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K.CC.1. Count to 100 by ones and by tens.||Common Core Mathematics||Kindergarten||Counting And Cardinality||Know Number Names And The Count Sequence|||K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).||Common Core Mathematics||Kindergarten||Counting And Cardinality||Know Number Names And The Count Sequence|||K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality.||Common Core Mathematics||Kindergarten||Counting And Cardinality||Count To Tell The Number Of Objects|||K.CC.5. Count to answer “”how many?”” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1?20, count out that many objects.||Common Core Mathematics||Kindergarten||Counting And Cardinality||Count To Tell The Number Of Objects|||K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1||Common Core Mathematics||Kindergarten||Counting And Cardinality||Compare Numbers|||Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. ||Next Generation Science Standards||Grade 2||Physical Science||Matter and its Interactions|||Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.||Next Generation Science Standards||Grade 2||Physical Science||Matter and its Interactions|||Science and Engineering Practices: 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, and Communicating Information ||Next Generation Science Standards||Grade 3||Science and Engineering Practices|||Science and Engineering Practices: 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, and Communicating Information ||Next Generation Science Standards||Grade 4||Science and Engineering Practices|||Science and Engineering Practices: 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, and Communicating Information ||Next Generation Science Standards||Grade 5||Science and Engineering Practices|||Science and Engineering Practices: 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, and Communicating Information ||Next Generation Science Standards||Middle School||Science and Engineering Practices|||6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “”How old am I?”” is not a statistical question, but “”How old are the students in my school?”” is a statistical question because one anticipates variability in students? ages.||Common Core Mathematics||Grade 6||Statistics And Probability||Develop Understanding Of Statistical Variability|||6.SP.2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.||Common Core Mathematics||Grade 6||Statistics And Probability||Develop Understanding Of Statistical Variability|||6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.||Common Core Mathematics||Grade 6||Statistics And Probability||Develop Understanding Of Statistical Variability|||6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.||Common Core Mathematics||Grade 6||Statistics And Probability||Summarize And Describe Distributions|||6.SP.5. Summarize numerical data sets in relation to their context, such as by:||Common Core Mathematics||Grade 6||Statistics And Probability||Summarize And Describe Distributions