Download 6-12 DRAFT Power Standards As determined by Teacher Leaders 6

6-12 DRAFT Power Standards
As determined by
6th Grade ELA
7th Grade ELA
8th Grade ELA
9 - 10th Grade ELA
11 - 12th Grade ELA
Teacher Leaders
6th Grade Math
7th Grade Math
8th Grade Math
9-12th Grade Math
Please review the following Power Standards and provide any and all feedback
to Academics & Accountability by using the online survey tool. The feedback
form includes a space for general comments and questions as well.
When providing input, please reference the standard by the code (e.g.
ELACC6W1) and provide rationale for the standard to be added as a Power
Standard or to be noted as a Supporting Standard.
As determined by FCS Teacher Leaders February 2012
DRAFT Sixth Grade ELA Power Standards
Reading Literary (RL)
ELACC6RL 1 – Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
ELACC6RL 3 – Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as
how the characters respond or change as the plot moves toward a resolution.
ELACC6RL 4 – Determine the meanings of words and phrases as they are used in a text, including
figurative ad connotative meanings; analyze the impact of a specific word choice on meaning and tone.
ELACC6RL 9 – Compare and contrast texts in different forms or genres (e.g. stories and poems, historical
novels and fantasy stories) in terms of their approaches to similar themes and topics.
Reading Informational (RI)
ELACC6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
ELACC6RI2: Determine a central idea of a text and how it is conveyed through particular details; provide
a summary of the text distinct from personal opinions or judgments.
ELACC6RI4: Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
ELACC6RI8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are
supported by reasons and evidence from claims that are not.
Writing (W)
ELACC6W1 - Write arguments to support claims with clear reasoning and relevant evidence. (a-e)
ELACC6W2 - Write informative /explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content. (a-f)
ELACC6W3 - Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences. (a-e)
ELACC6W8 – Gather relevant info from multiple print and digital sources; assess the credibility of each
source; and quote/ paraphrase the data and conclusions of others while avoiding plagiarism and
providing basic bibliographic information for sources.
Language (L)
ELACC6L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
ELACC6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 6 reading and content, choosing flexibly from a range of strategies. (a-d)
Speaking and Listening
ELACC6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and
expressing their own clearly. (a-d)
Speaking and Listening (continued)
ELACC6SL2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic, text, or issue under study.
ELACC6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions,
facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume,
and clear pronunciation.
As determined by FCS Teacher Leaders February 2012
DRAFT Sixth Grade Math Power Standards
Ratios and Proportional Relationships (RP)
MCC6.RP.1 - Understand the concept of a ratio and use ratio language to describe a ratio relationship
between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1,
because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received
nearly three votes.”
MCC6.RP.3 - Use ratio and rate reasoning to solve real‐world and mathematical problems, e.g., by
reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations
(b, c, d)
The Number System (NS)
MCC6.NC.1 - Interpret and compute quotients of fractions, and solve word problems involving division
of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.
For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the
quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9
because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if
3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt?
How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Compute fluently
with multi-digit numbers and find common factors and multiples.
MCC6.NS.2 - Fluently divide multi‐digit numbers using the standard algorithm.
MCC6.NS.3 - Fluently add, subtract, multiply, and divide multi‐digit decimals using the standard
algorithm for each operation.
MCC6.NS.5 - Understand that positive and negative numbers are used together to describe quantities
having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea
level, debits/credits, positive/negative electric charge); use positive and negative numbers to represent
quantities in real‐world contexts, explaining the meaning of 0 in each situation.
• Students will understand the meaning of positive and negative rational numbers
MCC6.NS.7 - Understand ordering and absolute value of rational numbers. (b)
Expressions and Equations (EE)
MCC6.EE.2 – Write, read, and evaluate expressions in which letters stand for numbers. (a, b, c)
 Write expressions that record operations with numbers and with letters standing for numbers.
For example, express the calculation “Subtract y from 5” as 5 – y.
 Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient,
coefficient); view one or more parts of an expression as a single entity. For example, describe the
expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of
two terms.
 Evaluate expressions at specific values of their variables. Include expressions that arise from
formulas used in real-world problems. Perform arithmetic operations, including those involving
whole-number exponents, in the conventional order when there are no parentheses to specify a
particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2to find
the volume and surface area of a cube with sides of length s = 1/2.
MCC6.EE.5 - Understand solving an equation or inequality as a process of answering a question: which
values from a specified set, if any, make the equation or inequality true? Use substitution to determine
whether a given number in a specified set makes an equation or inequality true.
MCC6.EE.6 - Use variables to represent numbers and write expressions when solving a real‐world or
mathematical problem; understand that a variable can represent an unknown number, or, depending on
the purpose at hand, any number in a specified set.
• Given a problem, define a variable, write an equation
As determined by FCS Teacher Leaders February 2012
MCC6.EE.7 - Solve real‐world and mathematical problems by writing and solving equations of the form
x +p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
MCC6.EE.9 - Use variables to represent two quantities in a real‐world problem that change in
relationship to one another; write an equation to express one quantity, thought of as the dependent
variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship
between the dependent and independent variables using graphs and tables, and relate these to the
equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of
distances and times, and write the equation d = 65t to represent the relationship between distance and
time.
Geometry (G)
MCC6.G.1 - Find area of right triangles, other triangles, special quadrilaterals, and polygons by
composing into rectangles or decomposing into triangles and other shapes; apply these techniques in
the context of solving real‐world and mathematical problems.
• Find the area of a polygon (regular and irregular) by dividing it into squares, rectangles, and/or
triangles and find the sum of the areas of those shape
Statistics and Probability (SP)
MCC6.SP.5 - Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
• Analyze categorical data using frequencies of categories or proportions of categories
b. Describing the nature of the attribute under investigation, including how it was measured and its
units of measurement.
• Students summarize numerical data by providing background information about the attribute
being measured, methods and unit of measurement, and the context of data collection activities
c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range
and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations
from the overall pattern with reference to the context in which the data was gathered.
• Analyze numerical data using the appropriate measure of central tendency (mean and/or
median)
• Analyze data with respect to the appropriate measures of variation (range, interquartile range,
and/or mean absolute deviation). The choice of summary measures to report is related to the shape of
the distribution (symmetry versus skewed to the higher values or skewed to the lower values)
d. Relating the choice of measures of center and variability to the shape of the data distribution and the
context in which the data was gathered.
As determined by FCS Teacher Leaders February 2012
DRAFT Seventh Grade ELA Power Standards
Reading Literary
EALCC7RL 1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
ELACC7RL 4 – Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
Reading Informational (RI)
ELACC7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
ELACC7RI4: Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
ELACC7RI8: Trace and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient to support the claims.
Writing (W)
ELACC7W1 - Write arguments to support claims with clear reasons and relevant evidence. (a-e)
ELACC7W2 – Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
info through selection, organization, and analysis of relevant content. (a-f)
ELACC7W4 – Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
ELACC7W6 – Use technology, including internet, to produce and publish writing and link to and cite
sources…interact and collaborate with others…link and cite sources.
Language (L)
ELACC7L3 – Use knowledge of language and its conventions when writing, speaking, reading, or
listening. (a)
ELACC7L6 – Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Speaking and Listening (SL)
ELACC7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and
expressing their own clearly. (a-d)
ELACC7SL3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the
reasoning and the relevance and sufficiency of the evidence.
ELACC7SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and
clear pronunciation.
As determined by FCS Teacher Leaders February 2012
DRAFT Seventh Grade Math Power Standards
Ratios and Proportions (RP)
MCC7.RP.1 - Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and
other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4
hour, compute the unit rate as the complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per
hour.
MCC7.RP.3 - Use proportional relationships to solve multistep ratio and percent problems. Examples:
simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and
decrease, percent error.
Number Systems (NS)
MCC7.NS.1 - Apply and extend previous understandings of addition and subtraction to add and subtract
rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
MCC7.NS.2 - Apply and extend previous understandings of multiplication and division and of fractions to
multiply and divide rational numbers.
MCC7.NS.3 - Solve real‐world and mathematical problems involving the four operations with rational
number
Expressions and Equations (EE)
MCC7.EE.3 - Solve multi-step real-life and mathematical problems posed with positive and negative
rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply
properties of operations to calculate with numbers in any form; convert between forms as appropriate;
and assess the reasonableness of answers using mental computation and estimation strategies. For
example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her
salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in
the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each
edge; this estimate can be used as a check on the exact computation.
Geometry (G)
MCC7.G.1 - Solve problems involving scale drawings of geometric figures, including computing actual
lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
MCC7.G.6 - Solve real‐world and mathematical problems involving area, volume and surface area of
two‐ and three‐dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right
prisms.
Statistics and Probability (SP)
MCC7.SP.1 - Understand that statistics can be used to gain information about a population by examining
a sample of the population; generalizations about a population from a sample are valid only if the
sample is representative of that population. Understand that random sampling tends to produce
representative samples and support valid inferences.
• Distinguish between a population parameter (numerical summary of the population) and a
sample statistic (numerical summary of a sample
MCC7.SP.4 - Use measures of center and measures of variability for numerical data from random
samples to draw informal comparative inferences about two populations. For example, decide whether
the words in a chapter of a seventh‐grade science book are generally longer than the words in a chapter
of a fourth‐grade science book.
• Compare summary statistics (mean, median, mode, range, quartiles, interquartile range, mean
absolute deviation) from one sample data distribution to another sample data distribution in describing
center and variability of the data distributions for numerical data and make informal comparative
statement
As determined by FCS Teacher Leaders February 2012
MCC7.SP.5 - Understand that the probability of a chance event is a number between 0 and 1 that
expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability
near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor
likely, and a probability near 1 indicates a likely event
MCC7.SP.7 - Develop a probability model and use it to find probabilities of events. Compare
probabilities from a model to observed frequencies; if the agreement is not good, explain possible
sources of the discrepancy.
MCC7.SP.8 - Find probabilities of compound events using organized lists, tables, tree diagrams, and
simulation.
As determined by FCS Teacher Leaders February 2012
DRAFT Eighth Grade ELA Power Standards
Reading Literacy
ELACC8RL 1 – Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
ELACC8RL 2 – Determine a theme or central idea of a text and analyze its development over the course
of the text, including its relationship to the characters, setting, and plot; provide an objective summary
of the text.
ELACC8RL 4 – Determine the meaning of words and phrases as they are used in a text, including
figurative language and connotative meanings; analyze the impact of specific word choices on meaning
and tone, including analogies or allusions to other texts.
Reading Informational (RI)
ELACC8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
ELACC8RI2: Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
ELACC8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
ELACC8RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is
introduced.
Writing (W)
ELACC8W1: Write arguments to support claims with clear reasons and relevant evidence. (a-e)
ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content. (a-f)
ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3 above.)
ELACC8W7: Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration.
Language (L)
ELACC8L1 - Demonstrate command of conventions of Standard English grammar and usage when
writing or speaking. (b and d)
Speaking and Listening (SL)
ELACC8SL3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the
reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is
introduced.
ELACC8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.
As determined by FCS Teacher Leaders February 2012
DRAFT Eighth Grade Math Power Standards
Expressions and Equations (EE)
MCC8.EE.1 - Know and apply the properties of integer exponents to generate equivalent numerical
expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27.
MCC8.EE.5 - Graph proportional relationships, interpreting the unit rate as the slope of the graph.
Compare two different proportional relationships represented in different ways. For example, compare
a distance-time graph to a distance-time equation to determine which of two moving objects has
greater speed.
MCC8.EE.7 - Solve linear equations in one variable.
MCC8.EE.7a Give examples of linear equations in one variable with one solution, infinitely many
solutions, or no solutions. Show which of these possibilities is the case by successively transforming the
given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or
a = b results (where a and b are different numbers)
MCC8.EE.7b Solve linear equations with rational number coefficients, including equations whose
solutions require expanding expressions using the distributive property and collecting like terms.
MCC8.EE.8 Analyze and solve pairs of simultaneous linear equations.
MCC8.EE.8c Solve real-world and mathematical problems leading to two linear equations in two
variables.For example, given coordinates for two pairs of points, determine whether the line through
the first pair of points intersects the line through the second pair.
Functions (F)
MCC8.F.4 - Construct a function to model a linear relationship between two quantities. Determine the
rate of change and initial value of the function from a description of a relationship or from two (x, y) ,
including reading these from a table or from a graph. Interpret the rate of change and initial value of a
linear function in terms of the situation it models, and in terms of its graph or a table of values.
Geometry (G)
MCC8.G.7 - Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in
real‐world and mathematical problems in two and three dimensions.
MCC8.G.9 - Know the formulas for the volume of cones, cylinders, and spheres and use them to solve
real‐world and mathematical problems.
As determined by FCS Teacher Leaders February 2012
DRAFT Ninth and Tenth Grade ELA Power Standards
Reading Literary
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone.)
Reading Informational
ELACC9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
ELACC9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious
reasoning.
Writing (W)
ELACC9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence. (a-e)
ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis of
content. (a-f)
ELACC9-10W4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
ELACC9-10W6: Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology’s capacity to link to other information and to
display information flexibly and dynamically.
Language (L)
ELACC9-10L1: Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. (a-b)
ELACC9-10L6: Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Speaking and Listening (SL)
ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively. (a-d)
ELACC9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development, substance, and
style are appropriate to purpose, audience, and task.
As determined by FCS Teacher Leaders February 2012
DRAFT Eleventh and Twelfth Grade ELA Power Standards
Reading Literary
ELACC11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
ELACC11-12RL4: Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.)
Reading Informational (RI)
ELACC11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
ELACC11-12RI4: Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of
a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
ELACC11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power, persuasiveness, or
beauty of the text.
ELACC11-12RI7: Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a
problem.
Writing (W)
ELACC11-12W1: Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence. (a-e)
ELACC11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis of
content. (a-f)
ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
ELACC11-12W9: Draw evidence from literary or informational texts to support analysis, reflection, and
research. (a-b)
Language (L)
ELACC11-12L1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking. (a-b)
ELACC11-12L2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. (a-c)
ELACC11-12L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grades 11-12 reading and content, choosing flexibly from a range of strategies. (a-d)
Speaking and Listening (SL)
ELACC11-12SL2: Integrate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies among the data.
ELACC11-12SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
As determined by FCS Teacher Leaders February 2012