The benchmark(s) of focus is the primary focus for student learning and instruction to be taught or reinforced and provides an intentional opportunity for students to work with that concept or skill.
SC.912.L.17.11
Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, ...
Supporting benchmarks either make a connection or may help students achieve the focus benchmark(s) and increase students’ opportunities to make connections within the subject or to other subjects. The information included in this section is not a comprehensive list, and educators are encouraged to find other supporting benchmarks.
SC.912.L.18.12
Discuss the special properties of water that contribute to Earth's suitability as an environment for life: coh...
MA.912.AR.2.5
Solve and graph mathematical and real-world problems that are modeled with linear functions. Interpret key fea...
Clarifications:
Clarification 1: Key features are limited to domain, range, intercepts and rate of change.Clarification 2: Instruction includes the use of standard form, slope-intercept form and point-slope form.
Clarification 3: Instruction includes representing the domain, range and constraints with inequality notation, interval notation or set-builder notation.
Clarification 4: Within the Algebra 1 course, notations for domain, range and constraints are limited to inequality and set-builder.
Clarification 5: Within the Mathematics for Data and Financial Literacy course, problem types focus on money and business.
ELA.K12.EE.1.1
Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.
4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.
6-8 Students continue with previous skills and use a style guide to create a proper citation.
9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.