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Overview
Using this resource group, students learn that the best way to stay healthy is by eating nutritious food. Sid and his friends discover that only eating cake would make their bodies feel terrible. The resource group includes eight video segments, including a live action segment, as well as an associated activity.

I Want Cake! Part 1
Sid wonders why he can't eat cake all the time. He explains that today is his birthday and that his favorite thing about his birthday is cake! At breakfast, Sid's parents explain that cake is okay to have on special occasions but that it is not good for you to have everyday because foods like cake and cupcakes have a lot of sugar which is not good for you to eat all the time.
Permitted use: Stream Only
© 2008

I Want Cake! Part 2
Sid interviews his friends and asks them what they think would happen if you had cake for breakfast, lunch, and dinner. Sid finds that May, Gabriela, and Gerald each have different answers to his important question. May thinks that you would get a stomach ache, Gabriela thinks that you would be happy, and Gerald thinks that you would get lots of energy and then very tired.
Permitted use: Stream Only
© 2008

I Want Cake! Part 3
Join Sid and his classmates for Rug Time with Miss Susie as they discuss nutritious food. Miss Susie explains that nutritious foods are those that help you to grow strong and healthy. To learn about nutritious foods, the class moves over to the Super Fab Lab. Miss Susie explains that a balanced meal has food from each one of the food groups. For this investigation the students grab their lunches and look to see if they have food from each of the food groups. Sid is disappointed when he notices that cake is not part of any of the food groups, but Miss Susie assures him that cake is okay to have on special occasions.
Permitted use: Stream Only
© 2008

I Want Cake! Live Action
Students learn about the importance of a balanced diet and what food items fall into various food groups. With the help of the teacher, these students break down their lunches and determine if they are getting enough variety in their diet.
Permitted use: Stream Only
© 2008

I Want Cake! Part 4
Sid and his classmates reflect on their nutritious meals and tell each other what they had in their lunches. Sid talks about the many different parts of his meal including a little bit of mashed potatoes, a little bit of peas, a little bit of gumbo and a little bit of birthday cake. Gerald talks about a meal that has all the food groups in one dish by eating a sandwhich filled with all different types of food!
Permitted use: Stream Only
© 2008

I Want Cake! Part 5
Laugh along with Sid and his classmates as they present 'Good Laughternoon'. The students get the chance to tell their best food jokes! The students then move back inside for playtime and act out a kingdom where Sid, as king, decides that everyone can eat cake all the time, despite scientist Gabriela telling him that people need more of a balanced diet. Gabriela explains that you need to eat a little bit from each food group in order to be healthy and finds that while King Sid feels sick from all of the cake, she is ready to rule the kingdom!
Permitted use: Stream Only
© 2008

I Want Cake! Part 6
This song promotes trying new foods and diversifying your diet and highlights food from all over the world! The different food groups identify their importance and sing about having a balanced diet.
Permitted use: Stream Only
© 2008

I Want Cake! Part 7
Sid leaves school after a day of learning all about nutritious food! On the car ride home, Sid's Grandma tells him about how before grocery stores, people would get their nutritious food, including vegetables, fruits, and milk, right from their own farm. Sid explains that he would like to have a balanced meal for his birthday dinner including foods from every food group and of course a piece of cake! Sid comes up with an idea to create a way to make sure that every meal is nutritious, having a little bit of everything, in portions that are just the right size!
Permitted use: Stream Only
© 2008
Head Start Child Development and Early Learning Framework

2 (Prekindergarten ): The acquisition of concepts and facts related to the natural and physical world and the understanding of naturallyoccurring relationships.
NSTA National Science Education Standards

1 (Grades: K12 ): Systems, order, and organization

5 (Grades: K12 ): Form and function

A (Grades: 912 ): Science as Inquiry

A.1 (Grades: 912 ): Abilities necessary to do scientific inquiry

A.1.1 (Grades: 912 ): Identify questions and concepts that guide scientific investigations.

A.1.1.a (Grades: 912 ): Students should formulate a testable hypothesis and demonstrate the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment. They should demonstrate appropriate procedures, a knowledge base, and conceptual understanding of scientific investigations.

A.1.1.a (Grades: 912 ): Students should formulate a testable hypothesis and demonstrate the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment. They should demonstrate appropriate procedures, a knowledge base, and conceptual understanding of scientific investigations.

A.1.2 (Grades: 912 ): Design and conduct scientific investigations.

A.1.2.a (Grades: 912 ): Designing and conducting a scientific investigation requires introduction to the major concepts in the area being investigated, proper equipment, safety precautions, assistance with methodological problems, recommendations for use of technologies, clarification of ideas that guide the inquiry, and scientific knowledge obtained from sources other than the actual investigation. The investigation may also require student clarification of the question, method, controls, and variables; student organization and display of data; student revision of methods and explanations; and a public presentation of the results with a critical response from peers. Regardless of the scientific investigation performed, students must use evidence, apply logic, and construct an argument for their proposed explanations.

A.1.2.a (Grades: 912 ): Designing and conducting a scientific investigation requires introduction to the major concepts in the area being investigated, proper equipment, safety precautions, assistance with methodological problems, recommendations for use of technologies, clarification of ideas that guide the inquiry, and scientific knowledge obtained from sources other than the actual investigation. The investigation may also require student clarification of the question, method, controls, and variables; student organization and display of data; student revision of methods and explanations; and a public presentation of the results with a critical response from peers. Regardless of the scientific investigation performed, students must use evidence, apply logic, and construct an argument for their proposed explanations.

A.1.3 (Grades: 912 ): Use technology and mathematics to improve investigations and communications.

A.1.1 (Grades: 912 ): Identify questions and concepts that guide scientific investigations.

A.1 (Grades: 912 ): Abilities necessary to do scientific inquiry

A (Grades: 58 ): Science as Inquiry

A.1 (Grades: 58 ): Abilities necessary to do scientific inquiry

A.1.1 (Grades: 58 ): Identify questions that can be answered through scientific investigations.

A.1.1.a (Grades: 58 ): Students should develop the ability to refine and refocus broad and illdefined questions. An important aspect of this ability consists of students' ability to clarify questions and inquiries and direct them toward objects and phenomena that can be described, explained, or predicted by scientific investigations. Students should develop the ability to identify their questions with scientific ideas, concepts, and quantitative relationships that guide investigation.

A.1.1.a (Grades: 58 ): Students should develop the ability to refine and refocus broad and illdefined questions. An important aspect of this ability consists of students' ability to clarify questions and inquiries and direct them toward objects and phenomena that can be described, explained, or predicted by scientific investigations. Students should develop the ability to identify their questions with scientific ideas, concepts, and quantitative relationships that guide investigation.

A.1.2 (Grades: 58 ): Design and conduct a scientific investigation.

A.1.2.a (Grades: 58 ): Students should develop general abilities, such as systematic observation, making accurate measurements, and identifying and controlling variables. They should also develop the ability to clarify their ideas that are influencing and guiding the inquiry, and to understand how those ideas compare with current scientific knowledge. Students can learn to formulate questions, design investigations, execute investigations, interpret data, use evidence to generate explanations, propose alternative explanations, and critique explanations and procedures.

A.1.2.a (Grades: 58 ): Students should develop general abilities, such as systematic observation, making accurate measurements, and identifying and controlling variables. They should also develop the ability to clarify their ideas that are influencing and guiding the inquiry, and to understand how those ideas compare with current scientific knowledge. Students can learn to formulate questions, design investigations, execute investigations, interpret data, use evidence to generate explanations, propose alternative explanations, and critique explanations and procedures.

A.1.3 (Grades: 58 ): Use appropriate tools and techniques to gather, analyze, and interpret data.

A.1.3.a (Grades: 58 ): The use of tools and techniques, including mathematics, will be guided by the question asked and the investigations students design. The use of computers for the collection, summary, and display of evidence is part of this standard. Students should be able to access, gather, store, retrieve, and organize data, using hardware and software designed for these purposes.

A.1.3.a (Grades: 58 ): The use of tools and techniques, including mathematics, will be guided by the question asked and the investigations students design. The use of computers for the collection, summary, and display of evidence is part of this standard. Students should be able to access, gather, store, retrieve, and organize data, using hardware and software designed for these purposes.

A.1.4 (Grades: 58 ): Develop descriptions, explanations, predictions, and models using evidence.

A.1.4.a (Grades: 58 ): Students should base their explanation on what they observed, and as they develop cognitive skills, they should be able to differentiate explanation from descriptionproviding causes for effects and establishing relationships based on evidence and logical argument. This standard requires a subject matter knowledge base so the students can effectively conduct investigations, because developing explanations establishes connections between the content of science and the contexts within which students develop new knowledge.

A.1.4.a (Grades: 58 ): Students should base their explanation on what they observed, and as they develop cognitive skills, they should be able to differentiate explanation from descriptionproviding causes for effects and establishing relationships based on evidence and logical argument. This standard requires a subject matter knowledge base so the students can effectively conduct investigations, because developing explanations establishes connections between the content of science and the contexts within which students develop new knowledge.

A.1.5 (Grades: 58 ): Think critically and logically to make the relationships between evidence and explanations.

A.1.5.a (Grades: 58 ): Thinking critically about evidence includes deciding what evidence should be used and accounting for anomalous data. Specifically, students should be able to review data from a simple experiment, summarize the data, and form a logical argument about the causeandeffect relationships in the experiment. Students should begin to state some explanations in terms of the relationship between two or more variables.

A.1.5.a (Grades: 58 ): Thinking critically about evidence includes deciding what evidence should be used and accounting for anomalous data. Specifically, students should be able to review data from a simple experiment, summarize the data, and form a logical argument about the causeandeffect relationships in the experiment. Students should begin to state some explanations in terms of the relationship between two or more variables.

A.1.6 (Grades: 58 ): Recognize and analyze alternative explanations and predictions.

A.1.6.a (Grades: 58 ): Students should develop the ability to listen to and respect the explanations proposed by other students. They should remain open to and acknowledge different ideas and explanations, be able to accept the skepticism of others, and consider alternative explanations.

A.1.6.a (Grades: 58 ): Students should develop the ability to listen to and respect the explanations proposed by other students. They should remain open to and acknowledge different ideas and explanations, be able to accept the skepticism of others, and consider alternative explanations.

A.1.7 (Grades: 58 ): Communicate scientific procedures and explanations.

A.1.7.a (Grades: 58 ): With practice, students should become competent at communicating experimental methods, following instructions, describing observations, summarizing the results of other groups, and telling other students about investigations and explanations.

A.1.7.a (Grades: 58 ): With practice, students should become competent at communicating experimental methods, following instructions, describing observations, summarizing the results of other groups, and telling other students about investigations and explanations.

A.1.8 (Grades: 58 ): Use mathematics in all aspects of scientific inquiry.

A.1.1 (Grades: 58 ): Identify questions that can be answered through scientific investigations.

A.1 (Grades: 58 ): Abilities necessary to do scientific inquiry

A (Grades: 58 ): Science as Inquiry

A.1 (Grades: 58 ): Abilities necessary to do scientific inquiry

A.1.1 (Grades: 58 ): Identify questions that can be answered through scientific investigations.

A.1.1 (Grades: 58 ): Identify questions that can be answered through scientific investigations.

A.2 (Grades: 58 ): Understandings about scientific inquiry

A.1 (Grades: 58 ): Abilities necessary to do scientific inquiry

A (Grades: 912 ): Science as Inquiry

A.1 (Grades: 912 ): Abilities necessary to do scientific inquiry

A.1.1 (Grades: 912 ): Identify questions and concepts that guide scientific investigations.

A.1.1 (Grades: 912 ): Identify questions and concepts that guide scientific investigations.

A.2 (Grades: 912 ): Understandings about scientific inquiry

A.1 (Grades: 912 ): Abilities necessary to do scientific inquiry

C (Grades: K4 ): Life Science

C.1 (Grades: K4 ): The characteristics of organisms

C.1 (Grades: K4 ): The characteristics of organisms

C (Grades: K4 ): Life Science

C.1 (Grades: K4 ): The characteristics of organisms

C.1 (Grades: K4 ): The characteristics of organisms

C (Grades: K4 ): Life Science

C.1 (Grades: K4 ): The characteristics of organisms

C.1 (Grades: K4 ): The characteristics of organisms

C (Grades: 58 ): Life Science

C.1 (Grades: 58 ): Structure and function in living systems

C.1 (Grades: 58 ): Structure and function in living systems

C (Grades: K4 ): Life Science

C.1 (Grades: K4 ): The characteristics of organisms

C.1.1 (Grades: K4 ): Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.

C.1.1 (Grades: K4 ): Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.

C.2 (Grades: K4 ): Life cycles of organisms

C.1 (Grades: K4 ): The characteristics of organisms

C (Grades: K4 ): Life Science

C.1 (Grades: K4 ): The characteristics of organisms

C.1.1 (Grades: K4 ): Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.

C.1.1 (Grades: K4 ): Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.

C.2 (Grades: K4 ): Life cycles of organisms

C.1 (Grades: K4 ): The characteristics of organisms

C (Grades: K4 ): Life Science

C.1 (Grades: K4 ): The characteristics of organisms

C.1.1 (Grades: K4 ): Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.

C.1.1 (Grades: K4 ): Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.

C.2 (Grades: K4 ): Life cycles of organisms

C.2.1 (Grades: K4 ): Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms.

C.2.1 (Grades: K4 ): Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms.

C.3 (Grades: K4 ): Organisms and environments

C.1 (Grades: K4 ): The characteristics of organisms

C (Grades: K4 ): Life Science

C.1 (Grades: K4 ): The characteristics of organisms

C.1.1 (Grades: K4 ): Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.

C.1.1 (Grades: K4 ): Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.

C.2 (Grades: K4 ): Life cycles of organisms

C.2.1 (Grades: K4 ): Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms.

C.2.1 (Grades: K4 ): Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms.

C.3 (Grades: K4 ): Organisms and environments

C.1 (Grades: K4 ): The characteristics of organisms

D (Grades: K4 ): Earth and Space Science

D.1 (Grades: K4 ): Properties of earth materials

D.1.1 (Grades: K4 ): Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use.

D.1.1 (Grades: K4 ): Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use.

D.2 (Grades: K4 ): Objects in the sky

D.1 (Grades: K4 ): Properties of earth materials

F (Grades: K4 ): Science in Personal and Social Perspectives

F.1 (Grades: K4 ): Personal health

F.1 (Grades: K4 ): Personal health

F (Grades: 58 ): Science in Personal and Social Perspectives

F.1 (Grades: 58 ): Personal health

F.1 (Grades: 58 ): Personal health
Benchmarks for Science Literacy

11 (Grades: 912 ): Common Themes

11A (Grades: 912 ): Systems

11A/H1 (Grades: 912 ): A system usually has some properties that are different from those of its parts, but appear because of the interaction of those parts.

11A/H1 (Grades: 912 ): A system usually has some properties that are different from those of its parts, but appear because of the interaction of those parts.

11B (Grades: 912 ): Models

11B/H1a (Grades: 912 ): A mathematical model uses rules and relationships to describe and predict objects and events in the real world.

11B/H1a (Grades: 912 ): A mathematical model uses rules and relationships to describe and predict objects and events in the real world.

11C (Grades: 912 ): Constancy and Change

11A (Grades: 912 ): Systems

11 (Grades: 35 ): Common Themes

11A (Grades: 35 ): Systems

11A/E1 (Grades: 35 ): In something that consists of many parts, the parts usually influence one another.

11A/E1 (Grades: 35 ): In something that consists of many parts, the parts usually influence one another.

11B (Grades: 35 ): Models

11B/E2 (Grades: 35 ): Geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and oral and written descriptions can be used to represent objects, events, and processes in the real world.

11B/E2 (Grades: 35 ): Geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and oral and written descriptions can be used to represent objects, events, and processes in the real world.

11C (Grades: 35 ): Constancy and Change

11C/E1 (Grades: 35 ): Some features of things may stay the same even when other features change.

11C/E1 (Grades: 35 ): Some features of things may stay the same even when other features change.

11D (Grades: 35 ): Scale

11A (Grades: 35 ): Systems

12 (Grades: 35 ): Habits of Mind

12A (Grades: 35 ): Values and Attitudes

12A/E1 (Grades: 35 ): Keep clear and accurate records of investigations and observations.

12A/E1 (Grades: 35 ): Keep clear and accurate records of investigations and observations.

12B (Grades: 35 ): Computation and Estimation

12A (Grades: 35 ): Values and Attitudes

12 (Grades: 35 ): Habits of Mind

12A (Grades: 35 ): Values and Attitudes

12A/E1 (Grades: 35 ): Keep clear and accurate records of investigations and observations.

12A/E1 (Grades: 35 ): Keep clear and accurate records of investigations and observations.

12B (Grades: 35 ): Computation and Estimation

12A (Grades: 35 ): Values and Attitudes

12 (Grades: 35 ): Habits of Mind

12A (Grades: 35 ): Values and Attitudes

12A/E1 (Grades: 35 ): Keep clear and accurate records of investigations and observations.

12A/E1 (Grades: 35 ): Keep clear and accurate records of investigations and observations.

12B (Grades: 35 ): Computation and Estimation

12A (Grades: 35 ): Values and Attitudes

12 (Grades: 912 ): Habits of Mind

12A (Grades: 912 ): Values and Attitudes

12A/H1 (Grades: 912 ): Exhibit traits such as curiosity, honesty, openness, and skepticism when making investigations, and value those traits in others.

12A/H1 (Grades: 912 ): Exhibit traits such as curiosity, honesty, openness, and skepticism when making investigations, and value those traits in others.

12B (Grades: 912 ): Computation and Estimation

12A (Grades: 912 ): Values and Attitudes

12 (Grades: 912 ): Habits of Mind

12A (Grades: 912 ): Values and Attitudes

12A/H1 (Grades: 912 ): Exhibit traits such as curiosity, honesty, openness, and skepticism when making investigations, and value those traits in others.

12A/H1 (Grades: 912 ): Exhibit traits such as curiosity, honesty, openness, and skepticism when making investigations, and value those traits in others.

12B (Grades: 912 ): Computation and Estimation

12A (Grades: 912 ): Values and Attitudes

12 (Grades: 912 ): Habits of Mind

12A (Grades: 912 ): Values and Attitudes

12A/H1 (Grades: 912 ): Exhibit traits such as curiosity, honesty, openness, and skepticism when making investigations, and value those traits in others.

12A/H1 (Grades: 912 ): Exhibit traits such as curiosity, honesty, openness, and skepticism when making investigations, and value those traits in others.

12B (Grades: 912 ): Computation and Estimation

12A (Grades: 912 ): Values and Attitudes

12 (Grades: 912 ): Habits of Mind

12A (Grades: 912 ): Values and Attitudes

12A/H1 (Grades: 912 ): Exhibit traits such as curiosity, honesty, openness, and skepticism when making investigations, and value those traits in others.

12A/H1 (Grades: 912 ): Exhibit traits such as curiosity, honesty, openness, and skepticism when making investigations, and value those traits in others.

12B (Grades: 912 ): Computation and Estimation

12A (Grades: 912 ): Values and Attitudes

12 (Grades: 68 ): Habits of Mind

12A (Grades: 68 ): Values and Attitudes

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12B (Grades: 68 ): Computation and Estimation

12A (Grades: 68 ): Values and Attitudes

12 (Grades: 68 ): Habits of Mind

12A (Grades: 68 ): Values and Attitudes

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12B (Grades: 68 ): Computation and Estimation

12A (Grades: 68 ): Values and Attitudes

12 (Grades: 68 ): Habits of Mind

12A (Grades: 68 ): Values and Attitudes

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12B (Grades: 68 ): Computation and Estimation

12A (Grades: 68 ): Values and Attitudes

12 (Grades: 68 ): Habits of Mind

12A (Grades: 68 ): Values and Attitudes

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12B (Grades: 68 ): Computation and Estimation

12A (Grades: 68 ): Values and Attitudes

12 (Grades: K2 ): Habits of Mind

12A (Grades: K2 ): Values and Attitudes

12A/P1 (Grades: K2 ): Raise questions about the world and be willing to seek answers to these questions by making careful observations and trying things out.

12A/P1 (Grades: K2 ): Raise questions about the world and be willing to seek answers to these questions by making careful observations and trying things out.

12B (Grades: K2 ): Computation and Estimation

12A (Grades: K2 ): Values and Attitudes

12 (Grades: K2 ): Habits of Mind

12A (Grades: K2 ): Values and Attitudes

12A/P1 (Grades: K2 ): Raise questions about the world and be willing to seek answers to these questions by making careful observations and trying things out.

12A/P1 (Grades: K2 ): Raise questions about the world and be willing to seek answers to these questions by making careful observations and trying things out.

12B (Grades: K2 ): Computation and Estimation

12A (Grades: K2 ): Values and Attitudes

12 (Grades: K2 ): Habits of Mind

12A (Grades: K2 ): Values and Attitudes

12A/P1 (Grades: K2 ): Raise questions about the world and be willing to seek answers to these questions by making careful observations and trying things out.

12A/P1 (Grades: K2 ): Raise questions about the world and be willing to seek answers to these questions by making careful observations and trying things out.

12B (Grades: K2 ): Computation and Estimation

12A (Grades: K2 ): Values and Attitudes

12 (Grades: 35 ): Habits of Mind

12A (Grades: 35 ): Values and Attitudes

12A/E1 (Grades: 35 ): Keep clear and accurate records of investigations and observations.

12A/E1 (Grades: 35 ): Keep clear and accurate records of investigations and observations.

12B (Grades: 35 ): Computation and Estimation

12B/E1 (Grades: 35 ): Make calculations when necessary to solve realworld problems and decide whether to make the calculation mentally, on paper, or with the help of a calculator or computer.

12B/E1 (Grades: 35 ): Make calculations when necessary to solve realworld problems and decide whether to make the calculation mentally, on paper, or with the help of a calculator or computer.

12C (Grades: 35 ): Manipulation and Observation

12C/E1 (Grades: 35 ): Choose appropriate common materials for making simple mechanical constructions and repairing things.

12C/E1 (Grades: 35 ): Choose appropriate common materials for making simple mechanical constructions and repairing things.

12D (Grades: 35 ): Communication Skills

12A (Grades: 35 ): Values and Attitudes

12 (Grades: 35 ): Habits of Mind

12A (Grades: 35 ): Values and Attitudes

12A/E1 (Grades: 35 ): Keep clear and accurate records of investigations and observations.

12A/E1 (Grades: 35 ): Keep clear and accurate records of investigations and observations.

12B (Grades: 35 ): Computation and Estimation

12B/E1 (Grades: 35 ): Make calculations when necessary to solve realworld problems and decide whether to make the calculation mentally, on paper, or with the help of a calculator or computer.

12B/E1 (Grades: 35 ): Make calculations when necessary to solve realworld problems and decide whether to make the calculation mentally, on paper, or with the help of a calculator or computer.

12C (Grades: 35 ): Manipulation and Observation

12C/E1 (Grades: 35 ): Choose appropriate common materials for making simple mechanical constructions and repairing things.

12C/E1 (Grades: 35 ): Choose appropriate common materials for making simple mechanical constructions and repairing things.

12D (Grades: 35 ): Communication Skills

12A (Grades: 35 ): Values and Attitudes

12 (Grades: 912 ): Habits of Mind

12A (Grades: 912 ): Values and Attitudes

12A/H1 (Grades: 912 ): Exhibit traits such as curiosity, honesty, openness, and skepticism when making investigations, and value those traits in others.

12A/H1 (Grades: 912 ): Exhibit traits such as curiosity, honesty, openness, and skepticism when making investigations, and value those traits in others.

12B (Grades: 912 ): Computation and Estimation

12B/H1 (Grades: 912 ): Use appropriate ratios and proportions, including constant rates, when needed to make calculations for solving realworld problems.

12B/H1 (Grades: 912 ): Use appropriate ratios and proportions, including constant rates, when needed to make calculations for solving realworld problems.

12C (Grades: 912 ): Manipulation and Observation

12C/H1 (Grades: 912 ): Follow instructions in manuals or seek help from an experienced user to learn how to operate new mechanical or electrical devices.

12C/H1 (Grades: 912 ): Follow instructions in manuals or seek help from an experienced user to learn how to operate new mechanical or electrical devices.

12D (Grades: 912 ): Communication Skills

12A (Grades: 912 ): Values and Attitudes

12 (Grades: 68 ): Habits of Mind

12A (Grades: 68 ): Values and Attitudes

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12B (Grades: 68 ): Computation and Estimation

12B/M1a (Grades: 68 ): Find what part one number is of another and express it as a fraction or a percentage.

12B/M1a (Grades: 68 ): Find what part one number is of another and express it as a fraction or a percentage.

12C (Grades: 68 ): Manipulation and Observation

12C/M1 (Grades: 68 ): Use calculators to compare amounts proportionally.

12C/M1 (Grades: 68 ): Use calculators to compare amounts proportionally.

12D (Grades: 68 ): Communication Skills

12A (Grades: 68 ): Values and Attitudes

12 (Grades: 68 ): Habits of Mind

12A (Grades: 68 ): Values and Attitudes

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12A/M2 (Grades: 68 ): Hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

12B (Grades: 68 ): Computation and Estimation

12B/M1a (Grades: 68 ): Find what part one number is of another and express it as a fraction or a percentage.

12B/M1a (Grades: 68 ): Find what part one number is of another and express it as a fraction or a percentage.

12C (Grades: 68 ): Manipulation and Observation

12C/M1 (Grades: 68 ): Use calculators to compare amounts proportionally.

12C/M1 (Grades: 68 ): Use calculators to compare amounts proportionally.

12D (Grades: 68 ): Communication Skills

12A (Grades: 68 ): Values and Attitudes

12 (Grades: 912 ): Habits of Mind

12A (Grades: 912 ): Values and Attitudes

12A/H1 (Grades: 912 ): Exhibit traits such as curiosity, honesty, openness, and skepticism when making investigations, and value those traits in others.

12A/H1 (Grades: 912 ): Exhibit traits such as curiosity, honesty, openness, and skepticism when making investigations, and value those traits in others.

12B (Grades: 912 ): Computation and Estimation

12B/H1 (Grades: 912 ): Use appropriate ratios and proportions, including constant rates, when needed to make calculations for solving realworld problems.

12B/H1 (Grades: 912 ): Use appropriate ratios and proportions, including constant rates, when needed to make calculations for solving realworld problems.

12C (Grades: 912 ): Manipulation and Observation

12C/H1 (Grades: 912 ): Follow instructions in manuals or seek help from an experienced user to learn how to operate new mechanical or electrical devices.

12C/H1 (Grades: 912 ): Follow instructions in manuals or seek help from an experienced user to learn how to operate new mechanical or electrical devices.

12D (Grades: 912 ): Communication Skills

12D/H1 (Grades: 912 ): Make and interpret scale drawings.

12D/H1 (Grades: 912 ): Make and interpret scale drawings.

12E (Grades: 912 ): CriticalResponse Skills

12A (Grades: 912 ): Values and Attitudes

1 (Grades: 68 ): The Nature of Science

1A (Grades: 68 ): The Scientific Worldview

1A/M1a (Grades: 68 ): When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, and it often takes further studies to decide.

1A/M1a (Grades: 68 ): When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, and it often takes further studies to decide.

1B (Grades: 68 ): Scientific Inquiry

1A (Grades: 68 ): The Scientific Worldview

1 (Grades: 68 ): The Nature of Science

1A (Grades: 68 ): The Scientific Worldview

1A/M1a (Grades: 68 ): When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, and it often takes further studies to decide.

1A/M1a (Grades: 68 ): When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, and it often takes further studies to decide.

1B (Grades: 68 ): Scientific Inquiry

1B/M1a (Grades: 68 ): Scientists differ greatly in what phenomena they study and how they go about their work.

1B/M1a (Grades: 68 ): Scientists differ greatly in what phenomena they study and how they go about their work.

1C (Grades: 68 ): The Scientific Enterprise

1A (Grades: 68 ): The Scientific Worldview

1 (Grades: K2 ): The Nature of Science

1A (Grades: K2 ): The Scientific Worldview

1A/P1 (Grades: K2 ): When a science investigation is done the way it was done before, we expect to get a very similar result.

1A/P1 (Grades: K2 ): When a science investigation is done the way it was done before, we expect to get a very similar result.

1B (Grades: K2 ): Scientific Inquiry

1B/P1 (Grades: K2 ): People can often learn about things around them by just observing those things carefully, but sometimes they can learn more by doing something to the things and noting what happens.

1B/P1 (Grades: K2 ): People can often learn about things around them by just observing those things carefully, but sometimes they can learn more by doing something to the things and noting what happens.

1C (Grades: K2 ): The Scientific Enterprise

1A (Grades: K2 ): The Scientific Worldview

2 (Grades: 35 ): The Nature of Mathematics

2A (Grades: 35 ): Patterns and Relationships

2A (Grades: 35 ): Patterns and Relationships

2 (Grades: 912 ): The Nature of Mathematics

2A (Grades: 912 ): Patterns and Relationships

2A (Grades: 912 ): Patterns and Relationships

2 (Grades: 912 ): The Nature of Mathematics

2A (Grades: 912 ): Patterns and Relationships

2A (Grades: 912 ): Patterns and Relationships

2 (Grades: 912 ): The Nature of Mathematics

2A (Grades: 912 ): Patterns and Relationships

2A (Grades: 912 ): Patterns and Relationships

2 (Grades: 68 ): The Nature of Mathematics

2A (Grades: 68 ): Patterns and Relationships

2A (Grades: 68 ): Patterns and Relationships

2 (Grades: 912 ): The Nature of Mathematics

2A (Grades: 912 ): Patterns and Relationships

2A/H1 (Grades: 912 ): Mathematics is the study of any patterns or relationships, whereas natural science is concerned only with those patterns that are relevant to the observable world. Although mathematics began long ago in practical problems, it soon focused on abstractions from the material world, and then on even more abstract relationships among those abstractions.

2A/H1 (Grades: 912 ): Mathematics is the study of any patterns or relationships, whereas natural science is concerned only with those patterns that are relevant to the observable world. Although mathematics began long ago in practical problems, it soon focused on abstractions from the material world, and then on even more abstract relationships among those abstractions.

2B (Grades: 912 ): Mathematics, Science, and Technology

2A (Grades: 912 ): Patterns and Relationships

2 (Grades: 912 ): The Nature of Mathematics

2A (Grades: 912 ): Patterns and Relationships

2A/H1 (Grades: 912 ): Mathematics is the study of any patterns or relationships, whereas natural science is concerned only with those patterns that are relevant to the observable world. Although mathematics began long ago in practical problems, it soon focused on abstractions from the material world, and then on even more abstract relationships among those abstractions.

2A/H1 (Grades: 912 ): Mathematics is the study of any patterns or relationships, whereas natural science is concerned only with those patterns that are relevant to the observable world. Although mathematics began long ago in practical problems, it soon focused on abstractions from the material world, and then on even more abstract relationships among those abstractions.

2B (Grades: 912 ): Mathematics, Science, and Technology

2A (Grades: 912 ): Patterns and Relationships

2 (Grades: 68 ): The Nature of Mathematics

2A (Grades: 68 ): Patterns and Relationships

2A/M1 (Grades: 68 ): Usually there is no one right way to solve a mathematical problem; different methods have different advantages and disadvantages.

2A/M1 (Grades: 68 ): Usually there is no one right way to solve a mathematical problem; different methods have different advantages and disadvantages.

2B (Grades: 68 ): Mathematics, Science, and Technology

2A (Grades: 68 ): Patterns and Relationships

2 (Grades: 35 ): The Nature of Mathematics

2A (Grades: 35 ): Patterns and Relationships

2A/E1 (Grades: 35 ): Mathematics is the study of quantity and shape and is useful for describing events and solving practical problems.

2A/E1 (Grades: 35 ): Mathematics is the study of quantity and shape and is useful for describing events and solving practical problems.

2B (Grades: 35 ): Mathematics, Science, and Technology

(Grades: 35 ): No benchmarks for this level.

(Grades: 35 ): No benchmarks for this level.

2C (Grades: 35 ): Mathematical Inquiry

2A (Grades: 35 ): Patterns and Relationships

2 (Grades: 912 ): The Nature of Mathematics

2A (Grades: 912 ): Patterns and Relationships

2A/H1 (Grades: 912 ): Mathematics is the study of any patterns or relationships, whereas natural science is concerned only with those patterns that are relevant to the observable world. Although mathematics began long ago in practical problems, it soon focused on abstractions from the material world, and then on even more abstract relationships among those abstractions.

2A/H1 (Grades: 912 ): Mathematics is the study of any patterns or relationships, whereas natural science is concerned only with those patterns that are relevant to the observable world. Although mathematics began long ago in practical problems, it soon focused on abstractions from the material world, and then on even more abstract relationships among those abstractions.

2B (Grades: 912 ): Mathematics, Science, and Technology

2B/H1 (Grades: 912 ): Mathematical modeling aids in technological design by simulating how a proposed system might behave.

2B/H1 (Grades: 912 ): Mathematical modeling aids in technological design by simulating how a proposed system might behave.

2C (Grades: 912 ): Mathematical Inquiry

2A (Grades: 912 ): Patterns and Relationships

2 (Grades: 68 ): The Nature of Mathematics

2A (Grades: 68 ): Patterns and Relationships

2A/M1 (Grades: 68 ): Usually there is no one right way to solve a mathematical problem; different methods have different advantages and disadvantages.

2A/M1 (Grades: 68 ): Usually there is no one right way to solve a mathematical problem; different methods have different advantages and disadvantages.

2B (Grades: 68 ): Mathematics, Science, and Technology

2B/M1 (Grades: 68 ): Mathematics is helpful in almost every kind of human endeavor—from laying bricks to prescribing medicine or drawing a face.

2B/M1 (Grades: 68 ): Mathematics is helpful in almost every kind of human endeavor—from laying bricks to prescribing medicine or drawing a face.

2C (Grades: 68 ): Mathematical Inquiry

2A (Grades: 68 ): Patterns and Relationships

2 (Grades: 68 ): The Nature of Mathematics

2A (Grades: 68 ): Patterns and Relationships

2A/M1 (Grades: 68 ): Usually there is no one right way to solve a mathematical problem; different methods have different advantages and disadvantages.

2A/M1 (Grades: 68 ): Usually there is no one right way to solve a mathematical problem; different methods have different advantages and disadvantages.

2B (Grades: 68 ): Mathematics, Science, and Technology

2B/M1 (Grades: 68 ): Mathematics is helpful in almost every kind of human endeavor—from laying bricks to prescribing medicine or drawing a face.

2B/M1 (Grades: 68 ): Mathematics is helpful in almost every kind of human endeavor—from laying bricks to prescribing medicine or drawing a face.

2C (Grades: 68 ): Mathematical Inquiry

2A (Grades: 68 ): Patterns and Relationships

2 (Grades: K2 ): The Nature of Mathematics

2A (Grades: K2 ): Patterns and Relationships

2A/P1 (Grades: K2 ): Circles, squares, triangles, and other shapes can be found in nature and in things that people build.

2A/P1 (Grades: K2 ): Circles, squares, triangles, and other shapes can be found in nature and in things that people build.

2B (Grades: K2 ): Mathematics, Science, and Technology

(Grades: K2 ): No benchmarks for this level.

(Grades: K2 ): No benchmarks for this level.

2C (Grades: K2 ): Mathematical Inquiry

2A (Grades: K2 ): Patterns and Relationships

4 (Grades: 68 ): The Physical Setting

4A (Grades: 68 ): The Universe

4A/M1a (Grades: 68 ): The sun is a mediumsized star located near the edge of a discshaped galaxy of stars, part of which can be seen as a glowing band of light that spans the sky on a very clear night.

4A/M1a (Grades: 68 ): The sun is a mediumsized star located near the edge of a discshaped galaxy of stars, part of which can be seen as a glowing band of light that spans the sky on a very clear night.

4B (Grades: 68 ): The Earth

4B/M2ab (Grades: 68 ): The earth is mostly rock. Threefourths of the earth's surface is covered by a relatively thin layer of water (some of it frozen), and the entire planet is surrounded by a relatively thin layer of air.

4B/M2ab (Grades: 68 ): The earth is mostly rock. Threefourths of the earth's surface is covered by a relatively thin layer of water (some of it frozen), and the entire planet is surrounded by a relatively thin layer of air.

4C (Grades: 68 ): Processes that Shape the Earth

4A (Grades: 68 ): The Universe

5 (Grades: K2 ): The Living Environment

5A (Grades: K2 ): Diversity of Life

5A (Grades: K2 ): Diversity of Life

5 (Grades: K2 ): The Living Environment

5A (Grades: K2 ): Diversity of Life

5A/P1 (Grades: K2 ): Some animals and plants are alike in the way they look and in the things they do, and others are very different from one another.

5A/P1 (Grades: K2 ): Some animals and plants are alike in the way they look and in the things they do, and others are very different from one another.

5B (Grades: K2 ): Heredity

5B/P1 (Grades: K2 ): There is variation among individuals of one kind within a population.

5B/P1 (Grades: K2 ): There is variation among individuals of one kind within a population.

5C (Grades: K2 ): Cells

5A (Grades: K2 ): Diversity of Life

5 (Grades: K2 ): The Living Environment

5A (Grades: K2 ): Diversity of Life

5A/P1 (Grades: K2 ): Some animals and plants are alike in the way they look and in the things they do, and others are very different from one another.

5A/P1 (Grades: K2 ): Some animals and plants are alike in the way they look and in the things they do, and others are very different from one another.

5B (Grades: K2 ): Heredity

5B/P1 (Grades: K2 ): There is variation among individuals of one kind within a population.

5B/P1 (Grades: K2 ): There is variation among individuals of one kind within a population.

5C (Grades: K2 ): Cells

5C/P1 (Grades: K2 ): Magnifiers help people see things they could not see without them.

5C/P1 (Grades: K2 ): Magnifiers help people see things they could not see without them.

5D (Grades: K2 ): Interdependence of Life

5A (Grades: K2 ): Diversity of Life

5 (Grades: K2 ): The Living Environment

5A (Grades: K2 ): Diversity of Life

5A/P1 (Grades: K2 ): Some animals and plants are alike in the way they look and in the things they do, and others are very different from one another.

5A/P1 (Grades: K2 ): Some animals and plants are alike in the way they look and in the things they do, and others are very different from one another.

5B (Grades: K2 ): Heredity

5B/P1 (Grades: K2 ): There is variation among individuals of one kind within a population.

5B/P1 (Grades: K2 ): There is variation among individuals of one kind within a population.

5C (Grades: K2 ): Cells

5C/P1 (Grades: K2 ): Magnifiers help people see things they could not see without them.

5C/P1 (Grades: K2 ): Magnifiers help people see things they could not see without them.

5D (Grades: K2 ): Interdependence of Life

5D/P1 (Grades: K2 ): Animals eat plants or other animals for food and may also use plants (or even other animals) for shelter and nesting.

5D/P1 (Grades: K2 ): Animals eat plants or other animals for food and may also use plants (or even other animals) for shelter and nesting.

5E (Grades: K2 ): Flow of Matter and Energy

5E/P1 (Grades: K2 ): Plants and animals both need to take in water, and animals need to take in food. In addition, plants need light.

5E/P1 (Grades: K2 ): Plants and animals both need to take in water, and animals need to take in food. In addition, plants need light.

5F (Grades: K2 ): Evolution of Life

5A (Grades: K2 ): Diversity of Life

6 (Grades: 68 ): The Human Organism

6A (Grades: 68 ): Human Identity

6A (Grades: 68 ): Human Identity

6 (Grades: K2 ): The Human Organism

6A (Grades: K2 ): Human Identity

6A (Grades: K2 ): Human Identity

6 (Grades: K2 ): The Human Organism

6A (Grades: K2 ): Human Identity

6A/P1 (Grades: K2 ): People have different external features, such as the size, shape, and color of hair, skin, and eyes, but they are more like one another than like other animals.

6A/P1 (Grades: K2 ): People have different external features, such as the size, shape, and color of hair, skin, and eyes, but they are more like one another than like other animals.

6B (Grades: K2 ): Human Development

6A (Grades: K2 ): Human Identity

6 (Grades: 912 ): The Human Organism

6A (Grades: 912 ): Human Identity

6A/H1 (Grades: 912 ): The similarity of humans in their cell chemistry and DNA sequences reinforces the idea that all humans are part of a single species.

6A/H1 (Grades: 912 ): The similarity of humans in their cell chemistry and DNA sequences reinforces the idea that all humans are part of a single species.

6B (Grades: 912 ): Human Development

6B/H1 (Grades: 912 ): As successive generations of an embryo's cells form by division, small differences in their immediate environments cause them to develop slightly differently, by activating or inactivating different parts of the DNA information.

6B/H1 (Grades: 912 ): As successive generations of an embryo's cells form by division, small differences in their immediate environments cause them to develop slightly differently, by activating or inactivating different parts of the DNA information.

6C (Grades: 912 ): Basic Functions

6A (Grades: 912 ): Human Identity

6 (Grades: 68 ): The Human Organism

6A (Grades: 68 ): Human Identity

6A/M1 (Grades: 68 ): Like other animals, human beings have body systems for obtaining and deriving energy from food and for defense, reproduction, and the coordination of body functions.

6A/M1 (Grades: 68 ): Like other animals, human beings have body systems for obtaining and deriving energy from food and for defense, reproduction, and the coordination of body functions.

6B (Grades: 68 ): Human Development

6B/M1 (Grades: 68 ): Human fertilization occurs when sperm cells from a male's testes are deposited near an egg cell from the female ovary, and one of the sperm cells enters the egg cell.

6B/M1 (Grades: 68 ): Human fertilization occurs when sperm cells from a male's testes are deposited near an egg cell from the female ovary, and one of the sperm cells enters the egg cell.

6C (Grades: 68 ): Basic Functions

6A (Grades: 68 ): Human Identity

6 (Grades: 68 ): The Human Organism

6A (Grades: 68 ): Human Identity

6A/M1 (Grades: 68 ): Like other animals, human beings have body systems for obtaining and deriving energy from food and for defense, reproduction, and the coordination of body functions.

6A/M1 (Grades: 68 ): Like other animals, human beings have body systems for obtaining and deriving energy from food and for defense, reproduction, and the coordination of body functions.

6B (Grades: 68 ): Human Development

6B/M1 (Grades: 68 ): Human fertilization occurs when sperm cells from a male's testes are deposited near an egg cell from the female ovary, and one of the sperm cells enters the egg cell.

6B/M1 (Grades: 68 ): Human fertilization occurs when sperm cells from a male's testes are deposited near an egg cell from the female ovary, and one of the sperm cells enters the egg cell.

6C (Grades: 68 ): Basic Functions

6A (Grades: 68 ): Human Identity

9 (Grades: 35 ): The Mathematical World

9A (Grades: 35 ): Numbers

9A (Grades: 35 ): Numbers

9 (Grades: 35 ): The Mathematical World

9A (Grades: 35 ): Numbers

9A (Grades: 35 ): Numbers

9 (Grades: 35 ): The Mathematical World

9A (Grades: 35 ): Numbers

9A (Grades: 35 ): Numbers

9 (Grades: 35 ): The Mathematical World

9A (Grades: 35 ): Numbers

9A (Grades: 35 ): Numbers

9 (Grades: 35 ): The Mathematical World

9A (Grades: 35 ): Numbers

9A (Grades: 35 ): Numbers

9 (Grades: 35 ): The Mathematical World

9A (Grades: 35 ): Numbers

9A (Grades: 35 ): Numbers

9 (Grades: 912 ): The Mathematical World

9A (Grades: 912 ): Numbers

9A (Grades: 912 ): Numbers

9 (Grades: 912 ): The Mathematical World

9A (Grades: 912 ): Numbers

9A (Grades: 912 ): Numbers

9 (Grades: 912 ): The Mathematical World

9A (Grades: 912 ): Numbers

9A (Grades: 912 ): Numbers

9 (Grades: 68 ): The Mathematical World

9A (Grades: 68 ): Numbers

9A (Grades: 68 ): Numbers

9 (Grades: 68 ): The Mathematical World

9A (Grades: 68 ): Numbers

9A (Grades: 68 ): Numbers

9 (Grades: 68 ): The Mathematical World

9A (Grades: 68 ): Numbers

9A (Grades: 68 ): Numbers

9 (Grades: 68 ): The Mathematical World

9A (Grades: 68 ): Numbers

9A (Grades: 68 ): Numbers

9 (Grades: 68 ): The Mathematical World

9A (Grades: 68 ): Numbers

9A (Grades: 68 ): Numbers

9 (Grades: 68 ): The Mathematical World

9A (Grades: 68 ): Numbers

9A (Grades: 68 ): Numbers

9 (Grades: 68 ): The Mathematical World

9A (Grades: 68 ): Numbers

9A (Grades: 68 ): Numbers

9 (Grades: K2 ): The Mathematical World

9A (Grades: K2 ): Numbers

9A (Grades: K2 ): Numbers

9 (Grades: K2 ): The Mathematical World

9A (Grades: K2 ): Numbers

9A (Grades: K2 ): Numbers

9 (Grades: K2 ): The Mathematical World

9A (Grades: K2 ): Numbers

9A (Grades: K2 ): Numbers

9 (Grades: K2 ): The Mathematical World

9A (Grades: K2 ): Numbers

9A (Grades: K2 ): Numbers

9 (Grades: K2 ): The Mathematical World

9A (Grades: K2 ): Numbers

9A (Grades: K2 ): Numbers

9 (Grades: 35 ): The Mathematical World

9A (Grades: 35 ): Numbers

9A/E1 (Grades: 35 ): The meaning of a digit in a manydigit number depends on its position.

9A/E1 (Grades: 35 ): The meaning of a digit in a manydigit number depends on its position.

9B (Grades: 35 ): Symbolic Relationships

9A (Grades: 35 ): Numbers

9 (Grades: 35 ): The Mathematical World

9A (Grades: 35 ): Numbers

9A/E1 (Grades: 35 ): The meaning of a digit in a manydigit number depends on its position.

9A/E1 (Grades: 35 ): The meaning of a digit in a manydigit number depends on its position.

9B (Grades: 35 ): Symbolic Relationships

9A (Grades: 35 ): Numbers

9 (Grades: 912 ): The Mathematical World

9A (Grades: 912 ): Numbers

9A/H1 (Grades: 912 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

9A/H1 (Grades: 912 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

9B (Grades: 912 ): Symbolic Relationships

9A (Grades: 912 ): Numbers

9 (Grades: 912 ): The Mathematical World

9A (Grades: 912 ): Numbers

9A/H1 (Grades: 912 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

9A/H1 (Grades: 912 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

9B (Grades: 912 ): Symbolic Relationships

9A (Grades: 912 ): Numbers

9 (Grades: 912 ): The Mathematical World

9A (Grades: 912 ): Numbers

9A/H1 (Grades: 912 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

9A/H1 (Grades: 912 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

9B (Grades: 912 ): Symbolic Relationships

9A (Grades: 912 ): Numbers

9 (Grades: 912 ): The Mathematical World

9A (Grades: 912 ): Numbers

9A/H1 (Grades: 912 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

9A/H1 (Grades: 912 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

9B (Grades: 912 ): Symbolic Relationships

9A (Grades: 912 ): Numbers

9 (Grades: 68 ): The Mathematical World

9A (Grades: 68 ): Numbers

9A/M1 (Grades: 68 ): The system of using the Arabic numerals 09 is just one way of representing numbers. The very old Roman numerals are now used primarily for dates, clock faces, or ordering chapters in a book.

9A/M1 (Grades: 68 ): The system of using the Arabic numerals 09 is just one way of representing numbers. The very old Roman numerals are now used primarily for dates, clock faces, or ordering chapters in a book.

9B (Grades: 68 ): Symbolic Relationships

9A (Grades: 68 ): Numbers

9 (Grades: 68 ): The Mathematical World

9A (Grades: 68 ): Numbers

9A/M1 (Grades: 68 ): The system of using the Arabic numerals 09 is just one way of representing numbers. The very old Roman numerals are now used primarily for dates, clock faces, or ordering chapters in a book.

9A/M1 (Grades: 68 ): The system of using the Arabic numerals 09 is just one way of representing numbers. The very old Roman numerals are now used primarily for dates, clock faces, or ordering chapters in a book.

9B (Grades: 68 ): Symbolic Relationships

9A (Grades: 68 ): Numbers

9 (Grades: 35 ): The Mathematical World

9A (Grades: 35 ): Numbers

9A/E1 (Grades: 35 ): The meaning of a digit in a manydigit number depends on its position.

9A/E1 (Grades: 35 ): The meaning of a digit in a manydigit number depends on its position.

9B (Grades: 35 ): Symbolic Relationships

9B/E1 (Grades: 35 ): Mathematical statements using symbols may be true only when the symbols are replaced by certain numbers.

9B/E1 (Grades: 35 ): Mathematical statements using symbols may be true only when the symbols are replaced by certain numbers.

9C (Grades: 35 ): Shapes

9A (Grades: 35 ): Numbers

9 (Grades: 35 ): The Mathematical World

9A (Grades: 35 ): Numbers

9A/E1 (Grades: 35 ): The meaning of a digit in a manydigit number depends on its position.

9A/E1 (Grades: 35 ): The meaning of a digit in a manydigit number depends on its position.

9B (Grades: 35 ): Symbolic Relationships

9B/E1 (Grades: 35 ): Mathematical statements using symbols may be true only when the symbols are replaced by certain numbers.

9B/E1 (Grades: 35 ): Mathematical statements using symbols may be true only when the symbols are replaced by certain numbers.

9C (Grades: 35 ): Shapes

9A (Grades: 35 ): Numbers

9 (Grades: 35 ): The Mathematical World

9A (Grades: 35 ): Numbers

9A/E1 (Grades: 35 ): The meaning of a digit in a manydigit number depends on its position.

9A/E1 (Grades: 35 ): The meaning of a digit in a manydigit number depends on its position.

9B (Grades: 35 ): Symbolic Relationships

9B/E1 (Grades: 35 ): Mathematical statements using symbols may be true only when the symbols are replaced by certain numbers.

9B/E1 (Grades: 35 ): Mathematical statements using symbols may be true only when the symbols are replaced by certain numbers.

9C (Grades: 35 ): Shapes

9A (Grades: 35 ): Numbers

9 (Grades: 912 ): The Mathematical World

9A (Grades: 912 ): Numbers

9A/H1 (Grades: 912 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

9A/H1 (Grades: 912 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

9B (Grades: 912 ): Symbolic Relationships

9B/H1a (Grades: 912 ): In some cases the more of something there is, the more rapidly it may change (as the number of births is proportional to the size of the population).

9B/H1a (Grades: 912 ): In some cases the more of something there is, the more rapidly it may change (as the number of births is proportional to the size of the population).

9C (Grades: 912 ): Shapes

9A (Grades: 912 ): Numbers

9 (Grades: 912 ): The Mathematical World

9A (Grades: 912 ): Numbers

9A/H1 (Grades: 912 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

9A/H1 (Grades: 912 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

9B (Grades: 912 ): Symbolic Relationships

9B/H1a (Grades: 912 ): In some cases the more of something there is, the more rapidly it may change (as the number of births is proportional to the size of the population).

9B/H1a (Grades: 912 ): In some cases the more of something there is, the more rapidly it may change (as the number of births is proportional to the size of the population).

9C (Grades: 912 ): Shapes

9A (Grades: 912 ): Numbers

9 (Grades: 68 ): The Mathematical World

9A (Grades: 68 ): Numbers

9A/M1 (Grades: 68 ): The system of using the Arabic numerals 09 is just one way of representing numbers. The very old Roman numerals are now used primarily for dates, clock faces, or ordering chapters in a book.

9A/M1 (Grades: 68 ): The system of using the Arabic numerals 09 is just one way of representing numbers. The very old Roman numerals are now used primarily for dates, clock faces, or ordering chapters in a book.

9B (Grades: 68 ): Symbolic Relationships

9B/M1 (Grades: 68 ): An equation containing a variable may be true for just one value of the variable.

9B/M1 (Grades: 68 ): An equation containing a variable may be true for just one value of the variable.

9C (Grades: 68 ): Shapes

9A (Grades: 68 ): Numbers

9 (Grades: 35 ): The Mathematical World

9A (Grades: 35 ): Numbers

9A/E1 (Grades: 35 ): The meaning of a digit in a manydigit number depends on its position.

9A/E1 (Grades: 35 ): The meaning of a digit in a manydigit number depends on its position.

9B (Grades: 35 ): Symbolic Relationships

9B/E1 (Grades: 35 ): Mathematical statements using symbols may be true only when the symbols are replaced by certain numbers.

9B/E1 (Grades: 35 ): Mathematical statements using symbols may be true only when the symbols are replaced by certain numbers.

9C (Grades: 35 ): Shapes

9C/E1 (Grades: 35 ): Length can be thought of as unit lengths joined together, area as a collection of unit squares, and volume as a set of unit cubes.

9C/E1 (Grades: 35 ): Length can be thought of as unit lengths joined together, area as a collection of unit squares, and volume as a set of unit cubes.

9D (Grades: 35 ): Uncertainty

9A (Grades: 35 ): Numbers

9 (Grades: 35 ): The Mathematical World

9A (Grades: 35 ): Numbers

9A/E1 (Grades: 35 ): The meaning of a digit in a manydigit number depends on its position.

9A/E1 (Grades: 35 ): The meaning of a digit in a manydigit number depends on its position.

9B (Grades: 35 ): Symbolic Relationships

9B/E1 (Grades: 35 ): Mathematical statements using symbols may be true only when the symbols are replaced by certain numbers.

9B/E1 (Grades: 35 ): Mathematical statements using symbols may be true only when the symbols are replaced by certain numbers.

9C (Grades: 35 ): Shapes

9C/E1 (Grades: 35 ): Length can be thought of as unit lengths joined together, area as a collection of unit squares, and volume as a set of unit cubes.

9C/E1 (Grades: 35 ): Length can be thought of as unit lengths joined together, area as a collection of unit squares, and volume as a set of unit cubes.

9D (Grades: 35 ): Uncertainty

9A (Grades: 35 ): Numbers

9 (Grades: 35 ): The Mathematical World

9A (Grades: 35 ): Numbers

9A/E1 (Grades: 35 ): The meaning of a digit in a manydigit number depends on its position.

9A/E1 (Grades: 35 ): The meaning of a digit in a manydigit number depends on its position.

9B (Grades: 35 ): Symbolic Relationships

9B/E1 (Grades: 35 ): Mathematical statements using symbols may be true only when the symbols are replaced by certain numbers.

9B/E1 (Grades: 35 ): Mathematical statements using symbols may be true only when the symbols are replaced by certain numbers.

9C (Grades: 35 ): Shapes

9C/E1 (Grades: 35 ): Length can be thought of as unit lengths joined together, area as a collection of unit squares, and volume as a set of unit cubes.

9C/E1 (Grades: 35 ): Length can be thought of as unit lengths joined together, area as a collection of unit squares, and volume as a set of unit cubes.

9D (Grades: 35 ): Uncertainty

9A (Grades: 35 ): Numbers

9 (Grades: 912 ): The Mathematical World

9A (Grades: 912 ): Numbers

9A/H1 (Grades: 912 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

9A/H1 (Grades: 912 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

9B (Grades: 912 ): Symbolic Relationships

9B/H1a (Grades: 912 ): In some cases the more of something there is, the more rapidly it may change (as the number of births is proportional to the size of the population).

9B/H1a (Grades: 912 ): In some cases the more of something there is, the more rapidly it may change (as the number of births is proportional to the size of the population).

9C (Grades: 912 ): Shapes

9C/H1 (Grades: 912 ): Distances and angles that are inconvenient to measure directly can be found from measurable distances and angles using scale drawings or formulas.

9C/H1 (Grades: 912 ): Distances and angles that are inconvenient to measure directly can be found from measurable distances and angles using scale drawings or formulas.

9D (Grades: 912 ): Uncertainty

9A (Grades: 912 ): Numbers

9 (Grades: 912 ): The Mathematical World

9A (Grades: 912 ): Numbers

9A/H1 (Grades: 912 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

9A/H1 (Grades: 912 ): Comparison of numbers of very different size can be made approximately by expressing them as nearest powers of ten.

9B (Grades: 912 ): Symbolic Relationships

9B/H1a (Grades: 912 ): In some cases the more of something there is, the more rapidly it may change (as the number of births is proportional to the size of the population).

9B/H1a (Grades: 912 ): In some cases the more of something there is, the more rapidly it may change (as the number of births is proportional to the size of the population).

9C (Grades: 912 ): Shapes

9C/H1 (Grades: 912 ): Distances and angles that are inconvenient to measure directly can be found from measurable distances and angles using scale drawings or formulas.

9C/H1 (Grades: 912 ): Distances and angles that are inconvenient to measure directly can be found from measurable distances and angles using scale drawings or formulas.

9D (Grades: 912 ): Uncertainty

9A (Grades: 912 ): Numbers

9 (Grades: 68 ): The Mathematical World

9A (Grades: 68 ): Numbers

9A/M1 (Grades: 68 ): The system of using the Arabic numerals 09 is just one way of representing numbers. The very old Roman numerals are now used primarily for dates, clock faces, or ordering chapters in a book.

9A/M1 (Grades: 68 ): The system of using the Arabic numerals 09 is just one way of representing numbers. The very old Roman numerals are now used primarily for dates, clock faces, or ordering chapters in a book.

9B (Grades: 68 ): Symbolic Relationships

9B/M1 (Grades: 68 ): An equation containing a variable may be true for just one value of the variable.

9B/M1 (Grades: 68 ): An equation containing a variable may be true for just one value of the variable.

9C (Grades: 68 ): Shapes

9C/M1 (Grades: 68 ): Some of the properties an object has depend on its shape: triangular shapes tend to make structures rigid, and spheres give the least possible boundary for a given amount of interior volume.

9C/M1 (Grades: 68 ): Some of the properties an object has depend on its shape: triangular shapes tend to make structures rigid, and spheres give the least possible boundary for a given amount of interior volume.

9D (Grades: 68 ): Uncertainty

9A (Grades: 68 ): Numbers

9 (Grades: 68 ): The Mathematical World

9A (Grades: 68 ): Numbers

9A/M1 (Grades: 68 ): The system of using the Arabic numerals 09 is just one way of representing numbers. The very old Roman numerals are now used primarily for dates, clock faces, or ordering chapters in a book.

9A/M1 (Grades: 68 ): The system of using the Arabic numerals 09 is just one way of representing numbers. The very old Roman numerals are now used primarily for dates, clock faces, or ordering chapters in a book.

9B (Grades: 68 ): Symbolic Relationships

9B/M1 (Grades: 68 ): An equation containing a variable may be true for just one value of the variable.

9B/M1 (Grades: 68 ): An equation containing a variable may be true for just one value of the variable.

9C (Grades: 68 ): Shapes

9C/M1 (Grades: 68 ): Some of the properties an object has depend on its shape: triangular shapes tend to make structures rigid, and spheres give the least possible boundary for a given amount of interior volume.

9C/M1 (Grades: 68 ): Some of the properties an object has depend on its shape: triangular shapes tend to make structures rigid, and spheres give the least possible boundary for a given amount of interior volume.

9D (Grades: 68 ): Uncertainty

9A (Grades: 68 ): Numbers

9 (Grades: K2 ): The Mathematical World

9A (Grades: K2 ): Numbers

9A/P1 (Grades: K2 ): Numbers can be used to count things, place them in order, measure them, or name them.

9A/P1 (Grades: K2 ): Numbers can be used to count things, place them in order, measure them, or name them.

9B (Grades: K2 ): Symbolic Relationships

9B/P1 (Grades: K2 ): Similar patterns may show up in many places in nature and in the things people make.

9B/P1 (Grades: K2 ): Similar patterns may show up in many places in nature and in the things people make.

9C (Grades: K2 ): Shapes

9C/P1 (Grades: K2 ): Circles, squares, triangles, spheres, cubes, cylinders and other shapes can be observed in things found in nature and in things that people build.

9C/P1 (Grades: K2 ): Circles, squares, triangles, spheres, cubes, cylinders and other shapes can be observed in things found in nature and in things that people build.

9D (Grades: K2 ): Uncertainty

9A (Grades: K2 ): Numbers
Explore how to be healthy by eating a variety of nutritious foods from the different food groups and recognize the foods that belong in each food group. Understand less nutritious foods, like cake, are okay to eat sometimes.

Source:
Sid the Science Kid
http://pbskids.org/sid/

Source:
Sid the Science Kid
http://pbskids.org/sid/

Source:
Sid the Science Kid
http://pbskids.org/sid/

Source:
Sid the Science Kid
http://pbskids.org/sid/

Source:
Sid the Science Kid
http://pbskids.org/sid/

Source:
Sid the Science Kid
http://pbskids.org/sid/

Source:
Sid the Science Kid
http://pbskids.org/sid/

Source:
Sid the Science Kid
http://pbskids.org/sid/