
t,
tuto
ring
othe
r st
uden
ts in
mdm
ique
s fo
r an
alys
ing
wat
er q
ualit
y
(see
oho
App
lied
Lear
ning
Sta
ndar
d; 1
. 2. a
nd 3
).
The
stu
dent
neg
otia
tes
with
a d
inne
r th
at is
, the
stu
dent
cons
ults
with
a c
lient
to d
mify
the
dern
.do
of a
wk.
inte
rpre
ts th
e di
mes
seg
ue. a
nd e
rans
late
l it i
nto
an in
itial
pl. f
or c
ompl
etin
g th
e ta
sk, t
akin
g ac
coun
t of
avai
labl
err
sous
taa
nego
tiate
s w
ith th
e cl
ient
to a
rriv
e at
an
agre
ed u
pon
plan
.
Exa
mpl
es o
f neg
otia
ting
toitb
a d
icta
incl
ude:
nego
tiatin
g w
ith d
isab
led
tncn
iben
of t
he s
choo
l com
min
iryto
des
ign
a w
heel
chai
r ac
cess
row
app
ropr
iate
ro
thei
r ne
eds
Om
alto
App
tud
Ltim
ing
Sio
ndan
k I a
nd 2
),a
nego
riatin
g w
ith r
ho b
oard
of a
loca
l org
aniz
atio
n to
orga
nim
a s
peci
al e
vent
on
its b
ehal
f ( a
lto A
pplie
dLe
arni
ng S
tand
ard;
1 a
nd 2
):
nego
tiatin
g w
itha
com
mito
ecof
dde
rly c
itim
ns to
org
aniz
ea
prog
ram
for
pres
idin
g vo
lunt
ary
serv
ices
Orr
oho
App
lioi
Lam
ing
Sta
ndar
d 1)
.
133
MID
DLE
SC
HO
OL
64W
ork
Sam
ple
&C
omm
enta
ry: M
cLea
n's
Got
It G
oing
On
'MA
spa.
,tla
tenl
ngV
.Ang
Evi
ct, L
angu
age
Art
a
WV
0,17
00.
PI,4
The
wor
k pr
esen
ted
from
this
pro
ject
isno
t a c
ompr
ehen
sive
rec
ord
of a
ll w
ork
done
as
part
of t
he p
roje
ct. T
his
is p
artly
beca
use
the
proj
ect w
as n
ot d
one
with
o vi
ew to
pro
vidi
ng e
vide
nce
of th
ese
stan
dard
s an
d po
rtly
bec
ause
it w
ould
be n
eith
er r
easo
nabl
e no
r ap
prop
riate
to a
sk s
tude
nts
to k
eep
deta
iled
writ
ten
reco
rds
of e
very
asp
ect o
f eve
ry p
roje
ct.
Thi
s w
ould
def
eat p
ort o
f the
pur
pose
of
App
lied
Lear
ning
, whi
ch is
for
stud
ents
to le
arn
from
pro
ject
s th
at h
ave
stro
nglin
ks to
the
wor
ld o
f wor
k. S
ome
of th
ese
stan
dard
s be
tter
lend
them
selv
es to
asse
ssm
ent t
hrou
gh o
bser
vatio
n an
dot
her
less
form
ol m
etho
ds th
an th
roug
hw
ritte
n w
ork.
Acc
ordi
ngly
, the
ran
ge a
nd d
epth
of
evid
ence
on
whi
ch to
bas
e co
mm
enta
ryre
late
d to
the
stan
dard
s va
ries
thro
ugho
utth
is w
ork
sam
ple.
134
Nyt
ert
Ope
n.D
aman
amis
tre
Wal
mm
olC
anna
ta
3la
nelo
[tees
:S
t..P
roba
bilit
yC
omps
5 P
robl
ere
ilapo
raY
alan
se.p
Mam
ma
a to
m.
61.3
16
7 11a,
Aw
stly
iO
mut
a.,
Nah
aW
.*sw
it
Mar
betn
atin
App
lied
Lea
rnin
g re
quir
ed b
y th
e ta
skS
tude
nts
wer
e as
ked
to d
evel
op a
n in
form
atio
nal
broc
hure
that
cou
ld b
e us
ed fo
r or
ient
atio
n of
new
stud
ents
and
thei
r pa
rent
s an
d fo
r vi
sito
rs to
the
scho
ol. T
he ta
sk p
rovi
ded
stud
ents
with
an
oppo
rtun
ity to
use
and
furt
her
deve
lop
thei
rkn
owle
dge
of a
nd s
kills
. as
rese
arch
ing
and
writ
ing
info
rmat
iona
l mat
eria
ls.
Cir
cum
stan
ces
of p
erfo
rman
ceA
gro
up o
f six
stu
dent
s w
as g
iven
four
wee
ks to
rese
arch
, dra
ft, fi
eld
test
, rev
ise,
and
pub
lish
the
broc
hure
. The
writ
ing
was
a c
olla
bora
tive
effo
rt w
ithtw
o st
uden
ts p
erfo
rmin
g th
e fin
al e
ditin
g. T
hete
ache
r ga
ve fe
edba
ck to
the
stud
ents
abo
ut c
onte
ntan
d fo
rmat
ting.
Add
ition
al a
dvic
e ca
me
from
the
prin
cipa
l, w
ho n
egot
iate
d co
nten
t and
app
ropr
iate
lang
uage
with
the
stud
ents
. The
fina
l pro
duct
was
are
sult
of d
eskt
op p
ublis
hing
, with
the
exce
ptio
n of
the
grap
hics
whi
ch w
ere
cur
and
past
ed in
to th
ebr
ochu
re p
rior
to p
ublic
atio
n. A
gain
, the
rea
cher
assi
sted
stu
dent
s w
ith c
olum
ns a
nd p
lace
men
t of
text
, but
the
stud
ents
mad
e fin
al d
ecis
ions
abo
utpl
acem
ent o
f tex
t and
form
attin
g th
e in
form
atio
n.'
Mas
s pr
oduc
tion
of th
e fin
al p
rodu
ct W
an c
ontr
acte
dto
a lo
cal p
rint s
hop.
Thi
s pr
ojec
t gav
e st
uden
ts th
e op
port
unity
to p
rovi
de e
vide
nce
rela
ted
to th
e fo
llow
ing
part
s of
the
App
lied
Lea
rnin
g st
anda
rds:
Sta
ndar
d I,
Pro
blem
Sol
ving
desi
gnin
g;S
tand
ard
2, C
omm
unic
atio
n T
ools
and
Tec
hniq
ueso
rgan
izes
and
com
mun
icat
esin
form
atio
n fo
r pu
blic
atio
n;
Sta
ndar
d 3,
Info
rmat
ion
Tec
hnol
ogy
Too
ls a
ndT
echn
ique
s;S
tand
ard
5, T
ools
and
Tec
hniq
ues
for
Wor
king
With
Oth
erst
akes
res
pons
ibili
ty fo
r a
spec
ific
com
pone
nt o
f a te
am p
roje
ct; n
egot
iate
s w
ith a
clie
nt.
Pro
blem
Sol
ving
Des
igni
ngT
he s
tude
nt d
esig
ns a
pro
duct
, ser
vice
, or
syst
emto
mee
t an
iden
tifie
d ne
ed; t
hat i
s, th
e st
uden
t:
deve
lops
a r
ange
of d
esig
n op
tions
;se
lect
s on
e de
sign
opt
ion
to p
ursu
e an
d ju
stifi
esth
e ch
oice
, for
exa
mpl
e, w
ith r
efer
ence
tofu
nctio
nal,
aest
hetic
, soc
ial,
econ
omic
, or
envi
ronm
enta
l con
side
ratio
ns;
Com
pla
s M
emo
Cam
p.U
M a
sea
.S
elm
aC
ance
pil
kl4r
6114
eam
etlo
rts
appa
rallw
a
Sel
arni
a71
.Idna
kien
les
rwa
tecl
ualo
yes
7
&W
M
Sci
ence
iden
tifie
s, w
here
rel
evan
t, th
e pr
inci
ples
on
whi
ch th
e de
cisi
on w
as b
ased
, suc
h as
aes
thet
ic,
mat
hem
atic
al, s
cien
tific
;us
es a
ppro
pria
te c
onve
ntio
ns to
rep
rese
ntth
e de
sign
;es
tabl
ishe
s cr
iteria
for
judg
ing
the
succ
ess
ofris
e de
sign
;
plan
s an
d ca
rrie
s ou
t the
ste
ps o
f the
prod
uctio
n pr
oces
s;ad
just
s th
e pr
oduc
tion
proc
ess
as r
equi
red
to a
chie
ve s
peci
fied
stan
dard
s of
qua
lity
and
safe
ty;
eval
uate
s th
e qu
ality
of t
he d
esig
n by
cons
ider
ing
the
crite
ria fo
r su
cces
s an
d by
com
paris
on w
ith s
imila
r pr
oduc
ts, s
ervi
ces,
or s
yste
ms.
The
bro
chur
e is
a d
esig
ned
prod
uct t
hat m
eets
the
need
s an
d re
spon
ds to
the
requ
est o
f the
prin
cipa
l. T
oar
rive
at th
e de
sign
, stu
dent
s re
view
ed p
ublis
hed
broc
hure
s as
mod
els.
The
cre
dit o
n th
e bo
ttom
of s
ide
one
is a
n at
tem
pt to
em
ulat
e a
prec
eden
t. R
esea
rch
was
req
uire
d to
form
ulat
e te
xt. S
tude
nts
wer
e re
quire
dto
sor
t thr
ough
ear
lier
scho
ol p
ublic
atio
ns a
nd a
rchi
ves.
Thi
s re
sear
ch w
as s
uppl
emen
ted
by in
terv
iew
s w
ithco
mm
unity
mem
bers
. Stu
dent
s fie
ld r
este
d ea
rly d
rafts
and
mad
e re
visi
ons
in li
ght o
f the
res
pons
e. T
hebr
ochu
re h
as b
een
wid
ely
circ
ulat
ed a
mon
g pa
rent
san
d st
uden
ts o
f the
sch
ool.
It ha
s al
so b
eets
use
d as
a
mod
el fo
r ot
her
mid
dle
scho
ols
in th
e di
stric
t to
use
in d
evel
opin
g si
mila
r do
cum
ents
.
Thi
s pr
ojec
t illu
stra
tes
an a
ppro
pria
te ta
sk fo
rde
sign
ing
at s
he m
iddl
e sc
hool
leve
l, an
d th
e fin
ishe
dpr
oduc
t pro
vide
s ev
iden
ce F
or th
e qu
ality
of w
ork
expe
cted
of p
rodu
cts
aris
ing
from
com
para
ble
kind
sof
pro
ject
s. H
owev
er, t
he a
vaila
ble
evid
ence
doe
s no
tal
low
For
det
aile
d co
mm
enta
ry o
n th
e st
uden
ts' w
ork
in r
elat
ion
to th
is s
tand
ard.
Com
mun
icat
ion
Too
ls a
nd T
echn
ique
sT
he s
tude
nt o
rgan
izes
and
com
mun
icat
esin
form
atio
n fo
r pu
blic
atio
n us
ing
seve
ral m
etho
dsan
d fo
rmat
s, s
uch
as o
verh
ead
tran
spar
enci
es,
hand
outs
, and
com
pute
r ge
nera
ted
grap
hs a
ndch
arts
; tha
t is,
the
stud
ent:
colle
cts
info
rmat
ion
to in
clud
e in
pub
lishe
dm
ater
ials
;
1
Sah
ara
Sah
ara
2 Com
emM
anto
mes
Tac
Maa
s
3ut
t6c3
. To.
a la
kalp
.imesa
conn
ate
5'W
sI.*
. tar
5e50
5 em
Gem
App
lied
L ar
ning
orga
nize
s th
e in
form
atio
n in
to a
n ap
prop
riate
form
for
use
in th
e pu
blic
atio
n, ta
king
acc
ount
of th
e re
quire
men
ts a
nd p
ossi
bilit
ies
of th
ech
osen
form
at;
chec
ks th
e in
form
atio
n fo
r ac
cura
cy;
form
ats
the
publ
ishe
d m
ater
ial s
o th
at it
achi
eves
its
purp
ose.
The
bro
chur
e co
mpi
les
rese
arch
from
var
ious
sou
rces
,su
ch a
s hi
stor
ies,
inte
rvie
ws,
and
prio
r pu
blic
atio
ns,
to fo
rm a
con
cise
pre
sent
atio
n. It
sup
plem
ents
the
text
with
gra
phic
s as
an
aid
to th
e re
ader
. The
info
rmat
ion
is o
rgan
ized
in a
form
app
ropr
iate
for
publ
icat
ion
in a
bro
chur
e fo
rmat
. It c
an b
e as
sum
edth
at th
e in
form
atio
n.is
acc
urat
e, b
ecau
se th
e pr
inci
pal
appr
oved
its
publ
icat
ion.
The
mat
eria
l is
form
atte
d to
achi
eve
its p
urpo
se.
The
bro
chur
e pr
ovid
es e
vide
nce
for
the
qual
ityof
wor
k ex
pect
ed fo
r th
is p
art o
f the
sta
ndar
d fo
rC
omm
unic
atio
n T
ools
and
Tec
hniq
ues.
To
say
that
a st
uden
t has
met
this
par
t of t
he s
tand
ard,
how
ever
,th
e br
ochu
re w
ould
nee
d ro
be
acco
mpa
nied
by
addi
tiona
l mat
eria
ls o
f com
para
ble
qual
ityde
mon
stra
ting
faci
lity
with
a v
arie
ty o
f met
hods
and
form
ats
for
orga
nizi
ng a
nd c
omm
unic
atin
gin
form
atio
n.
Info
rmat
ion
Tec
hnol
ogy
Too
lsan
d T
echn
ique
sT
he s
tude
nt:
load
s, r
uns,
and
use
s da
taba
se a
nd s
prea
dshe
et
prog
ram
s;us
es d
ocum
enta
tion
and
on-s
cree
n he
lp to
lear
nho
w to
use
sof
twar
e pr
ogra
ms.
The
bro
chur
e is
a d
eskt
op p
ublic
atio
n th
at w
as w
ord
proc
esse
d. A
mor
e so
phis
ticat
ed la
yout
may
hav
ebe
en a
chie
ved
with
add
ition
al fo
rmat
ting.
How
ever
,as
a n
ovic
e at
tem
pt th
is e
xam
ple
is r
easo
nabl
yco
mpe
tent
. For
the
purp
oses
of t
his
stan
dard
, des
ktop
publ
ishi
ng s
oftw
are
may
be
rega
rded
as
gene
rally
com
para
ble
with
dat
abas
e an
d sp
read
shee
t pro
gram
s.T
he d
ocum
ent u
ses
right
just
ifica
tion
and
colu
mns
with
gut
ters
for
fold
ing.
Pla
cem
ent o
f tex
t allo
wed
for
a la
ter
incl
usio
n of
gra
phic
s. T
he g
raph
ics
wer
e a
resu
lt of
cut
ting
and
past
ing
prio
r to
prin
ting
rath
er
than
com
pute
r ge
nera
ted
draw
ing.
BE
ST
CO
PY
AV
AIL
AB
LE
Too
ls a
nd T
echn
ique
s fo
r W
orki
ngW
ith O
ther
sT
he s
tude
nt ta
kes
resp
onsi
bilit
y fo
r a
com
pone
ntof
a te
am p
roje
ct; t
hat i
s, th
e st
uden
t:re
ache
s ag
reem
ent w
ith te
am m
embe
rs o
n w
hat
wor
k ne
eds
to b
e do
ne to
com
plet
e th
e ta
skan
d ho
w th
e w
ork
will
be
tack
led;
take
s sp
ecifi
c re
spon
sibi
lity
for
a co
mpo
nent
of
the
proj
ect;
take
s al
l ste
ps n
eces
sary
to e
nsur
e ap
prop
riate
com
plet
ion
of th
e sp
ecifi
c co
mpo
nent
of t
hepr
ojec
t with
in th
e ag
reed
tim
e fr
ame.
The
bro
chur
e w
as p
rodu
ced
by a
gro
up o
f stu
dent
s
wor
king
col
labo
rativ
ely.
Tw
o st
uden
ts to
ok r
espo
nsib
ility
For
edi
ting
the
text
prio
r to
pub
licat
ion.
Thi
s is
an
appr
opria
te e
xam
ple
of ta
king
res
pons
ibili
ty fo
r a
com
pone
nt o
f a te
am p
roje
ct. I
t is
a re
ason
ably
dis
cret
eco
mpo
nent
of t
he p
roje
ct a
nd th
e va
lue
adde
d by
this
com
pone
nt is
rea
dily
iden
tifia
ble
in th
e fin
al p
rodu
ct.
The
re is
no
evid
ence
for
the
proc
esse
s th
e st
uden
ts
adop
ted
in ta
king
res
pons
ibili
ty fo
r th
e ed
iting
com
pone
nt o
f the
pro
ject
nor
evi
denc
e fo
r th
e dr
afts
from
whi
ch th
ey w
orke
d to
pro
duce
edi
ted
copy
.H
owev
er, t
he p
ublis
hed
broc
hure
is a
pro
duct
that
prov
ides
evi
denc
e fo
r th
e qu
ality
of w
ork
expe
cted
at
the
mid
dle
scho
ol le
vel f
or th
is p
art o
f the
sta
ndar
dfo
r T
ools
and
Tec
hniq
ues
for
Wor
king
With
Oth
ers.
The
stu
dent
neg
otia
tes
with
a c
lient
; tha
t is,
the
stud
ent:
cons
ults
with
a c
lient
to c
larif
y th
e de
man
dsof
task
inte
rpre
ts th
e cl
ient
's r
eque
st a
nd tr
ansl
ates
itin
to a
n in
itial
pla
n fo
r co
mpl
etin
g th
e ta
sk,
taki
ng a
ccou
nt o
f ava
ilabl
e re
sour
ces;
nego
tiate
s w
ith th
e cl
ient
to a
rriv
e at
an
agre
edup
on p
lan.
135
1995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y A
ll rig
ht; '
nerv
ed.
The
bro
chur
e is
a r
esul
t of a
req
uest
by
the
prin
cipa
lto
writ
e an
info
rmat
ive
broc
hure
. The
re is
no
evid
ence
of t
he s
tude
nts'
neg
otia
tions
with
the
prin
cipa
l, al
thou
gh e
arlie
r dr
afts
of t
he fi
nal p
rodu
ctO
iut s
how
n he
re)
sugg
est r
evis
rons
wer
e m
ade
afte
rco
nsul
ting
with
the
prin
cipa
l. T
he p
rinci
pal's
satis
fact
ion
with
the
plan
for
the
broc
hure
may
be in
ferr
ed fr
om th
e fa
ct th
at th
e br
ochu
re w
aspu
blis
hed
and
is u
sed
as p
art o
f the
sch
ool's
info
rmat
iona
l mat
eria
ls. T
he te
xt th
at a
ddre
sses
the
need
s of
the
inte
nded
aud
ienc
e is
in d
irect
resp
onse
to th
e C
OM
IlliS
JIM
I.
The
task
illu
stra
tes
an a
ppro
pria
te le
vel o
f exp
ecta
tion
at th
e m
iddl
e sc
hool
leve
l for
neg
otia
ting
with
a c
lient
.
The
bro
chur
e co
ntai
ns a
few
err
ors,
all
of w
hich
rela
te to
spa
cing
. The
nar
rativ
e te
st w
ould
not
prov
ide
evid
ence
for
Eng
lish
Lang
uage
Art
s S
tand
ard
2, W
ritin
g. Y
et it
has
a fr
iend
ly v
oice
, app
ropr
iate
for
the
inte
nded
aud
ienc
e, th
at u
ses
wor
ds li
ke "
cool
"an
d ph
rase
s lik
e "p
uttin
g pe
ople
in a
hap
py m
ood"
and
"sin
ging
che
erfu
l son
gs a
ll da
y."
136
AT
HLE
TIC
S
2.10
th 0
OT
It y
Ou
are
a bo
y en
sw
ant t
o go
10
McL
ean.
you
caW
on, I
n th
e 71
n an
a sr
a ur
ver:
.°I'y
The
re a
n ba
sks:
bee.
taus
(flo
etr
ess
a gr
ime)
. or
irack
.al
ms
can
pray
.441
00. P
aske
tbai
lor
be
On
Ina
sprit
Gam
to P
rom
on p
unrO
oGa)
, bas
katb
al, e
ndw
eeyp
eete
am..
you
are
bang
mow
., sp
ans.
you
ca
play
loos
e, to
o at
McL
ean.
e
PU
Nin
g w
ort 1
11 M
asan
isa
gras
sM
itilin
/FP
PT
X, a
nd fl
outs
hIthan
k1G
. too
We
PT
Aou
t sch
ool:
.Frg
PLT
:siv
.ti alw
"u'a
ya'
arou
nd to
hel
p ou
t wan
ekes
, Wee
.Ite
acka
, spe
cial
term
ites.
and
n's*
In'"N
'T.s
hins
".''s
yla'
re°1
111"
slan
turt
s'N
atG
ME
rarn
ea.
M.Y
.4.
^2. W
oe. f
orm
ele
ache
rs,
AC
AO
EU
IC C
LUB
S
McL
ean
nes
el k
ind,
01
mea
n*eb
b, M
al a
helo
aam
ay b
e W
arm
edM
OM
. The
re A
s M
e O
ayas
eyat
the
Min
d nu
cam
was
twb.
McL
ean
.4n
othe
rM
at m
aws
Ow
kal
scou
nts
carlO
allia
rs T
here
Moo
the
Sci
ence
Clu
b M
ad c
ompe
tes
In u
s..e
sen.
. The
n ar
e Le
aya
wr:
wav
o.th
it an
taib
y.u.
tt.,.e
rsrs
. The
yM
m
AN
L. C
OLM
C1
0 .f
CM
CS
A W
0
1945
Nan
oria
l Cen
ter
an E
duca
tion
and
the
Eco
nom
y A
ll rig
ht; m
oved
.
MC
LE
AN
'S
SOT
a
(MG
ON
I
HIS
TO
RY
Wal
ton
Pin
ckne
y M
cLea
n. to
r w
hom
Six
teen
Mid
dle
Sch
ool w
as n
amed
,w
as a
wid
er,
law
yer,
Tam
aco
ngre
ssm
en. a
nd In
107
2 he
was
elec
ted
to V
INO
In M
a 03
rd U
.S.
Con
gres
s.
The
OW
HA
UG
H P
inck
ney
Ort
zlea
nJu
nior
HO
Son
. ope
ned
INd0
0,8
00 J
emm
y 28
, 193
8.S
orra
mut
e aw
asom
e M
atur
ee te
Soy
wor
e th
e ee
l roo
t. M
e co
ol O
N u
sed
mai
ds th
e W
adin
g. w
e er
a an
cbse
dga
rden
on
the
Ong
Poo
r. 4
you
wan
tto
we
thos
e m
ina,
you
're G
oing
tone
w G
901
0 P
asch
al H
igh
SO
W.
ems
toe
Orig
inel
loca
tion
orM
cLea
n Ju
nior
Wgh
Sch
ooL
Ote
rth
e ye
ars,
Ma
stnO
W m
oved
to a
Mor
a. w
mco
s G
ulag
al 3
818
Sta
dium
Oftr
e. a
nd 4
ass
cha
nged
Its n
ame
b W
.P. M
cLea
n M
iddi
eS
choo
l.
TR
AD
ITIO
N O
F E
XC
ELL
EN
CE
Mcl
ean
has
a sp
ecia
l way
of g
luin
gre
war
ds to
mut
iny
no 0
0 w
ee. F
orm
ars
Wan
a h
aa b
een
s In
tred
onal
hew
tor
sloa
enta
who
hen
,w
oree
o he
rd to
to ..
.tam
aw
Mus
e'S
r aw
snd,
The
lage
r' LS
' a e
sym
bol
of th
eir
outs
tare
:Nog
per
form
ance
Inoc
edrn
ics.
cag
erts
nhz.
MItH
ika,
are
aira
te..
£.20
.13
may
ear
n pa
id. I
nM
arty
are
as B
egka
ing
kt M
s W
angr
ace
year
stu
dent
, may
sta
rt a
ddin
gup
pow
,. P
oint
s ar
e W
ftlad
lam
eff
Eh
in O
ilcan
s/up
. pal
ms
atte
ndan
ce, S
aner
car
ds. °
lam
aO
M.,
mon
tane
/Go
In w
awa'
epur
uare
d or
gant
laiti
na. D
WG
an
oNo
assI
stan
s. a
nd p
adta
Get
ion
aade
rna
and
aelli
ria c
orna
etni
vris
Tot
ledo
t Ilf
a G
aym
ark
ofdI
alla
ctio
n fo
r st
utlo
rds
to w
ear
wet
h on
or.
CA
MP
US
OR
GA
NIZ
AT
ION
S
The
m a
n m
any
cam
pus
Org
aniz
atio
ns a
t McL
ean.
The
m is
ace
ase
ebo
whe
n N
OW
T a
kBed
146,
11. b
ray.
TT
. Stu
dent
Cou
ncil
WO
W, G
stu
dent
s on
o ga
tka
anna
r 40
Nan
maw
s M
b m
eC
anne
d F
ood
Ork
ra.N
ewat
tat,
Day
and
othe
r 60
.1.1
poi
nts.
Pre
Nat
iona
l Jun
ior
Hon
or S
ocie
ty=
Was
of s
war
m. t
ow W
ye to
Ow
e hi
gh s
tand
ards
in o
c000
mlo
sO
ntia
natip
. and
non
ce. t
heN
atio
nal J
unio
r A
n S
ocie
ty is
lagi
fted
an w
ants
. The
Gar
dine
rB
and
pule
paw
ls in
terr
ies
WW
1by
PM
WV
aP
hoa
mus
ic. O
urm
anes
. at M
cLea
n b
gram
or
Min
g P
OO
P In
a n
appy
mea
d.T
he c
tsak
Nut
s po
oWe
Ow
ing
p0 e
diF
i aar
ge I1
day
,
BE
ST
CO
PY
AV
AIL
AB
LE
Stu
dent
s in
Ont
ario
Can
ada
are
expe
cted
to 'b
e ab
le to
des
ign
and
crea
te p
rodu
cts,
pro
cess
es, a
nd s
yste
ms
for
spec
ific
purp
oses
and
eva
luat
e th
em
cons
ider
ing
such
asp
ects
as
envi
ronm
enta
lef
fect
s, c
ost,
dura
bilit
y, a
nd v
isua
l app
eal."
The
Com
mon
Cur
ricul
um, G
rade
s 1.
9,p.
79.
137
MID
DLE
SC
HO
OL
66W
ork
Sam
ple
&C
omm
enta
ry: S
tude
nt H
isto
rical
Mag
azin
es
OW
N
2
Wan
g
3S
Pos
asa
aloy
droa
nan.
alon
nG
ram
mar
1
5
Eng
lish
Lang
uage
Arn
.T
he w
ork
pres
ente
d fr
om th
is p
roje
ct is
not a
com
preh
ensi
ve r
ecor
d of
all
wor
kdo
ne a
s po
rt o
f the
pro
ject
. Thi
s is
par
tlybe
caus
e th
epr
ojec
t was
not
done
with
o vi
ew to
pro
vidi
ng e
vide
nce
of th
ese
stan
dard
s an
d pa
rtly
bec
ause
it w
ould
be n
eith
er r
easo
nabl
e no
r ap
prop
riate
to a
sk s
tude
nts
to k
eep
deta
iled
writ
ten
reco
rds
of e
very
asp
ect o
f eve
ry p
roje
ct.
Thi
s w
ould
def
eat p
an o
f the
pur
pose
of
App
lied
lear
ning
, whi
ch is
for
stud
ents
to le
arn
from
pro
ject
s th
at h
ave
stro
nglin
ks to
the
wor
ld o
f wor
k. S
ome
of th
ese
stan
dard
s be
tter
lend
them
selv
es to
asse
ssm
ent t
hrou
gh o
bser
vatio
n an
dot
her
less
form
al m
etho
ds th
an th
roug
hw
ritte
n w
ork.
Acc
ordi
ngly
, the
ran
ge a
nd d
epth
of
evid
ence
on
whi
ch to
bas
e co
mm
enta
ryre
late
d to
the
stan
dard
s va
ries
thro
ugh-
out t
his
wor
k sa
mpl
e.
138
amen
sW
mC
ram
s.an
sunn
e.C
am..
3R
esew
I SO
.C
on..
sm...
hota
ann
Cas
eqa
5 ho
t.S
.Irp
liattu
mal
kal
nom
.star
atom
Mas
esan
alC
osa
ram
,
8 Waw
a.Is
unap.
awn
Mat
hem
atic
s
App
lied
Lear
ning
req
uire
d by
the
task
Stu
dent
s on
an
Eng
lish/
His
tory
(ea
rn d
esig
n an
d pu
blis
ha
serie
s of
mag
azin
es o
rgan
ized
aro
und
hist
oric
alth
emes
. The
mag
azin
es a
re d
istr
ibut
ed to
mid
dle
scho
ol s
tude
nts
who
can
not a
fford
to b
uy m
agaz
ines
of th
is k
ind.
Circ
umst
ance
s of
per
form
ance
Util
izin
g fu
ndin
g fr
om a
loca
l new
spap
er g
rant
,st
uden
ts o
n an
Eng
lish/
His
tory
team
pub
lish
a se
tof
his
toric
al m
agaz
ines
that
pro
vide
inte
rest
ing
and
info
rmat
ive
sum
mer
rea
ding
mat
eria
ls fo
r de
sign
ated
grou
ps o
f mid
dle
scho
ol s
tude
nts
who
live
in lo
win
com
e ar
eas
and
also
hav
e lim
ited
acce
ss to
a v
arie
tyof
rea
ding
mat
eria
ls. B
ased
on
data
gat
here
d fr
om a
ques
tionn
aire
that
the
clas
s de
sign
s, d
istr
ibut
es, a
ndco
llect
s, th
e st
uden
ts d
evel
op th
eir
mag
azin
es w
ithth
e go
al o
f pro
vidi
ng h
isto
rical
info
rmat
ion
in a
man
ner
that
mat
ches
the
inte
rest
of t
heir
adol
esce
ntau
dien
ce. T
he m
agaz
ines
arc
org
aniz
ed a
roun
d hi
stor
ical
them
es. T
he th
emes
hav
e IC
S b
e br
oad
enou
gh to
cove
r se
vera
l tim
e pe
riods
in A
mer
ica'
s hi
stor
y. T
heth
emes
sel
ecte
d in
clud
e pr
esid
ents
, inv
entio
ns, w
ar,
tran
spor
tatio
n, c
olle
ges,
env
ironm
ent,
art,
ente
rtai
nmen
t,fil
m-m
akin
g, fo
nd, f
ashi
ons,
spo
rts.
Nex
t, th
e st
uden
tsst
udy
prof
essi
onal
mag
azin
es, s
uch
as 3
-2-1
Con
tact
.S
men
tren
, Spo
rts
Illus
trat
ed, E
bony
, Zill
ions
, Peo
ple,
and
Nat
iona
l Geo
grap
hic
Wor
ld a
s ex
ampl
es o
f com
pete
ntad
ult p
erfo
rman
ce. T
he s
tude
nts
wor
k in
team
s, e
ach
team
usi
ng a
spe
cific
them
e. T
hen
each
gro
up d
ivid
esth
e w
ork
requ
ired
to r
esea
rch
and
writ
e ab
out i
tshi
stor
ical
them
e. E
ach
grou
p al
so s
ubdi
vide
sre
spon
sibi
litie
s, s
uch
as e
dito
r, fi
nanc
ial m
anag
er, a
rtdi
rect
or, a
nd p
rodu
ctio
n m
anag
er fo
r its
mag
azin
e.A
lthou
gh e
ach
grou
p is
uni
que,
all
the
mag
azin
es h
ave
com
mon
feat
ures
, inc
ludi
ng a
tim
e ca
psul
e, c
raft
kit,
pers
onal
ity in
terv
iew
, cla
ssic
al fo
cus,
and
his
toric
ally
base
d cr
eativ
e w
ritin
g.
The
His
tory
and
Eng
lish
teac
hers
ser
ve a
s co
nsul
tant
san
d m
onito
rs in
ord
er to
ens
ure
that
stu
dent
s ac
com
plis
h
cont
ent o
bjec
tives
. The
pro
ject
last
s ap
prox
imat
ely
thre
e m
onth
s an
d ha
ppen
s in
con
junc
tion
with
oth
ercl
ass
wor
k. BE
ST
CO
PY
AV
AIL
AB
LE
wee
r
2 US
. a.m
.C
owen
tae
a S
Poo
gam
4M
ao.
Coa
ntal
ora
494a
lan
5
swun
g
5 Yar
n. te
rnI U
nman
s.S
tloal
cO
nmun
ical
enS
.N11
1.m
onis
m
Sci
ence
Thi
s pr
ojec
t gav
e st
uden
ts th
e op
port
unity
to p
rovi
de e
vide
nce
rela
ted
the
follo
win
gpa
rts
of th
e A
pplie
d Le
arni
ng s
tand
ards
:S
tand
ard
1, P
robl
em S
olvi
ngde
sign
ing;
Sta
ndar
d 2,
Com
mun
icat
ion
Too
ls a
ndT
echn
ique
sorg
aniz
es a
nd c
omm
unic
ates
info
rmat
ion
for
publ
icat
ion;
Sta
ndar
d 3,
Info
rmat
ion
Too
ls a
nd T
echn
olog
y;
Sta
ndar
d 4,
Lea
rnin
g an
d S
elf-
man
agem
ent T
ools
and
Tec
hniq
uesm
aint
ains
a w
ork
sche
dule
; set
sgo
als
for
lear
ning
and
rev
iew
s pr
ogre
ss;
Sta
ndar
d 5,
Too
ls a
nd T
echn
ique
s fo
r W
orki
ngW
ith O
ther
s ta
kes
resp
onsi
bilit
y fo
r a
spec
ific
com
pone
nt o
f a te
am p
roje
ct.
Pro
blem
Sol
ving
Des
igni
ngT
he s
tude
nt d
esig
ns a
pro
duct
, ser
vice
, or
syst
emto
mee
t an
iden
tifie
d ne
ed; t
hat i
s, th
e st
uden
t:
deve
lops
a r
ange
of d
esig
n op
tions
;se
lect
s on
e de
sign
opt
ion
to p
ursu
e an
d ju
stifi
esth
e ch
oice
, for
exa
mpl
e, w
ith r
efer
ence
tofu
nctio
nal,
aest
hetic
, soc
ial,
econ
omic
, or
envi
ronm
enta
l con
side
ratio
ns;
iden
tifie
s, w
here
rel
evan
t, th
e pr
inci
ples
on
whi
ch th
e de
cisi
on w
as b
ased
, suc
h as
aes
thet
ic,
mat
hem
atic
al, s
cien
tific
;us
es a
ppro
pria
te c
onve
ntio
ns to
rep
rese
ntth
e de
sign
;es
tabl
ishe
s cr
iteria
for
judg
ing
the
succ
ess
ofth
e de
sign
;pl
ans
and
carr
ies
out t
he s
teps
of t
he
prod
uctio
n pr
oces
s;
adju
sts
the
prod
uctio
n pr
oces
s as
req
uire
dto
ach2
rery
,
eve
qual
itysp
ecifi
ed s
tand
ards
of q
uali
eval
uate
s th
e qu
ality
of t
he d
esig
n by
cons
ider
ing
the
crite
ria fo
r su
cces
s an
d by
com
paris
on w
ith s
imila
r pr
oduc
ts, s
ervi
ces,
or s
yste
ms.
Item
A is
a b
rief p
ropo
sal.
It es
tabl
ishe
s th
at th
em
agaz
ine
proj
ect i
s de
sign
ed to
add
ress
a s
peci
ficne
ed a
nd s
ugge
sts
that
the
proj
ect w
ill h
elp
both
the
audi
ence
(st
uden
ts r
ecei
ving
the
mag
azin
e) a
nd th
eau
thor
s pu
blis
hing
the
mag
azin
e to
lear
n hi
stor
y. T
hepr
opos
al a
lso
mai
ntai
ns th
at th
e m
agaz
ines
'will
prov
ide
a so
urce
of e
duca
tion
for
our
grou
p as
wel
las
the
read
ers.
" T
here
is n
o ev
iden
ce th
at s
tude
nts
deve
lope
d a
rang
e of
des
ign
optio
ns, t
houg
hIte
m B
con
tain
s ev
iden
ce th
at th
e st
uden
ts r
evie
wed
taam
soaa
ss
Can
n.*
to.
3 eann
oton
ten
rem
tsch
rina.
5 te
asla
ciso
nun
Sc.
, on
Otia
n
App
lied
Lear
ning
the
desi
gn o
f a n
umbe
r of
pro
fess
iona
lly p
ro-
duce
d m
agaz
ines
bef
ore
settl
ing
on th
eir
own
and
just
ifies
a n
umbe
r of
cho
ices
in r
elat
ion
to th
ede
sign
and
con
tent
of s
peci
fic a
rtic
les.
it a
lso
indi
cate
s th
at s
tude
nts
test
ed th
e pr
oduc
t bef
ore
laun
chin
g in
to fi
nal p
rodu
ctio
n an
d m
ade
adju
stm
ents
to im
prov
e th
e qu
ality
of s
ever
alas
pect
s of
the
mag
azin
e: "
Onc
e w
e fin
ishe
dde
velo
ping
our
pro
ject
, we
rest
ran
it a
ndev
alua
ted
the
resu
lts b
y ha
ving
two
grou
ps o
fpe
ople
look
at i
t and
mak
e co
mm
ents
."
The
re is
als
o ev
iden
ce th
at th
e st
uden
ts le
arne
dab
out a
nd fo
llow
ed s
ome
of th
e re
gula
tions
that
app
ly to
mag
azin
e pu
blic
atio
n. It
em C
is a
lette
r gi
ving
per
mis
sion
to r
epro
duce
art
wor
k.Ite
m 0
, the
cov
er o
f one
issu
e of
the
mag
azin
e,in
corp
orat
es th
e re
prod
uced
wor
k. It
em K
reco
rds
the
need
so
obta
in p
erm
issi
on fo
r
phot
ogra
phs
(see
ent
ry d
ated
3/3
0).
Thi
s pr
ojec
t illu
stra
tes
a re
ason
able
leve
lof
dem
and
for
desi
gnin
g a
prod
uct a
s th
em
iddl
e sc
hool
leve
l.
Com
mun
icat
ion
Too
ls a
ndT
echn
ique
sT
he s
tude
nt o
rgan
izes
and
com
mun
icat
esin
form
atio
n fo
r pu
blic
atio
n us
ing
seve
ral
met
hods
and
form
ats,
suc
h as
ove
rhea
d
tran
spar
enci
es, h
ando
uts,
and
com
pute
rge
nera
ted
grap
hs a
nd c
hart
s; th
at is
,th
e st
uden
t:
colle
cts
info
rmat
ion
to in
clud
e in
.pu
blis
hed
mat
eria
ls;
orga
nize
i the
info
rmat
ion
into
an
appr
opria
tefo
rm fo
r us
e in
the
publ
icat
ion,
taki
ng a
ccou
ntof
the
requ
irem
ents
and
pos
sibi
litie
s of
the
chos
en fo
rmat
;
chec
ks th
e in
form
atio
n fo
r ac
cura
cy;
form
ats
the
publ
ishe
d m
ater
ial s
o th
at it
achi
eves
its
purp
ose.
The
mat
eria
ls in
clud
e se
vera
l exa
mpl
es o
f org
aniz
ing
and
com
mun
icat
ing
info
rmat
ion
for
publ
icat
ion
usin
g di
ffere
nt m
etho
ds a
nd fo
rmat
s, e
.g.,
the
cove
rof
one
of t
he m
agaz
ines
whi
ch in
corp
orat
es h
eadl
ines
insi
de (
Item
_,;
artic
les
1.39
to a
ttrac
t the
rea
der
to lo
oki
I
for
the
mag
azin
e (I
tem
s G
, H, a
nd 0
; and
a c
hart
prep
ared
to s
how
cha
nges
in tr
ansp
orta
tion
over
tim
e
(Ite
m J
).D
139
5 N
atio
nal C
ente
r on
Edu
catio
nan
dth
eE
cono
my
All
right
.; rn
erve
d.
Item
A
Dea
r M
s.an
d M
s.O
ur A
pplie
dLe
arni
ng g
roup
ispl
anni
ng o
n do
ing
am
agaz
ine.
It w
illfo
cus
on th
esu
bjec
t of m
odem
an in
the
late
nin
etee
nth
cent
ury
to th
e ea
rlytw
entie
th c
entu
ry W
efe
el th
at th
ism
agaz
ine
is a
wor
thw
hile
pro
ject
for
man
y re
ason
s.F
irst.
rhis
mag
azin
e w
ill p
rovi
dea
sour
ce o
f edu
catio
nfo
rou
r gr
oup
as w
ell aa
the
read
ers.
We
will
lear
ns a
lot
mor
e fr
om o
urre
sear
ch
beca
use
our
mai
ngm
/ is
to in
form
the
read
er. T
he r
eade
r will
ben
efit
beca
use
they
will
lear
n th
roug
hout
this
intc
ract
iVe
mag
azin
e. S
econ
d. th
em
agaz
ine
will
ent
erta
inth
e re
ader
.T
his
who
le p
roje
ctw
ill b
e a
wor
thw
hile
expe
rienc
e. W
e ho
peth
at y
ouw
ill c
onsi
der
the
idea
s th
at w
e ha
vese
tinnh
thro
ugho
utth
is p
ropo
sal.
Tha
nkyo
u fo
r yo
ur r
ime.
Mel
issa
Nat
alie
`71C
4.12
1.4x
.c.,
Dus
ty.r
n he
rb
detly
T Pt
.ce'S
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MID
DL
E S
CH
OO
L
68W
ork
Sam
ple
&C
omm
enta
ry: S
tude
nt H
isto
rical
Mag
azin
es c
ontin
ued
1
Ros
a,M
tn3
Ust
min
gM
ewin
g
Nam
.
Eng
lish
Lang
uage
Arn
142
Mas
er a
Oyo
rale
nC
om..
2
Geo
met
ry a
alee
sura
rem
Con
cept
s
3ko
alas
039s
enC
omm
,.
Sai
la.
Ore
ttallr
yC
onte
nts
5 P
rote
an
SM
ote
lath
eres
tleel
Rea
mer
,
5 amm
o..
Mom
acen
siot
aiC
asea
ntak
e
Mat
hen
ia
Item
s E
, F. a
nd G
trac
e th
e de
velo
pmen
t of a
sin
gle
artic
le fr
om r
esea
rch,
bot
h in
to th
e to
pic
for
the
artic
lean
d in
to th
e us
e of
inte
rvie
ws
ro o
btai
n in
form
atio
n.to
a tr
ansc
ript a
che
inte
rvie
w a
nd fi
nally
to th
eco
mpl
eted
art
icle
for
publ
icat
ion.
The
se it
ems
prov
ide
evid
ence
for
colle
ctio
n of
info
rmat
ion
from
sev
eral
sour
ces
and
orga
niza
tion
of th
e in
form
atio
n in
to a
form
app
ropr
iate
to a
jour
nalis
tic a
rtic
le. T
he a
rtic
lere
port
s th
e in
terv
iew
ee's
wor
ds fa
ithfu
lly. I
t is
form
atte
dsi
mpl
y bu
t with
rea
sona
ble
effe
ctiv
enes
s fo
r its
purp
ose.
Som
e m
ore
ambi
tious
effo
rts
at fo
rmat
ting
arc
evid
ent i
n Ite
ms
I and
J.
The
art
icle
s pr
ovid
e ev
iden
ce fo
r th
e qu
ality
of w
ork
expe
cted
for
this
par
t old
ie s
tand
ard
for
Cot
uttio
nicn
ion
Too
ls a
nd T
echn
ique
s. T
o sa
y th
at a
stu
dent
has
met
this
par
r of
the
stan
dard
, how
ever
, any
one
art
icle
wou
ld n
eed
to b
e ac
com
pani
ed b
y ad
ditio
nal m
ater
ials
of c
ompa
rabl
e qu
ality
dem
onst
ratin
g fa
cilit
y w
ith a
varie
ty o
f met
hods
and
form
ats
lot o
rgan
izin
g an
dco
mm
unic
atin
g In
fisr
ma
(ion.
Info
rmat
ion
Tec
hnol
ogy
Too
lsan
d T
echn
ique
sT
he s
tude
nt:
load
s, r
uns,
and
use
s da
taba
se a
nd s
prea
dshe
et
prog
ram
s;us
es d
ocum
enta
tion
and
on-s
cree
n he
lp to
lear
n ho
w to
use
sof
twar
e pr
ogra
ms.
The
mag
azin
es a
re d
eskt
op p
ublic
atio
ns th
at w
ere
wor
dpr
oces
sed.
For
the
purp
oses
of t
his
stan
dard
, des
ktop
publ
ishi
ng s
oftw
are
may
be
rega
rded
as
gene
rally
com
para
ble
with
dat
abas
e an
d sp
read
shee
t pro
gram
s.Ite
ms
G,
H, I
,an
d J
wer
e pr
oduc
ed o
n de
skto
ppu
blis
hing
sof
twar
e.
Sev
eral
item
s pr
ovid
e ev
iden
ce fo
r th
e st
uden
ts' f
acili
tyw
ith u
se o
f inf
orm
atio
n te
chno
logy
tool
s an
d te
chni
ques
,e.
g..,
the
log
entr
y in
Item
K d
ated
4/4
incl
udes
"! d
o no
tha
ve M
icro
soft
Pub
lishe
r, s
o I w
ill ju
st ty
pe th
e ar
ticle
on M
icro
soft
Wor
ks, b
ring
it to
sch
ool,
and
mer
ge it
into
Pub
lishe
r, to
mor
row
at s
choo
l" an
d th
e lo
g en
try
reco
rds
date
d 45
incl
ude
"Tod
ay 1
had
dis
k pr
oble
ms,
so m
y cr
ane
artic
le (
thou
gh fo
rmat
was
nor
cha
nged
),w
as e
mbe
d. I
have
Ur
type
run
ty p
aper
s ov
er d
urin
g th
is
wee
kend
, to
get l
ayou
ts tu
rned
in, i
n su
ffici
ent t
ime.
"
The
nat
ure
of th
e ev
iden
ce d
oes
not p
rovi
de a
ppro
-pr
iate
info
rmat
ion
so il
lust
rate
this
sta
ndar
d cl
early
.
Ihys
taS
tanc
eC
at,.
1
sari
Com
as
3 arm
Sda
msm
encm
Cro
ups
5 SP
.. Io
tale
auta
ogia
7
Won
g.nn
gal
as
Sele
ne,
Item
E
Win
try
Eas
Seau
scot
ed,
terr
a ta
mrn
iow
i.C
ake.
19,2
Cnr
awal
cr E
a:m
aim
, Cor
pons
ioa
US
AZ
WO
10/1
Top
o, V
ane.
Wee
Son
ater
yt A
pal
iska
m 0
Gm
,at
e Lo
vett
is P
a co
untr
y af
um W
e el
anac
etic
.. so
d Is
lam
tha
awe
Pur
i, eh
. war
.I j
ute.
am
p ht
fory
cptio
neg
the
er. d
na O
a®
wirl
tF
rasi
eso
wt..
by
proo
tba,
Tor
rya
ufl'b
rune
w b
y D
.L. Pl
aybo
rer
r a
1985gc
ulna
Pub
bi:a
ncr
yC
amp
an:
s r,W
.'.rg
cutth
ca1
rh,e
pecI
7hae
r0,
1a"6
'"ah
rn&
I)n aqi n
uadn
cd
trdr
4 1i ncr
t4p
arry
x/s
rtte
u 10
ec
urw
t len
t;ye
w.
3. it
erfU
r.u.
)et
uEst
trus
(W
ou'e
nb3
tar
)r
scur
k V
iirta
riaW
ar f
aro-
SItu
ld g
azd'
was
,, ar
oC
a1,
-0 L
O41
, 4nS
4°
Mat
. 2g,
Log
s
BE
ST
CO
PY
AV
AIL
AB
LE
Item
F
Oro
00S
abin
e
Cay
asur
etar
anbo
bto
Pen
uos
3in
pret
soen
ton
Too
t.ta
telo
u.
5 ro
oms
Won
tog
YA
MC
aen
App
lied
Lear
ning
up .
moo
sow
. e S
Mot
te C
oms
infa
ntry
Cam
p. N
et e
duca
ted
lee'
s st
ole.
. eat
Me
Win
0 as
ing
a...a
s on
ma
ea..
am.
1 a.
. Doc
ome
on Ia
smry
ter.
nod
lo g
o0
s
antlu
ego
'cho
p. V
ietn
am In
Me
enya
lmi
trai
n.g.
I se
am g
o to
sam
e 00
1 D
a.. I
re 'a
s
toug
h, m
a ev
ent.,
re.L
.m
ow 0
.. yo
u le
. nO
utut
um
. Of W
S w
t. an
this
Pen
WV
& s
hay
wor
tn tt
7
f p.
pegr
aely
nat
. The
who
re 0
10 w
as O
nes
onM
e 1.
.1 1
1.un
sin
com
ma.
won
ted
Man
ny Io
n.. p
lane
s tu
ots
. mo
pooe
mm
emm
oroo
d to
mlie
ser
neni
ng. A
I Met
wal
nesa
moo
n. P
I wan
ted
to *
am m
eets
from
MA
nal
oAm
tspo
thum
ny G
eeer
es g
ot p
rorr
oaea
,
new
Nn
wer
e W
W1.
. NIn
ttnar
n so
dA
mer
ica
>m
e. i
oem
me
mat
me
mow
s er
ten
was
as. e
, art
e. o
utI a
m io
ta. i
n e,
Oeu
.se
I hoe
May
one
a p
ones
*io
mo
Uni
ted
Sta
tes.
In m
e en
o, n
ow P
o th
isva
t age
d ya
w M
eY
I 01
1,of
you
r ...
1 em
s, D
.., n
ew
reat
ions
ran
lorr
n7G
OY
es, d
efin
e., T
IM e
ar 8
1000
roe
fora
lant
oloop
tune
.I .
/00
an O
nnt O
ut 0
1 %
hype
ate
Nor
toot
., , g
Ovo
rinyt
nl.
i IM
O a
n :r
enam
e sn
eer
In m
e m
ai w
as Im
p.310
. lor
N.
long
. now
I C
auld
011.
01 to
wpm
,.T
o nt
o. N
em o
nant
7 on
e in
et th
at w
eer:
moo
tool
111.
Iron
10.
11, °
Mem
o.%
MS
me
OA
dry
The
y O
W s
eem
to g
ive
Tee
a e
ase.
to a
nt. l
ot o
w o
aa. h
onen
stel
y. I
toy.
new
Inen
as to
PrO
tinat
natto
Men
em
van.
. I tu
el u
m r
esce
.uni
ry s
e ta
lk to
lots
of p
rop.
Mtn
cau
. ret
ete
MM
.. m
ay i
Mo.
m d
m
com
pom
m m
a i m
os in
. rea
le e
very
one
n0 0
e4P
.O..
0Gat
o no
body
If...
M.o
a>
e ne
cess
ay w
ar. M
a w
ens
Min
g I s
eerW
Uno
w P
a..P
eal s
ome
mop
e ..e
go o
w m
r,
mor
e a
VIO
MO
M W
e, 1
,13.
gor
mor
tal o
roge
n,' W
s,.
.n,..
0. Y
o. .0
. .se
w O
am y
et. '
An,
C. i
...e
vero
Pet
) m
oder
ns o
r ov
er s
tand
as
an
date
ciel
OP
,in
get
ting
, edu
catio
n . t
he s
choo
ls.1
.9M
e pr
oble
m p
alm
s to
em
ote
ever
rom
oy
got,.
510
.1P
otat
ry ig
nore
.),
1 rn
eon.
...vr
tst y
ou n
eve
to 0
o. *
nen
Mai
in M
anes
,
mer
e w
ore
mar
s, d
ans.
win
es, e
rg I
val.
only
Mis
pank
or
Moa
n. S
ir pe
ople
Mae
.
Me
inte
ntly
rav
er te
eny
tam
ed m
e.w
won
too
cony
mal
ting
On
e O
D P
al te
e na
l 10
elo.
My_
Wita
t .00
you
asp
en 1
0 0
min
ority
or
wry
er.el
se m
oo r
ents
to p
en M
e ar
mee
om
e?
F.P
.I w
ow.,
hat t
ell M
orn
to g
et m
e ne
m o
sum
aen
Ina
thw
i ota
. 0...
......
aseV is
arr
ow g
oing
to m
a 'd
o an
yom
me.
it y
ou o
e yo
urP
ea. n
ever
tam
e on
goi
ng M
e
leyn
ynr,
Lea
s yo
u, o
no c
row
dyo
u tw
o to
. T. 1
0000
13 o
t Ono
day
80 n
on *
goys
5M
Mt
Ma
jolt.
% in
Ow
milt
,. O
nly
50 s
tlIon
..201
0nre
ano3
WO
. wan
ting
get p
rom
oted
to m
e
alm
s' a
pe. M
aas
keep
. po
sitiv
e ot
riloo
s on
Me
wor
th D
egau
ss w
et Is
one
of t
ho m
om
new
.. P
ops
pail
mes
s w
an II
can
Pol
lym
ei y
ou tr
igus
o II
is n
oose
wha
t pa
Din
e11
1s.
am It
eme
Psi
doO
tmo
awoo
M o
n 5r
e.
143
05 1
995
Nat
iona
l Cen
ter
on E
e'lu
ratio
n an
d th
e E
cono
my
All
right
s m
erite
d.
Stu
dent
His
toric
al M
agaz
ines
con
tinue
dM
IDD
LE
SC
HO
OL
69
Inte
rvie
wW
ith th
eV
et
wen
n.0
1nu
mho
not
aorn
e su
nny
wen
... 0
.su
p. "
noun
. cla
w.
The
nee
wa.
pun
nam
eon
e fp
euon
c
, oh
Cso
filal
hut s
e;ou
rnad
ial a
nd d
u pa
p W
ahl &
isw
as r
uksi
ry fa
g du
mat
h.of
Son
oM
on W
ow,
enew
he th
e ar
oma
tido
a!w
'`'M
aki m
om. ..
Inba
rb.b
s. w
ash
Una
., fo
.M
t WO
.eb
tanb
us.e
.co
taw
e, b
4 re
au4
.4..4
oYdi
fficu
lt da
y a
was
Elo
o he
wco
uld
bb b
uruy
mea
wu
en,
am
Tle
sun
g*un
stec
tuar
y`M
oura
6,d
tubo
cm
be
amor
al y
et..
we
Ran
i on.
Per
e ea
40
hijo
b fo
ew
now
noo
n, r
kuu
du,
hesu
, to
do o
wns
of M
.w
enn
&to
w (
Or
tun,
He
saw
Mu
odw
wid
en o
.pa
wl b
y st
o hp
g. to
lock
with
ale
nnou
,u0,
1L
op
dont
h eo
n, ir
ono
m.,
non,
01P
s Io
wa
you
u F
oy d
ecid
eda
WO
tithe
, wow
, too
940
5w
oo..
nen.
/M
yth
and
Wal
nuts
guh
fue
ahm
ered
the
...en
, eel
. of a
wsw
oont
eeW
eb U
ncle
, and
donn
ing
mom
Ess
Inna
,. P
awn
So
be.W
4*. G
oo P
e se
tabl
ed:
Item
G
one
el W
hat
moa
n..te
n.M
et 1
1.11
and
Wha
m la
him
stw
ough
lyO
u. Alb
oog
ea,
...
haw
ed s
lan
t one
fit O
ut°p
o 1n
ce{
Fru
. cub
ic*
beon
eo, W
A h
e Iw
oba
ckw
an..
Won
. pea
%W
.ew
e en
bkb
mud
fee
Ibb
oubb
Ou'
buu
.ba
n o
....J
.he
rod
tad.
Ow
n. h
e go
ts.
uO
n C
ooed
of
bona
hem
pD
ewW
hen
Wef
t
room
ek
begu
n.. .
sfo
rdo
bac
, bab
,co
cco,
wu
acm
f km
d. T
heto
te=
mod
had
wag
ed F
ru.
Waf
idw
ahhe
.,."*
""`A
rno
m th
. ren
wor
ldO
W.
age
f.te,
-nos
t. bo
b, Y
ank
onem
/ mas
a, M
O,
Occ
ome
bs r
eenc
rehe
n ho
w
144
kit:
Ynowm 0. Cagw 4n 14
El'i
lse7
fa Ofbb
:':%
*"m
"."
:nu
ffiai
da fe
wm
e w
on p
p..
fi %
WU
.. ao
hen
fie. t
oun
lit 7
es'
genE
'"fie
,:.."
"dfis
las,
".0`
..fie
° an
woo
n{ b
utea
raO
.bo
omed
fm b
aps
ason
o fin
w w
an n
ou in
Y.
ou..
me
Mum
. alo
1'
au, t
h. b
ale
.n6n
of an
th"r
en:r
adon
was
.
e."V
u'le
7"tu
irwe'm
xos
mon
"""
Bet
how
We
PO
ers
H,
fion,
WA
bbb
with
Oud
w
Woo
l
H.
Wea
n of
Aer
ie, on
e of
the
setin
,Zor
ouno
va e
n. to
SO
.. 1V
my
bee;
;' Ivy
ID19
95 N
atio
nnl C
ent,
on M
um:io
n an
ti dm
Ero
nenn
y A
ll "I
ghn
nnm
ent
Hem
H The
Pea
nut M
anG
eorg
e W
ashi
ngto
nC
arve
r
A p
ent.
own
Ine
mar
ch s
mol
tsa
t,ab
ak A
t*a,
oar
coa
you
doM
a co
wdo
ck b
og o
at o
ho k
omea
I a
hid
h to
on
clap
boa
? O
bscp
atat
takp
o,C
oma
sole
d hi
rmat
ebi
a w
Sel
evel
oppd
ltdw
ays
toW
MO
a po
sse.
mol
sD
om b
eakf
oo(m
a. =
Woo
dat
a; s
od =
aria
How
coa/
4 ao
c m
oon
WO
of w
aree
iwsan
ya
Mar N
ap W
ohlo
ggno
Cor
m b
oa b
oaro
ar C
aboa
:4 M
ante
l k 1
364.
H1
paco
bm
kt &
am 4
00 4
0. a
lma
way
ma
of b
and
gow
agb
hod
laau
amP
olo.
Kow
akk
b =
be 1
191,
Cam
ono
.. D
mII
V1
$0.9
0Ll
ohoe
stry
sod
Wet
*C
od th
e N
aito
ea
lab
ciou
ld le
bae
suy.
the
early
of p
lod
anE
ly 1
196,
ow tr
osok
r af
%tw
oka
kom
,ks
Mic
abb
alas
m m
ooW
md
ea, b
ola
994
tom
e to
ad e
a m
ks a
mo
sop
Sam
ar fr
o Id
pea.
bcf
ondi
o3 k
b dr
atom
nom
ana
sehu
o.d.
Ham
m, h
i &bo
mb
dovo
lopo
oka
kdb0
00ko
f mac
ro
cape
at.
wad
e,.
te.
tistle
ad G
ood
Iow
a am
thLv
asliy
,
fam
es o
aim
ach
es P
op b
oiek
e m
ewai
d W
ow. h
e*. H
. kak
i bon
so
okko
kan1
am
ok,
Com
a m
e to
Spb
ano
Mol
d a
1821
, okr
a m
a gi
ns to
Ida
by g
ib M
ama
omoc
hem
kw
du
Col
ortd
wgo
1W
6AC
3,3
I4r
dmah
pack
ke d
gib
D.9
. Cop
rom
otN
akao
= 1
1933
Cor
m p
o N
dson
iop
b6of
Oa
Opp
%A
bs. C
amr
Faa
dodo
o al
ike:
wan
for
mom
* ma
maz
e sc
ialc
e:C
la 'm
any
3, 1
943,
6. 6
4 a
T16
6101
6 af
ie H
nble
wth
mg
enem
yas
omoo
mo.
"Ms
ow/ c
o T
ao fa
x ad
o! o
f Opp
Vio
dobs
oos
Can
er r
am y
ou p
iaci
,am
os to
am
eba
BE
ST C
OPY
AV
AIL
AB
LE
Item
I
or *
at o
nser
.pan
t,,,,
Ifam
Nod
,Mai
mm
aod4
mi 4
..41
0. m
oo,
/..,(
mai
m3m
oo,m
mia
-
Bas
ketb
all,
Any
one?
lie m
oo b
kely
tint
whe
n ra
in o
boou
n.h
en s
choo
l. yo
u do
n't
..ak
thou
.w
here
the
gone
of b
ukab
el p
ew B
on It
wu
neon
.M
ITth
an s
at..
lean
o
try
0, u
ne N
esm
ith a
aw
n.. a
t the
lene
rxuo
xl Y
MC
A IM
.RE
& S
C00
1A1
It a
aulc
d oh
m k
. sat
lsp'
Sok
ok b
ud. D
l.G
°.k4
fitu
ts
oho
shak
oes
owen
t som
ehow
to s
lo m
the
OH
IO b
etw
een
the
foon
oll a
nd b
aseb
all
tea
nob
outs
et. I
nd W
ean
wu
nool
ios
to d
o O
P40
.S
o tte
aske
d
New
ark
to in
vert
s a
arm
MO
O' p
oxW
hen
Hai
smith
non
e ou
t, k
data
tkn
ow w
ho W
wu
Bon
g10
do.
Ho
fibbl
.di
ffuse
, aer
atio
n, o
f pol
len
wor
n bu
tef
ldw
orn
Ho
woo
l a p
as w
het,
wo
not M
I paw
nso
the
play
er, e
mul
ate,
go
hose
as
essa
y.H
e fin
al w
the
ion
rrbu
re
know
as
hoke
thel
.T
o cu
be n
hue
s,N
anni
es p
a P
e go
al .b
ore
head
Inn
WY
only
nano
of 1
,405
0. W
epa
yers
the
pm, a
nd h
a 4.
4 W
ont a
GWnen
Tbe
fies
t tha
rona
ndoe
en, t
oyed
win,,n
eo to
nal b
.."00
aalc
d to
opp
osite
cad
s of
do
dyna
wad
.'L
ayer
, use
dso
wn
het a
nd h
aden
gine
Mon
to fo
llow
.M
onof
ihoe
nil.
we
Intl
used
to."
Buk
ette
llw
u an
610
1101
*nag
--.
T.)
:Y
MC
A'..
hig
h.`
" L
!.)"
just
like
you
. So
nou
,fim
T.0
.,.`!
boke
thel
, Ep
Wet
oP
-a.
woo
l.% b
e pb
yial
if it
oas
ait f
oe ta
rn.
145
MID
o L
E S
CH
OO
L
70W
ork
Sam
ple
& C
omm
enta
ry: S
tude
nt H
isto
rical
Mag
azin
es c
ontin
ued
=am
pdo
nna
5
eins
amV
htom
g
4
Slo
op*
5
Lam
m
&sl
abLa
ngua
geA
n
146
Nam
e,ap
eman
Can
a=
Oer
orae
m
Com
o.
aM
OM
Mem
nia
Com
=M
inna
Moa
mar
.=
maw
WY
san
ssa
nT
oads
natn
amea
lm
amm
a.P
oloo
=m
om.
to W
M
Ma
the
Pm 1
.
Lear
ning
and
Sel
f-m
anag
emen
t Too
lsan
d T
echn
ique
sT
he s
tude
nt d
evel
ops
and
mai
ntai
ns a
sch
edul
eof
wor
k ac
tiviti
es; t
hat i
s, th
e st
uden
tses
tabl
ishe
s a
sche
dule
of w
ork
activ
ities
that
refle
cts
prio
ritie
s an
d de
adlin
es;
seek
s ad
vice
on
the
man
agem
ent o
f con
flict
ing
Prio
ritie
s an
d de
adlin
es;
upda
tes
the
sche
dule
reg
ular
ly.
The
stu
dent
set
s go
als
for
lear
ning
and
rev
iew
s hi
sor
her
pro
gres
s; th
at is
the
stud
ent:
sets
goa
ls fo
r le
arni
ng;
revi
ews
his
or h
er p
rogr
ess
tow
ards
mee
ting
the
goal
s;
seek
s an
d re
spon
ds to
adv
ice
from
oth
ers
inse
tting
goa
ls a
nd r
evie
win
g pr
ogre
ss.
Item
K is
an
exam
ple
of a
wor
k sc
hedu
le, i
n th
is c
ase
in th
e fo
rm o
f a lu
g pr
oduc
ed u
n a
daily
bas
is in
whi
ch e
ach
day'
s re
cord
gro
ws
um o
f the
pre
viou
sda
y's
wor
k an
d cl
oses
with
task
s es
tabl
ishe
d fo
r th
ene
xt d
ay. T
he lo
g re
cord
s w
ork
activ
ities
ass
ocia
ted
with
two
conc
urre
nt p
roje
cts.
It w
ould
pro
vide
ava
luab
le m
emor
y ai
d to
ass
ist t
he p
roce
ss o
f rev
iew
ing
prog
ress
tow
ards
ach
ievi
ng le
arni
ng g
oals
.
Meu
!=
ems
Caa
=W
e M
ann
tam
ps
3 Fa=
Spe
cata
mes
Com
=an
d= lo
ne...
.ea
srirs
est
C01
6.11
1..
Sca
m=
Inea
seig
noo
Sci
ence
Too
ls a
nd T
echn
ique
s fo
r W
orki
ngW
ith O
ther
sT
he s
tude
nt ta
kes
resp
onsi
bilit
y fo
r a
com
pone
ntof
a te
am p
roje
ct; t
hat i
s, th
e st
uden
t:re
ache
s ag
reem
ent w
ith te
am m
embe
rs o
n w
hat
wor
k ne
eds
to b
e do
ne to
com
plet
e th
e ta
skan
d ho
w th
e w
ork
will
be
tack
led;
take
s sp
ecifi
c re
spon
sibi
lity
for
a co
mpo
nent
of
the
proj
ect;
take
s al
l ste
ps n
eces
sary
to e
nsur
e ap
prop
riate
com
plet
ion
of th
e sp
ecifi
c co
mpo
nent
of t
hepr
ojec
t with
in th
e ag
reed
upo
n tim
e fr
ame.
Item
1. p
rovi
des
evid
ence
for
stud
ents
rea
chin
gag
reem
ent a
thun
g le
arn
mem
bers
un
she
wor
k to
be d
one
and
how
it w
ill b
e ta
ckle
d, a
nd fo
rst
uden
ts ta
king
res
pons
ibili
ty fo
r sp
ecifi
cco
mpo
nent
s of
the
proj
ect.
The
evi
denc
e do
esno
t allo
w fo
r co
mm
enta
ry o
n th
e ef
fect
iven
ess
of th
e pr
oces
ses
the
stud
ents
ado
pted
.
Tak
ing
resp
onsi
bilit
y fo
r co
mpo
nent
s of
the
prod
uctio
n of
a m
agaz
ine
illus
trat
es a
n ap
prop
riate
leve
l of d
eman
d fo
r ta
king
res
pons
ibili
ty fo
r a
com
pone
nt o
f a te
am p
roje
ct. T
he c
ompo
nent
sof
the
proj
ect a
re r
easo
nabl
y di
scre
te a
nd th
e va
lue.
adde
d by
eac
h co
mpo
nent
wou
ld b
e re
adily
iden
tifia
ble
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e fin
al p
rodu
ct.
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MID
DLE
SC
HO
OL
72W
ork
Sam
ple
&C
omm
enta
ry: F
all C
arni
val P
roje
ct
Rea
ding
2
VO
r
3S
oubo
Ust
enbg
g,&
Cau
casu
s,C
omm
aWaP
5
Utm
bn
Eng
lish
Lang
uage
An
The
wor
k pr
esen
ted
horn
this
pro
ject
isno
t a c
ompr
ehen
sive
rec
ord
of a
il w
ork
done
as
part
of t
he p
roje
ct. T
his
is p
ortly
beca
use
the
proj
ect w
as n
ot d
one
with
avi
ew to
pro
vidi
ng e
vide
nce
of th
ese
stan
dard
s an
d po
rtly
bec
ause
it w
ould
be n
eith
er r
easo
nabl
e no
r op
prop
riote
toas
k st
uden
ts to
kee
p de
taile
d w
ritte
n
reco
rds
of e
very
asp
ect o
f eve
ry p
roje
ct.
Thi
s w
ould
del
eot p
ort o
f the
pur
pose
of
App
lied
lear
ning
, whi
ch is
for
stud
ents
to le
arn
from
pro
ject
s th
at h
ave
stro
nglin
ks to
the
wor
ld o
f wor
k. S
ome
of th
ese
stan
dard
s be
tter
lend
them
selv
es to
asse
ssm
ent t
hrou
gh o
bser
vatio
n an
dot
her
less
form
al m
etho
ds th
an th
roug
hw
ritte
n w
ork.
.
Acc
ordi
ngly
, the
ran
ge a
nd d
epth
of
evid
ence
on
whi
ch to
bas
e co
mm
enta
ryre
late
d to
the
stan
dard
s va
ries
thro
ugho
ut th
is w
ork
sam
ple.
150
bone
r &
Oye
ntbo
Com
.W
obbl
y &
Wav
nInb
aC
aen
3N
b.ap
ron
Cb,
00pb
5
Sts
trsb
u &
Pro
bsta
ltyC
cect
ots
3P
.mta
rt*
lean
emok
bha
sort
tp
5 Ibin
sobb
alS
UR
.T
wits
7 Ibre
asby
tC
aorr
enlo
ttoP
ubbo
hist
lyna
lcs
b bo
b
Mas
hrtn
atin
App
lied
Lea
rnin
g re
quir
ed b
y th
e ta
skS
tude
nts
plan
ned
a sc
hool
car
niva
l. T
he p
roce
eds
wer
e us
ed r
o bu
y fo
od fo
r a
hom
eles
s sh
elte
r.
Circ
umst
ance
sof
perf
orm
ance
Res
pond
ing
to a
pro
posa
l fro
m a
cla
ssm
ate
(see
Item
A),
the
stud
ents
dec
ided
ro
spon
sor
a ca
rniv
al. T
hecl
ass
met
with
a lo
cal p
rofe
ssio
nal c
arni
val o
rgan
izer
and
also
dre
w u
pon
thei
r ow
n ca
rniv
al e
xper
ienc
es. T
hen,
with
the
reac
her
as c
onsu
ltant
, the
stu
dent
s fo
rmed
com
mitt
ees
for
publ
icity
, priz
es, d
onat
ions
, pro
cedu
res,
boot
hs, g
ame
dire
ctio
ns, a
nd ti
cket
s. T
he s
tude
nts
invi
ted
othe
r ca
mpu
s or
gani
zatio
ns to
par
ticip
ate,
but
thei
r cl
ass
was
res
pons
ible
for
coor
dina
ting
the
carn
ival
.T
he p
roje
ct la
sted
app
roxi
mat
ely
two
mon
ths,
and
the
stud
ents
rai
sed
8391
to b
uy fo
od fo
r do
natio
n to
a lo
cal h
omel
ess
shel
ter.
Thi
s pr
ojec
t gav
e st
uden
ts th
e op
port
unity
to p
rovi
de e
vide
nce
rela
ted
to th
e fo
llow
ing
part
s of
the
App
lied
Lear
ning
sta
ndar
ds:
Sta
ndar
d 1,
Pro
blem
Sol
ving
plan
ning
and
orga
nizi
ng;
Sta
ndar
d 2,
Com
mun
icat
ion
Too
ls a
nd T
echn
ique
sor
gani
zes
and
com
mun
icat
es in
form
atio
n fo
r.
publ
icat
ion;
con
duct
s w
ritte
n co
rres
pond
ence
;S
tand
ard
3, In
form
atio
n T
echn
olog
y T
ools
and
Tec
hniq
ues;
Sta
ndar
d 5,
Too
ls a
nd T
echn
ique
s fo
r W
orki
ngW
ith O
ther
stak
es r
espo
nsib
ility
for
a sp
ecifi
cco
mpo
nent
of a
lean
; pro
ject
.
Pro
blem
Sol
ving
Pla
nnin
gan
d O
rgan
izin
gT
he s
tude
nt p
lans
and
org
aniz
es a
n ev
ent o
rac
tivity
; tha
t is,
the
stud
ent:
deve
lops
a p
lan
than
refle
cts
rese
arch
into
rel
evan
t pre
cede
nts
and
regu
latio
ns;
incl
udes
all
the
fact
ors
and
varia
bles
that
nee
dto
be
cons
ider
ed;
mak
es s
ense
in te
rms
of th
e or
der
in w
hich
thin
gs n
eed
to b
e do
ne;
mak
es s
ense
in te
rms
of th
e pe
ople
, tim
e, a
ndre
sour
ces
avai
labl
e to
put
the
plan
into
act
ion;
is d
escr
ibed
cle
arly
eno
ugh
for
som
eone
els
e to
use
it;
fbsi
cbS
ebrx
esC
ora*
2 UN
Sua
rez
Cem
pb
3 in f
Spa
n&
boon
Can
ape
som
asC
aom
tionf
IW
M.&
5
See
n.17
.Up
SttM
Uttm
& T
atoo
lool
ls
7
Sol
ontli
leC
omm
une:
nuS
tuar
tba
st*.
Sci
ence
impl
emen
ts th
e pl
an in
way
s th
atre
flect
est
ablis
hed
prio
ritie
s;re
spon
d ef
fect
ivel
y to
unf
ores
een
circ
umst
ance
s;ev
alua
tes
the
succ
ess
of th
e ev
ent o
r ac
tivity
,id
entif
ying
the
part
s of
the
plan
that
wor
ked
best
and
the
aspe
cts
that
cou
ld h
ave
been
impr
oved
by
bette
r pl
anni
ng a
nd o
rgan
izat
ion,
and
prop
osin
g bo
w th
e im
prov
emen
ts c
ould
have
bee
n ac
hiev
ed;
mak
es r
ecom
men
datio
ns to
oth
ers
who
mig
htco
nsid
er p
lann
ing
and
orga
nizi
ng a
sim
ilar
even
t or
activ
ity.
The
evi
denc
e do
es n
ot in
clud
e a
For
mal
pla
nfo
r th
e ca
rniv
al b
ut d
oes
incl
ude
a ra
nge
ofev
iden
ce fo
r pl
anni
ng fo
r th
e ev
ent.
Item
B g
ives
info
rmat
ion
in a
dvan
ce to
the
char
ity c
hose
n to
rece
ive
the
food
bou
ght w
ith th
e pr
ocee
ds o
f the
carn
ival
and
incl
udes
an
invi
tatio
n to
the
dire
ctor
of th
e ho
mel
ess
shel
ter
to a
ttend
the
even
t.Ite
m C
sug
gest
s a
prot
ocol
for
part
icip
atio
n an
dco
nfirm
atio
n of
pla
ns. I
tem
s D
and
E r
efle
ctde
taile
d at
tent
ion
to th
e fa
ctor
s an
d va
riabl
es th
atne
ed to
be
cons
ider
ed fo
r an
eve
nt o
f thi
s ki
nd.
Obt
aini
ng th
e pr
inci
pal's
sig
natu
re o
n Ite
m D
indi
cate
s at
tent
ion
to r
egul
atio
ns. I
tem
E in
clud
esa
plan
for
wha
t to
do in
cas
e of
rai
n. It
em G
expl
ains
the
final
acc
ount
ing
proc
edur
e us
ed u
pon
com
plet
ion
of th
e ac
tivity
. ref
lect
ing
the
scho
ol's
finan
cial
acc
ount
abili
ty p
olic
ies.
The
re is
no
avai
labl
e ev
iden
ce fo
r th
e st
uden
ts'
eval
uatio
n of
the
even
t.
Thi
s pr
ojec
t illu
stra
tes
a re
ason
able
leve
l of d
eman
dfo
r pl
anni
ng a
nd o
rgan
izin
g at
the
mid
dle
scho
olle
vel.
Whi
le s
he c
once
pt o
f the
eve
nt is
rel
ativ
ely
stra
ight
forw
ard,
env
isag
ing
the
even
t and
set
ting
upin
adv
ance
the
arra
ngem
ents
and
pro
cedu
res
need
edfo
r it
to r
un s
moo
thly
.pla
ces
cons
ider
able
dem
ands
on
stud
ents
pla
nnin
g an
d or
gani
zing
ski
lls. T
hese
dem
ands
wer
e in
crea
sed
by th
e st
uden
ts d
ecis
ion
to a
llow
oth
ercl
asse
s an
d gr
oups
in th
e sc
hool
:to
set u
p bo
oths
.
Item
A
Pro
blem
Sab
ine
ue...
nese
m%
oh &
Tw
Inib
in
bbon
gabn
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ork
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all C
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ontin
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htli
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icat
Ain
thrm
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Com
mun
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Too
ls a
nd T
echn
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sT
he s
tude
nt o
rgan
izes
and
com
mun
icat
esin
form
atio
n fo
r pu
blic
atio
n us
ing
seve
ral m
etho
dsan
d fo
rmat
s, s
uch
as o
verh
ead
tran
spar
enci
es,
hand
outs
, and
com
pute
r ge
nera
ted
grap
hs a
ndch
arts
; tha
t is,
the
stud
ent:
colle
cts
info
rmat
ion
to in
clud
e in
pub
lishe
dm
ater
ials
;or
gani
zes
the
info
rmat
ion
into
an
appr
opria
tefo
rm fo
r us
e in
the
publ
icat
ion,
taki
ng a
ccou
ntof
the
requ
irem
ents
and
pos
sibi
litie
s of
the
chos
en fo
rmat
;ch
ecks
the
info
rmat
ion
for
accu
racy
;fo
rmat
s th
e pu
blis
hed
mat
eria
l so
that
itac
hiev
es it
s pu
rpos
e.
The
ava
ilabl
e ev
iden
ce in
clud
es s
ever
al e
xam
ples
of
info
rmat
ion
for
publ
icat
ion
pres
ente
d in
the
form
atof
a h
ando
ut. I
n ea
ch c
ase
the
info
rmat
ion
has
been
orga
nize
d in
to a
form
app
ropr
iate
for
use
in a
han
dout
.T
he r
ules
and
gui
delin
es fo
r th
e ca
rniv
al (
Item
D)
are
brie
f and
tv th
e po
int.
Item
D s
ugge
sts
that
stu
dent
sga
ve a
ttent
ion
to th
e pr
iorit
y th
at s
houl
d be
atta
ched
to e
ach
of th
e ru
les
as th
ey a
re li
sted
in a
n or
der
othe
rth
an c
hron
olog
ical
. The
pro
cedu
res
set o
ut in
Item
E, o
n th
e ot
her
hand
, cov
er m
uch
of th
e sa
me
info
rmat
ion
but a
re o
rgan
ized
in a
mor
e ch
rono
logi
cal
orde
r as
wou
ld b
e ap
prop
riate
to th
e ne
eds
of b
ooth
orga
nize
rs, t
he a
udie
nce
for
this
han
dout
.
The
han
dout
s pr
ovid
e ev
iden
ce fo
r th
e qu
ality
of w
ork
expe
cted
for
this
par
t old
ie s
tand
ard
for
Com
mun
icat
ion
Too
ls a
nd T
echn
ique
s. T
o sa
y th
at a
stu
dent
has
met
this
par
t of t
he s
tand
ard,
how
ever
, the
wor
k w
ould
need
to b
e ac
com
pani
ed b
y ad
ditio
nal m
ater
ials
of
com
para
ble
qual
ity d
emon
stra
ting
faci
lity
with
ava
riety
of m
etho
ds a
nd fo
rmat
s fo
r or
gani
zing
and
com
mun
icat
ing
info
rmat
ion.
The
stu
dent
con
duct
s fo
rmal
writ
ten
corr
espo
nden
cew
ith a
com
mun
ity o
rgan
izat
ion
or b
usin
ess;
that
is, t
he s
tude
nt:
expr
esse
s th
e in
form
atio
n or
req
uest
cle
arly
for
the
purp
ose
and
audi
ence
;w
rites
in a
sty
le a
ppro
pria
te to
the
purp
osea
ndau
dien
ce o
f the
cor
resp
onde
nce.
1
nyak
al
Cen
apt
We
Itm
esas
EeO
11
Spa
n&
Mom
sC
.R.
stat
ist
Cor
ned.
IA
pplIa
lleed
5
Ss M
otic
6 se6,
6m te
aie
chno
lopi
s
Sei
m,
Item
B is
an
exam
ple
of fo
rmal
cor
resp
onde
nce
with
a co
mm
unity
org
aniz
atio
n or
bus
ines
s; in
this
cas
e,th
e ch
arity
the
clas
s se
lect
ed to
be
the
reci
pien
t of
the
food
bou
ght w
ith th
e fu
nds
rais
ed a
t the
car
niva
l.T
he le
tter
com
mun
icat
es in
form
atio
n in
a w
ay c
lear
lyco
nsis
tent
with
its
purp
ose
but m
ixes
mem
o an
dle
tter
form
ats
whe
n a
lette
r fo
rmat
wou
ld h
ave
been
mor
e ap
prop
riate
.
Info
rmat
ion
Tec
hnol
ogy
Too
lsan
d T
echn
ique
sT
he s
tude
nt:
load
s, r
uns,
and
use
s da
taba
se a
nd s
prea
dshe
etpr
ogra
ms;
uses
doc
umen
tatio
n an
d on
-scr
een
help
to le
arn
how
to u
se s
oftw
are
prog
ram
s.
The
stu
dent
s us
ed a
ran
ge o
f too
ls a
nd te
chni
ques
topr
oduc
e do
cum
ents
rel
ated
to th
e pr
ojec
t, e.
g., i
nIte
m C
a c
ompu
ter
grap
hics
pro
gram
is u
sed
tocr
eate
doc
umen
ts fo
r co
llect
ing
info
rmat
ion
and
sort
ing
acco
rdin
g to
type
s; It
em E
pro
vide
sin
form
atio
n to
rei
nfor
ce th
e pr
oced
ures
to h
eF
ollo
wed
; the
lette
r (I
tem
B)
and
finan
cial
rep
ort
(Ite
m C
) w
ere
prod
uced
by
wor
d pr
oces
sing
.
The
se m
ater
ials
are
app
ropr
iate
for
this
pro
ject
but
do n
ot p
rovi
de e
vide
nce
for
Info
rmat
ion
Tec
hnol
ogy
Too
ls a
nd T
echn
ique
s at
the
mid
dle
scho
ol le
vel.
Too
ls a
nd T
echn
ique
s fo
r W
orki
ngW
ith O
ther
sT
he s
tude
nt ta
kes
resp
onsi
bilit
y fo
r a
com
pone
ntof
a te
am p
roje
ct; t
hat i
s, th
e st
uden
tre
ache
s ag
reem
ent w
ith te
am m
embe
rs o
n w
hat
wor
k ne
eds
to b
e do
ne to
com
plet
e th
e ta
sk a
ndho
w th
e w
ork
will
be
tack
led;
take
s sp
ecifi
c re
spon
sibi
lity
for
a co
mpo
nent
of
the
proj
ect;
take
s al
l ste
ps n
eces
sary
to e
nsur
e ap
prop
riate
com
plet
ion
of th
e sp
ecifi
c co
mpo
nent
of t
hepr
ojec
t with
in th
e ag
reed
upo
n tim
e fr
ame.
The
cla
ss a
cted
on
the
stra
tegy
pro
pose
d in
Item
Aan
d di
vide
d in
to "
grou
ps o
f tw
o or
thre
e in
ord
er to
atte
nd to
all
the
deta
ils n
eces
sary
to im
plem
ent t
heac
tivity
. Diff
eren
t gro
ups
wer
e re
spon
sibl
e fo
r
scrim
2 Car
alnu
nkal
tarl
T.
rael
edtp
ts
into
rrne
len
T. b
ola
ToM
elm
oit
U.!
lecl
aim
es le
tW
eeM
pC
nem
App
lied
Lear
ning
diffe
rent
task
s, fo
r ex
ampl
e, ta
king
cha
rge
of th
eva
rious
boo
ths
refe
rred
to in
Item
s D
, E, a
nd F
and
corr
espo
ndin
g w
ith th
e ch
arity
cho
sen
by th
e cl
ass
assh
own
in It
em B
.
Thi
s ta
sk il
lust
rate
s an
app
ropr
iate
leve
l of e
xpec
tatio
nfo
r ra
king
res
pons
ibili
ty fo
r a
com
pone
nt o
f a te
ampr
ojec
t. H
owev
er, t
he a
vaila
ble
evid
ence
doe
s no
tal
low
for
deta
iled
com
men
tary
on
the
stud
ents
wor
kre
late
d to
this
par
t of t
he s
tand
ard
for
Too
ls a
ndT
echn
ique
s fo
r W
orki
ng W
ith O
ther
s.
Som
e of
the
writ
ten
mat
eria
ls c
onta
in e
rror
s. It
em A
is a
firs
t dra
ft an
d ha
s se
vera
l err
ors,
incl
udin
g "t
o lo
ng"
whi
ch s
houl
d be
writ
ten
"too
long
" an
d "A
t the
sam
etim
e...c
oats
, ext
ra fo
od, e
tc."
whi
ch is
a fr
agm
ent.
BE
ST
CO
PY
AV
AIL
AB
LE
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0 19
95 M
iam
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entr
e on
Edu
catio
n an
d th
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man
ly A
ll ni
gher
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ved.
Item
E
The
cur
are
ade
alm
ost h
ere
and
ther
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et
2Iok
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hs m
ost b
ese
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15
Tal
es w
ill b
ece
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al y
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spa«
, rdly
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ve to
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orar
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We
now
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beol
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e m
ose
mam
my
(Sca
r)N
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oney
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oa m
ay a
ccep
tT
ICK
ET
S O
NL
Y/
Tte
kete
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purc
hase
d at
the
nat.
boot
h5
All
mus
ed ti
cket
, are
to h
e to
rn o
r m
arke
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prev
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o-us
tng
6T
iro, u
I a
ll uc
kets
t o
Mc
mon
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omb
et th
eco
d of
the
cara
mel
.T
he M
oney
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Um
helta
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Dai
l/bebe
giv
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sor ea
Mon
day
2 A
D b
ombe
mus
t be c
lean
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p by
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ebs
Wed
to b
y em
umun
g dm
tabl
e,tO
Sae
eafe
tens
and
Pee
king
OP
ell n
osh
8 A
ttach
ed u
aau
p ol
die
sam
int gr
ound
slo
cas
e of
ram
wo
will
be
mom
s onal
s th
eoe
w g
ymIf
you
hav
e &
byga
sman
; pha
sese
e kw
....-
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res
at 2
26Sa
gges
an. R
ave a
nam
able
set
up
foe
the
wea
ken
etym
a bo
oth
abr
eak
u w
al a
lbw
wor
kers
eak
lo a
mth
eca
nava
l.
Item
G
Item
F
Car
niva
l Res
ults
It o
f tic
kets
Stud
ent C
ounc
il32
1
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S15
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erle
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lied
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rnin
g15
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s In
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agle
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The
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tals
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rscho
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nts.
Mm
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eeds
an
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unt o
f an
yex
pens
esIn
curr
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o th
at s
he c
an d
o an
yre
imbu
rsem
ents
nece
ssas
y. A
ny e
xpen
ses
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cted
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unt.
CaVeteitQ
156
© 1
995
Nat
iona
l Cen
ter
on E
duca
tion
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the
Eco
nom
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ll rig
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elen
ted
Val
fohe
BE
ST
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PY
AV
AIL
AB
LE15
7
76
1. R
eadi
ngT
he G
rade
Lev
els
Com
pare
d:E
nglis
h La
ngua
ge A
rts
AP
PE
ND
IX 1
The
ele
men
tary
sch
ool s
tand
ards
are
set
at a
leve
l of p
erfo
rman
ce a
ppro
xim
atel
yeq
uiva
lent
to th
e en
d of
four
th g
rade
.T
he m
iddl
e sc
hool
sta
ndar
ds a
re s
et a
ta
leve
l of p
erfo
rman
ce a
ppro
xim
atel
yeq
uiva
lent
to th
e en
d of
eig
hth
grad
e.T
he h
igh
scho
ol s
tand
ards
are
set
at a
leve
l of p
erfo
rman
ce a
ppro
xim
atel
yeq
uiva
lent
to th
e en
d of
tent
h gr
ade.
It is
exp
ecte
d th
at s
ome
stud
ents
mig
htac
hiev
e th
ese
leve
ls e
arlie
r an
d ot
hers
late
r th
an th
ese
grad
es.
.440
rA
n ar
ray
of w
ork
is r
equi
red
to a
chie
vean
y si
ngle
sta
ndar
d. T
he w
ork
beco
mes
incr
easi
ng r
efin
ed a
nd s
ophi
stic
ated
as
stud
ents
get
old
er T
he c
ompl
exity
of t
heta
sks
used
to g
ener
ate
the
wor
k al
soin
crea
ses.
Thi
s no
tion
of r
equi
ring
stud
ents
to h
one
the
soph
istic
atio
n of
thei
r pe
rfor
man
ces
whi
le s
imul
tane
ousl
y
wor
king
with
incr
easi
ngly
com
plex
assi
gnm
ents
cut
s ac
ross
all
the
Eng
lish
Lang
uage
Art
s st
anda
rds.
The
num
ber
of b
ooks
req
uire
d to
mee
t thi
s st
anda
rd d
oes
not i
ncre
ase
as s
tude
nts
get o
lder
but
the
leng
than
d co
mpl
exity
of w
hat i
s re
ad d
oes
incr
ease
, so,
this
sta
ndar
d be
com
es
incr
easi
ngly
form
idab
le.
The
rea
ding
req
uire
men
t ass
umes
an a
dequ
ate
libra
ry o
f app
ropr
iate
read
ing
mat
eria
l. In
som
e pl
aces
,lib
rary
res
ourc
es a
re to
o m
eage
r to
supp
ort t
he a
mou
nt o
f rea
ding
req
uire
dfo
r ev
ery
stud
ent t
o ac
hiev
e th
is s
tand
ard.
Whe
re a
sho
rtag
e of
boo
ks e
xist
s, b
ette
rus
e of
out
-ol-s
choo
l res
ourc
es m
ust b
em
ode;
for
exam
ple,
stu
dent
s m
ay h
ave
to b
e as
sure
d ac
cess
to lo
cal o
r co
unty
libra
ries.
Rea
ding
twen
ty-li
ve b
ooks
a y
ear
enta
ilso
subs
tant
ial a
mou
nt o
f tim
e. S
tude
nts
may
use
mat
eria
ls r
ead
in,c
onju
nctio
nw
ith th
eir
regu
lar
clas
s w
ork,
incl
udin
gco
urse
s ot
her
than
Eng
lish,
to s
atis
fyth
is r
equi
rem
ent.
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
rea
ds a
nd c
ompr
ehen
ds m
ater
ial o
f the
qua
lity
and
com
plex
ity il
lust
rate
din
the
sam
ple
read
ing
list e
quiv
alen
t to
twen
ty-f
ive
book
s ea
ch y
ear.
The
mat
eria
lssh
ould
incl
ude
trad
ition
al a
nd c
onte
mpo
rary
chi
ldre
n's
liter
atur
e or
the
equi
vale
nt in
child
ren'
s m
agaz
ines
, new
spap
ers,
text
book
s, a
nd m
edia
, fro
m a
t lea
st th
ree
diffe
rent
liter
ary
form
s an
d ho
rn a
t lea
st fi
ve d
iffer
ent w
riter
s. T
he s
tude
nt p
rodu
ces
evid
ence
of
read
ing
that
:
dem
onst
rate
s a
thor
ough
und
erst
andi
ng o
f she
res
t as
a w
hole
:id
entif
ies
com
plex
ities
pre
sent
ed in
the
text
, i.e
., id
eas.
info
rmat
ion,
leve
ls o
f mea
ning
;ex
trac
ts s
alie
nt in
form
atio
n fr
om th
e te
xt;
uses
par
aphr
asin
g ju
dici
ousl
y.
The
stu
dent
rea
ds in
dep
th a
t lea
st fo
ur h
ooks
(or
boo
k eq
uiva
lent
s) a
bout
one
issu
e or
subj
ect,
or fo
ur b
ooks
by
a si
ngle
writ
er, o
r fo
ur b
ooks
in o
ne g
enre
, and
pro
duce
sev
iden
ce o
f rea
ding
than
mak
es a
nd s
uppo
rts
war
rant
ed a
nd r
espo
nsib
le a
sser
tions
abo
ut th
e te
xts;
supp
orts
ass
ertio
ns w
ith e
labo
rate
d an
d co
nvin
cing
evi
denc
e;m
akes
per
cept
ive
and
wel
l dev
elop
ed c
onne
ctio
ns;
eval
uate
s w
ritin
g st
rate
gies
and
ele
men
ts o
f the
aut
hor's
cra
ft.
The
stu
dent
rea
ds in
form
atio
nal m
ater
ials
to d
evel
op u
nder
stan
ding
and
exp
ertis
e an
dpr
oduc
es w
ritte
n or
ora
l wor
k th
at:
MU
MS
Of s
umm
ariz
es n
form
atio
n;re
late
s ne
w in
form
atio
n to
prio
r kn
owle
dge
and
expe
rienc
e:ex
tend
s id
eas;
mak
es c
onne
ctio
ns to
rel
ated
topi
cs o
r in
form
atio
n.
The
stu
dent
rea
ds a
loud
. acc
urat
ely
(in th
e ra
nge
of 8
5-90
%).
tam
illar
mat
erna
l of t
hequ
ality
and
com
plex
ity il
lust
rate
d in
the
sam
ple
read
ing
list.
and
in 3
way
that
mak
esre
arin
g cl
ear
:a li
sten
er, b
y:
self
coirs
stin
g w
hen
suls
sequ
ent r
eadi
ng in
dica
tes
an e
arlie
r m
iscu
e;us
ing
a ra
nge
of c
uein
g sy
stem
s. e
.g..
phon
ies
and
cont
ext c
lues
. re
dete
rmin
e
pron
unci
atio
n an
d m
eani
ngs;
read
ing
with
a r
hyth
m. f
low
, and
met
er th
at s
ound
s lik
e ev
eryd
ay s
peec
h.
158
MID
DLE
SC
HO
OL
The
stu
dent
rea
ds a
nd c
ompr
ehen
ds 1
1121
CO
31 o
f the
qua
lity
and
coln
plui
ry il
lust
rate
din
the
sam
ple
read
ing
list e
quiv
alen
t to
twen
ty-f
ive
book
s ea
ch y
ear.
The
mat
eria
lssh
ould
incl
ude
trad
ition
al a
nd c
onte
mpo
rary
lite
ratu
re o
r th
e eq
uiva
lent
in m
agaz
ines
,ne
wsp
aper
s, te
xtbo
oks,
and
med
ia,:f
rorn
at I
CA
O th
ree
diffe
rent
lite
rary
gen
res
and
from
at le
ast f
ive
diffe
rent
writ
ers.
The
stu
dent
pro
duce
s ev
iden
ce o
f rea
ding
that
:
dem
onst
rate
s a
thor
ough
und
erst
andi
ng o
f the
text
as
a w
hole
:id
entif
ies
com
plex
ities
pre
sent
ed in
the
Mt.
i.e.,
a., O
lfOrr
r131
4)11
, !O
rd] O
f mea
ning
;ex
trac
ts s
alie
nt in
forn
iatio
n fr
om th
e te
xt;
uses
par
aphr
asin
g ju
dici
ousl
y.
The
stu
dent
rea
ds in
dep
th a
t lea
st fo
ur b
ooks
(or
boo
k eq
uiva
lent
s) a
bout
one
issu
e or
subj
ect,
or fo
ur b
ooks
by
a si
ngle
writ
er, o
r fo
ur b
ooks
in o
ne g
enre
. and
pro
duce
sev
iden
ce o
f rea
ding
that
:
mak
es a
nd s
uppo
rts
war
rant
ed a
nd r
espo
nsib
le a
sser
tions
abo
ut th
e te
xts;
supp
orts
ass
ertio
ns w
ith e
labo
rate
d an
d co
nvin
cing
evi
denc
e;m
akes
per
cept
ive
and
wel
l dev
elop
ed c
onne
ctio
ns;
eval
uate
s w
ritin
g st
rate
gies
and
ele
men
ts o
f the
aut
hor's
cat
.
The
stu
dent
rea
ds in
form
atio
nal m
ater
ials
to d
evel
op u
nder
stan
ding
and
exp
ertis
e an
dpr
oduc
es w
ritte
n or
ora
l wor
k th
at:
rest
ates
or
sum
mar
izes
info
rmat
ion;
rela
tes
new
info
rmat
ion
to p
rior
know
ledg
e an
d ex
perie
nce;
exte
nds
idea
s;m
akes
con
nect
ions
to r
elat
ed to
pics
or
info
rmat
ion.
The
stu
dem
dem
onst
rate
s fa
mili
arity
with
a v
arie
ty o
f odd
c do
cum
ents
and
pro
duce
sw
ritte
n or
ora
l wor
k M
at:
iden
tifie
s th
e au
thor
's p
urpo
se a
nd s
tanc
e:an
alyz
es th
e ar
gum
ents
and
Not
tOtO
aut
a.ed
and
the
evid
ence
offs
sed
supp
ort o
f the
m;
iden
tifie
s co
mm
on p
ersu
asiv
e te
chni
ques
.
The
stu
dent
dem
onst
rate
s fa
mili
arity
with
a v
arie
ty o
f fun
ctio
nal d
ocum
ents
and
prod
uces
writ
ten
or o
ral w
ork
that
:
iden
tifie
s th
e se
quen
ce o
f act
iviti
es n
eede
d to
car
ry o
ur a
pro
cedu
re;
anal
yzes
the
form
attin
g te
chni
ques
use
d to
mak
e a
docu
men
t use
r-fr
iend
ly;
iden
tifie
s an
y in
form
atio
n th
at is
eith
er e
xtra
neou
s or
mis
sing
.
BE
ST
CO
PY
AV
AIL
AB
LE
HIG
H S
CH
OO
L
The
stu
dent
rea
ds a
nd c
ompr
ehen
ds n
sste
rial o
f the
qua
lity
and
com
plex
ity if
iusu
ated
in th
e sa
mpl
e tr
adin
g lis
t equ
ival
ent t
o tw
enty
-fiv
e bo
oks
each
yea
r. T
he m
ater
ials
shou
ld in
clud
e tr
aditi
onal
and
con
tem
pora
ry li
tera
ture
or
the
equi
vale
nt in
mag
azin
es,
new
spap
ers,
text
book
s. a
nd m
edia
, fro
m a
t lea
st th
ree
diffe
rent
lite
rary
gen
res
and
from
as le
ast f
ive
diffe
rent
writ
ers.
The
stu
dent
pro
duce
s ev
iden
ce o
f rea
ding
that
:
dem
onst
rate
s a
thor
ough
und
erst
andi
ng o
f the
text
as
a w
hole
;id
entif
ies
com
plex
ities
jues
ente
d in
the
ca t
i.e..
idea
s. in
form
atio
n, le
vels
of m
eani
ng:
extr
acts
sal
ient
info
rmat
ion
from
the
tut;
uses
par
aphr
asin
g ju
dici
ousl
y.
The
stu
dent
rea
ds in
dep
th a
t lea
st fo
ur b
ooks
(or
boo
k eq
uiva
lent
s) a
bout
one
issu
e or
subj
ect,
or F
our
book
s by
a s
ingl
e w
riter
, or
four
boo
ks in
one
gen
re, a
nd p
rodu
ces
evid
ence
of r
eadi
ng c
hat:
mak
es a
nd s
uppo
rts
war
rant
ed a
nd r
espo
nsib
le a
sser
tions
abo
ut th
e te
xts;
sspp
orts
ass
ertio
ns w
ith e
labo
rate
d an
d co
nvin
cing
evi
denc
e;m
akes
per
cept
ive
and
wel
l dev
dope
d co
nnec
tions
;ev
alua
tes
writ
ing
stra
tegi
es a
nd e
lem
ents
of t
he a
utho
r's c
raft.
The
stu
dent
rea
ds in
forin
ario
nal m
ater
ials
to d
evel
op u
nder
stan
ding
and
exp
ertis
e an
dpr
oduc
es w
ritte
n or
ora
l wor
k th
at
rest
ate.
or
sum
mar
izes
info
rmat
ion:
rela
tes
new
info
rmat
ion
to p
rior
know
ledg
e an
d ex
perie
nce;
exte
nds
idea
s;m
akes
con
nect
ions
to r
elat
ed to
pics
or
info
rmat
ion.
6. P
ublic
Doc
umen
tsT
he s
tude
nt p
rodu
ces
at le
ast o
ne p
ublic
doc
umen
t, in
whi
ch th
e w
riter
:
exhi
bits
an
awat
enes
s of
the
impo
rtan
ce o
f pre
cise
wor
d ch
oice
and
the
pow
er o
fim
ager
y an
d/or
ane
cdot
e;ut
ilize
s an
d re
cogn
izes
the
pow
er o
f log
ical
arg
umen
ts, a
rgum
ents
bas
ed o
n ap
peal
ing
to a
rea
der,
em
otio
ns, a
nd a
rgum
ents
dep
ende
nt u
pon
the
writ
er's
per
sona
;ltS
t, :a
gton
cols
111
4 ar
c A
ppro
pom
esc
ans
of th
e kn
owle
dge.
val
ues.
and
deg
iec
ofun
ders
tand
ing
of th
e in
tend
ed a
udie
nce;
uses
a r
ange
of s
trat
egie
s to
app
eal t
o re
ader
s.
The
stu
dent
crit
ique
s at
leas
t one
pub
lic d
ocum
ent,
with
an
eye
to s
trat
egie
s co
mm
onin
pub
lic d
isco
urse
. inc
ludi
ng:
effe
ctiv
e us
e of
arg
umen
t:us
e of
the
pow
er o
f ane
cdot
e;an
ticip
asso
n of
cou
nter
cla
ims:
appe
al to
aud
ienc
es b
oth
frie
ndly
and
hos
tile
to s
he p
ositi
on p
rese
nted
;us
e of
em
otio
nally
lade
n w
ords
and
imag
ery;
citin
g of
app
ropr
iate
ref
eren
ces
or a
utho
ritie
s.
7. F
unct
iona
l Doc
umen
tsT
he s
tude
nt p
rodu
cts
at le
ast o
ne fu
nctio
nal d
ocum
ent,
appr
opria
te s
o au
dien
ce a
ndpu
rpos
e. in
whi
ch th
e w
riter
:
repo
rts,
org
aniz
es, a
nd c
onve
ys in
form
atio
n an
d id
eas
accu
rate
ly;
incl
udes
ftkv
ant n
arra
tive
dera
ils, s
uch
as s
cena
rios,
def
initi
ons,
exa
mpl
es;
antic
ipat
es r
eade
rs' p
robl
ems,
mis
take
s, a
nd m
isun
ders
tand
ings
;us
es a
var
iety
of f
orm
attin
g te
chni
ques
, inc
ludi
ng h
eadi
ngs,
sub
ordi
nate
tam
s.fo
regr
ound
ing
of m
ain
idea
s, h
iera
rchi
cal s
truc
ture
s, g
raph
ics,
and
col
or;
esta
blis
hes
a pe
rson
a th
at is
con
sist
ent w
ith th
e do
cum
ent's
pur
pose
;em
ploy
s w
ord
choi
ces
that
arc
con
sist
ent w
ith th
e pe
rson
a an
d ap
prop
t lat
e fo
r th
ein
tend
ed a
udie
nce.
The
stu
dent
crit
ique
s at
leas
t one
func
tiona
l doc
umen
t. w
ith a
n ey
e to
stia
tegi
ssco
mm
on s
o go
od fu
nctio
nal d
ocum
ents
, inc
ludi
ng:
visu
al a
ppea
l. e.
g.. f
orm
at. g
raph
ic, w
hite
spa
ce. h
eade
rs;
logt
c of
the
sequ
ence
in w
hich
the
dire
ctio
ns a
rc g
iven
:aw
aren
ess
of p
ossi
ble
read
er m
isun
ders
tand
ings
.
159
0 19
95 N
atio
nal C
ente
r on
Edu
catio
n an
d th
e E
cono
my
All
right
s m
oved
.
ELE
ME
NT
AR
Y S
CH
OO
L
Fic
tion:
Brin
k, C
addi
e W
ood
law
n,C
lear
y. R
amon
a an
d H
er F
athe
r,
CO
M T
he J
osef
ina
Sto
ry Q
uilr.
Coh
en. F
at J
ack,
De
Sai
nt-E
supe
ry. T
he L
ittle
Prim
e;H
amilt
on. Z
ed.)
,H
anse
n, T
he G
ifi-G
iven
Lord
, In
rice
Yea
r of
the
Boa
r an
dJa
ckie
Rob
inro
n.M
ende
z an
d B
yard
. The
Bla
ck S
now
man
Nai
doo.
Jou
rney
to J
ahirg
,O
'Del
l. Z
ia,
Rin
ggol
d. O
r B
each
.S
pare
, The
Sig
n of
rhe
Baw
er.
Yep
. Chi
ld o
f the
Ow
l
Non
-Fic
tion:
Alik
i, C
on: I
: Mai
n- T
he C
if of
the
Indi
an,
Bay
lor.
The
Way
ro
Sta
n a
Day
,C
herr
y, T
he G
era,
Kap
ok T
ree,
Eps
tein
, His
tory
of W
omen
in S
cien
ce
for
You
ng P
eopl
e,G
reen
field
, Cla
ltita
ncr-
A T
ham
Gen
erar
ron
God
kin.
Wol
f bla
nd.
Ham
ilton
; Ant
hony
Bur
ns, T
he D
efea
t
and
Tru
mp,
fa F
ugiti
ve S
lam
McK
issa
ck, F
rede
rick
Dou
glas
,T
he B
lack
Lio
n:
Pol
iti, S
ong
Slu
r. S
wal
low
,S
utle
r. D
inor
aurr
, of N
orth
Am
mar
.F
orz.
And
The
n lV
har
Hep
penr
a.P
aul R
ever
e?,
McG
over
n, T
he S
am S
oldi
er: T
he S
tory
of D
ebor
ah S
ampa
n
Poe
try:
Milb
erg,
Hea
rd It
in th
e P
layg
roun
dB
lishc
n an
d W
ildsm
ith, O
ufor
d B
ook
ofP
oetr
y fo
r C
hild
ren;
De
Reg
nier
s. M
oore
. Whi
te. a
nd C
art,
eds.
. Sin
g a
Son
g of
Pop
corn
Gio
vann
i. E
go-T
Opi
ng a
nd O
ther
Poe
m,
fur
You
ng P
eopl
e.G
reen
field
, Hon
ey /
Love
and
Oth
erLo
ve P
oem
,
Hea
rd, F
or th
e C
ord
of th
e E
arth
and
Sun
160
)ane
czko
. Str
ing,
A G
athe
ring
of F
amily
Poe
m,
Koc
h an
d F
arre
ll, e
ds.,
Tal
king
go
the
Sun
;
Lobe
l. ed
., T
he R
ando
m H
owe
Boo
k of
Mot
her
Goo
se,
Man
gul.
ed..
Sea
son.
Mat
his.
Red
Dog
. Blu
e F
ly:
Fot
abal
l l'o
emr.
Silv
erst
ein.
Whe
re th
e S
idew
alk
End
o.
Fol
klor
e:G
ringo
y M
arna
>, C
ue."
, Tile
r F
rom
the
His
pani
e S
outh
wes
tF
renc
h, S
now
Whi
te in
New
Yor
k,H
uck
and
Isob
el, P
rima,
Par
boil.
Lout
s an
d Y
oung
. Yef
iShe
n: A
Cin
dere
llaS
tory
Fro
m C
hina
,Lu
enn.
The
Dra
gon
Kira
Gob
le, &
Pio
Wom
an,
Ste
proe
, Mal
awi B
eaut
ifid
Dau
ghre
rr,
Ste
ptoe
, The
Sla
ty o
flum
ping
Mau
,K
iplin
g. T
he E
leph
anti
Chi
ldLe
e. L
egen
d of
the
Mel
ly W
ay.
Mod
ern
Fan
tasy
and
Sci
ence
Fic
tion:
And
erse
n, T
he U
gly
Duc
klin
g.B
ond,
A B
ear
Cal
led
Pad
ding
ton;
Dah
l, Ja
mes
and
dm
GU
M P
each
,G
raha
me.
The
Win
d in
the
Will
ows;
Lew
is, T
hr L
ion,
The
Witc
h an
dT
he W
ardr
obe,
Nor
ton.
The
Bor
row
er,
Van
Alls
burg
,fion
asji:
Whi
te, C
harlo
an W
eb.
Chi
ldre
n's
mag
azin
es:
Wee
kly
Rea
der.
Cre
ativ
e C
laur
oom
Soc
ial S
tadi
a fir
e th
e Y
oung
Gam
er,
Wor
ld (
Nat
iona
l Geo
grap
hic)
:N
ews
(Sch
olas
tic);
Act
ion
(Sch
olas
tic):
Loca
l new
spap
ers
or th
eir
equi
vale
nrs.
Oth
er: M
anua
ls a
ppro
pria
te fo
rel
emen
tary
sch
ool c
hild
ren,
e.g
.,N
inte
ndo,
oth
er c
ompu
rer
man
uals
.
0 19
95 N
atio
nal C
ente
r on
Edu
catio
n an
d th
e E
cono
my
All
right
, "ne
rved
.
MID
DLE
SC
HO
OL
Fic
tion:
Am
y, B
ias
Me,
Ulti
ma;
Arm
stro
ng, S
ound
er,
Bon
ham
, Dur
ango
Sam
e,C
ohen
. Tel
l Us
You
r S
ecre
t
Col
lier,
My
Bro
ther
Sam
h D
ead
CO
Mae
r, I
Ant
the
Che
m;
Dan
zige
r, T
he C
at A
re M
y G
ymsu
ir,F
ast.
Apr
il M
orni
ng;
Gai
nes,
A G
athe
ring
of O
ld M
enC
oldm
an, T
he P
rinre
a B
ride,
Gre
ene,
Sum
mer
of M
y G
erm
an S
oldi
er:
Han
sen.
Whi
ch W
ay F
reed
om.
Hin
ton,
The
°m
anie
re,
Hol
man
, Sla
kei L
imbo
Lond
on, T
he C
all o
f the
Wild
Mat
his.
Lar
en fo
r sh
e hg
7See
.M
otu.
Nild
a.N
enfe
ld, C
O.:.
Bel
k an
d D
ark
O'B
rien.
Z fo
r Z
acha
riah,
Rei
ss. T
he U
psta
ter
Roa
mS
chae
fer,
Sha
ne.
Ste
vens
on. "
Tre
ruur
r !V
aud.
Vow
. Dic
ryi S
ong,
Wal
ker.
IS H
ell W
ith °
prig
Wal
ter.
Bra
me
Wr
Are
,,Z
indc
l. T
he F
irms
Non
-Fic
tion:
Am
ory,
The
Car
Who
Cam
e
for
Chr
imm
ar,
Mer
ck. N
o P
lace
ro
Br:
Voi
ce, o
fH
omel
ess
Chi
ldre
n
Fra
nk, T
he D
iary
ofs
You
ng G
iel
Geo
rge.
The
Tal
king
Ear
th;
Gilb
reth
, Che
aper
by
the
D.,.
Har
kins
, Out
war
d D
ream
,H
autz
ig, E
ndle
ss S
tepp
e: A
Girl
in E
rik,
Her
rimt,
All
Cre
atur
e, G
reat
end
Sm
all
Lest
er, T
o B
e a
Sla
va
Mey
ers,
Pea
rson
, a H
arbo
r S
eal P
up,
Sot
o, L
ivin
g U
p th
e S
neer
;W
hite
, Rya
n W
hite
: My
Ow
n S
tory
,Y
ates
. AM
, For
tune
, Fre
e M
an.
Poe
try:
Ada
ms,
Poe
try
of E
arth
and
Slry
,F
lint.
Old
Pom
oni B
ook
of P
ei:a
nal C
arr.
You
Com
e F
our,
Gre
enfie
ld, N
ight
on
Nei
gbbo
rhoo
d S
tree
tt,Li
ving
ston
, Cat
Poe
m.
Dra
ma:
Blin
n, B
rian'
s S
ong,
Dav
is, E
urop
e ro
Fre
edom
Gib
son,
The
Min
srle
Wor
ker.
Law
renc
e an
d Le
e, In
herit
the
Win
dO
sbor
n, O
n B
orro
wed
Tim
e,S
hake
spea
re, A
Mid
sum
mer
Nig
hti D
ream
Sto
ne. M
arm
ara,
or.
the
Last
of th
e W
arnp
anoa
ge
Fol
ldor
e/M
ytho
logy
:B
lair,
Tal
l Thl
e A
mer
ica;
Bru
chac
, The
Fia
t Str
awbe
rria
:A
Che
roke
e S
tory
:
Bry
an, B
ear
the
.Sto
ry -
Dor
m. P
unsP
urn.
D'A
ulai
r, N
one
Gad
s an
d G
iant
s,G
allic
, The
Sno
w G
an,
Lee.
Toa
d h
the
Une
l. of
Hea
ver,
A V
ietn
ames
e F
olk
Ole
,
Pyl
e. M
erry
Adv
entu
rer
of R
obin
How
l
Mod
ern
Fan
tasy
and
Sci
ence
Fic
tion:
Bra
dbur
y. D
ande
lion
Win
,B
abbi
tt, T
uck
Eve
rleut
ing
Coo
per,
The
Gre
y K
ing,
Ham
ilton
, The
Mag
ical
Adv
entu
res
ofP
retty
Pea
rlL'
Eug
le, A
Wrin
kle
in T
ime;
Tol
kicn
, The
Hob
bit;
Pep
, Dra
gon
of a
le L
ou S
ea.
Mag
azin
es/P
erio
dica
ls:
Sco
pe (
Sch
olut
ic):
Wor
ld (
Nat
iona
l Geo
grap
hic)
,Ju
nior
Sr/
viol
in (
Sch
olas
tic);
Sci
ence
trar
rid (
Sch
olas
tic);
Cob
bles
tone
(A
mer
ican
his
tory
):
Cal
liope
(w
orld
his
tory
):F
acer
(an
thro
polo
gy):
Orly
my
(sci
ence
).
Oth
er: C
ompu
ter
man
uals
; ins
truc
tions
:co
ntra
cts.
See
als
o th
e re
adin
g lis
tsin
clud
ed in
aw
ard
book
s co
rres
pond
ing
to r
eadi
ng p
rovi
ded
by th
e G
irl S
cour
sof
Am
eric
a an
d th
e B
oy S
cout
sof
Am
eric
a.
BE
ST
CO
PY
AV
AIL
AB
LE
HIG
H S
CH
OO
L
Fic
tion:
Brir
o, T
he D
evil
in T
eem
Car
roll,
Alin
; in
Won
derla
nd.
Cis
nero
s, T
he H
ome
on M
ango
Ste
er,
Cla
rk, T
he 0
.,Bot
o In
cide
nt,
Gol
ding
. Lor
d of
the
Fik
r,H
awth
orne
. The
Sca
rlet L
ate,
Hem
ingw
ay, F
or W
hom
the
Bel
l Tol
l,H
cnro
ff, T
he D
ay T
hey
Cam
e to
Arr
est
the
Boo
k.
Hilt
on, G
oodb
ye. M
r. C
hip,
.K
inse
lla, S
hoel
ess
Joe,
Kno
wlm
, A S
epar
ate
Pen
n,Le
e, T
o K
ill a
Moc
king
bird
McC
olle
rs, T
he H
eart
It a
lone
ly H
unte
r.O
rwel
l, 19
84:
Pau
lsen
, Can
yon,
Por
tia. T
rue
Gat
Por
k. D
avira
i Har
p,S
tein
beck
, Tra
vell
With
Cha
rlry
in .S
earc
h
of A
mer
arn
War
tski
. A B
oar
to N
owhe
re.
Wei
r), T
he G
olde
n A
pple
s,
Non
-Fic
tion:
Ang
ell,
Lae
Inni
ng,
Ang
elou
. / K
now
Why
rbe
Cag
ed B
ird S
ing,
Ash
e, D
ap o
f Gra
ce,
Bea
l, 'I
Will
Fig
ht N
o M
ore
For
ever
'',C
hief
lore
ph a
nd th
e N
e, P
erre
War
,B
isho
p. T
he D
ay L
inco
ln W
ar S
hoe,
Blo
om, T
he C
losi
ng o
f the
Am
eric
an M
ind
Cam
pbel
l, T
he P
ower
of M
ydr,
Cov
ey, S
even
Hab
its o
f Hig
hly
Effe
ctiv
e P
eopl
e,G
alar
za, B
arrio
Boy
Haw
king
, A B
rief H
irt.,
of T
ime:
Hou
ston
, Far
ewel
l to
Mon
tana
,K
enne
dy, P
rofil
er in
Cou
rage
;K
ings
ley
and
Levi
tz. C
ount
Ur
In:
Gro
win
g U
p W
ith D
own
Syn
drom
e,K
ings
ton.
Wom
an W
arrio
r,M
awr.
ed.
, Goi
ng W
hen
linC
orni
ng fr
omM
orna
day.
The
Way
to R
ainy
Mou
ntai
n:
Rod
rique
z, H
unge
r of
Mem
ory,
Ste
rnbe
rg, U
reri
Gui
de to
the
Inre
rnet
,
Wrig
ht. B
lack
Be,
.
Pou
r),
Ang
clou
, / S
hall
Not
be
Mov
edE
ly, e
d., N
ewt o
f the
Uni
vers
e;C
umm
ings
, Col
lect
ed P
oem
,D
icki
nson
, Com
plet
e P
oem
r,
Ran
dall.
ed.
. The
Bla
ck P
oes,
Cor
inth
, ed.
. The
Voi
ce T
hat I
s G
reat
With
in U
r.H
ughe
s. S
elec
ted
Poe
m,
Knu
dson
and
Sw
enso
n. e
ds.,
Am
eric
anS
port
s P
oem
,,
Long
fello
w, E
vang
elin
e,W
ilbur
, Thi
ng, o
f Thi
s W
orld
Dra
ma:
Chr
istie
, And
The
n T
here
Wer
e N
one:
Han
sber
ry, A
Rai
sin
in th
e S
unM
cCul
lers
, The
Mem
ber
of th
e W
eddi
ng,
Pom
eran
ce, T
he E
leph
ant M
amR
ose.
Tw
elve
Ang
ry M
em,
Ros
rand
. Cyr
ono
de B
erge
n:::
Sha
kesp
eare
. Rom
eo a
nd fi
che,
pdiu
Cra
m,
Van
Dem
mer
, / R
emem
be, M
ama,
Wild
er, T
he S
inn
of O
ur T
eeth
,W
ilson
, The
lian
a La
wn
Fol
klor
e/M
ytho
logy
:E
valin
. Adv
entu
rer
of U
lym
nria
Sal
a. G
reek
Myt
holo
gy,
Ste
war
t. T
he C
ryst
al C
ave,
Bor
land
, Nor
th A
mer
ican
Indi
an M
ytho
logy
Whi
t, T
he O
nce
and
Fur
rier
Kin
g.
Mod
ern
Fan
tasy
and
Sci
ence
Fic
tion:
Ada
ms,
Wat
ersh
ip D
own
Asi
mov
, Fou
ndat
ion,
Bra
dbur
y, T
he M
artia
n C
hron
icle
r,C
lark
e, 2
001:
A S
pace
Ody
ury;
Cla
rke.
Chi
ldho
od',
End
Fra
nk, A
la B
abyl
on;
Her
bert
, Dun
e,Le
wis
, Oct
of t
he S
ilent
Pla
net;
McC
affr
ey. D
rago
nflie
s,T
wai
n, A
Con
nter
icur
Yan
kee
in K
ing
Art
huri
Cou
rt,
Ver
ne, 2
0,00
0 (A
ntra
Und
er th
e S
ea.
Mag
uine
s an
d N
ewsp
aper
s:
Spa
re Il
l/,ra
ted:
Lite
rary
Cav
alca
de (
Sch
olas
tic):
Mal
one,
' Geo
grap
hic;
Sm
ithso
nian
:N
ewsw
eek:
Tim
e.
Oth
er: C
ompu
ter
man
uals
; ins
truc
tions
;co
ntra
cts:
tech
nica
l mat
eria
ls.
AP
PE
ND
IX 1
The
se s
iond
ards
allo
w fo
r or
al p
erfo
rman
ces
of s
tude
nt w
ork
whe
neve
r ap
prop
riate
.
a"s
Muc
h w
ritin
g co
n be
cla
ssifi
ed a
sbe
long
ing
to th
e pu
blic
are
na. N
ewS
tand
ards
, how
ever
, def
ines
pub
licdo
cum
ents
to m
ean
only
thos
e pi
eces
of
text
that
are
con
cern
ed w
ith p
ublic
pol
icy,
that
add
ress
con
trov
ersi
al is
sues
conf
ront
ing
the
publ
ic, o
r th
at a
rise
inre
spon
se to
con
trov
ersi
al is
sues
or
publ
icpo
licy.
Pub
lic d
ocum
ents
ore
incl
uded
inth
e R
eadi
ng s
tand
ard
at m
iddl
e sc
hool
and
cons
titut
e o
sepa
rate
sta
ndar
d at
high
sch
ool.
At t
he m
iddl
e sc
hool
leve
l,th
e is
sues
stu
dent
s w
rite
abou
t com
epr
imar
ily fr
om th
e sc
hool
or
loca
lco
mm
unily
. Al h
igh
scho
ol, s
tude
nts
shou
ld a
ddre
ss is
sues
whi
ch a
re o
fna
tiona
l im
port
ance
.
eoie
jrF
unct
iona
l writ
ing
is w
ritin
g th
at e
xist
sin
ord
er to
get
thin
gs d
one.
Fun
ctio
nal
writ
ing
is o
rdin
arily
con
side
red
tech
nica
lw
ritin
g an
d, a
s su
ch, i
s of
ten
not p
art
of th
e ty
pica
l Eng
lish
curr
icul
um. N
ewS
tand
ards
req
uire
s st
uden
ts to
dem
onst
rate
proh
cien
c-y
with
func
tiona
l writ
ing
beca
use
such
writ
ing
is o
f inc
reas
ing
impo
rtan
ceto
the
com
plex
lite
racy
of o
ur c
ultu
re.
Fun
ctio
nal d
ocum
ents
ore
incl
uded
in th
eR
eadi
ng s
tand
ard
at m
iddl
e sc
hool
and
cons
titut
e a
sepa
rate
sta
ndar
d, S
tand
ard
7, a
t hig
h sc
hool
.
161
78
2. W
ritin
gT
he G
rade
Lev
els
Com
pare
d:E
nglis
h La
ngua
ge A
rts
AP
PE
ND
IX 1
771`
The
'res
pons
e to
lite
ratu
re' i
n th
eW
ritin
g st
anda
rd is
mea
nt to
rep
lace
the
mor
e ty
pica
l lite
rary
ana
lysi
s pa
per
that
man
y st
uden
ts r
outin
ely
prod
uce
inco
njun
ctio
n w
ith li
tera
ture
stu
dy. T
his
does
not p
recl
ude
liter
ary
anal
ysis
but
inst
ead
open
s up
pos
sibi
litie
s fo
r re
ader
resp
onse
as
wel
l.
046. o.h
fl is
not
inte
nded
that
all
stud
ent w
ork
deve
lope
d to
mee
t the
Eng
lish
Lang
uage
Art
s st
anda
rds
shou
ld n
eces
saril
y co
me
hom
an
Eng
lish
clas
s T
he c
halle
nge
is to
ensu
re T
hat M
athe
mat
ics,
Sci
ence
, and
App
lied
lear
ning
wor
k sa
mpl
es a
rein
corp
orat
ed w
idel
y in
to th
e E
nglis
hLa
ngua
ge A
rts
wor
k sa
mpl
es, t
hus
enco
urag
ing
stud
ents
to u
se w
ork
from
othe
r cl
asse
s w
hile
not
wea
keni
ng th
e
Eng
lish
curr
icul
um.
'
162
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
pro
duce
s to
ur ty
pes
of w
ritin
g.
A r
epor
t, in
whi
ch th
e w
riter
:
enga
ges
the
read
er b
y es
tabl
ishi
ng a
con
text
, oar
ing
a pe
rson
a, a
nd o
ther
wis
ede
velo
ping
rea
der
inte
rest
;de
velo
ps a
con
trol
ling
idea
that
con
veys
a p
ersp
ectiv
e on
she
sub
ject
;cr
eare
s an
org
aniz
ing
stru
crur
e ap
prop
riate
to a
spe
cific
pur
pose
, aud
ienc
e.an
d co
ntex
t;in
clud
es a
ppro
pria
te fa
cts
and
dera
ils;
excl
udes
ext
rane
ous
and
inap
prop
riate
info
rmar
ion;
uses
a r
ange
of a
ppro
pria
te s
trat
egie
s, s
uch
as p
rovi
ding
fans
and
der
ails
, des
crib
ing
oran
alyz
ing
the
subj
ect,
and
narr
atin
g a
rele
vant
ane
cdot
e.
A r
espo
nse
to li
tera
ture
, in
whi
ch th
e w
riter
enga
ges
the
read
er b
y es
tabl
ishi
ng 2
con
text
, cre
arin
g a
pers
ona,
and
oth
erw
ise
deve
lopi
ng r
eade
r in
tere
st,
adva
nces
a ju
dgm
ent t
hat i
s in
terp
retiv
e. a
naly
tic, e
valu
ativ
e. o
r re
flecr
ive;
supp
orts
a it
dern
ent t
hrou
gh r
efer
ence
to th
e ta
r, r
efer
ence
s to
oth
er w
orks
, aut
hors
,or
non
-prin
t med
ia, o
r re
fere
nces
to p
erso
nal k
now
ledg
e;de
mon
stra
tes
unde
rsta
ndin
g of
the
liter
ary
wor
k.
A n
arra
tive
acco
unt (
fictio
nal o
r au
tobi
ogra
phic
al).
in w
hich
the
writ
.:
enga
ges
the
read
er b
y es
tahl
h,lu
ng a
1.1
1111
r1.
ere
min
g a
poin
t of v
iew
, and
oth
erw
ise
deve
lopi
ng r
eade
r lo
mat
;E
stab
lishe
s a
situ
atio
n, p
lot,
poin
t of v
iew
, set
ting,
and
con
flict
(an
d fo
r au
tobi
ogra
phy,
the
sign
ifica
nce
of e
vent
s);
..., c
reat
es a
n or
gani
zing
str
uctu
re;
incl
udes
sen
sory
der
ails
and
con
cret
e la
ngua
ge to
dev
elop
plo
t and
cha
ract
er;
excl
udes
ext
rane
ous
deta
ils a
nd in
cons
iste
ncie
s;
deve
lops
com
plex
cha
ract
ers;
uses
a r
ange
of a
ppro
pria
te s
trat
egie
s, s
uch
as d
ialo
gue
and
tens
ion
or s
uspe
nse.
. A n
arra
tive
proc
edur
e, in
whi
ch th
e w
riter
enga
ges
the
read
er b
y es
tabl
ishi
ng a
con
text
, cre
atin
g a
pers
ona,
and
oth
erw
ise
deve
lopi
ng r
eade
r in
tere
st;
prov
ides
a g
uide
to a
ctio
n ch
at a
ntic
ipat
es a
rea
der's
nee
ds, c
reat
es e
xpec
tatio
ns
thro
ugh
pred
icta
ble
stru
ctur
es, e
.g.,
head
ings
. and
pro
vide
s tr
ansi
tions
bet
wee
n st
eps;
mak
es u
se o
f app
ropr
iate
writ
ing
stra
tegi
es. s
uch
as c
reat
ing
a vi
sual
hie
rarc
hy a
nd
usin
g w
hite
spa
ce a
nd g
raph
ics
as a
ppro
pria
te;
incl
udes
rel
evan
t inf
orm
atio
n;ex
clud
es e
xtra
neou
s in
form
atio
n;an
ticip
ates
pro
blem
s, m
ista
kes,
and
mis
unde
rsta
ndin
gs th
at m
ight
aris
e fo
r th
e re
ader
.
MID
DLE
SC
HO
OL
The
stu
dent
pro
duce
s fiv
e ty
po o
f writ
ing.
A r
epor
t, in
whi
ch th
e w
riter
:
enga
ges
the
read
er b
y es
tabl
ishi
ng a
con
text
, cra
ting
a pe
rson
a, a
nd o
ther
wis
ede
velo
ping
rea
der
inte
rest
;de
velo
ps a
con
trol
ling
ida
that
con
veys
a p
ersp
ectiv
e on
the
subj
ect;
ante
s an
org
anis
ing
stru
ctur
e ap
prop
riate
to p
urpo
se, a
udie
nce,
and
con
text
;in
clud
es a
ppro
pria
te fa
cts
and
deta
ils;
excl
udes
arr
anco
us a
nd in
appr
opria
te in
form
atio
n;us
a a
rang
e of
app
ropr
iate
str
ateg
ies,
suc
h as
pro
vidi
ng fa
ns a
nd d
etai
ls, d
escr
ibin
g or
anal
yzin
g th
e su
bjec
t, na
rrat
ing
a re
leva
nt a
necd
ote,
com
parin
g an
d co
ntra
stin
g,na
min
g, a
nd e
xpla
inin
g be
nefit
or
limita
tions
.
A r
espo
nse
to li
tera
ture
, in
whi
ch th
e w
riter
:
enga
ges
the
read
er th
roug
h es
tabl
ishi
ng a
con
text
, cre
atin
g a
pers
ona,
and
oth
erw
ise
deve
lopi
ng r
eade
r in
tere
st:
adva
nces
s ju
dgm
ent t
hat I
S in
terp
retiv
e. a
naly
tic, e
valu
ativ
e, o
r re
flect
ive;
supp
orts
a ju
dgm
ent t
hrou
gh r
efer
ence
s to
the
text
, ref
eren
ces
to o
ther
wor
ks, a
utho
rs,
or n
on-p
rint m
edia
, or
refe
renc
es to
per
sona
l kno
wle
dge;
dem
onst
rate
s an
und
erst
andi
ng o
f the
lite
rary
wor
k;an
ricip
ares
and
ans
wer
s3 r
eade
r's q
uest
ions
.
A n
arra
rive
acco
unt (
fictio
nal 0
1 ao
ruhi
ogra
phic
al).
in w
hich
the
writ
er:
enga
ges
the
read
er b
y es
tabl
ishi
ng a
con
tra.
, cre
atin
g a
poin
t of v
iew
, and
oth
erw
ise
deve
lopi
ng r
eade
r in
tere
st:
esta
blis
hes
a si
tuat
ion,
pit.
, poi
nt o
f vie
w. s
atin
g, a
nd c
onfli
ct (
and
for
auto
biog
raph
y,th
e si
gnifi
canc
e of
eve
nts
and.
of c
ondu
sion
s th
at c
an b
e dr
awn
from
thos
e ev
ents
):cr
eate
s an
org
aniri
ng s
truc
ture
;in
clud
es s
enso
ry d
etai
ls a
nd c
oncr
ete
lang
uage
10
deve
lop
plot
and
cha
ract
er;
excl
udes
ext
rane
ous
deta
ils a
nd in
cons
iste
ncie
s;
deve
lops
com
plex
cha
ract
ers;
uses
a r
ange
of a
ppro
pria
te s
trat
egie
s, s
uch
as d
ialo
gue,
tens
ion
or s
uspe
nse,
nam
ing,
and
spec
ific
narr
ativ
e ac
tion,
e.g
., m
ovem
ent,
gest
ures
, exp
ress
ions
.
A n
arra
tive
proc
edur
e, in
whi
ch th
e w
riter
:
enga
ges
the
trad
er b
y es
tabl
ishi
ng a
con
text
, cre
atin
g a
pers
ona,
and
oth
erw
ise
deve
lopi
ng r
eade
r in
tere
st;
prov
ides
a g
uide
to a
ctio
n fo
r a
rela
tivel
y co
mpl
icat
ed p
roce
dure
in o
rder
to a
ntic
ipat
ea
read
er's
nee
ds, c
reas
es e
xpec
ratio
ns th
roug
h pr
edic
tabl
e st
ruct
ures
, e.g
., he
adin
gs, a
ndpr
ovid
es s
moo
th tr
ansi
tions
bet
wee
n st
eps;
mak
es ta
x of
app
ropr
iate
writ
ing
stra
tegi
es, s
uch
as c
reat
ing
a vi
sual
hie
rarc
hy a
nd
usin
g w
hite
spa
ce a
nd g
raph
ics
as a
ppro
pria
te;
incl
udes
rel
evan
t inf
orm
atio
n;ex
clud
es a
mm
o. in
form
atio
n;an
ticip
ates
pro
blem
s, m
ista
kes,
and
mis
unde
rsta
ndin
gs th
at m
ight
aria
for
the
read
er.
A p
ersu
asiv
e es
say,
in w
hich
the
writ
er:
enga
ges
the
read
er b
y es
tabl
ishi
ng a
con
text
. cra
ting
a pe
rson
a, a
nd o
ther
wis
e
deve
lopi
ng r
eade
r in
tere
st;
deve
lops
a c
ontr
ollin
g id
ea th
at m
akes
a c
lear
and
kno
wle
dgea
ble
judg
men
t;cr
eate
s an
org
aniz
ing
stru
ctur
e th
at is
app
ropr
iate
to th
e ne
eds,
rak
es, a
nd in
rcre
sts
of2
spec
ified
aud
ienc
e. a
nd a
rran
ges
deta
ils, r
easo
ns, e
xam
ples
, and
ane
cdot
es e
ffect
ivel
y
and
pers
uasi
vely
;in
clud
es a
ppro
pria
te in
form
atio
n an
d ar
gum
ents
and
exc
lude
s in
form
atio
n an
dar
gum
ents
that
are
irre
leva
nt;
antic
ipat
es a
nd a
ddre
sses
rea
der
conc
erns
and
cou
nter
arg
um;
supp
orts
arg
umen
ts w
ith d
etai
led
evid
ence
. citi
ng s
ourc
es o
finfo
rmat
ion
as a
ppro
pria
te. BE
ST
CO
PY
AV
AIL
AB
LE
HIG
H S
CH
OO
L
The
stu
dent
pro
duce
s S
ig ty
pes
of w
ritin
g.
A r
epor
t, in
whi
ch th
e w
riter
:en
gage
s th
e re
ader
by
esta
blis
hing
a c
onte
xt. c
reat
ing
a pe
rson
a, a
nd o
ther
wis
ede
velo
ping
rea
der
inte
rest
;de
velo
ps a
con
trol
ling
idea
that
con
veys
a p
ersp
ectiv
e on
the
subj
ect;
crea
tes
an o
rgan
izin
g st
ruct
ure
appr
opet
are
ro p
urpo
se, a
udie
nce.
and
con
text
;in
clud
es a
ppm
pria
te fa
is a
nd d
etai
ls;
excl
udes
ext
rane
ous
and
inap
prop
riate
info
rmat
ion;
uses
a r
ange
of a
ppro
pria
te s
trat
egie
s, s
uch
as p
rovi
ding
fact
s an
d de
tails
, des
crib
ing
oran
alyz
ing
the
subj
ecr,
nar
ratin
g a
rele
rant
ane
cdot
e. c
ompa
ring
and
cont
rast
ing.
nam
ing,
exp
lain
ing
bene
fits
or li
mita
tions
, dem
onst
ratin
g cl
aim
s or
ass
ertio
ns, a
ndpr
ovid
tng
a sc
enar
io to
illu
stra
te.
A r
espo
nse
to li
tera
ture
, in
whi
ch th
e w
riter
enga
ges
the
read
er th
roug
h es
tabl
ishi
ng a
con
t... c
reat
ing
a pe
rson
a. a
nd o
ther
wis
ede
velo
ping
rea
der
inte
rest
;ad
vanc
es a
judg
men
t tha
t is
inte
rpre
tive.
ana
lytic
. eva
luat
ive,
or
refle
ctiv
e;su
ppor
ts a
judg
men
t thr
ough
ref
eren
ces
to th
e te
xt, r
efer
ence
to o
ther
wor
ks, a
utho
rs.
or n
an -
prin
t med
ia, o
r re
fere
nces
to p
erso
nal k
now
ledg
e;de
mon
ssra
tes
unde
rsta
ndin
g of
the
liter
ary
wor
k th
roug
h su
gges
ting
an in
terp
reta
tion;
antic
ipat
es a
nd a
nsw
ers
2 re
ader
's q
uest
ions
;
reco
gnis
e po
ssib
le a
mbi
guiti
es, n
uanc
es, a
nd c
ompl
exiti
es.
A n
arra
tive
acco
unt (
fictio
nal o
r au
tobi
ogra
phic
al),
in w
hich
the
writ
er:
enga
ges
the
read
er b
y es
tabl
ishi
ng a
con
text
. cre
atin
g a
poin
t of v
iew
. and
oth
erw
ise
deve
lopi
ng r
eade
r in
tere
st;
...al
-dis
hes
a si
tu:Il
ion,
plo
t, no
rm o
f vie
w, s
ettin
g, a
nd c
onfli
ct (
and
for
artto
biug
raph
y.th
e si
gnifi
canc
e of
eve
nts
and
of c
oncl
usio
ns th
at c
an b
e dr
awn
fron
t tho
se e
vent
s);
crea
tes
an o
rgan
izin
g st
ruct
ure;
incl
udes
sen
sory
der
ails
and
con
cret
e la
ngua
ge to
dev
elop
plo
t and
cha
ract
er:
excl
udes
ext
rane
ous
dera
ils a
nd in
cons
iste
ncie
s;de
velo
ps c
ompl
ex c
hara
cter
s;us
es a
ran
ge o
f app
ropr
iate
str
ateg
ies,
suc
h as
dia
logu
e er
asio
n or
RIS
t.15,
nam
ing,
paci
ng, a
nd s
pec
is n
arra
tive
actio
n, e
.g.,
mov
emen
t. ge
stur
e, e
xpre
ssio
ns.
A c
ares
sive
pro
cedu
re, i
n w
hich
the
writ
er:
mpg
. the
rea
der
by e
stab
lishi
ng a
con
text
, cre
atin
g a
pers
ona,
and
oth
erw
ise
dael
opin
g re
ader
inte
rest
;pr
ovid
a a
guid
e to
act
ion
for
a co
mpl
icat
ed p
mce
dure
in o
rder
to a
ntic
ipat
e a
read
a's
need
s; c
rate
s ap
ecra
tions
thro
ugh
pred
icta
ble
stru
ctur
es, e
.g.,
head
ings
; and
pro
vide
ssm
ooth
tran
sitio
ns b
etw
een
step
s;m
akes
use
of a
ppro
pria
te w
ritin
g st
rate
gics
, suc
h as
cre
atin
g a
visu
al h
iera
rchy
and
usin
g w
hite
spa
ce a
nd g
raph
ics
as a
ppro
pria
te;
incl
udes
rel
evan
t inf
orm
atio
n;ex
clud
es e
xtra
neou
s in
form
atio
n;an
ticip
ates
pro
blem
s, m
ista
kes,
and
mis
unde
rsta
ndin
gs th
at m
ight
aris
e fo
r th
e re
ader
.
A p
ersu
asiv
e es
say,
in w
hich
the
writ
er:
enga
ges
the
read
er b
y es
tabl
ishi
ng a
con
text
, cra
ting
a pe
rson
a, a
nd o
ther
wis
ede
velo
ping
rea
der
inte
rest
;de
velo
ps a
con
trol
ling
idea
that
mak
es a
dea
r an
d kn
owle
dgea
ble
judg
men
t:,cr
eate
s an
org
aniz
ing
stru
ctur
e th
at is
app
ropr
iate
to th
e ne
eds,
val
ues,
and
torm
ents
of
spec
ified
aud
ienc
e, a
nd a
rran
ges
deta
ils, r
easo
ns, e
xam
ples
. and
ana
dot.
effe
ctiv
ely
and
pers
uasi
vely
;in
clud
es a
ppro
pria
re in
form
atio
n an
d ar
gum
ents
and
exc
lude
s in
form
ario
n an
dar
gum
ents
that
are
irre
leva
nt;
annc
ipat
es a
nd a
ddre
ss. r
eade
r co
ncer
ns a
nd c
ount
er a
rgum
ents
;su
ppor
ts a
rgum
ents
with
det
aile
d ev
iden
ce, c
iting
sou
rces
of i
nfor
mar
ion
as a
ppro
pria
te;
uses
a r
ange
of s
trat
egie
s to
ela
bora
te a
nd p
ersu
ade,
suc
h as
def
initi
ons,
des
crip
tions
,ill
usrr
atio
ns, e
xam
ples
from
evi
denc
e, a
nd a
necd
otes
.
A r
efle
ctiv
e es
say,
in w
hich
the
writ
er:
enga
ges
the
read
er b
y es
tabl
ishi
ng a
con
tort
, cra
ting
a pe
rson
a, a
nd o
ther
wis
ede
velo
ping
rea
der
inte
rest
;an
alyz
es a
con
dirio
n or
situ
atio
n of
sig
nific
ance
;de
velo
ps a
com
mon
plac
e, c
oncr
ete
OC
C22
i011
as
the
basi
s fo
r th
e re
flect
ion,
e.g
..pe
rson
al o
bser
vario
n or
exp
erie
nce;
crea
tes
arto
rg-a
nizi
ng s
truc
ture
app
ropr
iate
ro
poip
ose
and
audi
ence
:us
es a
vex
fiery
of w
iring
str
ateg
ies,
suc
h as
con
cret
e de
tails
, com
parin
g an
d co
ntra
stin
g,na
min
g, d
escr
ibin
g:cr
atin
g a
scen
ario
.
163
0 19
95 N
atio
nal C
ente
r an
- E
duca
tion
and
the
Evo
nam
,rig
ht, r
eser
ved
3. S
peak
ing,
Lis
teni
ng,
and
Vie
win
gE
LEM
EN
TA
RY
SC
HO
OL
The
stu
dent
acc
esse
s an
d ex
chan
ges
info
rmat
ion;
that
is, r
ho s
tude
nt:
asks
app
ropr
iate
que
stio
ns;
resp
onds
to th
e qu
estio
ns o
f oth
ers;
para
phra
ses
and
sum
mar
izes
to in
crea
se u
nder
stan
ding
;lis
tens
res
pons
ivel
y to
oth
ers'
poi
nts
of v
iew
;us
es la
ngua
ge w
hich
is s
impl
e m
id a
pplo
prIr
re fo
r co
mm
unic
atin
g,sp
eaks
aud
ibly
:m
akes
app
ropr
iate
eye
con
tact
;re
spec
ts tu
rn r
akin
g of
oth
er s
peak
ers;
uses
lang
uage
and
gat
ores
exp
ress
ivel
y an
d pe
rsua
sive
ly;
show
s aw
aren
ess
of a
n au
dien
ce b
y ad
just
ing
to it
s re
actio
n.
The
stu
dent
res
pond
s to
ora
l pre
sent
atio
ns; t
hat i
s, th
e st
uden
t:
asks
app
ropr
iate
que
.stio
ns:
para
phra
ses
and
sum
mar
izes
to in
crea
se u
nder
stan
ding
;sp
eaks
aud
ibly
;us
es la
ngua
ge a
nd g
estu
res
expr
essi
vely
and
per
suas
ivel
y;
The
stu
dent
mak
es in
form
ed ju
dgm
ents
abo
ut te
levi
sion
, rad
io, a
nd fi
lm p
rodu
ctio
ns;
that
is, t
he s
tude
nt:
assi
mila
tes
reas
oned
'sid
emen
. for
sel
ectin
g pa
rtic
ular
tele
visi
on a
nd r
adio
pro
duct
ions
and
reje
ctin
g ot
hers
;re
coun
ts th
e st
ory
elem
ents
of t
elev
isio
n, r
adio
. and
film
pro
duct
ions
;id
entif
ies
the
inte
nded
mes
sage
s of
adv
ertis
emen
ts, e
nter
tain
men
t pro
gram
s, a
ndne
ws
prog
ram
s.
164
0 19
95 N
atio
nal C
ente
r an
Edu
catio
n an
d th
e E
cono
my.
All
right
s re
serv
ed.
MID
DLE
SC
HO
OL
The
stu
dent
acc
esse
s an
d ex
chan
ges
info
inut
ion,
that
is. t
he m
odem
:
asks
app
ropt
iate
que
stio
ns;
resp
onds
to th
e qu
estio
ns a
nthe
rs;
para
phra
ses
and
sum
mar
izes
to in
crea
se u
nder
stan
ding
,lis
tens
asp
en r
ely
to o
ther
s' p
oint
s of
vie
w,
uses
lang
uage
whi
ch is
sim
ple
and
appr
opria
te lo
t com
mun
icat
ing:
sp.k
s au
dibl
y:m
akes
app
ropr
iate
cyc
con
tact
:re
spec
ts tu
rn ta
king
nin
th. s
peak
..us
es la
ngua
ge a
nd g
estu
res
expr
essi
vely
and
per
suas
ivel
y;sh
ows
awar
enes
s of
an
audi
ence
by
adju
stin
g to
its
reac
tion.
The
stu
dent
res
pond
s to
ora
l pre
sent
atio
ns; t
hat i
s. th
e st
uden
t:
asks
app
ropr
iate
que
stio
ns;
para
phra
ses
and
sum
mar
ises
to in
crea
se u
nder
stan
ding
;sp
eaks
aud
ibly
;us
es la
ngua
ge a
nd g
estu
res
expr
essi
vely
and
per
suas
ivel
y.
The
stu
dent
mak
es in
form
ed ju
dgm
ents
abo
ut te
levi
sion
, rad
io, a
nd fi
lm p
rodu
ctio
ns:
that
is, t
he s
tude
nt:
artic
ulat
es r
easo
ned
judg
men
ts fo
r se
lect
ing
part
icul
ar te
levi
sion
and
rad
io p
rodu
ctio
nsan
d re
ject
ing
othe
rs;
reco
unts
the
stor
y el
emen
ts o
f tel
evis
ion.
rad
io, a
nd fi
lm p
rodu
ctio
ns;
iden
tifie
s th
e in
tend
ed m
essa
ges
of a
dver
tisem
ents
. ent
erta
inm
ent p
rogr
ams,
and
new
s pr
ogra
ms;
iden
tifie
s co
mm
on p
ersu
asiv
e te
chni
ques
use
d in
adv
ertis
ing:
desc
ribes
way
s ru
ed to
por
tray
and
com
men
t on
the
gene
ral c
ultu
re.
BE
ST
CO
PY
AV
AIL
AB
LE
HIG
H S
CH
OO
L
The
stu
dent
acc
esse
s an
d ex
chan
ges
Info
rmat
ion.
that
is. t
he s
tude
nt:
asks
app
ropr
iate
que
stio
ns;
resp
onds
to th
e qu
estio
ns o
f oth
ers;
para
phra
ses
and
sum
mar
ises
so
incr
ease
und
erst
andi
ng;
liste
ns r
espo
nsiv
ely
to o
ther
s' p
oint
s of
vie
w;
uses
lang
uage
whi
ch is
sim
ple
and
appr
opria
te fo
r co
mm
unic
atin
g;sp
eaks
aud
ibly
;m
ake
appr
opria
te e
ye c
onta
ct;
!asp
ects
turn
taki
ng o
f oth
er s
peak
ers'
.su
es la
ngua
ge a
nd g
estu
res
expr
essi
vely
and
per
suas
ivel
y;sh
ows
awar
enes
s of
an
audi
ence
by
adju
stin
g to
its
reac
tion.
The
stu
dent
res
pond
s to
ora
l pre
sent
atio
ns; t
hat i
s, th
e st
uden
t:
asks
app
ropr
iate
que
stio
ns;
para
phra
ses
and
sum
mar
izes
to in
crea
se u
nder
stan
ding
;sp
eaks
aud
ibly
,us
es la
ngua
ge a
nd g
estu
res
expr
essi
vely
and
per
suas
ivel
y.
The
stu
dent
mak
es in
form
ed ju
dgm
ents
abo
ut te
levi
sion
. rad
io, a
nd fi
lm p
rodu
ctio
ns;
that
is. t
he s
tude
nt,
artic
ulat
es r
easo
ned
judg
men
ts fo
r se
lect
ing
part
icul
ar te
levi
sion
and
rad
io p
rogr
ams
and
reje
ctin
g oc
her'.
r.ot
ints
the
stor
y el
emen
ts o
f tel
evis
ion,
rad
io, a
nd fi
lm p
rodu
ctio
ns;
iden
tifie
s th
e in
tend
ed m
essa
ges
of a
dver
tisem
ents
. ent
erta
inm
ent p
rogr
ams,
and
new
s pr
ogra
ms;
iden
tifie
s th
e co
mm
on p
ersu
asiv
e te
chni
ques
use
d in
adv
ertis
ing:
desc
ribes
way
s us
ed to
por
tray
and
com
men
t on
the
gene
ral c
ultu
re,
dem
onst
rate
s an
und
erst
andi
ng o
f med
ia s
tcre
oryp
ing
red
othe
r so
cial
lysi
gnifi
cant
por
tray
als;
unde
rsta
nds
the
effe
cts
of m
edia
pro
duct
ion
tech
niqu
es o
n vi
ewer
s' p
erce
ptio
ns.
incl
udin
g th
e us
e of
mus
ic, c
amer
a an
gles
, fad
e-ou
rs.
AP
PE
ND
IX 1
165
4. C
onve
ntio
ns, G
ram
mar
, and
Usa
ge80
of th
e E
nglis
h La
ngua
geT
he G
rade
Lev
els
Com
pare
d:E
nglis
h La
ngua
ge A
rts
AP
PE
ND
IX 1
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
reg
ular
ly u
ses,
with
som
e te
ache
r as
sist
ance
, app
ropr
iate
con
vent
ions
of t
he
Eng
lish
lang
uage
. inc
ludi
ng:
spel
ling;
senv
ence
con
stru
ctio
n;
para
grap
h st
ruct
ure;
punc
tuat
ion;
gram
mar
;
The
stu
dent
ana
lyze
s an
d re
vise
s w
ritte
n w
ork.
as
appr
opria
te, r
elat
ive
to a
udie
nces
and
purp
oses
by:
addi
ng o
r de
letin
g de
tails
;ad
ding
or
dele
ting
expl
anat
ions
;cl
arify
ing
diffi
cult
pass
ages
:re
arra
ngin
g w
ords
. sen
tenc
es. a
nd p
arag
raph
s to
impr
ove
or c
larif
y m
eani
ng:
shar
peni
ng th
e fo
cus;
tn. t
ttis
mg
the
orpi
tia.a
ltona
l str
uct
urr
166
MID
DLE
SC
HO
OL
The
stu
dent
inde
pend
ently
use
s ap
prop
riate
con
vent
ions
of t
he E
nglis
h
lang
uage
, inc
ludi
ng:
spel
ling:
sent
ence
con
stru
ctio
n:
para
grap
h st
ruct
ure;
punc
tuat
ion:
gram
mar
,
The
stu
dent
ana
lyse
s an
d re
vise
s w
ritte
n w
ork,
as
appr
opria
te, r
elat
ive
to a
udie
nces
and
purp
oses
by:
addi
ng o
r de
letin
g de
tails
;ad
ding
or
dele
ting
expl
anat
ions
;cl
arify
ing
diffi
cult
pasn
sges
;
rear
rang
ing
sent
ence
s, a
nd p
arag
raph
s to
impr
ove
or c
larif
y m
eani
ng;
shar
peni
ng th
e fo
cus:
reco
nsid
erin
g I l
ie o
rgan
witi
onal
mrt
n. tu
ft..
BE
ST C
OPY
AV
AIL
AB
LE
HIG
H S
CH
OO
L
The
stu
dent
inde
pend
ently
and
hab
itual
ly u
ses
the
appr
opria
te c
onve
ntio
ns o
f the
Eng
lish
lang
uage
, inc
ludi
ng:
spel
ling;
sent
ence
con
stru
ctio
n;pa
ragr
aph
stru
ctur
e:pu
nn,
gram
mar
;us
age.
The
stu
dent
ana
lyze
s an
d re
vise
s w
ritte
n w
ork,
as
appr
opria
te, r
elat
ive
to a
udie
nces
and
purp
oses
by:
addi
ng o
r de
letin
g de
rails
;ad
ding
or
dele
ting
expl
anat
ions
;cl
arify
ing
diffi
cult
pass
ages
;re
arra
ngin
g w
ords
, sen
tenc
es, a
nd p
arag
raph
s to
impr
ove
or c
larif
y m
eani
ng;
shar
peni
ng th
e fo
cus;
reco
nsid
erin
g th
e or
g:In
aatir
mal
str
uctu
re.
167
© 1
995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y A
U r
ighu
res
erve
d.
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
res
pond
s to
fict
ion.
non
-fic
oon.
poe
try,
and
dra
ma
usin
g in
terp
retiv
e.cr
itica
l. an
d ev
alua
tive
proc
esse
s; th
at is
, the
stu
dent
doe
s on
e or
mor
e of
the
follo
win
gin
ora
l and
writ
ten
pres
enta
tions
:
exam
ines
the
reas
ons
for
a ch
arac
ter's
act
ions
, tak
ing
into
acc
ount
the
situ
atio
n an
dba
sic
mot
ivat
ion
of th
e ch
arac
ter;
iden
tifie
s re
curr
ing
them
es a
cros
s w
orks
;id
entif
ies
ster
eoty
pica
l cha
ract
ers
as o
ppos
ed to
fully
dev
elop
ed c
hara
cter
s;cr
itiqu
es th
e de
gree
to w
hich
a p
lot i
s co
ntriv
ed o
r re
alis
tic;
mak
es in
fere
nces
and
dra
ws
conc
lusi
ons
abou
t C01
1{C
.o e
vent
s, c
hara
cter
s, a
nd s
ettin
g,an
alyz
es th
e im
pact
of a
utho
rs d
ecis
ions
reg
ardi
ng w
ord
choi
ce a
nd c
onte
nt;
cons
ider
s th
e fu
nctio
n of
poi
nt o
f vie
w o
r pe
rson
a:co
nsid
ers
the
diffe
renc
es a
mon
g ge
nres
;ev
alua
tes
liter
ary
mer
it.
The
stu
dent
mile
s w
orks
in s
peci
fic g
enre
s th
at in
corp
orat
e ap
prop
riate
liter
ary
feat
ures
.
168
1995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y. A
ll rig
ht, r
eter
ved.
MID
DLE
SC
HO
OL
The
stu
dent
res
pond
s to
fict
ion.
non
- fi
ctio
n, p
oetr
y, a
nd d
ram
a us
ing
inte
rpre
tive,
criti
cal,
and
eval
uativ
e pr
oces
ses;
that
is, t
he s
tude
nt d
oes
one
or m
ore
of th
e fo
llow
ing
in o
ral a
nd w
ritte
n pr
esen
tatio
ns:
anal
yzes
the
reas
ons
for
a ch
arac
ter's
act
ions
, tak
ing
item
acc
ount
the
situ
atio
n an
dba
sic
mot
ivat
ion
of th
e ch
arac
ter;
iden
tifie
s re
curr
ing
them
es a
cros
s w
orks
;id
entif
ies
ster
eoty
pica
l cha
ract
ers
as o
ppos
ed to
fully
dev
elop
ed c
hatu
tets
;m
akes
infe
renc
es a
nd d
raw
s co
nclu
sion
s ab
out c
onte
xt, e
vent
s, c
hara
cter
s, s
ettin
g,an
d th
eme;
iden
tifie
s th
e ef
fect
of l
itera
ry d
evic
es s
uch
as fi
gura
tive
lang
uage
. allu
sion
. dic
tion,
dial
ogue
, and
des
crip
tion;
inte
rpre
ts th
e im
pact
of a
utho
rs' d
ecis
ions
reg
ardi
ng w
ord
choi
ce, c
onte
nt, a
ndlit
erar
y el
emen
ts;
iden
tifie
s th
e ch
arac
tert
stic
s of
lite
rary
form
s an
d ge
nres
;ev
alua
tes
liter
ary
mer
it;id
entif
ies
the
effe
ct o
f poi
nt o
f vie
w.
The
stu
dent
dem
onst
rate
s pr
ofic
ienc
y in
at l
east
one
lite
rary
gen
re.
BE
ST
CO
PY
AV
AIL
AB
LE
HIG
H S
CH
OO
L
The
sro
deo
I res
pond
s to
fict
ion,
nun
-fic
tion,
poe
try,
and
dra
ins
usin
g in
terp
retiv
e,cr
itica
l, an
d ev
alua
tive
proc
esse
s; th
at is
, the
stu
dent
doe
s on
e or
mor
e of
the
follo
win
gin
ora
l and
writ
ten
pres
enta
tions
:
mak
es in
fere
nces
and
dra
ws
conc
lusi
ons
abou
t con
tent
. eve
nts,
cha
ract
ers,
set
ting.
.th
eme,
and
sty
le;
inte
rpre
ts r
ho e
ffect
of l
itera
ry d
evic
es, s
uch
as fi
gura
tive
lang
uage
, allu
sion
, dic
tion,
dial
ogue
, duc
tiptio
n, s
ymbo
lism
;ev
alua
tes
the
impa
ct o
f aut
hors
dec
isio
ns r
egar
ding
wor
d ch
oice
, sty
le, C
UO
MO
, and
liter
ary
dem
ents
;an
alyz
es th
e ch
arac
teris
tics
of li
tera
ry fo
rms
and
genr
es:
eval
uate
s lit
erar
y m
erit:
expl
ains
the
effe
ct o
f poi
nt o
f vie
w:
mak
es th
emat
ic c
onne
ctio
ns a
mon
g lit
erar
y re
in, p
ublic
dis
cour
se, a
nd m
edia
;in
terp
rets
am
bigu
ities
. sub
tletie
s. c
ontr
adic
tions
, iro
nies
. and
nua
nces
;de
mon
stra
tes
how
lite
rary
wor
ks r
efle
ct th
e pe
riod
whi
ch s
hape
d th
em.
The
stu
dent
dem
onst
rate
s pr
ofic
ienc
y in
at l
eln
one
liter
ary
genr
e.
AP
PE
ND
IX 1
169
1. A
rithm
etic
and
Num
ber
Con
cept
s/82
Num
ber
and
Ope
ratio
nC
once
pts
The
Gra
de L
evel
s C
ompa
red:
Mat
hem
atic
s
AP
PE
ND
IX 2
Jen,
The
ele
men
tary
sch
ool s
tand
ards
ore
set
at a
leve
l of p
erfo
rman
ce a
ppro
xim
atel
yeq
uiva
lent
to th
e en
d of
four
th g
rade
.T
he m
iddl
e sc
hool
sta
ndar
ds a
re s
et a
to
leve
l of p
erfo
rman
ce a
ppro
xim
atel
yeq
uiva
lent
to th
e en
d of
eig
hth
grad
e.T
he h
igh
scho
ol s
tand
ards
ore
set
at o
leve
l of p
erfo
rman
ce a
ppro
xim
atel
yeq
uiva
lent
to th
e en
d of
tent
h gr
ade.
It ,s
exp
ecte
d th
at s
ome
stud
ents
mig
htac
hiev
e th
ese
leve
ls e
arlie
r an
d ot
hers
late
r th
an th
ese
grad
es.
170
EI E
ME
N T
AR
V S
CH
OO
L
The
'rod
ent:
adds
, sub
trac
ts, m
ultip
lies,
and
div
ides
who
le n
umbe
rs, w
ith a
nd w
ithou
t cal
cula
tors
;th
at is
, the
stu
dent
:
- ad
ds. i
.e..
join
s th
ings
toge
ther
. inc
teas
es;
- su
btra
cts.
i.e.
. tak
es a
way
. com
pare
s, fi
nds
the
diffe
renc
e;-
mul
tiplie
s, i.
e.. u
ses
repe
ated
add
ition
, cou
nts
by m
ultip
les,
com
bine
s th
ings
that
com
e in
gro
ups.
mak
es a
rray
s, u
ses
area
mod
els,
com
pute
s si
mpl
e sc
ales
, use
ssi
mpl
e ra
tes;
- di
vide
s, i.
e., p
uts
thin
gs in
to g
roup
s, s
hare
s eq
ually
; cal
cula
tes
sim
ple
rate
s;-
anal
yzes
pro
blem
situ
atio
ns a
nd c
onte
xts
in o
rder
to fi
gure
our
whe
n to
add
.su
btra
ct, m
ultip
ly, o
r di
vide
;-
solv
es a
rithm
etic
pro
blem
s by
rel
atin
g ad
ditio
n. s
ubtr
actio
n, m
ultip
hotio
n an
ddi
visi
on to
one
ano
ther
;
- co
mpu
tes
answ
ers
men
tally
, e.g
., 27
45. 3
0 x
4;-
uses
sim
ple
conc
epts
of n
egat
ive
num
bers
. e.g
., on
2 n
umbe
r lin
e, in
cou
ntin
g, in
tem
pera
ture
, 'ow
ing"
;de
mon
stra
tes
unde
rsta
ndin
g of
the
base
ten
plac
e va
lue
syst
em a
nd u
ses
this
know
ledg
e to
sol
ve a
rithm
etic
mds
e; th
at is
. the
stu
dent
:-
coun
ts I,
I0, 1
00 o
r 1,
000
mor
e th
an o
r le
ss th
an, e
.g.,
one
less
than
100
,000
. 10
mor
e th
an 3
80. 1
,000
mor
e th
an 2
3.00
0. 1
00 le
ss th
an 9
.000
. dur
ing
arith
met
icac
tiviti
es a
nd p
robl
em s
olvi
ng;
uses
kno
wle
dge
abou
t one
s, te
ns, h
undr
eds
and
thou
sand
s ID
figu
re o
ut a
nsw
ers
tom
ultip
licat
ion
and
divi
sion
task
s, e
.g. 3
8 x
10, 1
8 it
100.
7 x
1.0
00. 4
,000
.4, d
urin
gar
ithm
etic
act
iviti
es a
nd p
robl
em s
olvi
ng;
estit
nate
s, a
ppro
xim
ates
. rou
nds
oft o
r us
es e
xact
num
bers
. as
appr
opria
te.
ralC
1112
011,
desc
ribes
ant
i com
pare
s qn
urt
es b
y us
ing
sim
ple
frac
tions
; tha
t is.
the
stud
ent:
1111
(12
sim
ply
part
s of
who
les;
- re
coga
rtes
sim
ple
frac
tions
liS
inst
ruct
t io
ns to
div
ide,
e.g
., 4
of s
omet
hing
is th
e
sam
e as
div
idin
g so
met
hing
by
4;-
reco
gniz
es th
e pl
ace
of fr
actio
ns o
n nu
mbe
r lin
es, e
.g.,
in m
easu
rem
ent;
- us
es d
raw
ings
, dia
gram
s. o
r m
odel
s se
sho
w w
hat t
he n
umer
ator
and
den
omin
ator
mea
n. in
clud
ing
whe
n ad
ding
like
frac
tions
, e.g
., e
. V,
- us
es b
egin
ning
pro
port
iona
l rea
soni
ng a
nd s
impl
e ra
tios.
e.g
.. "a
bout
hal
f of
the
peop
le;
desc
ribes
and
com
pare
s qu
antit
ies
by u
sing
dec
imal
s; th
at is
, the
stu
dent
:-
adds
, sub
trac
ts. m
ultip
lies.
and
div
ides
mon
ey a
mou
nts;
- re
cogn
ises
that
dec
imal
s ar
e an
othe
r w
ay o
f writ
ing
frac
tions
, e.g
., 0.
3-
reco
gniz
es r
elat
ions
hips
am
ong
sim
ple
frac
tions
. dec
imal
s. a
nd p
erce
nts,
e.g
.. th
atis
she
som
e as
0.5
, and
yz
is th
e sa
me
as 5
096:
desc
ribes
sod
com
pare
s qu
antit
ies
by u
sing
who
le n
umbe
rs u
p to
1.0
00,0
00; t
hat i
s.th
e st
uden
t,
- co
nnec
ts id
eas
of q
uant
ities
ID th
e re
al w
orld
, eg.
, how
man
y pe
ople
fit i
n a
base
ball
stad
ium
; how
far
away
is a
kilo
met
er in
you
r ci
ty;
- fin
ds. i
dent
ifies
. and
sor
ts n
umbe
rs b
y th
eir
prop
ertie
s, e
.g..
odd,
eve
n; a
nd fo
r
two
-dig
it nu
mbe
rs, p
rime,
squ
are.
and
com
posi
te.
MID
DLE
SC
HO
OL
The
stu
dent
:
cons
iste
ntly
and
acc
urat
ely
adds
. sub
trac
ts. m
ultip
lies,
and
div
ides
rat
iona
l num
bers
;ra
il. r
atio
nal n
umbe
rs to
who
le n
umb.
pow
ers;
unde
rsta
nds
the
inve
rse
rela
tions
hips
bet
wee
n ad
ditio
n an
d su
btra
ctio
n. n
tulti
pli.o
unan
d di
vot°
, and
exp
onen
tiatio
n an
d ra
m -
.tra
ctio
n; a
nd u
ses
the
inve
rse
oper
atio
nto
det
erm
ine
unkn
own
quan
titie
s in
equ
atio
ns:
cons
iste
ntly
and
acc
urat
ely
com
pute
s w
ith, a
pplie
s, a
nd c
onve
rts
the
diffe
rent
kin
dsan
d fo
rms
of r
atio
nal n
umbe
rs, i
.e.,
inte
gers
(bo
th w
hole
num
bers
and
neg
ativ
ein
tege
rs)
and
othe
r po
sitiv
e an
d ne
gativ
e ra
tiona
ls, w
ritte
n as
dec
imal
s, a
s pe
rcen
ts, o
ras
pro
per,
impr
oper
, or
mix
ed fr
actio
ns; i
rrat
iona
l num
bers
, i.e
.. th
ose
that
can
not b
ew
ritte
n as
a r
atio
of t
wo
inte
gers
, are
not
req
uire
d bu
t are
sui
tabl
e F
or in
trod
uctio
n.es
peci
ally
sin
ce th
e st
uden
t sho
uld
be fa
mili
ar w
ish
the
irrat
iona
l num
ber
s;is
Eum
iliar
with
cha
ract
eris
tics
of o
pera
tions
and
num
bers
, e.g
.. di
visi
bilit
y, p
rime
fact
oriz
atio
n. a
nd w
ith p
rope
rtie
s of
rat
iona
l num
bers
, e.g
.. co
mm
utat
iviry
and
asso
ciat
ivity
, sho
rt o
f for
mal
sta
tem
ents
;in
terp
rets
per
cent
as
pan
of 1
00 a
nd a
s a
mea
ns o
f com
parin
g qu
antit
ies
of d
iffer
ent
size
s or
cha
ngin
g si
zes;
reas
ons
prop
ortio
nally
to s
olve
pro
blem
s in
volv
ing
equi
vale
nt fr
actio
ns o
r eq
ual r
atio
s;or
ders
num
bers
with
the
a an
d c
rela
tions
hips
and
by
loca
tion
on a
num
ber
line
and
has
a te
nse
of th
e sn
agni
tirth
s an
d re
lativ
e m
agni
tude
s of
num
bers
; not
e th
at s
cien
tific
nota
tion
is n
ot r
equi
red.
BE
ST
CO
PY
AV
AIL
AB
LE
HIG
H S
CH
OO
L
The
stu
dent
,
olio
the
prop
ertie
s of
add
ition
, sub
trac
tion,
mul
tiplic
atio
n, d
ivis
ion.
exp
onen
tiatio
n,an
d ro
ot-e
xtra
ctio
n in
form
ing
and
wor
king
with
alg
ebra
ic e
xpre
ssio
ns;
unde
rsta
nds
and
over
una
ry o
pera
tions
, suc
h as
opp
osite
, rec
ipro
cal,
abso
lute
val
ue,
rais
ing
to a
fixe
d po
wer
, tak
ing
a m
ot, a
nd ta
king
a lo
garit
hm,
has
faci
lity
with
the
mec
hani
cs o
f bin
ary
and
unar
y op
erat
ions
as
wel
l as
unde
rsta
ndin
g of
thei
r ty
pica
l mea
ning
and
use
s in
app
licat
ions
,un
ders
tand
s an
d us
es n
umbe
r sy
stem
s, th
at is
, nat
ural
, int
eger
, rat
iona
l, an
d re
al;
repr
esen
ts n
umbe
rs in
dec
imal
or
frac
tion
form
and
in s
cien
tific
not
atio
n; a
nd g
raph
snu
mbe
rs o
n sh
e nu
mbe
r lin
e an
d in
the
coor
dina
te p
lane
;co
mpa
res
num
bers
of d
iffer
ent m
agni
tude
usi
ng o
rder
rel
atio
ns, d
iffer
ence
s, r
atio
s,pr
opor
tions
, per
cent
s, p
ropo
rtio
nal c
hang
e, a
nd lo
catio
n on
the
num
ber
line;
uses
dim
ensi
onle
ss n
umbe
rs, s
uch
as p
ropo
rtio
ns, p
erce
nts,
and
mul
tiplic
ativ
e fa
ctor
s,an
d nu
mbe
rs w
ish
spec
ific
units
of m
easu
re, i
nclu
ding
leng
th, t
ime,
and
rar
e un
its;
reco
gniz
es a
nd r
epre
sent
s ba
sic
num
ber
patte
rns.
C19
11Lh
alC
ente
r on
Edu
catio
n an
d th
e E
cono
my
All
right
s re
serv
ed.
2. G
eom
etry
and
Mea
sure
men
t Con
cept
s83
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
:
wor
ks w
ith m
any
type
s of
figu
res
and
thei
r pr
oper
ties.
incl
udin
g an
gles
(rig
ht, o
btus
e,ac
ute)
. tria
nOes
, squ
ares
, rec
tang
les,
rho
mbi
, par
alle
logr
ams,
qua
drila
tera
ls, p
olyg
ons,
pris
Ins,
pyr
amid
s, c
ubes
, circ
les,
and
sph
eres
;
iden
tifie
s, c
lass
ifies
, and
nam
es g
eom
etric
figu
res
by s
peci
fic s
hape
pro
pert
ies.
e.g.
: sym
met
ry;
solv
es p
robl
ems
by s
how
ing
rela
tions
hips
bet
wee
n an
d am
ong
figur
es, e
.g..
usin
g co
ngru
ence
and
sim
ilarit
y, a
nd u
sing
tran
sfor
mat
ions
incl
udin
g fli
ps, s
lides
,an
d ro
tatio
ns;
exte
nds
and
crea
tes
geom
etric
pat
tern
s us
ing
conc
rete
and
pic
toria
l mod
els;
uses
bas
ic w
ays
of m
easu
ring
the
size
of f
igur
es. i
nclu
ding
leng
th. w
idth
, per
imet
er.
and
arca
;lI
NC
S 11
106:
11to
rea
son
abou
t the
rel
atio
nshi
p be
twee
n th
e pe
rnm
eten
and
arc
a of
rect
angl
es in
sim
ple
situ
atio
ns;
sele
cts
and
uses
app
ropr
iate
uni
ts fo
r m
easu
ring
quan
titie
s su
ch a
s w
eigh
t, le
ngth
. are
a.vo
lum
e, a
nd ti
me
carr
ies
out s
inip
le u
nit c
onve
rsio
ns, s
uch
as b
enve
en a
n an
d m
, and
ber
wee
n ho
urs
and
min
ims;
mea
sure
s an
d cr
eate
s a
scal
e in
map
s or
sca
le d
raw
ings
usi
ng s
he id
ea o
f con
stan
t (26
0.
172
1995
Nat
iona
l Cer
ro, a
n E
duca
tion
and
the
Eco
nom
y 41
1 tig
hts
rrse
rued
MID
DLE
SC
HO
OL
The
stu
dent
:
is fa
mili
ar w
ith a
ssor
ted
two-
and
thre
e-di
men
sion
al o
bjec
ts, i
nclu
ding
squ
ares
,tr
iang
les,
°tir
es p
olyg
on..
circ
les.
cub
es, t
emao
gula
s pr
ism
s, i.
e.. "
bona
," p
yram
ids.
sphe
res,
and
cyl
inde
rs;
iden
tifie
s si
mila
r an
d co
ngru
ent s
hape
s an
d us
e tr
ansf
orm
atio
ns in
the
coor
dina
tepl
ane.
i.e.
, tra
nsla
tions
, rot
atio
ns, a
nd r
efle
ctio
ns;
.
unde
rsta
nds
leng
th, a
rea,
and
vol
ume
(as
wel
l as
the
diffe
renc
es b
etw
een
thes
em
easu
rem
ents
) an
d th
e co
rres
pond
ing
mu
of u
nits
, squ
are
units
. and
cub
ic u
nits
of m
easu
re;
reco
gniz
es s
imila
rity
and
rota
tiona
l and
bila
tera
l sym
met
ry in
rw
o- a
nd th
em-
dim
ensi
onal
figu
res;
anal
yzes
and
gen
eral
izes
geo
met
ric p
atte
rns,
suc
h as
tess
ella
tions
and
seq
uenc
esof
sha
pes;
'mas
s..
angl
es. w
eigh
ts, c
apac
ities
, tim
es, a
nd te
mpe
ratu
res
usin
g ap
prop
riate
uni
ts;
choo
ses
appr
opria
re u
nits
of m
easu
re a
nd c
onve
rts
with
eas
e be
twee
n lik
e un
its, e
.g..
inch
. and
mile
s, w
ithin
a c
usto
mar
y or
met
ric s
yste
m; n
ote
that
con
vers
ions
bet
wee
ncu
stom
ary
and
met
ric a
re n
ot r
equi
red;
reas
ons
prop
ortio
nally
in s
ituat
ions
with
sim
ilar
figur
es:
reas
ons
prop
ortio
nally
with
mea
sure
men
ts to
inte
rpre
t map
s an
d to
mak
e sm
alle
r an
dla
rger
sca
le d
raw
ings
;m
odel
s si
tuat
ions
geo
met
rical
ly to
form
ulat
e an
d so
lve
prob
lem
s.
BE
ST C
OPY
AV
AIL
AB
LE
HIG
H S
CH
OO
L
The
stu
dent
:
wor
ks w
ith m
any
type
s of
figu
res
and
thei
r pr
oper
ties,
incl
udin
g po
lygo
ns a
nd c
ircle
s.cu
bes
and
pyra
mid
s, a
nd c
ylin
ders
, con
es, a
nd s
pher
es;
uses
rel
atio
nshi
ps b
etw
een
figur
es in
volv
ing
cong
ruen
ce a
nd s
imila
rity:
and
char
acte
rizes
suc
h pr
oper
ties
in te
rms
of tr
ansf
orm
atio
ns;
know
s, u
ses,
and
der
ives
form
ulas
for
area
, sur
face
arc
a, a
nd v
olum
e of
man
y ty
pes
of fi
gure
s:us
es th
e P
ytha
gore
an T
heor
em in
man
y ty
pes
of s
ituat
ions
and
kno
ws
how
to p
rove
she
theo
rem
;
wor
ks w
ith s
imila
r tr
iang
les
and
exte
nds
she
idea
s to
incl
ude
defin
ition
s an
d si
mpl
eus
es o
f the
thre
e ba
sic
trig
onom
etric
func
tions
;an
alyz
es fi
gure
s in
term
s of
the
kind
s of
sym
met
ries
they
hav
e;st
udie
s ge
orno
ric p
atte
rs, i
nclu
ding
seq
uenc
es o
f gro
win
g sh
apes
and
cha
ract
eriz
esth
e pa
ttern
in te
rms
of p
rope
rtie
s of
the
ti."
stag
e;w
orks
with
geo
met
ric 1
11e2
.112
5 of
leng
th, a
rea.
sur
face
arm
, vol
ume,
and
ang
le; a
ndno
lege
omet
rie m
easu
res
of w
eigh
t, m
onet
ary
valu
e, a
nd M
r,us
es q
uotie
nt m
easu
res,
suc
h as
spe
ed a
nd d
ensi
ry. r
elat
ing
them
to s
lope
and
"pe
run
it" a
mou
nts;
and
use
s pr
oduc
r m
easu
res
such
as
pers
on-d
ays;
unde
rsta
nds
she
stru
ctur
e of
sta
ndar
d m
easu
rem
ent s
yste
ms,
bot
h S
I and
cus
tom
ary,
incl
udin
g de
rived
uni
ts, u
nit c
onve
rsio
ns, a
nd d
imen
sion
al a
naly
sis;
carr
ies
out p
ropo
rtio
nal r
euon
ing:
in c
ases
invo
lvin
g ex
pans
ions
and
con
trac
tions
, tha
tis
, in
situ
atio
ns w
here
six
es in
the
expa
nded
or
cont
ract
ed fi
gure
are
pro
port
iona
l to
the
corr
espo
ndin
g si
ns in
the
orig
inal
figu
re; a
nd in
cas
es in
volv
ing
figur
es c
ompo
sed
of m
any
iden
tical
par
ts. t
hat i
s. in
situ
atio
ns w
here
the
size
of t
he w
hole
ispr
opor
tiona
l to
the
num
ber
of p
arts
;so
lves
pro
blem
s in
volv
ing
scal
e an
d ch
ange
of s
cale
in m
aps
and
diag
ram
s;re
pres
ents
geo
met
ric c
urvc
s an
d gr
aphs
of f
unct
ions
in s
tand
ard
coor
dina
te s
yste
ms;
anal
yzes
geo
mer
ric fi
gure
s an
d pr
oves
thin
gs a
bout
them
usi
ng d
educ
tive
met
hods
:m
odel
s si
ruat
ions
geo
met
rical
ly to
form
ulat
e an
d so
lve
prob
lem
s.
AP
PE
ND
IX 2
173
3. F
unct
ion
and
Alg
ebra
Con
cept
sT
he G
rade
Lev
els
Com
pare
d:M
athe
mat
ics
AP
PE
ND
IX 2 17
'4
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
:
uses
line
ar p
atte
rns
to s
olve
pro
blem
s; th
at is
, the
stu
dent
:sh
ows
how
one
qua
ntity
det
erm
ines
ano
ther
in a
line
ar p
atte
rn. i
.e. d
escr
ibes
,ex
tend
s, a
nd r
ecog
nize
s th
e lin
ear
patte
rn b
y its
rul
e, s
uch
as, t
he to
tal n
umbe
r of
legs
on
a gi
ven
num
ber
of h
orse
s ca
n be
cal
cula
ted
by c
ount
ing
by fo
urs;
show
s ho
w o
ne q
uant
ity d
eter
min
es a
noth
er q
uant
ity in
a fu
nctio
nal r
elat
ions
hip
base
d on
a li
near
pat
tern
, e.g
., fo
r th
e "n
umbe
r of
peo
ple
and
tota
l num
ber
ofey
es,"
figu
re o
ur h
ow m
any
eyes
100
peo
ple
have
all
toge
ther
;bu
ilds
itera
tions
of s
impl
e no
nlin
ear
patte
rns,
incl
udin
g m
ultip
licat
ive
and
squa
ring
patte
rns,
with
con
cret
e m
ater
ials
and
rec
ogni
zes
that
thes
e pa
ttern
s ar
e no
t lin
ear;
show
s th
at a
n eq
ualit
y re
latio
nshi
p be
twee
n tw
o qu
antit
ies
rem
ains
the
sam
e as
long
at th
e sa
me
chan
ge is
mad
e to
bot
h qu
antit
ies;
area
lette
rs, b
oxes
, or
othe
r sy
mbo
ls to
sta
nd fo
r an
y nu
mbe
r, m
easu
red
quan
tity,
or
obje
ct in
sim
ple
situ
atio
ns w
ith c
oncr
ete
mat
eria
ls, L
e., d
emon
stra
tes
unde
rsta
ndin
gan
d us
e of
a b
egin
ning
con
cept
of a
var
iabl
e.
MID
DLE
SC
HO
OL
The
stu
dent
:
disc
over
s, d
escr
ibes
, and
gen
eral
izes
pat
tern
s, in
clud
ing
linea
r, e
xpon
entia
l, an
d si
mpl
equ
adra
tic r
elat
ions
hips
, i.e
., th
ose
of s
he fo
rm f(
n)=
n or
fin)
=cn
a. fo
r co
nsta
nt c
,in
clud
ing
A.n
r', a
nd r
epre
sent
s th
em w
ith v
aria
bles
and
exp
ress
ions
;re
pres
ents
rel
atio
nshi
ps w
ith ta
bles
, gra
phs
in th
e co
ordi
nate
pla
ne, a
nd v
erba
l or
sym
bolic
rul
es:
anal
yzes
tabl
es, g
raph
s, a
nd r
ules
to d
eter
min
e fu
nctio
nal r
elat
ions
hips
;fin
ds s
olut
ions
for
unkn
own
quan
titie
s in
line
ar e
quat
ions
and
in s
impl
e eq
uatio
nsan
d in
equa
litie
s.
BE
ST
CO
PY
AV
AIL
AB
LE
HIG
H S
CH
OO
L
The
stu
dent
:
mod
els
give
n S
Y11
7601
13 w
ith li
near
, exp
onen
tial,
or q
uadr
atic
func
tions
and
inte
rpre
tsgi
ven
func
tions
in te
rms
of s
ituat
ions
;di
scov
ers.
des
crib
es. g
ener
aliz
es, a
nd u
ses
basi
c ty
pes
of fu
nctio
ns; t
hat i
s, li
near
,ex
pone
ntia
l, pe
riodi
c, p
ower
, rat
iona
l, sq
uare
s an
d sq
uare
roo
ts, a
nd c
ubes
and
cube
roo
ts:
wor
ks w
ith p
rope
rtie
s an
d m
echa
nics
of f
unct
ions
; tha
t is,
eva
luat
ion,
inve
rses
, slo
pe,
loca
l max
ima
and
min
ima;
wor
ks w
ish
man
y ki
nds
of r
are
rela
tions
hips
in c
onst
ant r
ate
situ
atio
ns;
tom
line
ar (
arith
met
ic)
sequ
ence
s an
d ex
pone
ntia
l (ge
omet
ric)
sequ
ence
s;de
fines
and
use
s va
riabl
es, p
aram
eter
s, c
onsr
ants
, and
unk
now
ns in
wor
k w
ith b
oth
func
tions
and
equ
atio
ns;
solv
es e
quat
ions
bot
h sy
mbo
lical
ly a
nd g
raph
ical
ly, e
spec
ially
line
ar. q
uadr
atic
, and
expo
nent
ial e
quat
ions
; and
kno
ws
the
quad
ratic
form
ula
and
its d
eriv
atio
n;re
pres
ents
func
tiona
l rel
atio
nshi
ps in
form
ulas
, tab
les,
and
gra
phs.
and
tran
slat
esam
ong
thes
e;un
ders
tand
s th
e ba
sic
alge
brai
c M
OM
re o
f num
ber
syst
ems:
is fa
mili
ar w
ith 2
by
2 m
atric
es. t
heir
arith
met
ic, a
nd s
ome
of th
eir
uses
, suc
h as
solv
ing
syst
ems
of e
quat
ions
and
rep
rese
ntin
g sy
mm
etrie
s an
d tr
ansf
orm
atio
ns:
uses
equ
atio
ns to
rep
rese
nt c
urve
s su
ch a
s lio
n, G
irth,
elli
pses
. par
abol
as,
and
hype
rbol
as:
uses
func
tions
to r
epre
sent
pat
tern
,
175
0 19
95 N
atio
nal C
ente
r on
Edu
catio
n an
d th
e E
cono
my.
All
right
s re
wor
d
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
s
colle
cts
and
orga
nize
s da
ta to
ans
wer
a q
uest
ion
or te
st a
hyp
othe
sis
by c
ompa
ring
sets
of d
ata;
disp
lays
dat
a in
gra
phs,
tabl
es, a
nd c
hart
s;
mak
es s
tate
men
ts a
nd d
raw
s si
mpl
e co
nclu
sion
s ba
sed
on d
ata;
cha
r is
, the
stu
dent
:re
ads
for
info
rmat
ion
data
in ta
bles
, cha
rts,
and
gra
phs;
- co
mpa
res
data
in o
rder
to m
ake
true
sta
tem
ents
, e.g
., "s
even
pla
nts
grew
at le
ast 5
cm
";-
iden
tifie
s an
d us
es th
e m
ode
nece
ssar
y fo
r ;r
akin
g tr
ue s
tate
men
ts. e
.g..
'moo
peop
le c
how
rod
":-
nuke
s tr
ue s
tate
men
ts b
ased
on
a si
mpl
e co
ncep
t of "
aver
age"
or
TIC
311,
fm a
sm
all
sam
ple
sin
and
whe
re th
e si
tuat
ion
is m
ade
evid
ent w
ith c
oncr
ete
mat
eria
ls o
rcl
ear
repr
esen
tatio
ns:
- in
terp
rets
dat
a to
det
erm
ine
the
reas
onab
lene
ss o
f sta
tem
ents
abo
ut d
es d
ata.
e.g.
. 'tw
ice
as o
fteo.
" "t
hree
tim
es fa
ster
":-
cite
s do
, inc
ludi
ng:M
out t
he d
ata,
to m
ake
a si
mpl
e co
nclu
ding
stam
nsrm
abo
utsi
tt.tio
n. e
.g..
'Thi
s ki
nd o
f pla
nt g
row
s be
tter
near
sun
light
beca
use
the
seve
n pl
ants
that
wer
e ne
ar th
e w
indo
w g
rew
at l
east
5 c
m "
;ga
ther
s da
ta a
bout
an
entir
e gr
oup
or b
y sa
mpl
ing
grou
p m
embe
rs to
und
erst
and
the
conc
ept o
f "sa
mpl
e", e
.g.,
that
a la
rge
sam
ple
lead
s to
mor
e re
liabl
e in
form
atio
n:pr
edic
ts a
nd fi
nds
out w
hy s
ome
outc
omes
are
mor
e lik
ely,
less
like
ly. o
r eq
ually
like
ly;
finds
all
poss
ible
com
bina
tions
and
arr
ange
men
ts w
ithin
cer
tain
con
stra
ints
invo
lvin
ga
limite
d nu
mbe
r of
var
iabl
es. 17
6
1995
Nat
iona
l Cen
ter
on E
clur
atto
n an
d th
e &
anon
,' A
ll rig
hu r
nrut
rel.
MID
DLE
SC
HO
OL
The
stu
dent
:
colle
cts
and
orga
nize
s da
ta a
nd d
ispl
ays
data
with
app
ropr
iate
tabl
es, c
hart
s,an
d gr
aphs
;
anal
yzes
dat
a w
ith r
espe
ct to
cha
ract
eris
tics
of fr
eque
ncy
and
dist
ribut
ion,
indu
ding
mod
e an
d ra
nge;
anal
yzes
app
ropr
iate
ly c
entr
al te
nden
cies
of d
ata
with
mea
n an
d m
edia
n;m
akes
con
clus
ions
and
rec
omm
enda
tions
lase
d on
dat
a an
alys
is;
criti
ques
the
conc
lusi
ons
and
reco
mm
enda
tions
of o
ther
s' s
tatis
tics;
cons
ider
s ef
fect
s on
rel
iabi
lity
of s
ampl
ing
proc
edur
es a
nd o
f mis
sing
or
inco
rrec
t inf
orm
atio
n:fo
rmul
ates
hyp
othe
ses
to a
nsw
er a
que
stio
n an
d us
es d
ata
to te
st h
ypot
hese
s;re
cogn
izes
equ
ally
like
ly o
utco
mes
. con
stru
cts
sam
ple
spac
es. a
nd d
eter
min
espr
obab
ilitie
s of
eve
nts;
nuke
s pr
edic
tions
bas
ed o
n ex
perim
enta
l or
theo
rrtio
l pro
babi
litie
s,pr
edic
ts th
e re
sult
of a
ser
ies
of tr
ials
onc
e rh
r pr
obab
ihry
for
non
trid
is k
now
n.
BE
ST
CO
PY
AV
AIL
AB
LE
HIG
H S
CH
OO
L
The
stu
dent
:
colle
cts,
org
aniz
es, d
ispl
ays,
and
ana
lyze
s si
ngle
varia
ble
data
usi
ng fr
eque
ncy
dist
ribut
ions
, his
togr
ams,
and
sum
mar
y st
atis
tics;
colle
cts.
org
aniz
es, d
ispl
ays,
and
ana
lyze
s tw
o-va
riabl
e da
ta u
sing
=R
V p
lots
.es
timat
ed r
egre
ssio
n lin
es, a
nd c
ompu
terg
ener
ated
reg
ress
ion
lines
and
corr
elat
ion
coef
ficie
nts:
unde
rsta
nds
the
role
of a
ssum
ptio
ns a
nd u
ncer
tain
ty in
mak
ing
infe
renc
es;
criti
ques
con
clus
ions
and
the
use
of s
tatis
tics
in p
ublic
doc
umen
ts;
uses
sam
plin
g te
chni
ques
or
draw
infe
renc
es a
bout
larg
e po
pula
tions
:ex
plor
es g
uano
,s o
f exp
erim
enta
l des
ign.
use
of c
ontr
ol g
roup
s. a
nd r
elia
bilit
y:fo
rmul
ates
hyp
othe
ses
to a
nsw
er a
que
stio
n an
d us
es d
ata
to te
st h
ypot
hese
s;us
es th
eore
tical
pro
babi
lity
mod
els
to a
rriv
e at
pro
babi
litie
s fo
r ch
ance
eve
nts;
Ines
exp
erim
enta
l mea
sure
s of
like
lihoo
d ba
sed
on g
athe
ring
of d
ata
to a
rriv
e at
rela
tive
flequ
enci
cs fo
r ch
ance
eve
nts;
uses
sim
ulat
ions
to e
stim
ate
prob
abili
ties;
sets
up
and
wor
ks w
ith a
ppro
pria
te s
ampl
e sp
aces
and
app
lies
the
addi
tion
and
mul
tiplic
atio
n pr
inci
ples
app
ropr
iate
ly;
wor
ks w
ith th
e no
rmal
dis
trib
utio
n in
som
e of
its
basi
c us
es.
AP
PE
ND
IX 2
177
5. P
robl
em S
olvi
ng a
ndM
athe
mat
ical
Rea
soni
ngT
he G
rade
Lev
els
Com
pare
d:M
athe
mat
ics
AP
PE
ND
IX 2 17
8
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
sol
ves
prob
lem
s th
at n
uke
sign
ifica
nt d
eman
ds in
one
or
mor
e of
thes
eas
pect
s of
the
solu
tion
proc
ess:
pro
blem
form
ulat
ion.
pro
blem
impl
emen
tatio
n, a
ndpr
oble
m c
oncl
usio
n.
Prob
km f
orm
ulat
ion
The
stu
dent
par
ticip
ates
in th
e fo
rmul
atio
n of
pro
blem
s; th
at is
, giv
en th
e ba
sic
stat
emen
t of a
pro
blem
situ
atio
n, th
e st
uden
t:
mak
es d
ecis
ions
abo
ut th
e ap
proa
ch, m
ater
ials
, and
str
ateg
ies
to u
se;
uses
pre
viou
sly
lear
ned
stra
tegi
es. s
kills
, kno
wle
dge,
and
con
cept
s to
mak
e de
cisi
ons:
uses
str
ateg
ies.
suc
h as
usi
ng m
anip
ulat
ive,
or
draw
ing
sket
ches
. to
mod
el p
robl
ems:
does
not
mer
ely
fill i
n a
give
n ch
art,
1122
a p
m-s
peci
fied
man
ipul
ativ
e or
go
thro
ugh
apr
edet
erm
ined
set
of s
teps
.
Pro
blem
impl
emen
tatio
nT
he m
idun
t mkt
, the
bas
k ob
oist
, non
lvol
III p
lann
ing
and
carr
ying
um
a w
Ilitio
n;th
at is
, the
stu
dent
:
mak
es u
p an
d us
es a
var
iety
of s
trat
egie
s an
d ap
proa
ches
to s
olvi
ng p
robl
ems
and
lear
ns a
ppro
ache
s th
at o
ther
peo
ple
use;
mak
es c
onne
ctio
ns a
mon
g co
ncep
ts in
ord
er to
sol
ve p
robl
ems;
solv
es p
robl
ems
in w
ays
that
mak
e se
nse
and
expl
ains
why
thes
e w
ays
mak
e se
ttee,
e.g.
. def
ends
the
reas
onin
g, e
xpla
ms
the
solu
tion.
Pro
blem
con
clus
ion
The
stu
dent
mov
es b
eyon
d a
part
icul
ar p
robl
em b
y m
akin
g co
nnec
tions
, ext
ensi
ons,
and/
or g
ener
alis
atio
ns; f
or e
xam
ple.
the
stud
ent;
expl
ains
a p
atte
rn th
at c
an b
e us
ed in
sim
ilar
situ
atio
ns;
expl
ains
how
the
prob
lem
is s
intil
at to
mhe
t pto
blem
s he
or
she
has
solv
ed:
expl
ains
haw
the
mat
hem
atic
s us
ed in
the
prob
lem
is li
ke o
ther
con
cept
sin
athe
mat
ics;
expl
ains
how
the
prob
lem
212
1211
011
can
be a
pplie
d to
oth
er s
choo
l sub
ject
s an
d in
rea
lw
orld
Situ
atio
ns;
mak
es th
e so
lutio
n in
to a
gen
eral
rul
e th
at a
pplie
s to
oth
er c
ircum
stan
ces.
MID
DLE
SC
HO
OL
The
stu
dent
sol
ves
prob
lem
s th
at m
ake
sign
ifica
nt d
eman
ds in
one
or
mor
e of
thes
eas
pect
s of
the
solu
tion
proc
ess:
pro
blem
form
ulat
ion,
pro
blem
impl
emen
tatio
n, a
ndpr
obkm
con
dusi
on.
Pro
blem
form
ulat
ion
The
stu
dent
:
form
ulat
es a
nd s
olve
s a
varie
ty o
f mea
ning
ful p
robl
ems:
extr
acts
per
tinen
t inf
orm
atio
n fr
om s
ituat
ions
and
figu
res
out w
hat a
dditi
onal
info
rmat
ion
is n
eede
d:fo
rmul
as c
onje
ctur
es a
nd a
rgue
s, s
hort
of f
orm
al p
roof
, why
they
mus
t be
or s
eem
true
.
Pro
blem
impl
emen
tatio
nT
he s
tude
nt:
uses
and
inve
nts
a va
riety
tai a
ppro
achc
s an
d un
detu
aoal
, and
eva
luat
os c
hum
:
of o
ther
s;in
voke
s pr
oble
m s
olvi
ng s
trat
egie
s, s
uch
as il
lust
ratin
g w
ith 2
2222
mak
ing
sket
ches
tocl
arify
situ
atio
ns o
r or
gani
sing
info
rmat
ion
in a
tabl
e;de
term
ines
, whe
re h
elpf
ul, h
ow to
bre
ak a
pro
blem
into
sim
pler
par
ts;
solv
es fo
r un
know
n or
und
ecid
ed q
uant
ities
usi
ng a
lgeb
ra, g
raph
ing,
sou
nd r
easo
ning
,an
d ot
her
stra
tegi
es;
inn:
gras
con
cept
s an
d te
chni
ques
from
diff
eren
t are
as o
f mat
hem
atic
s;w
orks
effe
ctiv
ely
in te
ams
whe
n th
e na
ture
of t
he r
ask
or th
e al
lotte
d tim
e m
akes
this
an a
ppro
pria
te s
trat
egy:
mak
es s
ensi
ble,
rea
sona
ble
estim
ates
;m
aks
just
ified
, log
ical
sta
tem
ents
.
Prob
km c
oncl
usio
nT
he s
tude
nt:
verif
ies
and
inte
rpre
ts r
esul
ts w
ith r
espe
ct to
the
orig
inal
pro
blem
situ
atio
n;ge
nera
lises
sol
utio
ns a
nd s
trat
egie
s to
new
pro
blem
situ
atio
ns.
BE
ST
CO
PY
AV
AIL
AB
LE
HIG
H S
CH
OO
L
The
stu
dent
sol
ves
prob
lem
s th
at m
ake
sign
ifica
nt d
eman
ds in
one
or
mom
of t
hese
aspe
cts
of th
e so
lutio
n pr
oces
s: p
robl
em fo
rmul
atio
n. p
robl
em im
plem
enta
tion,
and
prob
lem
con
dusi
on.
Prob
km f
orm
ulat
ion
The
stu
dent
par
ticip
ates
in th
e fo
rmul
atio
n of
pro
blem
s, in
par
ticul
ar, g
iven
the
basi
cst
atem
ent o
f a p
robl
em s
ituat
ion.
the
stud
ent,
fills
our
the
form
ulat
ion
of a
def
inite
pro
blem
that
is In
he
said
;ar
mor
s pe
rtin
ent i
nfor
mat
ion
from
the
situ
atio
n as
a b
asis
for
wor
king
on th
e pr
oble
m;
asks
and
ans
wer
s a
serie
s of
app
ropr
iate
que
stio
ns in
pur
suit
of a
sol
utio
n an
d do
es s
ow
ith m
inim
al 's
caffo
ldin
g" in
the
form
of d
etai
led
guid
ing
ques
tions
.
Pro
blem
impl
emen
tatio
nT
he s
a or
lon:
mak
es s
he b
asic
cho
ices
invo
lved
in p
lann
ing
and
carr
ying
out
a 2
0401
0111
111N
roca
llar,
alto
stu
dent
s
choo
ses
and
empl
oys
effe
ctiv
e pr
oble
m s
olvi
ng s
trat
egie
s in
dea
ling
with
non
-rou
tine
and
mul
ti-st
ep p
robl
ems;
sele
cts
appr
opria
te m
athe
mat
ical
con
cept
s an
d te
chni
ques
from
diff
eren
t are
as o
fm
athe
mat
ics
and
appl
ies
them
to th
e so
lutio
n of
the
prob
lem
;ap
plie
s m
athe
mat
ical
con
cept
s an
new
211
1121
1011
5 w
ithin
mat
hem
atic
s an
d 11
222
mat
hem
atic
s to
mod
el te
al w
orld
situ
atio
ns in
volv
ing
basi
c ap
plic
atio
ns o
fm
athe
mat
ics
in th
e ph
ysic
al s
et...
, the
soc
ial s
cien
ces,
and
bus
ines
s.
Pro
blem
con
clus
ion
The
stu
dent
pro
vide
s cl
osur
e to
the
solu
tion
proc
ess
thro
ugh
suum
rtry
'sta
tent
ents
and
gene
ral c
oncl
usio
ns; i
n pa
rtic
ular
, the
stu
dent
:
conc
lude
s a
solu
tion
proc
ess
with
a u
sefu
l sum
mar
y of
res
ults
:ev
alua
tes
the
degr
ee to
whi
ch th
e re
sults
obt
aine
d re
pres
ent a
goo
d re
spon
se a
n th
ein
itial
pro
blem
;fo
rmul
ates
gen
eral
iutio
ns o
f the
res
ults
obt
aine
d;ca
rrie
s ou
t ext
ensi
ons
of th
e gi
ven
prob
lem
to r
elat
ed p
robl
ems.
Mat
hem
atic
al R
easo
ning
The
stu
dent
not
onl
y m
akes
obs
erva
tions
and
sta
tes
resu
lts b
ut a
lso
just
ifies
or
prov
es:
why
the
resu
lts h
old
in g
ener
al; i
n pa
rtic
ular
, the
stu
dent
:
empl
oys
form
s of
mat
hetn
atio
l rea
soni
ng a
nd p
roof
app
ropr
iate
to th
e so
lutio
n of
the
prob
lem
at h
and,
incl
udin
g de
duct
ive
and
indu
ctiv
e re
ason
ing,
mak
ing
and
test
ing
conj
ectu
res,
and
usi
ng c
ount
erex
ampl
es a
nd in
dire
ct p
roof
;di
ffere
ntia
tes
clea
rly b
etw
een
givi
ng e
xam
ples
that
sup
port
a c
onje
ctur
e an
d gi
ving
apr
oof o
f the
con
ject
ure.
179.
C 1
995
Nat
iona
l Cen
tre
on E
duca
tion
and
the
Eco
mm
y A
ll lit
ho r
e.rv
ed.
6. M
athe
mat
ical
Ski
llsan
d T
ools
87E
lEm
EtY
lAR
Y S
CH
OO
L
Thc
stu
dent
:
adds
, sub
trac
ts, m
ultip
lies,
and
div
ides
who
le n
umbe
rs c
orre
cidr
. tha
t is.
the
stud
ent:
- kn
ows
sing
le d
igit
addi
tion,
sub
trac
tion,
mul
tiplic
atio
n. a
nd d
ivis
ion
fact
s;-
adds
and
sub
trac
ts n
umbe
rs w
ith s
ever
al d
igits
;-
mul
tiplie
s an
d di
vide
s nu
mbe
rs w
ith o
ne o
r tw
o di
gits
;-
mul
tiplie
s an
d di
vide
s th
ree
digi
t num
bers
by
one
digi
t num
bers
;40
0(02
113
num
eric
ally
and
spa
tially
;In
ca..
leng
th, a
rea,
per
imet
er, c
itcui
nfer
ence
, dia
met
er, h
eigh
t, w
eigh
t, an
d vo
lum
eac
cura
tely
in b
oth
the
cust
omar
y an
d m
etric
sys
tem
s;co
mpu
tes
time
and
mon
ey; t
hat i
s th
e st
uden
t:-
com
pute
s le
ngth
s of
tim
e in
hou
rs a
nd m
inut
es:
- ca
lcul
ates
mon
ey a
mou
nts
in d
olla
rs a
nd c
ents
;re
fers
to g
eom
etric
sha
pes
and
term
s co
rrec
tly w
ith c
oncr
ete
obje
cts,
incl
udin
g
tria
ngle
. squ
are.
rec
tang
le. r
hom
bus,
par
alle
logr
am. q
uadr
ilate
ral,
poly
gon,
poly
hedr
on. a
ngle
(rig
ht. a
cute
, obt
use)
, sid
e, e
dge.
face
, cub
e, v
erte
x, p
oint
, lin
e,pe
rimet
er, a
rea,
vol
ume,
circ
le, d
iam
eter
, circ
umfe
renc
e. s
pher
e. p
rism
, and
pyr
amid
:
and
.x.
. I. -
. 3.
5. %
, and
. (d
ecim
al p
oint
) co
rrec
tly in
num
ber
sent
ence
san
d ex
pre,
siiii
ts:
rs,d
s, c
rimes
. and
rep
rese
nts
data
nn
char
ts, t
able
s, d
iagr
ams,
bar
gra
phs,
sim
ple
circ
leiv
:mils
, and
coo
rdin
ate
grap
hs:
..all.
men
tal L
ompo
c...i
ns, 1
0011
11 a
nd p
aper
, mea
surin
g de
vice
s in
athe
rnal
ics
ten,
mai
npul
at ;s
ta. e
alcu
laui
rs, t
on-p
ine,
and
adv
ice
from
pee
rs, a
s ap
prop
riate
. 10
achi
eve
solu
tions
: tha
t la,
the
itude
nt:
- us
es m
easu
ong
devi
ces,
gra
ded
appr
opria
tely
for
give
n si
tuat
ions
, suc
h as
rul
ers
(cus
tom
ary
to th
e V
p, in
ch; m
etric
ro
the
mill
imet
er),
pro
trac
tors
, com
pass
., gr
aph
pape
r (c
usto
mar
y to
the
inch
or
half-
inch
: met
ric to
the
cent
imet
er),
mea
surin
gcu
ps (
cust
omar
y to
the
ounc
e. m
etric
to th
e m
illili
ter)
. sca
les
(cus
tom
ary
to th
epo
und
or o
unce
: met
ric s
o th
e ki
logr
am O
F g
ram
);
- in
terp
rets
long
dec
imal
s th
at r
esul
t fro
m d
ivid
ing
on c
alcu
lato
rs, b
y ro
undi
ng to
the
near
est a
ppro
pria
te p
lace
(w
hole
num
ber,
tent
h or
hun
dred
th).
180.
1995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y. A
ll rig
hts
rele
nted
.
MID
DLE
SC
HO
OL
The
stu
dent
:
com
pute
s ac
cura
tely
with
arit
hmet
ic o
pera
tions
on
ratio
nal n
umbe
rs;
know
s an
d us
es s
he c
orre
ct o
rder
of o
pera
tions
for
arith
met
ic c
ompu
tatio
ns;
estim
ates
num
eric
ally
and
spa
tially
:m
easu
res
leng
th, a
rea,
Vol
ume.
wei
ght,
time.
and
tem
pera
ture
acc
urat
ely;
refe
rs to
geo
met
ric s
hape
s an
d te
rms
corr
ectly
:
uses
equ
atio
ns. f
orm
ulas
, and
sim
ple
alge
brai
c no
tatio
n ap
prop
riate
ly;
orga
nize
s da
ta o
n ch
arts
and
gra
phs,
incl
udin
g sc
atte
r pl
ots.
bar
, lin
e, a
nd c
ircle
grap
hs, a
nd V
enn
diag
ram
s;us
es r
ecal
l, m
enta
l com
puta
tions
. pen
cil a
nd p
aper
, mea
surin
g de
vice
s, m
athe
mat
ics
text
s. m
anip
ulat
ive,
. cal
cula
tors
, com
pute
rs, a
nd a
dvic
e fr
om p
eers
. as
appr
opria
te, t
oac
hiev
e so
lutio
ns.
BE
ST
CO
PY
AV
AIL
AB
LE
HIG
H S
CH
OO
L
The
evi
dent
:
com
pute
s ac
cura
tely
usi
ng a
rithm
etic
and
alg
ebra
ic o
pera
tions
on
who
le a
nd r
atio
nal
num
bers
, usi
ng b
oth
penc
il an
d pa
per
and
tech
nolo
gy;
mak
es r
easo
nabl
e es
timat
es in
app
ropr
iate
uni
ts o
f qua
ntiti
es m
et in
app
licat
ions
;ev
alua
tes
and
anal
yses
func
tions
of m
any
kind
s, u
sing
bot
h pe
ncil
and
pape
ran
d te
chno
logy
:us
es b
asic
geo
met
ric te
rmin
olog
y ac
cura
tely
and
ded
uces
info
rmat
ion
abou
t bas
ic
geom
etric
figu
res
in s
olvi
ng p
robl
ems:
teak
. and
use
s ro
ugh
sket
ch.,
sche
mat
ic d
iagr
ams.
or
prec
ise
scal
e di
agra
ms
toen
hanc
e a
solu
tion;
plot
s po
ints
on
the
num
ber
line,
in th
e pl
ane,
and
in s
pace
:cr
eam
s an
d in
terp
rets
gra
phs
of m
any
kind
s, s
uch
an c
ircle
gra
phs,
func
tion
grap
hs.
scat
ter
plot
s, r
egre
ssio
n lin
es, a
nd h
isto
gram
s;se
ts u
p an
d so
lves
equ
atio
ns s
ymbo
lical
ly (
whe
n po
ssib
le)
and
grap
hica
lly;
ides
tech
nolo
gy to
cre
ate
grap
hs o
r sp
rods
heet
s th
at c
ontr
ibut
e to
the
unde
rsta
ndin
gof
a p
robl
em;
know
s ho
w to
writ
e a
sim
ple
com
pute
r pr
ogra
m to
car
ry o
ut c
ompu
tatio
ns to
be
repe
ated
man
y tim
es;
know
s st
anda
rd m
etho
ds to
sol
ve b
asic
pro
blem
s an
d us
es th
ese
met
hods
in
appr
oach
ing
mor
e co
mpl
ex p
robl
ems;
carr
ies
out n
umer
ical
cal
cula
tions
and
sym
bol m
anip
ulat
ions
effe
ctiv
ely.
usi
ng m
enta
l
com
puta
tions
, pen
cil a
nd p
aper
, or
tech
nolo
gica
l aid
s, a
s ap
prop
riate
.
AP
PE
ND
IX 2
181
88
7. M
athe
mat
ical
Com
mun
icat
ion
The
Gra
de L
evel
s C
ompa
red:
Mat
hem
atic
s
AP
PE
ND
IX 2
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
:
uses
app
ropr
iate
mat
hem
atic
al te
rms,
voc
abul
ary
and
lang
uage
, bas
ed o
n pr
ior
conc
eptu
al w
ork;
show
s id
eas
in a
var
iety
of w
ays,
incl
udin
g w
ords
, num
bers
, sym
bols
. pic
ture
s, c
hart
s,gr
aphs
. tab
les.
dia
gram
s, a
nd m
odel
s;ex
plam
s cl
early
and
logi
cally
sol
utio
ns to
pub
ic/1
1s, A
nd s
uppo
rts
solu
tions
with
evid
ence
, in
both
ora
l and
writ
ten
form
;co
nsid
ers
purp
ose
and
audi
ence
whe
n co
mm
unic
atin
g,C
UIl
lpIC
IIC
IIC
IS 1
1131
11.1
.11,
N 1
1111
11re
adin
g as
sign
men
ts a
nd tr
im o
dic,
som
as.
182
MID
DLE
SC
HO
OL
The
stu
dent
:
uses
mat
hem
atic
al la
ngua
ge a
nd r
epre
sent
atio
ns w
ith a
ppro
pria
te a
ccur
acy,
incl
udin
gnu
mer
ical
tabl
es a
nd e
quat
ions
, sim
ple
alge
brai
c eq
uatio
ns a
nd fo
rmul
as. c
hart
s,
grap
hs, a
nd d
iagr
ams;
orga
nize
s w
ork.
exp
lain
s fa
cets
of a
sol
utio
n or
ally
and
in w
ritin
g, la
bels
dra
win
gs, a
ndus
es o
ther
tech
niqu
es to
mak
e m
eani
ng c
lear
to th
e au
dien
ce:
ma
mat
hem
atic
al la
ngua
ge to
nuk
e co
mpl
ex s
ituat
ions
eas
ier
to u
nder
stan
d;ex
hibi
ts d
evel
opin
g re
ason
ing
abili
ties
by ju
stify
ing
stat
emen
ts a
nd d
efen
ding
wor
k;sh
ows
unde
rsta
ndin
g of
con
cept
s by
exp
lain
ing
idea
s no
t onl
y to
teac
hers
and
ass
esso
rsbu
t to
fello
w s
tude
nts
or y
oung
er c
hild
ren;
com
preh
ends
mat
hem
atic
s hu
m r
eadi
ng a
ssig
nmen
ts a
nd fr
om o
cher
sou
rces
.
BE
ST
CO
PY
AV
AIL
AB
LE
HIG
H S
CH
OO
L
The
stu
dent
:
is F
amili
ar w
ith b
asic
mat
hem
atic
al v
ocab
ular
y an
d te
rmin
olog
y. s
tand
ard
nota
tion
and
use
of s
ymbo
ls. c
omm
on c
onve
ntio
ns fo
r gr
aphi
ng, a
nd g
ener
al fe
atur
es o
f effe
ctiv
em
athe
mat
ical
com
mun
icat
ion
styl
es;
nom
, mat
hem
atic
al r
epre
sent
atio
ns w
ith a
ppro
pria
te a
ccur
acy,
incl
udin
g nu
mer
ical
tabl
es, f
orm
ulas
, fun
ctio
ns, a
lgeb
raic
equ
atio
ns, c
hart
s, g
raph
s, a
nd d
iagr
ams:
pres
ents
mat
hem
atic
al p
roce
dure
s an
d re
sults
dea
rly. s
yste
mat
ical
ly. s
ucci
nctly
. and
corr
ectl;
com
mun
yica
tes
logi
cal
argu
men
ts c
lear
ly, s
how
ing
why
a r
ook
nuke
s S
IMS
( an
d w
hyth
e re
ason
ing
is v
alid
:de
scrib
es a
nd d
iscu
sses
mat
hem
atic
al id
eas
effe
ctiv
ely
both
ora
lly a
nd in
writ
ing,
expl
ains
mat
hem
atic
al c
once
pts
of id
eas
clea
rly to
pee
rs o
r ot
hers
who
may
be
havi
ngdi
theu
lry w
ith th
em:
read
s m
athe
mat
ical
tear
s an
d ot
her
writ
ing
abou
t mat
hem
atic
s w
ith u
nder
stan
ding
.
183
Cra
t995
Nat
iona
l Con
tr. o
n E
duca
tion
and
rfir
Ero
noin
g A
ll rt
ghn
nner
vid.
8. P
uttin
g M
athe
mat
ics
to W
ork
89E
LEM
EN
TA
RY
SC
HO
OL
The
stu
dent
con
duct
s at
leas
t one
larg
e sc
ale
proj
ect e
ach
year
dra
wn
from
the
follo
win
g ki
nds
and,
ant
i the
cou
rse
of e
lem
enta
ry s
choo
l. pr
ojec
ts d
raw
n fr
om a
tle
ast t
hree
of t
he k
inds
.
A s
ingl
e pr
ojec
t may
dra
w o
n m
ore
than
one
kin
d.
Dat
a st
udy,
in w
hich
the
stud
ent:
deve
lops
a q
uest
ion
and
a hy
poth
esis
in a
situ
atio
n w
here
dat
a co
uld
help
mak
e a
deci
sion
or
reco
mm
enda
tion:
deci
des
on a
gro
up o
r gr
oups
to b
e sa
mpl
ed a
nd m
akes
pre
dict
ions
of t
he r
esul
ts, w
ithsp
ecifi
c pe
rcen
ts, f
ract
ions
, or
num
bers
;id
le,.
repr
esen
ts. a
nd d
ispl
ays
data
in o
rder
to h
elp
mak
e th
e de
mon
: or
reco
mm
enda
tion.
sun
:par
es th
e re
sults
with
the
pred
ictio
ns:
writ
es a
rep
ort t
hat i
nclu
des
reco
mm
enda
tions
sup
port
ed b
y di
agra
ms,
Mar
ta, a
ndgr
aphs
: ack
now
ledg
es a
01.1
11,1
rec
eive
d fr
om p
aren
ts. p
eers
. and
teac
hers
Sci
ence
stu
dy, i
n w
hich
the
stud
ent:
deci
des
on 3
spe
cific
sci
ence
que
stio
n to
stu
dy a
nd id
entif
ies
the
mat
hem
atic
s th
at w
illbe
use
d. e
.g.,
mea
sure
men
t;
deve
lops
pred
i«io
n (a
hyp
othe
sis)
and
dev
elop
s pr
oced
ures
to te
st th
e hy
poth
esis
;co
llect
s an
d re
cord
s da
ta; r
epre
sent
s an
d di
spla
ys d
ata;
com
pare
s re
sults
to p
redi
ctio
ns:
writ
es a
rep
ort t
hat c
omps
res
the
resu
lts w
ith th
e hy
poth
esis
; sup
port
s th
e re
sults
with
diag
ram
s. c
hase
s. a
nd g
raph
s; a
ckno
wle
dges
ass
ista
nce
rece
ived
from
par
ents
, pee
rs.
and
teac
hers
.
Des
ign
of a
t phy
sica
l str
uctu
re, i
n w
hich
the
stud
ent
deci
des
on a
str
uctu
re to
des
ign,
the
size
and
bud
get c
onst
rain
ts. a
nd th
esa
le o
f des
ign;
nuke
s a
first
dra
ft of
the
desi
gn, a
nd r
evis
es a
nd im
prov
es th
e de
sign
in r
espo
nse
toin
put f
rom
pee
rs a
nd te
ache
rs;
mak
es a
fina
l dra
ft an
d re
port
of t
he d
esig
n, d
raw
n an
d w
ritte
n so
that
ano
ther
per
son
coul
d M
AC
the
stru
ctur
e; a
ckno
wle
dges
ass
ista
nce
rece
ived
from
par
ents
. pee
rs.
and
teac
hers
.
Man
agem
ent a
nd p
lann
ing,
in w
hich
the
stud
ent:
deci
des
on w
hat t
o m
anag
e or
pla
n an
d w
hat g
oal w
ill h
e us
ed 1
0 se
e if
the
plan
wor
ked:
iden
tifie
s un
expe
cted
eve
nts
that
cou
ld d
isru
pt th
e pl
an a
nd fu
nhcr
pla
ns fo
r su
chco
ntin
genc
ies:
iden
tifie
s re
sour
ces
need
ed, e
.g.,
mat
eria
ls, m
oney
, 111
11, s
pace
, and
oth
er p
eopl
e;w
rites
dow
n a
deta
iled
plan
: rev
ises
and
impr
oves
the
plan
in r
espo
nse
to fe
edba
cklim
o pe
ers
and
teac
hers
,ca
rt. n
ut th
e pl
an (
optio
nal);
writ
es u
p a
repo
rt o
n th
e pl
an, t
hat i
nclu
de 0
0010
010,
bud
get,
and
sche
dule
;ac
know
ledg
es a
ssis
tanc
e re
ceiv
ed fr
om p
aren
ts. p
eers
. and
teac
hers
.
Pur
r m
athe
mat
ics
inve
stig
atio
n. in
whi
ch th
e st
uden
t:
deci
des
on s
he a
rch
of m
athe
mat
ics
ro in
vest
igat
e, e
.g.,
num
bers
, sha
pes.
pat
tern
s;de
scrib
es a
que
stio
n or
con
cept
that
he
or s
he w
ill s
eek
to b
ette
r un
ders
tand
,de
cide
, on
trpr
ssen
tatio
ns th
at w
ill b
e us
ed, e
.g.,
num
bers
, sym
bols
. dia
gram
s, s
hape
s,or
phy
sica
l mod
el,
carr
ies
our
the
inve
stig
atio
n,w
rites
s re
port
, inc
ludi
ng g
enss
ali.1
1011
] if t
here
wer
e an
y. a
ckno
wle
dges
ass
ista
nce
rece
ived
Fro
m p
aren
ts, p
eers
. and
teac
hers
.
Oth
er k
inds
of p
roje
cu in
volv
ing
putti
ng m
athe
mat
ics
to w
ork,
cho
sen
by th
est
uden
t or
teac
her,
in w
hich
the
rode
nt:
iden
tifie
s, w
ith th
e te
ache
r, a
nd w
rites
dow
n a
clea
r pu
rpos
e fo
r th
e pr
ojec
t, w
hat w
illhe
acc
ompl
ishe
d. a
nd h
ow th
e pr
ojec
t inv
olve
s pu
rrin
g m
athe
mat
ics
10 w
ork;
deve
lops
a q
uest
ion
and
a pl
an; w
riter
a d
erai
led
desc
riptio
n of
how
the
proj
ect w
asca
rrie
d 00
1. in
clud
ing
mat
hem
atic
al a
naly
sis
of th
e re
sults
: and
a r
epor
t tha
t inc
lude
sac
know
ledg
men
t of a
ssis
tanc
e te
ceiv
ed fr
ont p
atf0
ta, p
eers
, and
teac
hers
.
1.84
0 19
95 N
atio
nal C
ent,
on E
duca
tion
and
the
Eco
nom
y A
ll rig
hts
rem
oved
.
MID
DLE
SC
HO
OL
The
stu
dent
con
duct
s at
leas
e on
e la
rge
sale
inve
stig
atio
n or
pro
ject
eac
h ye
ar d
raw
nfr
om th
e fo
llow
ing
kind
s an
d. a
ver
the
cour
se o
f mid
dle
scho
ol, i
nves
tigat
ions
or
proj
ects
dra
wn
from
Jr
lean
thre
e of
the
kind
s.
A s
ingl
e in
vest
igat
ion
or p
roje
ct m
ay d
raw
on
mor
e th
an o
ne k
ind.
Dat
a st
udy
bate
d on
civ
ic, e
cono
mic
, or
soci
al in
tact
, in
whi
ch th
e st
uden
t:
sele
cts
an is
sue
to in
vest
igat
e:m
akes
a h
ypot
hesi
s on
an
expe
cted
find
ing;
gath
ers
data
:an
alye
es th
e da
ta u
sing
con
cept
s fr
om S
tand
ard
4. e
.g.,
cons
ider
ing
mea
n an
d m
edia
n.an
d th
e fr
eque
ncy
and
dist
ribut
ion
of th
e da
l,th
OW
S h
ow th
e si
tidy'
s ...
ars
wim
pare
wis
h th
e hy
poth
esis
.us
es p
ertin
ent s
tatis
t. to
sum
mar
ize:
repa
irs a
pea
ouni
ntal
ion
or r
epor
t tha
t inc
ludo
the
ques
tion
inve
stig
ated
.de
raile
dde
scrip
tion
of h
ow th
e pr
ojec
t v. c
lotte
d ou
t, an
d al
l C11
4114
1101
1 of
the
findi
ng,.
Mat
hem
atic
al m
odel
of p
hysi
cal p
heno
men
a, o
ften
used
in s
cien
ce s
tudi
es, i
nw
hich
the
mai
m::
carr
ies
out a
stu
dy o
f a p
hysi
cal s
yste
m u
sing
a m
athe
mat
ical
rep
rese
ntat
ion
of th
e st
ruct
ure:
uses
und
erst
andi
ng fr
om S
tand
ard
3, p
artic
ular
ly w
ith r
espe
ct to
the
dete
rmin
atio
n of
the
fimec
ion
gove
rnin
g be
havi
or in
the
mod
el;
gene
raliz
es a
bout
the
stru
ctur
e w
ith a
rul
e, i.
e., a
func
tion,
that
cle
arly
app
lies
to th
eph
enom
enon
and
goe
s be
yond
sta
tistic
al a
naly
sis
of a
pat
tern
of n
umbe
rs g
ener
ated
by
the
situ
atio
n:pr
epar
es a
pre
sent
atio
n or
rep
ort t
hat i
nclu
des
she
ques
tion
inve
stig
ated
, a d
erai
led
desc
riptio
n of
how
the
proj
ect w
as c
arrie
d ou
t, an
d an
exp
lana
tion
of th
e fin
ding
s.
Des
ign
fa p
hysi
cal s
truc
ture
, in
whi
ch th
e st
uden
t.
gene
rate
s a
plan
to b
uild
som
ethi
ng o
f val
ue, n
ot n
eces
saril
y m
onet
ary
valu
e;us
es m
athe
mat
ics
from
Sta
ndar
d 2
to m
ake
the
desi
gn r
ealis
tic o
r ap
prop
riate
,e.
g., a
reas
and
vol
umes
in g
ener
al a
nd o
f spe
cific
geo
met
ric s
hape
s;su
mm
aris
es th
e im
port
ant f
eatu
res
of th
e st
ruct
ure;
prep
ares
a p
rese
ntat
ion
or r
epor
t tha
t inc
lude
s th
e qu
estio
n in
vest
igat
ed, a
der
aile
dde
scrip
tion
of h
ow th
e pr
ojec
t was
car
ried
out,
and
an e
xpla
natio
n of
she
find
ings
.
Man
agem
ent a
nd p
lann
ing,
in w
hich
the
stud
ent:
dete
rmin
es th
e ne
eds,
e.g
., co
st, s
uppl
y, s
ched
ulin
g, o
f the
eve
nt to
be
man
aged
or p
lann
ed;
note
s an
y co
nstr
aint
s th
at w
ill a
ffect
the
plan
:de
term
ines
a p
lan,
uses
con
cept
s fr
om a
ny o
f Sta
ndar
ds I
to 4
. dep
endi
ng o
n sh
e na
ture
of t
he p
roje
ct;
cons
ider
s th
e po
ssib
ility
of a
mor
e ef
ficie
nt s
olut
ion;
prep
ares
a p
rssc
utat
inn
or r
epor
t tha
t inc
lude
s th
e qu
estio
n in
vest
igat
ed, a
det
aile
dde
scrip
tion
of h
ow th
e pr
ojec
t was
car
ried
001.
and
an
expl
anat
ion
of th
e pl
an.
Pur
e m
athe
mat
ics
inve
stig
atio
n, in
whi
ch th
e st
uden
t:
exte
nds
or "
play
s w
ith, a
s w
ith m
athe
mat
ical
puz
zles
, som
e m
athe
mat
ical
feat
ure,
e.g.
, pro
pert
ies
and
patte
rns
in n
umbe
rs:
uses
con
cept
s fr
om a
ny o
f Sta
ndar
ds I
to 4
, e.g
., an
inve
stig
atio
n of
Pas
cal's
tria
ngle
wou
ld h
ave
root
s in
Sta
ndar
d I b
ut c
ould
tie
in c
once
pts
from
geo
met
ry, a
lgeb
ra, a
ndpr
obab
ility
: inv
estig
atio
ns o
f der
ivat
ions
of g
eom
etric
form
ulas
wou
ld b
e ro
oted
inS
tand
ard
2 bu
t cou
ld r
equi
re a
lgeb
ra;
dete
rmin
es a
nd e
xpre
sses
gen
eral
izat
ions
from
pat
tern
s:m
akes
con
ject
ures
on
appa
rent
pro
pert
ies
and
argu
es, s
hort
of f
orm
al p
roof
, why
they
seem
true
;
prep
ares
a p
rese
ntat
ion
or r
epor
t tha
t inc
lude
s th
e qu
estio
n in
vest
igat
ed. a
der
aile
dde
scrip
tion
of h
ow th
e pr
ojec
t was
cur
ried
out,
and
an e
xpla
natio
n ol
die
findi
ngs.
Oth
er k
inds
of p
roje
cts
putti
ng m
athe
mat
ics
to w
ork
chos
en b
y st
uden
t or
teac
her.
BE
ST
CO
PY
AV
AIL
AB
LE
HIG
H S
CH
OO
L
The
stu
dent
con
duct
s at
leas
t one
larg
e sc
ale
inve
stig
atio
n or
pro
ject
eac
h ye
ar d
raw
nfr
om th
e fo
llow
ing
kind
s an
d, o
ver
the
cour
se o
f hig
h sc
hool
. inv
estig
atio
ns o
f pro
ject
sdr
awn
fron
t at l
east
thre
e of
the
kind
s.
A s
ingl
e in
vest
igat
ion
or p
roje
ct m
ay d
raw
011
mor
e th
an o
ne k
ind.
Dat
a st
udy,
in w
hich
eke
stu
dent
.
carr
ies
out a
stu
dy o
f dat
a re
leva
nt to
cur
rent
civ
ic, e
cono
mic
, sci
entif
ic, h
ealth
,or
soc
ial i
ssue
s;
uses
met
hods
of s
tatis
tical
infe
renc
e to
gen
eral
ize
from
the
data
;
prep
ares
a r
epor
t tha
t exp
lain
s th
e pu
rpos
e of
the
proj
ect,
the
nrga
niza
tienu
lpl
an. a
nd c
oncl
usio
ns, a
nd u
ses
an a
ppro
pnat
c ba
lanc
e of
diff
eren
t way
s of
pres
entin
g in
form
atio
n.
Mat
hem
atic
al m
odel
of a
phy
sica
l sys
tem
or
phen
omen
on. i
n w
hich
the
stud
ent:
carr
ies
out a
stu
dy o
f a p
hysi
cal s
yste
m o
r ph
enom
enon
by
cons
truc
ting
rtm
athe
mat
ical
mod
el b
ased
on
func
tions
to m
ake
gene
raliz
atio
ns a
bout
the
stru
ctur
eof
the
syst
em:
uses
str
uctu
ral a
naly
sis
(a d
irect
ana
lysi
s of
the
stru
ctur
e of
the
syst
em)
rath
er th
annu
mer
ical
or
stat
istic
al a
naly
sis
(an
anal
ysis
of d
ata
abou
t the
sys
tem
);pr
epar
es a
rep
ort t
hat e
xpla
ins
the
purp
ose
of th
e pr
ojec
t. th
e or
gani
zatio
nal
plan
, and
con
clus
ions
, and
use
s an
app
ropr
iate
bal
ance
of d
iffer
ent w
ays
ofpr
esen
ting
info
rmat
ion.
Des
ign
ea p
hysi
cal s
truc
ture
, in
whi
ch th
e st
uden
t:
crea
tes
a de
sign
for
a ph
ysic
al s
truc
ture
;us
es g
ener
al m
athe
mat
ical
idea
s an
d te
chni
ques
in d
iscu
ssin
g sp
ecifi
catio
ns fo
rbu
ildin
g th
e st
ruct
ure;
prep
ares
a r
epor
t tha
t exp
lain
s th
e pu
rpos
e of
the
proj
ect.
the
orga
niza
tiona
lpl
an, a
nd c
oncl
usio
ns, a
nd u
ses
an a
ppro
pria
te b
alan
ce o
f diff
eren
t way
s of
pres
entin
g in
form
atio
n.
Man
agem
ent a
nd p
lann
ing
anal
ysis
, in
whi
ch th
e st
uden
t
carr
ies
out a
stu
dy o
f a b
usin
ess
or p
ublic
pol
icy
situ
atio
n in
volv
ing
issu
es s
uch
asop
timiz
atio
n, c
ost-
bene
fit p
roje
ctio
ns; a
nd r
isks
;us
es d
ecis
ion
rule
s an
d st
rate
gies
bot
h to
ana
lyze
opt
ions
and
bal
ance
trad
e-of
fs;
and
brin
gs in
mat
hem
atic
al id
eas
that
ser
ve 1
0 ge
nera
lize
the
anal
ysis
acr
oss
diffe
rent
con
ditio
ns;
prep
at«
a re
port
that
exp
lain
s th
e pu
rpos
e of
the
proj
ect,
the
orga
niza
tiona
lpl
an, a
nd c
enic
imio
ns, a
nd u
ses
an a
ppro
pria
te b
alan
ce o
f diff
eren
t way
s of
pres
entin
g in
form
atio
n.
Pur
e m
athe
mat
ics
inve
ntig
asio
n, in
whi
ch th
e st
uden
t:
carr
ies
out a
mat
hem
atic
al in
vest
igat
ion
of a
phe
nom
enon
or
conc
ept i
npu
re m
athe
mat
ics;
uses
met
hods
of m
athe
mat
ical
rea
soni
ng a
nd ju
stifi
catio
n to
mak
e ge
nera
lizat
ions
abou
t the
phe
nom
enon
;
[trep
ans
a re
port
that
exp
lain
s th
e pu
rpos
e of
the
proj
ect,
the
orga
niza
tiona
lpl
an, a
nd c
oncl
usio
ns. a
nd u
ses
an a
ppro
pria
te b
alan
ce o
f diff
eren
t way
s of
pres
entin
g in
form
atio
n.
His
tory
of a
mat
hem
atic
al id
ea, i
n w
hich
the
stud
ent:
carr
ies
our
a hi
stor
ical
stu
dy c
ravi
ng th
e de
velo
pmen
t of a
mat
hem
atic
al c
once
pt a
ndth
e pe
ople
who
con
trib
uted
ro
it;pr
epar
es a
rep
ort t
hat e
xpla
ins
the
purp
ose
of th
e pr
ojec
t, th
e or
gani
zatio
nal
plan
. and
con
clus
ions
, and
use
s an
app
ropr
iate
bal
ance
of d
iffer
ent w
ays
ofpr
esen
ting
info
rmat
ion.
AP
PE
ND
IX 2
185
90
1. P
hysi
cal S
cien
ces
Con
cept
sT
he G
rade
Lev
els
Com
pare
d:S
cien
ce
AP
PE
ND
IX 3
.. 0.1
The
ele
men
tary
sch
ool s
tand
ards
are
set
at a
leve
l of p
erfo
rman
ce a
ppro
xim
atel
yeq
uiva
lent
to th
e en
d of
four
th g
rade
.T
he m
iddl
e sc
hool
sta
ndar
ds a
re s
et a
ta
leve
l of p
erfo
rman
ce a
ppro
xim
atel
yeq
uiva
lent
to th
e en
d of
eig
hth
grad
e.T
he h
igh
scho
ol s
tand
ards
are
set
at a
leve
l of p
erfo
rman
ce a
ppro
xim
atel
yeq
uiva
lent
to th
e en
d of
tent
h gr
ade.
Ills
expe
cted
that
som
e st
uden
ts m
ight
achi
eve
thes
e le
vels
ear
lier
and
othe
rsla
ter
than
thes
e gr
ades
.
e.t.a
The
Sci
ence
sta
ndar
ds a
re fo
unde
dup
on b
oth
the
Am
eric
an A
ssoc
iatio
n fo
rth
e A
dvan
cem
ent o
f Sci
ence
's P
roje
ct20
61 B
ench
mar
ks fo
r S
cien
tific
Lite
racy
and
the
Nat
iona
l Res
earc
h C
ounc
il's
Not
iona
l Sci
ence
Edu
catio
n S
tand
ards
draf
t. T
he S
cien
ce s
tand
ards
will
als
ota
ke in
to a
ccou
nt th
e w
ork
of th
eN
atio
nal S
cien
ce T
each
ers
Ass
ocia
tion
as th
ey r
evis
e th
eir
Sco
pe, S
eque
nce,
and
Coo
rdin
atio
n C
onte
nt C
ore
and
deve
lop
asse
ssm
ent t
asks
.
The
se d
ocum
ents
, eac
h of
whi
ch r
uns
tose
vera
l hun
dred
pag
es, c
onta
in d
etai
lth
at a
mpl
ifies
the
mea
ning
of t
he te
rms
used
her
e.
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
und
erst
ands
:
the
obse
rvab
le p
rope
rtie
s of
obj
ects
and
mat
eria
ls;
mot
ions
of o
bjec
ts, i
n pa
rtic
ular
, pus
h an
d pu
ll, s
ound
;he
at, l
ight
, ele
ctric
ity, a
nd m
agne
tism
.
186
MID
DLE
SC
HO
OL
The
stu
dent
und
erst
ands
:
char
acte
ristic
pro
pert
ies
of m
atte
r, in
par
ticul
ar, d
ensi
ty; c
onse
rvat
ion
of m
atte
r;
mot
ions
and
forc
es, a
nd th
e re
latio
nshi
ps a
mon
g th
em, f
or e
xam
ple,
effe
cts
of u
nbal
ance
d fo
rces
;
tran
sfer
and
tran
sfor
mat
ions
of e
nerg
y, in
clud
ing
form
s an
dco
nver
sion
. BE
ST
CO
PY
AV
AIL
AB
LE
HIG
H S
CH
OO
L
The
stu
dent
und
erst
ands
:
stru
ctur
e an
d pr
oper
ties
of m
atte
r, in
par
ticul
ar, c
ompo
sitio
n of
atom
s, b
ondi
ng, e
lem
ents
and
com
poun
ds;
chem
ical
rea
ctio
ns, i
nclu
ding
con
cent
ratio
n, p
ress
ure,
tem
pera
ture
, cat
alys
ts;
forc
es a
nd m
otio
ns, i
nclu
ding
net
forc
e, g
ravi
tatio
nal,
elec
tric
al, m
agne
tic;
cons
erva
tion
of e
nerg
y, in
par
ticul
ar, t
rans
fer,
hea
t;in
tera
ctio
ns o
f ene
rgy
and
mat
ter,
esp
ecia
lly w
aves
and
wav
elen
gths
.
187
1995
Nat
iona
l Cen
ter
on E
duta
tian
and
the
Eco
nom
y A
ll rig
hts
'ner
ved.
2. L
ife S
cien
ces
Con
cept
s
91E
LEM
EN
TA
RY
SC
HO
OL
The
stu
dent
und
erst
ands
:
char
acte
ristic
s of
org
anis
ms;
that
is, n
eeds
, env
ironm
ents
that
mee
tth
em; s
truc
ture
s, e
spec
ially
sen
ses;
var
iatio
n an
d be
havi
ors,
inhe
rited
and
lear
ned;
life
cycl
es. i
nclu
ding
bird
s, d
evel
opm
ent,
repr
oduc
tion;
orga
nism
s an
d en
viro
nmen
ts. i
n pa
rtic
ular
, foo
d ch
ains
, pop
ulat
ions
,ef
fect
s un
she
env
ironm
ent;
chan
ge o
ver
time,
incl
udin
g fo
ssil
evid
ence
.
188
019
95 M
anne
d C
oarr
on
&A
mni
on ,r
od th
e E
runo
nly
A//
nee
man
ed
MID
DLE
SC
HO
OL
The
stu
dent
und
erst
ands
:
stru
ctur
e an
d fu
nctio
n of
cel
ls, t
issu
es, a
nd o
rgan
s;
repr
oduc
tion
and
here
dity
, inc
ludi
ng g
enes
,an
d le
arni
ng;
regu
latio
n an
d be
havi
or, e
spec
ially
the
role
s of
sen
ses
and
horm
ones
;
popu
latio
n an
d ec
osys
tem
s, in
clud
ing
food
web
s, r
esou
rces
,an
d en
ergy
;
evol
utio
n, in
par
ticul
ar, s
peci
es, d
iver
sity
and
ada
ptat
ion,
var
iatio
n,ex
tinct
ion.
BE
ST
CO
PY
AV
AIL
AB
LE
HIG
H S
CH
OO
L
The
stu
dent
und
erst
ands
:
cells
, inc
ludi
ng s
truc
ture
and
func
tion,
use
s of
ene
rgy
and
food
;
mol
ecul
ar b
asis
of h
ered
ity, i
nclu
ding
DN
A, c
hrom
osom
es,
mut
atio
ns;
beha
vior
of o
rgan
ism
s, e
spec
ially
hor
mon
es, n
ervo
ussy
stem
, evo
lutio
n;
inte
rdep
ende
nce
of o
rgan
ism
s, e
spec
ially
flow
of e
nerg
y, c
oope
ratio
nan
d co
mpe
titio
n, e
nviro
nmen
tal c
onst
rain
ts;
biol
ogic
al e
volu
tion,
in p
artic
ular
, nat
ural
sel
ectio
n; a
nd a
dapt
atio
n,in
clud
ing
spec
ies,
var
iatio
n, e
xtin
ctio
n.
AP
PE
ND
IX 3
189
3. E
arth
and
Spa
ce92
Sci
ence
s C
once
pts
The
Gra
de L
evel
s C
ompa
red:
Sci
ence
AP
PE
ND
IX 3
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
und
erst
ands
:
prop
ertie
s an
d us
es o
f Ear
th m
ater
ials
, inc
ludi
ng r
ocks
, soi
ls, w
ater
,an
d ga
ses;
patte
rns,
cyc
les,
sea
sons
, tim
e, w
eath
er, a
nd E
arth
mot
ion;
chan
ge o
ver
time,
for
exam
ple,
ero
sion
.
190
MID
DLE
SC
HO
OL
The
stu
dent
und
erst
ands
:
Ear
th's
sys
tem
s, in
clud
ing
crus
tal p
late
s an
d la
nd fo
rms;
roc
k cy
cle,
wat
er c
ycle
; wea
ther
and
oce
ans;
Ear
th's
his
tory
, esp
ecia
lly c
hang
e ov
er ti
me,
ero
sion
, mov
emen
t of
plat
es, f
ossi
l evi
denc
e;E
arth
in th
e S
olar
Sys
tem
, inc
ludi
ng d
ay, y
ear;
sun
, pla
net;
grav
ity, e
nerg
y;
natu
ral r
esou
rce
man
agem
ent.
HIG
H S
CH
OO
L
The
stu
dent
und
erst
ands
:
Ear
th's
sys
tem
s, in
clud
ing
the
Sun
, rad
ioac
tive
deca
y, g
ravi
tatio
nal
ener
gy; w
eath
er a
nd c
limat
e;or
igin
and
evo
lutio
n of
the
Ear
th s
yste
m, i
n pa
rtic
ular
, est
imat
ing
geol
ogic
tim
e, a
ge o
f life
form
s;fo
rces
that
sha
pe th
e E
arth
; tha
t is,
pro
cess
es a
nd o
bser
vabl
e re
sults
;
natu
ral r
esou
rce
man
agem
ent.
191
.
et 1
995
Nat
iona
l Cen
ter
on E
duca
tion
and
the
Eco
nom
y A
ll rig
hts
rese
rved
4. S
cien
tific
Con
nect
ions
and
App
licat
ions
93E
LEM
EN
TA
RY
SC
HO
OL
The
stu
dent
und
erst
ands
:
big
idea
s an
d un
ifyin
g co
ncep
ts, f
or e
xam
ple,
ord
er, m
odel
s, fo
rm,
chan
ge, c
ause
and
effe
ct;
the
desi
gned
wor
ld, i
n pa
rtic
ular
, agr
icul
ture
and
tech
nolo
gy;
heal
th, e
spec
ially
nut
ritio
n, g
erm
s. to
xic
subs
tanc
es, s
afet
y;sc
ienc
e as
a h
uman
end
eavo
r.
192
1995
Ala
riona
l 011
7, o
n E
duca
rron
and
the
Ern
nurn
y. A
U r
ight
, rrr
ervr
d.
MID
DLE
SC
HO
OL
The
stu
dent
und
erst
ands
:
big
idea
s an
d un
ifyin
g co
ncep
ts; f
or e
xam
ple,
ord
er a
nd o
rgan
izat
ion,
mod
els,
sys
tem
s, e
volu
tion
and
equi
libriu
tn, f
orm
and
Fun
ctio
n, c
ause
and
effe
ct, c
onst
ancy
and
cha
nge;
tech
nolo
gy, i
nclu
ding
. tra
deof
fs, c
onst
rain
ts, f
eedb
ack,
ris
k;th
e de
sign
ed w
orld
, inc
ludi
ng a
gric
ultu
re a
nd in
dust
ry;
heal
th, e
spec
ially
nut
ritio
n, e
xerc
ise,
and
dis
ease
; tox
ic s
ubst
ance
s;sa
fely
; rel
atio
nshi
ps w
ith th
e en
viro
nmen
t;hi
stor
ical
and
con
tem
pora
ry im
pact
of s
cien
ce.
HIG
H-S
CH
OO
L
The
stu
dent
und
erst
ands
:
big
idea
s an
d un
ifyin
g co
ncep
ts; F
or e
xam
ple,
ord
er a
nd o
rgan
izat
ion,
mod
els,
sys
tem
s, e
volu
tion
and
equi
libriu
m, f
orm
and
Fun
ctio
n, c
ause
and
effe
ct, c
onst
ancy
and
cha
nge;
tech
nolo
gy, i
nclu
ding
cos
t /be
nefit
, con
stra
ints
, Fee
dbac
k, r
isk;
the
desi
gned
wor
ld, i
nclu
ding
agr
icul
ture
and
indu
stry
;he
alth
, esp
ecia
lly n
utrit
ion,
exe
rcis
e, a
nd d
isea
se; t
oxic
sub
stan
ces;
safe
ty; r
elat
ions
hip-
to e
nviro
limen
t;hi
stor
ical
and
con
tem
pora
ry im
pacr
of s
cien
ce.
AP
PE
ND
IX 3
1.93
5. S
cien
tific
Thi
nkin
gT
he G
rade
Lev
els
Com
pare
d:Sc
ienc
e
AP
PE
ND
IX 3
ELE
ME
N1A
RY
SC
HO
OL
The
stu
dent
use
s sc
ient
ific
reas
onin
g st
rate
gies
, sci
entif
ic k
now
ledg
e,an
d co
mm
on s
ense
to fo
rmul
ate
ques
tions
abo
ut, u
nder
stan
d, a
ndex
plai
n a
wid
e ra
nge
of p
heno
men
a; th
at is
, the
stu
dent
:
asks
que
stio
ns a
bout
obj
ects
, org
anis
ms,
and
eve
nts
in th
e w
orld
;se
eks
info
rmat
ion
from
rel
iabl
e so
urce
s, in
clud
ing
scie
ntifi
ckn
owle
dge,
obs
erva
tion,
and
tryi
ng th
ings
out
;us
es e
vide
nce
so c
onst
ruct
an
expl
anat
ion;
rec
ogni
zes
a fa
ir te
st;
reco
gniz
es o
ther
s' p
oint
s of
vie
w; c
heck
s hi
s or
her
ow
n an
d ot
hers
'ex
plan
atio
ns a
gain
st e
xper
ienc
es, o
bser
vatio
ns, a
nd k
now
ledg
e;
iden
tifie
s pr
oble
ms,
pro
pose
s an
d im
plem
ents
sol
utio
ns, e
valu
ates
prod
ucts
or
desi
gns;
wor
ks in
divi
dual
ly a
nd in
team
s to
col
lect
and
sha
re in
form
atio
n an
did
eas.
194
MID
DLE
SC
HO
OL
The
stu
dent
use
s sc
ient
ific
reas
onin
g st
rate
gies
, sci
entif
ic k
now
ledg
e,an
d co
mm
on s
ense
to fo
rmul
ate
ques
tions
abo
ut, u
nder
stan
d, a
ndex
plai
n a
wid
c ra
nge
of p
heno
men
a; th
at is
, the
stu
dent
:
fram
es q
uest
ions
so
that
cau
ses
and
effe
cts
can
be d
istin
guis
hed;
iden
tifie
s va
riabl
es th
at in
fluen
ce a
situ
atio
n an
d ca
n be
con
trol
led;
uses
con
cept
s fr
om S
tand
ards
I to
4 to
exp
lain
a v
arie
ty o
fob
serv
atio
ns a
nd p
heno
men
a;
uses
evi
denc
e to
dev
elop
des
crip
tions
, exp
lana
tions
, and
mod
els;
prop
oses
, rec
ogni
zes,
ana
lyze
s, c
onsi
ders
, and
crit
ique
s al
tern
ativ
eex
plan
atio
ns; d
istin
guis
hes
betw
een
fact
and
opi
nion
;id
entif
ies
prob
lem
s; p
ropo
ses
and
impl
emen
ts s
olut
ions
; eva
luat
espr
oduc
ts o
r de
sign
s;w
orks
indi
vidu
ally
and
in r
eam
s to
col
lect
and
sha
re in
form
atio
nan
d id
eas.
HIG
H S
CH
OO
L
The
stu
dent
use
s sc
ient
ifies
easo
ning
str
ateg
ies,
sci
entif
ic k
now
ledg
e,an
d co
mm
on s
ense
to fo
rmul
ate
ques
tions
abo
ut, u
nder
stan
d, a
ndex
plai
n a
wid
e ra
nge
of p
heno
men
a; th
at is
, the
stu
dent
:
fram
es q
uest
ions
so
that
cau
ses
and
effe
cts
can
be d
istin
guis
hed;
iden
tifie
s va
riabl
es th
at in
fluen
ce a
situ
atio
n an
d ca
n be
con
trol
led;
form
ulat
es a
nd r
evis
es e
xpla
natio
ns a
nd m
odel
s ba
sed
on e
vide
nce
and
logi
cal a
rgum
ent,
pres
ervi
ng s
igni
fican
t inf
orm
atio
n;pr
opos
es, r
ecog
nize
s, a
naly
zes,
con
side
rs, a
nd c
ritiq
ues
alte
rnat
ive
expl
anat
ions
; dis
tingu
ishe
s be
twee
n fa
ct a
nd o
pini
on;
iden
tifie
s pr
oble
ms
or d
csig
n op
port
uniti
es; p
ropo
ses
desi
gns
and
choo
ses
amon
g al
tern
ativ
es; i
mpl
emen
ts a
sol
utio
n an
d ev
alua
tes
its c
onse
quen
ces;
wor
ks in
divi
dual
ly a
nd in
team
s to
col
lect
and
sha
re in
form
atio
nan
d id
eas.
195
1995
Nat
iona
l Cen
ter
an E
duca
tion
and
the
Eco
nom
y A
ll rig
hts
rese
rved
.
Sci
entif
ic T
ools
and
Tec
hnol
ogie
sE
LEM
EN
TA
RY
SC
HO
OL
The
stu
dent
use
s to
ols
and
tech
nolo
gies
to c
olle
ct a
nd a
naly
ze d
ata;
that
is, t
he s
tude
nt:
uses
sim
ple
tech
nolo
gy a
nd to
ols
to g
athe
r da
ta a
nd e
xten
d th
e se
nses
,
for
exam
ple,
rul
ers,
bal
ance
s, th
erm
omet
ers,
wat
ches
, mag
nifie
rs,
and
mic
rosc
opes
;
colle
cts
and
anal
yzes
dat
a, u
sing
con
cept
s an
d sk
ills
in M
athe
mat
ics
Sta
ndar
d 4,
Sta
tistic
s an
d P
roba
bilit
y C
once
pts;
acqu
ires
info
rmat
ion
from
prin
t and
non
-prin
t sou
rces
.
196
019
95 N
atio
nal C
omm
Edu
cano
n an
d dm
Eco
nom
y A
llrig
ht, r
nmur
d
MID
DLE
SC
I-10
01.
The
stu
dent
use
s to
ols
and
tech
nolo
gies
to c
olle
ct a
nd a
naly
ze d
ata:
that
is, t
he s
tude
nt:
uses
a v
arie
ty o
f tra
ditio
nal a
nd e
lect
roni
c to
ols
to d
irect
ly, i
ndire
ctly
,an
d re
mot
ely
obse
rve
and
mea
sure
obj
ects
, org
anis
ms,
and
phen
omen
a;re
cord
s an
d st
ores
dat
a in
a v
arie
ty o
f for
mat
s, in
clud
ing
data
base
s,
audi
otap
es, a
nd v
ideo
tape
s;an
alyz
es d
ata,
whi
le a
lert
to o
bser
ver
and
sam
ple
bias
es, u
sing
conc
epts
and
ski
lls fr
om. M
athe
mat
ics
Sta
ndar
d A
, Sta
tistic
s an
d
Pro
babi
lity
Con
cept
s;ac
quire
s in
form
atio
n fr
om p
rint,
elec
tron
ic, a
nd v
isua
l sou
rces
,
incl
udin
g co
mpu
ter
data
base
s.
HIG
H S
CH
OO
L
The
stu
dent
use
s to
ols
and
tech
nolo
gies
to c
olle
ct a
nd a
naly
ze d
ata;
that
is, t
he s
tude
nt:
uses
a v
arie
ty o
f tra
ditio
nal a
nd e
lect
roni
c to
ols
to d
irect
ly, i
ndire
ctly
,an
d re
mot
ely
obse
rve
and
mea
sure
obj
ects
, org
anis
ms,
and
phen
omen
a, b
eing
ale
rt to
acc
urac
y an
d pr
ecis
ion;
reco
rds
and
stor
es d
ata
in a
var
iety
of f
orm
ats,
incl
udin
g da
taba
ses,
audi
orap
cs, a
nd v
ideo
tape
s;an
alyz
es d
ata,
taki
ng s
teps
to li
mit
obse
rver
and
sam
ple
bias
es, u
sing
conc
epts
and
ski
lls fr
om M
athe
mat
ics
Sta
ndar
d 4,
Sta
tistic
s an
d
Pro
babi
lity
Con
cept
s;ac
quire
s in
form
atio
n fr
om p
rint,
elec
tron
ic, a
nd v
isua
l sou
rces
,in
clud
ing
the
Inte
rnet
.
AP
PE
ND
IX 3
The
Gen
eral
Acc
ount
ing
Offi
ce r
ecen
tlyre
port
ed th
at m
ore
than
hal
f of 1
0,00
0sc
hool
s su
rvey
ed lo
cked
mod
ems
and
phon
e lin
es, t
hat o
nly
35%
of s
choo
lsan
d 3%
of c
lass
room
s cu
rren
tly h
ave
acce
ss to
the
Inte
rnet
. We
know
this
isan
equ
ity is
suet
hat f
or m
ore
than
3%
of th
e ho
mes
in th
e U
nite
d S
tate
s ho
veac
cess
to th
e In
tern
et a
nd th
at s
choo
lsm
ust m
ake
sure
that
stu
dent
s ac
cess
toin
form
atio
n an
d id
eas
does
not
dep
end
on w
hat t
hey
get a
t hom
e. S
tand
ard
6,S
cien
tific
Too
ls a
nd T
echn
olog
ies,
incl
udes
usi
ng te
leco
mm
unic
atio
ns to
acqu
ire a
nd s
hare
info
rmat
ion.
New
Sta
ndar
ds' p
artn
ers
have
ple
dged
tocr
eate
the
lear
ning
env
ironm
ents
whe
rest
uden
ts c
on d
evel
op th
e kn
owle
dge
and
skill
s de
linea
ted
here
.
197
7. S
cien
tific
Com
mun
icat
ion
The
Gra
de L
evel
s C
ompa
red:
Sci
ence
AP
PE
ND
IX 3
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
com
mun
icat
es c
lear
ly a
nd e
ffect
ivel
y ab
out t
he n
atur
alw
orld
; tha
t is,
the
stud
ent:
repr
esen
ts d
ata
and
resu
lts in
mor
e th
an o
ne w
ay, f
or e
xam
ple.
num
bers
, dra
win
gs, w
ords
, tab
les;
uses
fact
s to
sup
port
con
clus
ions
;cr
itiqu
es w
ritte
n an
d or
al e
xpla
natio
ns;
writ
es in
stru
ctio
ns th
at o
ther
s ca
n fo
llow
;co
mm
unic
ates
in a
form
sui
ted
to th
e pu
rpos
e an
d th
e au
dien
ce; u
ses
data
to r
esol
ve d
isag
reem
ents
.
198
MID
DLE
SC
HO
OL
The
stu
dent
com
mun
icat
es c
lear
ly a
nd e
ffect
ivel
y ab
out t
he n
atur
alw
orld
; tha
t is,
the
stud
ent:
repr
esen
ts d
ata
and
resu
lts in
mul
tiple
way
s; fo
r ex
ampl
e, n
umbe
rsan
d st
atis
tics;
dra
win
gs, d
iagr
ams,
and
pic
ture
s; s
ente
nces
; cha
rts
and
tabl
es; m
odel
s;
argu
es fr
om e
vide
nce,
incl
udin
g hi
s or
her
ow
n da
ta a
nd th
e da
ta
of o
ther
s;cr
itiqu
es p
ublis
hed
mat
eria
ls;
expl
ains
a s
cien
tific
con
cept
or
proc
edur
e so
oth
er s
tude
nts;
com
mun
icat
es in
a fo
rm s
uite
d to
she
pur
pose
and
the
audi
ence
;re
spon
ds r
o cr
itica
l com
men
ts w
ith d
ata.
HIG
H S
CH
OO
L
The
stu
dent
com
mun
icat
es c
lear
ly a
nd e
ffect
ivel
y ab
out t
he n
atur
alw
orld
; tha
t is,
the
stud
ent:
repr
esen
ts d
ata
and
resu
lts in
mul
tiple
way
s; fo
r ex
ampl
e, n
umbe
rsan
d st
atis
tics;
dra
win
gs, d
iagr
ams,
and
pic
ture
s; s
ente
nces
; cha
rts
and
tabl
es; m
odel
s; a
nd u
ses.
the
mos
t effe
ctiv
e w
ay to
mak
e th
e po
int;
sum
mar
izes
var
ied
sour
ces
of e
vide
nce,
incl
udin
g hi
s or
her
ow
n da
taan
d pu
blis
hed
repo
rts;
.crit
ique
s pu
blis
hed
mat
eria
ls, i
nclu
ding
pop
ular
and
aca
dem
ic s
ourc
es;
expl
ains
a s
cien
tific
con
cept
or
proc
edur
e to
oth
er s
tude
nts;
com
mun
icat
es in
a fo
rm s
uite
d to
the
purp
ose
and
the
audi
ence
;re
spon
ds to
crit
ical
com
men
ts w
ith d
ata
and
reas
onin
g.
199
1995
Nat
iona
l Cen
ter
on E
duca
tion
and
thr
Eco
nom
y. A
ll rig
ht, t
amed
.
8. S
cien
tific
Inve
stig
atio
n
97E
LEM
EN
TA
RY
SC
HO
OL
The
stu
dent
com
plet
es p
roje
cts
draw
n fr
om th
e fo
llow
ing
kind
s of
inve
stig
atio
n, in
clud
ing
at le
ast o
ne fu
ll in
vest
igat
ion
each
yea
r an
d,ov
er th
e co
urse
of e
lem
enta
ry s
choo
l, in
vest
igat
ions
rep
rese
ntin
g al
lfo
ur k
inds
.
Exp
erim
ent;
that
is, c
ondu
ctin
g a
fair
test
;S
yste
mat
ic o
bser
vatio
n;D
esig
n;
Res
earc
h us
ing
prin
t and
ele
ctro
nic
(tha
t is,
vid
eo o
r co
mpu
ter)
info
rmat
ion.
A s
ingl
e pr
ojec
t may
dra
w o
n m
ore
than
one
type
of i
nves
tigat
ion.
A fu
ll in
vest
igat
ion
incl
udes
:
ques
tions
that
can
be
stud
ied
usin
g th
e re
sour
ces
avai
labl
e;pr
oced
ures
that
are
saf
e, h
uman
e, a
nd e
thic
al; r
espe
ct p
rivac
y an
dpr
oper
ty r
ight
s;
data
that
hav
e be
en c
olle
cted
and
rec
orde
d (s
ee a
lso
Sci
ence
Sta
ndar
d
61 in
way
s th
at o
ther
s ca
n ve
rify,
and
ana
lyze
d us
ing
skill
s ex
pect
ed a
tth
is g
rade
leve
l (se
e al
so M
athe
mat
ics
Sta
ndar
d 4)
;da
ta a
nd r
esul
ts th
at h
ave
been
rep
rese
nted
(se
c al
so S
cien
ce S
tand
ard
7) in
way
s th
at ti
t the
con
text
;
reco
mm
enda
tions
, dec
isio
ns, a
nd c
oncl
usio
ns b
ased
on
evid
ence
;ac
know
ledg
men
t of r
efer
ence
s an
d co
ntrib
utio
ns o
f oth
ers;
resu
lts th
at a
re c
omm
unic
ated
app
ropr
iate
ly to
aud
ienc
es;
refle
ctio
n an
d de
fens
e of
con
clus
ions
and
rec
omm
enda
tions
from
othe
r so
urce
s an
d pe
er r
evie
w.
200
© 1
995
Nat
iona
l Cen
tre
on E
duea
tion
and
the
&on
o, A
ll rig
ht, '
,ner
ved
MID
DLE
SC
HO
OL
The
stu
dent
com
plet
es p
roje
cts
draw
n fr
om th
e fo
llow
ing
kind
s of
inve
stig
atio
n, in
clud
ing
at le
ast o
ne fu
ll in
vest
igat
ion
each
yea
r an
d,ov
er th
e co
urse
of m
iddl
e sc
hool
, inv
estig
atio
ns r
epre
sent
ing
all
four
kin
ds.
Con
trol
led
expe
rimen
t;F
ield
wor
k;D
esig
n;
Sec
onda
ry r
esea
rch.
that
is, u
se o
f oth
ers'
dat
a.
A s
ingl
e pr
ojec
t may
dra
w o
n m
ore
than
uric
type
of i
nves
tigat
ion.
A fu
ll in
vest
igat
ion
incl
udes
:
ques
tions
that
can
be
stud
ied
usin
g th
e re
sour
ces
avai
labl
e;
proc
edur
es th
at a
re s
afe,
hum
ane,
and
eth
ical
; res
pect
priv
acy
and
prop
erty
rig
hts;
data
that
hav
e be
en c
olle
cted
and
rec
orde
d (s
ee a
lso
Sci
ence
Sta
ndar
d
6) in
way
s th
at o
ther
s ca
n ve
rify,
and
ana
lyze
d us
ing
skill
s ex
pect
ed a
tth
is g
rade
leve
l (se
e al
so M
athe
mat
ics
Sta
ndar
d 4)
;da
ta a
nd r
esul
ts th
at h
ave
been
rep
rese
nted
(se
e al
so S
cien
ce S
tand
ard
7) in
way
s th
at fi
t the
con
text
;
reco
mm
enda
tions
, dec
isio
ns, a
nd c
oncl
usio
ns b
ased
on
evid
ence
;ac
know
ledg
men
t of r
efer
ence
s an
d co
ntrib
utio
ns o
f oth
ers;
resu
lts th
at a
re c
omm
unic
ated
app
ropr
iate
ly to
aud
ienc
es;
refle
ctio
n an
d de
fens
e of
con
clus
ions
and
rec
omm
enda
tions
from
othe
r so
urce
s an
d pe
er r
evie
w.
HIG
H S
CH
OO
L
The
stu
dent
com
plet
es p
roje
cts
draw
n fr
om th
e fo
llow
ing
kind
s of
inve
stig
atio
n, in
clud
ing
at le
ast o
ne fu
ll in
vest
igat
ion
each
yea
r an
d,ov
er th
e co
urse
of h
igh
scho
ol, i
nves
tigat
ions
rep
rese
ntin
g al
l fou
r ki
nds.
Con
trol
led
expe
rimen
t;F
ield
wor
k;D
esig
n;S
econ
dary
res
earc
h; d
ial i
s, u
se o
f oth
ers'
dat
a
A s
ingl
e pr
ojec
t may
dra
w o
n m
ore
than
one
type
of i
nves
tigat
ion.
A fu
ll in
vest
igat
ion
incl
udes
:
ques
tions
that
can
be
stud
ied
usin
g th
e re
sour
ces
avai
labl
e;pr
oced
ures
that
are
saf
e, h
uman
e, a
nd e
thic
al; r
espe
ct p
rivac
y an
dpr
oper
ty r
ight
s;da
ta th
at h
ave
been
col
lect
ed a
nd r
ecor
ded
(see
als
o S
cien
ce S
tand
ard
6) in
way
s th
at o
ther
s ca
n ve
rify,
and
ana
lyze
d us
ing
skill
s ex
pect
ed a
tth
is g
rade
leve
l (se
e al
so M
athe
mat
ics
Sta
ndar
d 4)
;
data
and
res
ults
that
hav
e be
en r
epre
sent
ed (
sec
also
Sci
ence
Sta
ndar
d7)
in w
ays
that
fit t
he c
onte
xt;
reco
mm
enda
tions
, dec
isio
ns, a
nd c
oncl
usio
ns b
ased
on
evid
ence
;ac
know
ledg
men
t of r
efer
ence
s an
d co
ntrib
utio
ns o
f oth
ers;
resu
lts th
at a
rc c
omm
unic
ated
app
ropr
iate
ly to
aud
ienc
es;
refle
ctio
n an
d de
fens
e of
con
clus
ions
and
rec
omm
enda
tions
from
othe
r so
urce
s an
d pe
er r
evie
w.
AP
PE
ND
IX 3
Bes
t pra
ctic
e in
Sci
ence
has
alw
ays
incl
uded
ext
ensi
ve in
quiry
and
inve
stig
atio
n, b
ut it
is tr
eque
ntly
giv
enle
ss e
mph
asis
al t
he e
lem
enta
ry a
ndm
iddl
e sc
hool
leve
ls. T
hem
ore
man
yop
port
uniti
es to
lear
n S
cien
ce o
utsi
de o
fsc
hool
, inc
ludi
ng S
cout
s, B
oys
and
Girl
sC
lubs
, 441
and
Fut
ure
Far
mer
s of
Am
eric
o. T
he w
ork
done
in th
ese
venu
esca
n an
d sh
ould
be
used
to p
rovi
deev
iden
ce o
f mee
ting
the
stan
dard
s.
201
98
1. P
robl
em S
olvi
ngT
he G
rade
Lev
els
Com
pare
d:A
pplie
d Le
arni
ng
AP
PE
ND
IX 4
The
ele
men
tary
sch
ool s
tand
ards
are
set
at a
leve
l of p
erfo
rman
ce a
ppro
xim
atel
yeq
uiva
lent
to th
e en
d of
four
th g
rade
.T
he m
iddl
e sc
hool
sta
ndar
ds a
re s
et o
fa
leve
l of p
erfo
rman
ce o
ppra
xim
arel
yeq
uiva
lent
to th
e en
d of
eig
hth
grad
e.T
he h
igh
scho
ol s
tond
ords
are
set
at a
leve
l of p
erfo
rman
ce a
ppro
xim
atel
yeq
uiva
lent
to th
e en
d of
tent
h gr
ade.
It is
exp
ecte
d th
at s
ome
stud
ents
mig
htac
hiev
e th
ese
leve
ls e
arlie
r an
d ot
hers
late
r th
an th
ese
grad
es.
The
sta
ndar
ds fo
r A
pplie
d Le
arni
ng h
ave
been
rev
ised
sub
stan
tially
sin
ce th
e la
stpu
blis
hed
draf
t of t
hese
Per
form
ance
Sta
ndar
ds. C
onta
ct N
ew S
tond
ards
for
info
rmat
ion
abou
t the
con
tent
from
ewor
kth
at h
as p
rovi
ded
the
foun
datio
n fo
r th
e
App
lied
Lear
ning
sta
ndar
ds.
202
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
com
plet
es p
roje
cts
invo
lvin
g at
leas
t tw
o of
the
follo
win
g ki
nds
of p
robl
emso
lvin
g ea
ch y
ear
and,
ove
r th
e co
urse
of e
lem
enta
ry s
choo
l, pr
ojec
ts in
volv
ing
all t
hree
kind
s of
pro
blem
sol
ving
.
Des
igni
ng: i
dent
ifyin
g ne
eds
that
cou
ld b
e m
et b
y ne
w p
rodu
cts,
ser
vice
s, o
r sy
stem
s;an
d cr
eatin
g so
lutio
ns fo
r m
eetin
g th
em;
Pla
nnin
g an
d O
rgan
izin
g: r
akin
g re
spon
sibi
lity
for
all n
peas
of p
lann
ing
and
orga
nizi
ng a
n ev
ent o
r ac
tivity
from
con
cept
co
com
plet
ion.
mak
ing
good
use
of t
here
sour
ces
of p
eopl
e, ti
me.
mon
ey, a
nd m
ater
ials
and
faci
litie
s;
Impr
ovin
g a
Sys
tem
: dev
elop
ing
an u
nder
stan
ding
of t
he w
ay s
yste
ms
of p
eopl
e,m
achi
nes,
and
pro
cess
es w
ork:
trou
bles
hoot
ing
prob
lem
s in
thei
r op
erat
ion;
and
devi
sing
str
ateg
ies
for
impr
ovin
g th
eir
effe
ctiv
enes
s
A s
ingl
e pr
ojec
t may
invo
lve
inur
e th
an o
ne k
ind
of p
robl
em s
olvi
ng.
Des
igni
ngT
he s
tude
nt d
esig
ns a
pro
duct
, ser
vice
, or
syst
em to
mee
t an
Iden
tifie
d ne
ed; M
ai is
.th
e st
uden
t:
deve
lops
idea
s fa
t des
ign
of th
e pr
oduc
t, se
rvic
e, o
r sy
stem
:id
entif
ies
fact
ors
affe
ctin
g ch
oice
of t
he b
est i
dea
for
the
desi
gn a
nd m
akes
a d
ecis
ion
hose
d on
thos
e fa
ctor
s:se
lect
s an
d us
es a
n ap
prop
riate
form
for
pres
entin
g th
e de
sign
pla
n;es
tabl
ishe
s cr
iteria
for
judg
ing
the
succ
ess
of th
e de
sign
;pl
ans
and
carr
ies
out t
he s
teps
of t
he p
rodu
ctio
n pr
oces
s;ev
alua
tes
the
qual
ity o
f the
des
ign
by c
onsi
derin
g th
e cr
iteria
for
succ
ess
and
byco
mpa
rison
with
sim
ilar
prod
ucts
, ser
vice
s, o
r sy
stem
s.
Pla
nnin
g an
d O
rgan
ioin
gT
he s
tude
nt p
lans
and
org
aniz
es a
n ev
ent o
r ac
tivity
: tha
t iv.
the
stud
ent:
deve
lops
a p
lan
chat
:in
clud
es a
ll th
e fa
ctor
s an
d va
riabl
es th
at n
eed
to b
e co
nsid
ered
;m
akes
sen
se in
term
s of
the
orde
r in
whi
ch th
ings
tree
d to
be
done
;m
akes
sen
se in
term
s of
the
peop
le, t
ime,
and
res
ourc
es a
vaila
ble
to p
ut th
e pl
anin
to a
ctio
n;is
des
crib
ed c
lear
ly e
noug
h fo
r so
meo
ne e
lse
to u
se it
:
impl
emen
ts th
e pl
an;
eval
uate
s th
e S
UC
CC
IS o
f the
MIt
or a
ctiv
ity, i
dent
ifyin
g th
e pa
rts
of th
e pl
an th
atw
orke
d be
st a
nd th
e as
pect
s th
at c
ould
hav
e be
en im
prov
ed b
y be
tter
plan
ning
and
orga
niza
tion,
and
pro
posi
ng h
ow th
e im
prov
emen
ts c
ould
hav
e be
en a
chie
ved;
mak
es r
ecom
men
datio
ns r
o ot
hers
who
mig
ht c
onsi
der
plan
ning
and
org
aniz
ing
asi
mila
r ev
ent o
r ac
tivity
.
Impr
ovin
g a
Sys
tem
The
stu
dent
trou
bles
hoot
s pr
oble
ms
in th
e op
erat
ion
of a
sys
tem
in n
eed
of r
epai
r or
devi
ses
and
test
s w
ays
of im
prov
ing
the
effe
ctiv
enes
s of
a s
yste
m in
ope
ratio
n; th
at is
.th
e st
uden
t:
iden
tifie
s th
e pa
rts
of th
e sy
stem
and
the
way
the
part
s co
nnec
t with
eac
h ot
her;
iden
tifie
s pa
rts
or c
onne
ctio
ns in
the
syst
em th
at h
ave
brok
en d
own
or th
at c
ould
be
mad
e to
wor
k be
tter:
devi
ses
way
s of
mak
ing
the
syst
em w
ork
agai
n or
mak
ing
it w
ork
bette
r:ch
ecks
whe
ther
the
stra
tegi
cs w
orke
d.
BE
ST
CO
PY
AV
AIL
AB
LE
MID
DLE
SC
HO
OL
The
stu
dent
com
plet
es p
roje
cts
invo
lvin
g at
leas
t non
of t
he fo
llow
ing
kind
s of
pro
blem
rso
lvin
g ea
ch y
ear
and,
ove
r th
e co
urse
of m
iddl
e sc
hool
, pro
ject
s in
volv
ing
all t
hree
kind
s of
pro
blem
sol
ving
.
Des
igni
ng: i
dent
ifyin
g ne
eds
that
cou
ld h
e m
et b
y ne
w p
rodu
cts,
ser
vice
s, o
r sy
stem
s;an
d cr
eatin
g so
lutio
ns fo
r m
eetin
g th
em;
Pla
nnin
g an
d O
rgan
izin
g: ta
king
res
pons
ibili
ty fo
r al
l asp
ects
of p
lann
ing
and
orga
nizi
ng a
n ev
ent o
r ac
civi
ry fr
om c
once
pt to
com
plet
ion.
mak
ing
good
use
of t
here
sour
ces
of p
eopl
e, ti
me,
mon
ey, a
nd m
ater
ials
and
faci
litie
s;
Impr
ovin
g a
Sys
tem
: dev
elop
ing
an u
nder
stan
ding
of t
he m
ay s
yste
ms
of p
eopl
e,m
achi
nes,
and
pro
cess
es w
ork;
trou
bles
hoot
ing
prob
lem
s in
thei
rop
erat
ion;
and
dev
isin
g st
rate
gies
for
impr
ovin
g th
eir
effe
ctiv
enes
s.
A s
ingl
e pr
ojec
t may
invo
lve
mor
e th
an o
ne k
ind
of p
robl
em s
olvi
ng.
Des
igni
ngT
he s
tude
nt d
esig
ns a
pro
duct
, ser
vice
. or
syst
em to
mee
t an
iden
tifie
d ne
ed: t
hat i
s.th
e st
uden
t:
deve
lops
a r
ange
of d
esig
n op
tions
;se
lect
s on
e de
sign
opt
ion
ro p
ursu
e an
d ju
stifi
es th
e ch
oice
, Fur
exa
mpl
e, w
ithre
fere
nce
to fu
nctio
nal,
aest
hetic
, soc
ial.
econ
omic
. or
envi
ronm
enta
l con
side
ratio
ns;
iden
tifie
s, w
here
rel
evan
t, th
e pr
inci
ples
on
whi
ch th
e de
cisi
on w
as b
ased
, suc
h as
aest
hetic
, mat
hem
atic
al, s
cien
tific
:us
es a
ppro
pria
te c
onve
ntio
ns r
o re
pres
ent t
he d
esig
n;es
tabl
ishe
s cr
iteria
for
judg
ing
Me
succ
ess
of th
e de
sign
;pl
ans
and
carr
ies
out t
he s
teps
of t
he p
rodu
ctio
n pr
oces
s;ad
just
s th
e pr
oduc
tion
proc
ess
as r
equi
red
to a
chie
ve s
peci
fied
stan
dard
s of
qua
lity
and
safe
ty;
eval
uate
s th
e qu
ality
of t
he d
esig
n by
con
side
ring
the
crite
ria fo
r su
cces
s an
d by
com
paris
on w
ith s
imila
r pr
oduc
ts, s
ervi
ces,
or
syst
ems.
Pla
nnin
g an
dO
rgan
ioin
gT
he s
tude
nt p
lans
and
org
aniz
es a
n ev
ent o
r ac
tivity
: tha
t is,
the
stud
ent:
deve
lops
a p
lan
that
:re
flect
s re
sarc
h in
to r
elev
ant p
rece
dent
s an
d re
gula
tions
;in
clud
es a
ll sh
e fa
ctor
s an
d va
riabl
es c
har
need
to b
e co
nsid
ered
;m
akes
sen
se in
term
s of
the
orde
r in
whi
ch th
ings
nee
d to
be
done
;m
akes
sen
se in
term
s of
the
peop
le, t
ime,
and
res
ourc
es a
vaila
ble
to p
un th
e pl
anin
to a
ctio
n;is
des
crib
ed c
lear
ly e
noug
h fo
r so
meo
ne e
lse
to u
se it
;
impl
emen
ts th
e pl
an in
way
s th
at:
refle
ct e
stab
lishe
d pr
iorit
ies;
rmpu
nd e
ffect
ivel
y to
unf
ortn
cen
[1.1
111.
11C
.:ev
alua
tes
the
succ
ess
of th
e ev
ent o
r ac
tivity
. ide
ntify
ing
the
parr
s of
the
plan
that
wor
ked
hat a
nd th
e as
pect
s th
at c
ould
hav
e be
en im
prov
ed b
y be
tter
plan
ning
and
orga
niza
tion.
and
pro
posi
ng h
ow th
e im
prov
emen
ts c
ould
hav
e be
en a
chie
ved;
nuke
s re
com
men
datio
ns to
oth
ers
who
mig
ht c
onsi
der
plan
ning
and
org
aniz
ing
aev
ent o
r ac
tivity
.
Impr
ovin
g a
Sys
tem
The
stu
dent
trou
bles
hot,u
pro
blem
s in
she
ope
ratio
n of
a s
yste
m in
nee
d of
rep
air
erde
vise
s an
d te
sts
way
s of
impr
ovin
g th
e ef
fect
iven
ess
of a
sys
tem
Or
oper
atio
n; th
at is
,th
e st
uden
t:
desc
ribes
the
man
agem
ent a
nd s
truc
ture
of t
he s
yste
m in
term
s of
ins
logi
c, s
eque
nces
,an
d co
ntro
l;id
entif
ies
the
oper
atin
g pr
inci
ples
und
erly
ing
the
syst
em, i
.e.,
mat
hem
atic
al, s
cien
tific
,
orga
niza
tiona
l:an
alyz
es th
e de
sign
and
man
agem
ent o
f the
sys
tem
with
ref
eren
ce to
its
func
tiona
l,ae
sthe
tic, s
ocia
l. co
mm
erci
al, a
nd e
nviro
nmen
tal r
equi
rem
ents
, as
appr
opria
te;
eval
uate
s th
e op
erat
ion
of th
e sy
stem
;de
vise
s st
rate
gies
for
purr
ing
the
syst
em b
ack
in o
pera
tion
or im
prov
ing
its
perf
orm
ance
;te
sts
the
effe
ctiv
enes
s of
Jim
str
ateg
ics
empl
oyed
.
HIG
H S
CH
OO
L
The
stu
dent
com
plet
es p
roje
cts
invo
lvin
g at
leas
t tw
o of
the
follo
win
g ki
nds
of p
robl
emso
lvin
g ea
ch y
ear
and,
ove
r sh
e co
urse
of h
igh
scho
ol. p
roje
cts
invo
lvin
g al
l thr
ee k
inds
of
prob
lem
sol
ving
.D
esig
ning
: ide
ntify
ing
need
s th
at c
ould
be
Mel
by
new
pro
duct
s, s
ervi
ces,
or
syst
ems.
and
crea
ting
solu
tions
for
mee
ting
them
:P
lann
ing
and
Org
aniz
ing:
taki
ng r
espo
nsib
ility
fora
ll as
pect
s of
pla
nnin
g an
d or
gane
ong
211
even
t or
activ
ity fr
om c
once
pt to
om
plet
ion.
mak
ing
good
use
of t
he r
esou
rces
of p
errim
e, m
oney
, and
mat
eria
ls a
nd fa
cilit
ies;
Impr
ovin
g a
Sys
tem
: dev
elop
ing
an u
nder
stan
ding
of s
he w
ay s
yste
ms
of p
eopl
e, m
achi
nes,
and
proc
esse
s w
ork;
trou
bles
hoot
ing
prob
lem
s in
thei
r op
erat
ion;
and
dev
isin
g st
rate
gies
for
impr
ovin
g th
eir
effe
ctiv
enes
s.
A s
ingl
e pr
ojec
t may
invo
lve
mor
e th
an o
ne k
ind
of p
robl
em s
olvi
ng.
Des
igni
ngT
he s
tude
nt d
esig
ns a
pro
duct
, ser
vice
. or
syst
em to
mee
t an
iden
tifie
d ne
ed; t
hat b
,th
e st
uden
t:
deve
lops
a d
esig
n pr
opos
al M
aesh
ows
how
the
idea
s ha
ve b
een
deve
lope
d;re
flect
s aw
aren
ess
oF s
imila
r w
ork
done
by
othe
rs a
nd o
f rel
evan
t des
ign
stan
dard
s an
d
regu
latio
ns:
just
ifies
the
choi
ces
mad
e, fo
r ex
ampl
e. w
ith r
efes
etic
e to
func
tiona
l, ae
sthe
tic, s
ocia
l,ec
onom
ic, a
nd e
nviro
nmen
tal c
onsi
dera
tions
;&
lath
es, w
here
rel
evan
t, th
e pr
inci
ples
on
whi
ch d
ecis
ions
wer
e ba
sed.
suc
h as
.ae
sthe
tic. m
athe
mat
ical
, and
sci
entif
ic;
esta
blis
hes
crite
ria fo
r ev
alua
ting
the
prod
uct,
serv
ice,
or
syst
em;
uses
usap
prop
riate
con
vent
ions
to r
erne
nt d
esig
ns:
com
mun
icat
es c
lear
ly s
o th
at a
pee
r or
col
leag
ue c
ould
use
orga
nize
s. im
ple
men
ts. a
nd a
djus
ts h
e pr
oduc
tion
proc
ess
to.
achi
eve
spec
ified
sta
ndar
ds o
f qua
lity
and
safe
ty;
mak
e ef
ficie
nt u
se o
f tim
e an
d re
sour
ces;
eval
uate
s th
e pr
oduc
t, se
rvic
e, o
r sy
stem
in te
rms
of th
e cr
iteria
est
ablis
hed
in th
e de
sign
prop
osal
, usi
ng:
tnfo
rmat
ion
gath
ered
fron
t im
pact
stu
dies
or
prod
uct t
estin
g or
mar
ket r
esea
rch,
as
com
prop
riate
:pa
rison
s w
ith s
imila
r w
ork
done
by
othe
rs.
Pla
nnin
gan
dO
rgan
izin
gT
he s
tude
nt p
lans
and
org
aniz
es a
n ev
ent o
r ac
tivity
; tha
t is,
the
stut
ter.
:
.dev
elop
s a
plan
ning
sch
edul
e th
at:
is s
ensi
ble
in te
rms
of s
he g
oals
of t
he e
vent
or
activ
ity:
is lo
gica
l and
ach
ieva
ble;
refle
cts
resn
rch
into
rel
evan
t pre
cede
nts
and
regu
latio
ns;
take
s ac
coun
t of a
ll re
leva
nt fa
ctor
s;
refle
cts
stra
tegi
c th
inki
ng;
com
mun
icat
es c
lear
ly s
o th
at a
pee
r or
col
leag
ue c
ould
use
it;
impl
emen
ts a
nd a
djus
ts th
e pl
anni
ng s
ched
ule
in w
ays
than
achi
eves
cifie
d st
anda
rds
of q
ualit
y:pe
mak
e ef
f ici
ent u
se o
f tim
e, m
oney
. peo
ple,
res
ourc
es, f
acili
ties:
refle
ct e
stab
lishe
d pr
iorit
ies;
resp
ond
effe
ctiv
ely
so u
nfor
esee
n ci
rcum
stan
ces:
eval
uate
s th
e cy
clic
or
activ
ity r
isin
g qu
.alir
ativ
e an
d qu
antit
ativ
e m
etho
ds E
n de
term
ine:
the
succ
ess
of th
e ev
ent o
r ac
tivity
in te
rms
of ir
s es
tabl
ishe
dpa
sses
:as
pect
s of
the
even
t or
activ
ity th
at c
ould
hav
e be
en im
prov
ed b
y be
tter
plan
ning
and
orge
nisa
tiun
and
the
way
s by
whi
ch th
e im
prov
emen
ts c
ould
hav
e be
en a
chie
ved;
reco
mm
enda
tiom
for
plan
ning
and
org
aniz
ing
subs
eque
nt s
imila
r ev
ents
or
activ
ities
.
impr
ovin
g a
Sys
tem
The
stu
dent
trou
bles
hoot
s pr
oble
ms
in th
e op
erat
ion
of a
sys
tem
in n
eed
of r
epai
r or
dev
ises
sod
tear
s w
ays
of im
prov
ing
the
effe
ctiv
enes
s of
a s
yste
m in
ope
ratio
n: th
at is
, the
stu
dent
:
expl
ains
the
man
agem
ent a
nd s
truc
ture
of t
he s
yste
m in
term
s of
its:
logi
c. s
eque
nces
, and
con
trol
;im
pact
;op
erat
ing
prin
cipl
es. t
hat i
s, th
e m
athe
mat
ical
. sci
entif
ic a
nd/o
r or
gani
zatio
nal p
rinci
ples
unde
rlyin
g th
e sy
stem
;an
alyz
es th
e de
sign
and
man
agem
ent o
f the
sys
tem
, tak
ing
acco
unt o
f its
func
tiona
l,ae
sthe
tic. s
ocia
l, en
viro
nmen
tal,
and
com
mer
cial
req
uire
men
ts, a
s ap
prop
riate
, and
usi
ng a
rele
vant
kin
d of
mod
elin
g an
d sy
stem
s an
alys
is:
eval
uate
s th
e op
erat
ion
of th
e sy
stem
usi
ng q
ualit
ativ
e m
etho
ds a
nd/o
r qu
antit
ativ
em
easu
rem
ents
of p
erfo
rman
ce;
adap
ts te
chni
ques
to c
ontr
ol a
nd m
anag
e th
e sy
stem
in o
rder
to im
prov
e its
per
form
ance
by:
iden
tifyi
ng, n
estin
g, a
nd a
djus
ting
sub
syst
ems;
deve
lopi
ng a
nd te
stin
g st
rate
gies
to o
ptim
ize
perf
orm
ance
.20
30
1995
Nat
iona
l Car
ter
en E
duca
tion
and
dm E
cono
my
All
nem
res
erve
d.
2. C
omm
unic
atio
n T
ools
and
Tec
hniq
ues
99
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
mak
es a
n or
al p
rese
ntat
ion
of p
roje
ct p
lans
or
findi
ngs
to a
n ap
prop
riate
audi
ence
; tha
t is,
the
stud
ent:
orga
nize
s th
e pr
esen
t atio
n in
a lo
gica
l way
app
ropr
iate
to it
s pu
rpos
e:sp
eaks
cle
arly
and
pre
sent
s co
nfid
ently
;tc
spon
ds to
que
st W
ilt fr
om th
e au
dien
ce;
eval
uate
s th
e ef
fect
iven
ess
of th
e pr
esen
tatio
n.
The
stu
dent
com
pose
s an
d se
nds
corr
espo
nden
ce. s
uch
as th
ank-
you
lette
rs a
nd m
emos
prov
idin
g in
form
atio
n: th
at is
, the
stu
dent
:
expr
esse
s th
e in
form
atio
n or
req
uest
cle
arly
;w
rites
in a
sty
le a
ppro
pria
te to
the
purp
ose
of th
e co
rres
pond
ence
.
The
stu
dent
writ
es a
nd fo
rmat
s in
form
atio
n fo
r sh
ort p
ublic
atio
ns. s
uch
as b
roch
ures
or
post
ers:
that
is, t
he s
tude
nt:
colle
cts
info
rmat
ion
to in
clud
e in
the
publ
icat
ion;
orga
nize
s th
e in
form
atio
n in
tro
an a
ppro
pria
te fo
rm fo
t use
m th
e pu
blic
atio
n:ch
ecks
the
info
rmat
ion
for
accu
racy
:fo
rmat
s th
e pu
blic
atio
n to
that
it a
chie
ves
its p
urpo
se.
The
stu
dent
tran
slat
es in
form
atio
n fr
om o
ne fo
rmat
to a
noth
er; t
hat i
s, th
e st
uden
t:
choo
ses
a di
ffere
nt fo
rmat
that
is a
ppro
pria
te fo
r pr
esen
ting
info
rmat
ion
to b
ette
r su
itth
e pu
rpos
e fo
r co
mm
unic
atin
g it
chec
ks th
at th
e in
form
atio
n ha
s be
en tr
ansl
ated
acc
urat
ely
into
the
new
form
at;
give
s te
nons
for
any
chan
ges
mad
e itt
the
info
rmat
ion.
suc
h as
dec
idin
g to
leav
e so
me
info
rtna
tion
out
204
© 1
995
Nat
iona
l,Cen
ter
on E
duca
tion
and
the
Eco
nom
y A
ll rig
ht"
'ner
ved.
MID
DLE
SC
HO
OL
.T
he s
tude
nt m
akes
an
oral
pre
sent
atio
n of
pro
ject
pla
ns o
r fin
ding
s to
an
audi
ence
beyo
nd th
e sc
hool
; tha
t is.
the
stud
ent;
orga
nize
s th
e pr
esen
tatio
n in
a lo
gica
l way
app
ropr
iate
to in
pur
pose
:ad
just
s th
e st
yle
of p
rese
ntat
ion
ro s
uit i
ts p
urpo
se a
nd a
udie
nce;
spea
ks c
lear
ly a
nd p
rese
nts
conf
iden
tly;
resp
onds
app
ropr
iate
ly to
que
stio
ns fr
om th
e au
dien
ce;
eral
uate
s th
e ef
fect
iven
ess
of th
e pr
esen
tatio
n.
The
stu
dent
con
duct
s fo
rmal
writ
ten
corr
espo
nden
ce w
ith a
com
mun
ity o
rgan
ixat
ion
or,b
usin
ess:
that
is, t
he s
tude
nt:
expr
esse
s th
e in
form
atio
n or
req
uest
cle
arly
for
the
purp
ose
and
audi
ence
;w
rites
in a
sty
le a
ppro
pria
te s
o th
e pu
rpos
e an
d au
dien
ce o
f the
cor
resp
onde
nce.
The
stu
dent
org
aniz
es a
nd c
omm
unic
ates
info
rmat
ion
for
publ
icat
ion
usin
g se
vera
lm
etho
ds a
nd fo
rmat
s, s
uch
as o
verh
ead
tran
spar
enci
es, h
ando
uts,
and
com
pute
rge
nera
ted
grap
hs a
nd c
hart
s; th
at is
, the
stu
dent
:
colle
cts
info
rmat
ion
to in
clud
e in
pub
lishe
d m
ater
ials
;or
gani
zes
the
info
rmat
ion
into
an
appr
opria
te fo
rm fo
r us
e in
the
publ
icat
ion,
taki
ngac
coun
t of t
he r
equi
rem
ents
and
pos
sibi
litie
s of
the
chos
en fo
rmat
;ch
ecks
the
info
rmat
ion
for
accu
racy
:fo
rmat
s th
e pu
blis
hed
mat
eria
l so
that
it a
chie
ves
its p
urpo
se.
The
stu
dent
tran
slat
es in
form
atio
n fr
om o
ne fo
rmat
to a
noth
er: t
hat i
s, th
e st
uden
t:
choo
ses
a di
ffere
nt fo
rmat
that
is a
ppro
pria
te fo
r pr
esen
ting
info
rmat
ion
to b
ette
r su
itth
e pu
rpos
e fo
r co
mm
unic
atin
g it;
chee
ks th
at th
e in
form
atio
n ha
s be
en tr
ansl
ated
acc
urat
ely
into
the
new
form
at:
give
s re
ason
s fo
r an
y ch
ange
s m
ade
in th
e in
form
atio
n, s
uch
as d
ecid
ing
to le
ave
som
ein
form
atio
n ou
t.
nFS
T C
OP
Y A
VA
ILA
BLE
HIG
H S
CH
OO
L
The
stu
dent
mak
es a
n or
al p
rese
ntat
ion
of p
roje
ct p
lans
or
findi
ngs
to a
n au
dien
ce w
ithex
pert
ise
in th
e re
leva
nt s
ubje
ct m
atte
r; th
at is
. the
stu
dent
:
orga
nize
s sh
e pr
esen
tatio
n in
a lo
gica
l way
app
ropr
iate
to it
s pu
rpos
e;ad
just
s th
e st
yle
of p
rese
ntat
ion
to s
uit i
ts p
urpo
se a
nd a
udie
nce;
spea
ks c
lear
ly a
nd p
rese
nts
conf
iden
tly;
resp
onds
app
ropr
iate
ly to
que
stio
ns fr
om th
e au
dien
ce;
eval
uate
s sh
e ef
fect
iven
ess
of th
e pr
esen
tatio
n.
The
stu
dent
pre
pare
s a
form
al w
ritte
n pr
opos
al o
r re
port
to a
com
mun
ity o
rgan
izat
ion
or b
usin
ess;
that
is, s
he s
tude
nt:
orga
nize
s th
e in
form
atio
n in
the
prop
osal
or
repo
rt in
a lo
gica
l way
app
ropr
iate
ire p
urpo
se;
prod
uces
the
prop
osal
or
repo
rt in
a fo
rmat
sim
ilar
to th
at u
sed
in p
rofe
ssio
nally
prod
uced
doc
umen
ts fo
ra s
imila
r pu
rpos
e an
d au
dien
ce.
The
stu
dent
dev
elop
s a
mul
ti-m
edia
pre
sent
atio
n, c
ombi
ning
wok
sou
nd. a
nd im
ages
;th
at is
, the
stu
dent
:
sele
cts
an a
ppro
pria
te m
ediu
m fo
r ea
ch e
lem
ent o
f the
pre
sent
atio
n:us
. she
sel
ecte
d m
edia
ski
llful
ly. i
nclu
ding
edi
ting
and
mon
itorin
g fo
r qu
ality
;m
akes
sm
ooth
tran
sitio
ns b
etw
een
she
elem
ents
of t
he p
rese
ntat
ion:
achi
eves
coh
eren
ce in
the
pres
enta
tion
as a
who
le;
com
mun
icat
es th
e in
forr
natid
n ef
fect
ivel
y, te
stin
g au
dien
ce r
espo
nse
and
revi
sing
the
pres
enta
tion
acco
rdin
gly.
The
stu
dent
tran
slat
es in
form
atio
n lim
n on
e fo
rmat
so
anot
her;
111
31 is
, the
stu
dent
:
choo
ses
a di
ffere
nt fo
rmat
app
ropr
iate
for
pres
entin
g in
form
atio
n to
bet
ter
suit
the
purp
ose
for
com
mun
icat
ing
it;ch
ecks
that
the
info
rmat
ion
has
been
tran
slat
ed a
ccur
atel
y in
to th
e ne
w fo
rmat
;ju
stifi
es a
ny c
hang
es m
ade
in th
e in
form
atio
n, in
clud
ing
she
omis
sion
of m
ater
ial
irrel
evan
t to
the
purp
ose
of th
e co
mm
unic
atio
n.
AP
PE
ND
IX 4
205
3. In
form
atio
n T
echn
olog
yT
he G
rade
Lev
els
Com
pare
d:A
pplie
d Le
arni
nglo
oT
ools
and
Tec
hniq
ues
AP
PE
ND
IX 4 2(
16
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
:
uses
wor
d pr
oces
sing
, gra
phic
s, a
nd d
raw
ing
prog
ram
s;us
es a
n el
ectr
onic
car
d ca
talo
gue.
MID
DLE
SC
HO
OL
The
stu
dent
:
load
s, r
uns,
and
use
s da
taba
se a
nd s
prea
dshe
et p
rogr
ams;
acqu
ires
info
rmat
ion
for
spec
ific
purp
oses
from
on-
line
sour
ces;
uses
doc
umen
tatio
n an
d on
-scr
een
help
to le
arn
how
ro
use
softw
are
prog
ram
s.
HIG
H S
CH
OO
L
The
stu
dent
:
sets
up
and
oper
ates
com
pute
r eq
uipm
ent a
nd a
ssoc
iare
d pe
riphe
rals
;tr
oubl
esho
ots
prob
lem
s in
ope
ratin
g co
mpu
ter
equi
pmen
t and
soft-
war
e;
uses
on-
line
sour
ces
to e
xcha
nge
info
rmat
ion
for
spec
ific
purp
oses
.
207
0 19
95 N
atio
nal C
ente
r on
Edu
catio
n an
d th
e E
cono
my
Al!
rigla
s re
wor
d
4. L
earn
ing
and
Sel
f-m
anag
emen
tT
ools
and
Tec
hniq
ues
101
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
lear
ns fr
om r
ole
mod
els;
that
is, t
he s
tude
nt:
cons
ults
with
or
obse
rves
old
er s
tude
nts
and
adul
ts a
t wor
k an
did
entif
ies
the
mai
n fe
atur
es o
f wha
t the
y do
, the
way
they
go
abou
tth
eir
wor
k, a
nd th
e qu
aliti
es o
f the
pro
duct
s th
ey p
rodu
ce;
take
s ac
coun
t of r
ole
mod
els
in p
lann
ing
and
cond
uctin
g hi
s or
her
own
proj
ect a
ctiv
ities
.
The
stu
dent
kee
ps r
ecor
ds o
f wor
k ac
tiviti
es in
an
orde
rly m
anne
r; a
ltar
is, t
he s
tude
nt:
sets
up
a sy
stem
for
stor
ing
reco
rds
of w
ork
activ
ities
;m
aint
ains
rec
ords
of w
ork
activ
ities
in a
way
that
mak
es it
pos
sibl
e to
find
spec
ific
mat
eria
ls q
uick
ly a
nd e
asily
.
The
stu
dent
Iden
tifie
s st
reng
ths
and
wea
knes
ses
in h
is o
r he
r ow
n w
ork;
that
is th
e st
uden
t:
unde
rsta
nds
and
esta
blis
hes
crite
ria fo
r ju
dgin
g th
e qu
ality
of w
ork
proc
esse
s
and
prod
ucts
;
asse
sses
his
or
her
own
wor
k pr
oces
ses
and
prod
ucts
.
208
0 19
95 N
otio
nal G
oa, o
n E
duca
tion
and
the
Eco
nom
y A
ll rig
hts
rew
ord
MID
DLE
SC
HO
OL
The
stu
dent
lear
ns fr
om r
ole
mod
els;
that
is, t
he s
tude
nt:
cons
ults
with
or
obse
rves
old
er s
tude
nts
and
adul
ts a
t wor
k an
did
entif
ies
the
mai
n fe
atur
es o
f wha
t the
y do
, the
way
they
go
abou
tth
eir
wor
k, a
nd th
e qu
alifi
es o
f the
pro
duct
s th
ey p
rodu
ce;
anal
yzes
wor
k pe
rfor
man
ces
and
wor
k pr
oduc
ts to
iden
tify
fact
ors
affe
ctin
g su
cces
s;
take
s ac
coun
t of a
naly
ses
of r
ole
mod
els
in p
lann
ing
and
cond
uctin
ghi
s or
het
ow
n pr
ojec
t act
iviti
es.
The
str
iden
t dev
elop
s an
d m
aint
ains
a s
ched
ule
of w
ork
activ
ities
; tha
tis
, the
stu
dent
:
esta
blis
hes
a sc
hedu
le o
f wor
k ac
tiviti
es th
at r
efle
cts
prio
ritie
san
d de
adlin
es;
seek
s ad
vice
on
the
man
agem
ent o
f con
flict
ing
prio
ritie
s an
d de
adlin
es;
upda
tes
the
sche
dule
reg
ular
ly.
The
stu
dent
set
s go
als
for
lear
ning
and
rev
iew
s hi
s or
her
pro
gres
s; th
atis
, the
stu
dent
:
sets
goa
ls fo
r le
arni
ng;
revi
ews
his
or h
er p
rogr
ess
tow
ards
mee
ting
the
goal
s;
seek
s an
d re
spon
ds to
adv
ice
from
oth
ers
in s
ettin
g go
als
and
revi
ewin
g pr
ogre
ss.
HIG
H S
CH
OO
L
The
stu
dent
lear
ns fr
om a
dult
role
mod
els;
that
is, t
he s
tude
nt:
cons
ults
with
and
obs
erve
s ad
ult r
ole
mod
els
at w
ork
and
iden
tifie
sth
e el
emen
ts o
f the
ir w
ork
role
s an
d th
e qu
aliti
es o
f the
thei
r w
ork
prod
ucts
;
anal
yzes
the
wor
k pe
rfor
man
ce o
f adu
lt ro
le m
odel
s to
det
erm
ine
the
criti
cal d
eman
ds o
f the
rol
e, s
uch
as d
eman
ds, f
or k
now
ledg
e an
dsk
ills,
judg
men
t and
dec
isio
n m
akin
g;ta
kes
acco
unt o
f ana
lyse
s of
rol
e m
odel
s in
pla
nnin
g an
d co
nduc
ting
his
or h
er o
wn
proj
ect a
ctiv
ities
.
The
stu
dent
rev
iew
s hi
s or
her
ow
n pr
ogre
ss in
com
plet
ing
wor
kac
tiviti
es a
nd a
djus
ts p
riorit
ies
as n
eede
d to
mee
t dea
dlin
es; t
hat i
s, th
est
uden
t:
deve
lops
and
mai
ntai
ns w
ork
sche
dule
s th
at r
efle
ct c
onsi
dera
tion
ofpr
iorit
ies;
man
ages
tim
e;
mon
itors
pro
gres
s to
war
ds m
eetin
g de
adlin
es a
nd a
djus
ts p
riorit
ies
as n
eces
sary
.
The
stu
dent
eva
luat
es h
is o
r he
r pe
rfor
man
ce; t
hat i
s, th
e st
uden
t:
esta
blis
hes
expe
ctat
ions
for
his
or h
er o
wn
achi
evem
ent;
criti
ques
his
or
her
wor
k in
ligh
t of t
he e
stab
lishe
d ex
pect
atio
ns;
seek
s an
d re
spon
ds to
adv
ice
and
criti
cism
from
oth
ers.
AP
PE
ND
IX 4
209
5. T
ools
and
Tec
hniq
ues
102
for
Wor
king
With
Oth
ers
The
Gra
de L
evel
s C
ompa
red:
App
lied
Lear
ning
AP
PE
ND
IX 4
ELE
ME
NT
AR
Y S
CH
OO
L
The
stu
dent
wor
ks w
ith o
ther
s to
com
plet
e a
task
; tha
t is,
the
stud
ent:
reac
hes
agre
emen
t with
gro
up m
embe
rs o
n w
hat w
ork
need
s to
be
done
to c
ompl
ete
the
task
and
how
the
wor
k w
ill b
e ta
ckle
d;ra
kes
a sh
are
of th
e re
spon
sibi
lity
rot t
he w
ork;
cons
ults
with
gro
up m
embe
rs r
egul
arly
dur
ing
the
task
to c
heck
on
prog
ress
in c
ompl
etin
g th
e ta
sk, t
o de
cide
on
any
chan
ges
that
are
requ
ired,
and
to c
heck
that
all
part
s ha
ve b
een
com
plet
ed a
t the
end
of th
e ta
sk.
The
stu
dent
sho
ws
or e
xpla
ins
som
ethi
ng c
lear
ly e
noug
h fo
r so
meo
neel
se to
be
able
to d
o it.
The
stu
dent
iden
tifie
s th
e ne
eds
of a
clie
nt; t
hat i
s, th
e st
uden
t:
inte
rpre
ts a
writ
ten
requ
est f
or c
ompl
etio
n of
a ta
sk;
asks
que
stio
ns to
cla
rify
the
dem
ands
of a
task
.
210
MID
DLE
SC
HO
OL
The
stu
dent
rak
es r
espo
nsib
ility
for
a co
mpo
nent
of a
team
pro
ject
; tha
tis
, the
stu
dent
:
reac
hes
agre
emen
t with
team
mem
bers
on
wha
t wor
k ne
eds
to b
edo
ne to
com
plet
e th
e ta
sk a
nd h
ow th
e w
ork
will
be
tack
led;
rake
s sp
ecifi
c re
spon
sibi
lity
for
a co
mpo
nent
of t
he p
roje
ct;
take
s al
l ste
ps n
eces
sary
to e
nsur
e ap
prop
riate
com
plet
ion
of th
esp
ecifi
c co
mpo
nent
of t
he p
roje
ct w
ithin
the
agre
ed u
pon
time
fram
e.
The
stu
dent
coa
ches
or
tuto
rs; t
hat i
s, th
e st
uden
t:
.ass
istS
one
or
mor
e ot
hers
to le
arn
on th
e jo
b, c
.g.,
in s
choo
l, sp
orts
,an
d co
mm
unity
gro
ups;
anal
yzes
coa
chin
g or
tuto
ring
expe
rienc
e to
iden
tify
mor
e an
d le
ss
effe
ctiv
e w
ays
of p
rovi
ding
ass
ista
nce
to s
uppo
rt o
n-th
e-jo
b le
arni
ng;
uses
the
anal
ysis
to in
form
sub
sequ
ent c
oach
ing
or tu
torin
g ac
tiviti
es.
The
stu
dent
neg
otia
tes
with
a c
lient
; tha
t is,
the
stud
ent:
cons
ults
with
a c
lient
to c
larif
y th
e de
man
ds o
f a ta
sk;
inte
rpre
ts th
e cl
ient
's r
eque
st a
nd tr
ansl
ates
it in
to a
n in
itial
pla
nfo
r co
mpl
etin
g th
e ta
sk, t
akin
g ac
coun
t of a
vaila
ble
reso
urce
s;
nego
tiate
s w
ith th
e cl
ient
to a
rriv
e at
an
agre
ed u
pon
plan
.
HIG
H.S
CH
OO
L
The
stu
dent
par
ticip
ates
in th
e es
tabl
ishm
ent a
nd o
pera
tion
ofse
lf-di
rect
ed w
ork
team
s; th
at is
, the
stu
dent
:
iden
tifie
s th
e ra
nge
of k
now
ledg
e an
d sk
ills
requ
ired
for
a gi
ven
p en
j C
U;
defin
es r
oles
and
sha
res
resp
onsi
bilit
ies
amon
g re
am m
embe
rs;
sets
obj
ectiv
es a
nd ti
me
fram
es fo
r th
e w
ork
to b
e co
mpl
eted
;es
tabl
ishe
s pr
oces
ses
for
grou
p de
cisi
on m
akin
g;re
view
s pr
ogre
ss a
nd m
akes
adj
ustm
ents
as
requ
ired.
The
stu
dent
.pla
ns a
nd c
arrie
s ou
t a s
trat
egy
for
intr
oduc
ing
othe
rs in
toa
wor
k pr
ogra
m; t
hat i
s, th
e st
uden
t:
esta
blis
hes
lear
ning
goa
ls;
plan
s a
sequ
ence
of a
ctiv
ities
des
igne
d to
ach
ieve
the
lear
ning
goa
ls;
mon
itors
the
lear
ning
pro
cess
and
rev
ises
act
iviti
es a
ccor
ding
ly;
eval
uate
s th
e su
cces
s of
she
str
ateg
y an
d id
entif
ies
aspe
cts
of th
epr
oces
s th
at c
ould
hav
e be
en im
prov
ed a
nd th
e w
ays
by w
hich
the
impr
ovem
ents
cou
ld h
ave
been
ach
ieve
d.
The
stu
dent
com
plet
es a
task
in r
espo
nse
to a
com
mis
sion
from
a c
lient
;th
at is
, the
stu
dent
:
nego
tiate
s w
ith th
e cl
ient
to a
rriv
e at
a p
lan
for
mee
ting
the
clie
nt's
need
s th
at is
acc
epta
ble
to th
e cl
ient
, ach
ieva
ble
with
in a
vaila
ble
reso
urce
s, a
nd in
clud
es a
gree
d-up
on c
riter
ia fo
r su
cces
sful
com
plet
ion;
mon
itors
clie
nt s
atis
fact
ion
with
the
wor
k in
pro
gres
s an
d m
akes
adju
stm
ents
acc
ordi
ngly
;
eval
uate
s th
e re
sult
in te
rms
of th
e ne
gotia
ted
plan
and
the
clie
nt's
eval
uatio
n of
the
resu
lt.
211
1595
Nat
iona
l Gat
or o
n E
duca
tion
and
slur
Eco
nom
y A
ll ris
hn r
mtr
octi
103
ST
AN
DA
RD
S D
EV
ELO
PM
EN
T S
TA
FF
Ann
Bor
thw
ick,
Lea
rnin
g R
esea
rch
and
Dev
elop
men
t Cen
ter,
Uni
vers
ity o
f Pitt
sbur
gh
Bill
Cal
der,
For
t Wor
th In
depe
nden
t Sch
ool D
istr
ict,
TX
Sha
nnon
C'd
e B
aca,
Tho
mas
Jef
fers
on H
igh
Sch
ool,
Cou
ncil
Blu
ffs, I
A
Jane
t Cof
fey,
Edm
und
Bur
ke S
choo
l, W
ashi
ngto
n, D
C
Dua
ne A
. Coo
per,
Cen
ter
for
Mat
hem
atic
s E
duca
tion
and
Dep
artm
ent o
f Mat
hem
atic
s, U
nive
rsity
of M
aryl
and
Phi
l Dar
o, A
cade
mic
Adv
ance
men
t, U
nive
rsity
of C
alifo
rnia
Offi
ce o
f the
Pre
side
nt
Dia
na E
dwar
ds, L
earn
ing
Res
earc
h an
d D
evel
opm
ent C
ente
r,U
nive
rsity
of P
ittsb
urgh
Gar
y E
ggan
, Lea
rnin
g R
esea
rch
and
Dev
elop
men
t Cen
ter,
Uni
vers
ity o
f Pitt
sbur
gh
Sal
ly H
ampt
on, F
ort W
orth
Inde
pend
ent S
choo
l Dis
tric
t, T
XD
rew
Kra
vin,
Cor
nell
Ele
men
tary
Sch
ool,
Alb
any,
CA
Geo
rgia
Mak
ris, A
cade
mic
Adv
ance
men
t,U
nive
rsity
of C
alifo
rnia
Offi
ce o
f the
Pre
side
nt
Mar
y M
arsh
, For
t Wor
th In
depe
nden
t Sch
ool D
istr
ict,
TX
Kat
e N
olan
, Lea
rnin
g R
esea
rch
and
Dev
elop
men
t Cen
ter,
Uni
vers
ity o
f Pitt
sbur
gh
And
y P
lann
er, N
atio
nal C
ente
r on
Edu
catio
n an
dth
e E
cono
my
Lonn
y P
latz
er, L
earn
ing
Res
earc
h an
d D
evel
opm
ent C
ente
r,U
nive
rsity
of P
ittsb
urgh
Jenn
ifer
Qui
nn, F
ort W
orth
Inde
pend
ent S
choo
l Dis
tric
t, T
XM
ark
Ras
mus
sen,
Cor
nell
Ele
men
tary
Sch
ool,
Alb
any,
CA
Ann
Sha
nnon
, Gra
duat
e S
choo
l of E
duca
tion,
Uni
vers
ity o
fC
alifo
rnia
at B
erke
ley
1-27
, Spa
ldin
g, N
atio
nal C
ounc
il of
Tea
cher
s of
Eng
lish
Eliz
abet
h S
tage
, Aca
dem
ic A
dvan
cem
ent,
Uni
vers
ity o
fC
alifo
rnia
Offi
ce o
f the
Pre
side
nt
Dic
k S
tanl
ey, D
ana
Cen
ter,
Uni
vers
ity o
f Cal
iforn
ia a
t Ber
kele
y
Cat
hy S
terli
ng, A
cade
mic
Adv
ance
men
t, U
nive
rsity
of
Cal
iforn
ia O
ffice
of t
he P
resi
dent
John
Tan
ner,
For
t Wor
th In
depe
nden
t Sch
ool D
istr
ict,
TX
Gin
ny V
an H
orne
, Edu
catio
n an
d H
uman
Res
ourc
es,
Am
eric
an A
ssoc
iatio
n fo
r th
e A
dvan
cem
ent o
f Sci
ence
21 2
.0
1995
Ala
nnna
l Cen
ter
017
Eth
ocan
on a
nd th
e E
cono
my.
All
nghn
ser
ved
AC
KN
OW
LED
GM
EN
TS
Pet
er A
ffler
bach
, Uni
vers
ity o
f Mar
ylan
d
Bob
And
erso
n, D
epar
tmen
t of E
duca
tion,
CA
Laur
a A
rndt
, Eag
lecr
est H
igh
Sch
ool,
Aur
ora,
CO
Rob
Atte
rbur
y, S
an D
iego
City
Sch
ools
, CA
Jerr
y B
ell,
Edu
catio
n an
d H
urnr
i Res
ourc
es,
Am
eric
an A
ssoc
iatio
n fo
r th
e A
dvan
cem
ent o
f Sci
ence
Nea
l Ber
kin,
Whi
te P
lain
s S
choo
ls, W
hite
Pla
ins,
NY
Vic
toria
Bill
, Ins
titut
e fo
r Le
arni
ng, L
earn
ing
Res
earc
h an
dD
evel
opm
ent C
ente
r, U
nive
rsity
of P
ittsb
urgh
Rub
en C
arrie
do, S
an D
iego
City
Sch
ools
, CA
Lind
a C
arst
ens,
San
Die
go C
ity S
choo
ls, C
A
Miri
am C
hapl
in, N
atio
nal C
ounc
il of
Tea
cher
s of
Eng
lish
Lynd
a C
hitte
nden
, Par
k E
lem
enta
ry, M
ill V
alle
y, C
AF
ran
Cla
gger
t
Mar
sha
DeL
ain,
Del
awar
e D
epar
tmen
t of P
ublic
Inst
ruct
ion
Xan
dra
Will
iam
s E
arlie
, Ald
ine
Inde
pend
ent S
choo
l Dis
tric
t,H
oust
on, T
X
Joan
ne E
resh
, Pitt
sbur
gh P
ublic
Sch
ools
, PA
Ed
Est
y, In
depe
nden
t Con
sulta
nt, C
hevy
Cha
se, M
D
Ala
n F
arst
rup,
Inte
rnat
iona
l Rea
ding
Ass
ocia
tion
Kar
en F
ujii,
Buc
her
Mid
dle
Sch
ool,
San
ta C
lara
, CA
Man
Gan
dal,
Am
eric
an F
eder
atio
n of
Tea
cher
s
Kar
rie G
engo
, Mea
dow
dale
Hig
h S
choo
l, Ly
nnw
ood,
WA
Sta
cy G
oodm
an, L
ewis
Cen
tral
Sch
ools
, Cou
ncil
Blu
ffs, L
A
Eun
ice
Gre
er, U
nive
rsity
of I
llino
is
Mik
e H
ale,
Cou
ncil
Blu
ffs C
omm
unity
Sch
ools
,C
ounc
il B
luffs
, IA
Shi
rley
Bric
e H
eath
, Sta
nfor
d U
nive
rsity
Bill
Hon
ig, S
an F
ranc
isco
Sta
te U
nive
rsity
Bet
h H
ulbe
rt, W
ard
5, B
arre
, VT
Tom
Jon
es, N
atio
nal A
llian
ce fo
r R
estr
uctu
ring
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catio
n
Nan
cy K
ello
gg, C
ON
NE
CT
, Col
orad
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epar
tmen
tof
Edu
catio
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Don
Kin
g, D
epar
tmen
t of M
athe
mat
ics,
Nor
thea
ster
nU
nive
rsity
Lind
a Le
wis
, For
t Wor
th In
depe
nden
t Sch
ool D
istr
ict,
TX
Bob
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ings
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nsyl
vani
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d, J
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Ric
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Pitt
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ublid
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Uni
vers
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f Pitt
sbur
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Kev
in r
adia
n, D
epar
tmen
t of I
nteg
rativ
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iolo
gy, U
nive
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of C
alifo
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at B
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Dav
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Ver
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Sci
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,an
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echn
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hilli
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ity E
lem
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Rob
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nive
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eorg
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iddl
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choo
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right
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each
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Col
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Writ
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Design and Production by KSA Group, Inc., Arlington, VAPrinted by Kirby Lithographic Company, Inc., Arlington, VA
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