Grade Hubs
Context: Jump to another grade-level family hub.
English Language Arts (41)
Context: Available support pages for this domain, grade, and audience.
| Standard | Short Description | Open |
|---|---|---|
| ELA.9.RL.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | Open Page |
| ELA.9.RL.2 | Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. | Open Page |
| ELA.9.RL.3 | Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. | Open Page |
| ELA.9.RL.4 | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. | Open Page |
| ELA.9.RL.5 | Analyze how an author's choices concerning how to structure a text, order events, and manipulate time create effects such as mystery, tension, or surprise. | Open Page |
| ELA.9.RL.6 | Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. | Open Page |
| ELA.9.RL.7 | Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. | Open Page |
| ELA.9.RL.9 | Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare draws on a tale from Ovid or how a modern author draws on a play by Shakespeare). | Open Page |
| ELA.9.RL.10 | Read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. | Open Page |
| ELA.9.RI.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | Open Page |
| ELA.9.RI.2 | Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. | Open Page |
| ELA.9.RI.3 | Analyze how the author unfolds an analysis or series of ideas or events, including the order in which points are made, how they are introduced and developed, and the connections drawn between them. | Open Page |
| ELA.9.RI.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. | Open Page |
| ELA.9.RI.5 | Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. | Open Page |
| ELA.9.RI.6 | Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. | Open Page |
| ELA.9.RI.7 | Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account. | Open Page |
| ELA.9.RI.8 | 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. | Open Page |
| ELA.9.RI.9 | Analyze seminal U.S. documents of historical and literary significance, citing specific textual evidence as well as explaining how they address related themes and concepts. | Open Page |
| ELA.9.RI.10 | Read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently. | Open Page |
| ELA.9.W.1 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, including a concluding statement that follows from and supports the argument. | Open Page |
| ELA.9.W.2 | 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. | Open Page |
| ELA.9.W.3 | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences, including a conclusion that follows from and reflects on the narrated experiences. | Open Page |
| ELA.9.W.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | Open Page |
| ELA.9.W.5 | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. | Open Page |
| ELA.9.W.6 | Use technology 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. | Open Page |
| ELA.9.W.7 | Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject. | Open Page |
| ELA.9.W.8 | Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source; integrate information selectively to maintain the flow of ideas. | Open Page |
| ELA.9.W.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research by applying grade 9-10 reading standards to literature and literary nonfiction. | Open Page |
| ELA.9.W.10 | Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. | Open Page |
| ELA.9.SL.1 | Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. | Open Page |
| ELA.9.SL.2 | Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source. | Open Page |
| ELA.9.SL.3 | Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. | Open Page |
| ELA.9.SL.4 | Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning. | Open Page |
| ELA.9.SL.5 | Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence. | Open Page |
| ELA.9.SL.6 | Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. | Open Page |
| ELA.9.L.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking, including using parallel structure and various types of phrases and clauses. | Open Page |
| ELA.9.L.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing, including using a semicolon, colon, or ellipsis appropriately. | Open Page |
| ELA.9.L.3 | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. | Open Page |
| ELA.9.L.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, using context, Greek/Latin roots and affixes, and reference materials. | Open Page |
| ELA.9.L.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including interpreting figures of speech in context and analyzing nuances in the meaning of words with similar denotations. | Open Page |
| ELA.9.L.6 | 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. | Open Page |
Mathematics (25)
Context: Available support pages for this domain, grade, and audience.
| Standard | Short Description | Open |
|---|---|---|
| MATH.9.N-RN.A.1 | Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents, allowing for a notation for radicals in terms of rational exponents. | Open Page |
| MATH.9.N-RN.A.2 | Rewrite expressions involving radicals and rational exponents using the properties of exponents. | Open Page |
| MATH.9.N-Q.A.1 | Use units as a way to understand problems and guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret scale and origin in graphs and data displays. | Open Page |
| MATH.9.N-Q.A.2 | Define appropriate quantities for the purpose of descriptive modeling. | Open Page |
| MATH.9.N-Q.A.3 | Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. | Open Page |
| MATH.9.A-SSE.A.1 | Interpret expressions that represent a quantity in terms of its context, including parts of an expression such as terms, factors, and coefficients. | Open Page |
| MATH.9.A-SSE.A.2 | Use the structure of an expression to identify ways to rewrite it (e.g., recognizing x⁴ – y⁴ as (x²)² – (y²)² or seeing 5x²y as 5 • x² • y). | Open Page |
| MATH.9.A-SSE.B.3 | Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented, such as factoring a quadratic expression or completing the square. | Open Page |
| MATH.9.A-APR.A.1 | Understand that polynomials form a system closed under addition, subtraction, and multiplication; add, subtract, and multiply polynomials. | Open Page |
| MATH.9.A-CED.A.1 | Create equations and inequalities in one variable and use them to solve problems; include equations arising from linear, quadratic, and exponential functions. | Open Page |
| MATH.9.A-CED.A.2 | Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. | Open Page |
| MATH.9.A-CED.A.3 | Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. | Open Page |
| MATH.9.A-CED.A.4 | Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. | Open Page |
| MATH.9.A-REI.A.1 | Explain each step in solving a simple equation, starting from the assumption that the original equation has a solution; construct a viable argument to justify a solution method. | Open Page |
| MATH.9.A-REI.B.3 | Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. | Open Page |
| MATH.9.A-REI.B.4 | Solve quadratic equations in one variable using inspection, square roots, completing the square, the quadratic formula, and factoring; recognize when the quadratic formula gives complex solutions. | Open Page |
| MATH.9.A-REI.C.6 | Solve systems of linear equations exactly and approximately, focusing on pairs of linear equations in two variables. | Open Page |
| MATH.9.A-REI.D.10 | Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve. | Open Page |
| MATH.9.A-REI.D.12 | Graph the solutions to a linear inequality in two variables as a half-plane, and graph the solution set to a system of linear inequalities as the intersection of the corresponding half-planes. | Open Page |
| MATH.9.F-IF.A.1 | Understand that a function assigns exactly one output to each input; the graph of a function is the set of ordered pairs consisting of an input and the corresponding output. | Open Page |
| MATH.9.F-IF.B.4 | For a function that models a relationship between two quantities, interpret key features of graphs and tables (intercepts, intervals, maxima, minima, symmetry, end behavior) in terms of the quantities. | Open Page |
| MATH.9.F-IF.C.7 | Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complex cases, including linear, quadratic, and exponential functions. | Open Page |
| MATH.9.F-BF.A.1 | Write a function that describes a relationship between two quantities, including determining an explicit expression or recursive process from a context. | Open Page |
| MATH.9.F-LE.A.1 | Distinguish between situations that can be modeled with linear functions and with exponential functions; recognize that linear functions grow by equal differences and exponential functions grow by equal factors. | Open Page |
| MATH.9.F-LE.A.2 | Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs. | Open Page |
Science (12)
Context: Available support pages for this domain, grade, and audience.
| Standard | Short Description | Open |
|---|---|---|
| SCI.9.LS1.A | Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. | Open Page |
| SCI.9.LS1.B | Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms; develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. | Open Page |
| SCI.9.LS1.C | Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy; construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. | Open Page |
| SCI.9.LS1.D | Use a model to illustrate the role of the brain in receiving, processing, and sending information; apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. | Open Page |
| SCI.9.LS2.A | Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales; evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions. | Open Page |
| SCI.9.LS2.B | Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere; construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. | Open Page |
| SCI.9.LS2.C | Evaluate the claims, evidence, and reasoning that anthropogenic changes in the environment — including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change — can disrupt an ecosystem and threaten the survival of other species. | Open Page |
| SCI.9.LS3.A | Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring; make and defend a claim based on evidence that inheritable genetic variations may result from new genetic combinations through meiosis, viable errors occurring during replication, and/or mutations caused by environmental factors. | Open Page |
| SCI.9.LS3.B | Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population; evaluate the claims, evidence, and reasoning about the relationship between genotype and phenotype. | Open Page |
| SCI.9.LS4.A | Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence including the fossil record, anatomical similarities, genetic sequences, and embryological evidence. | Open Page |
| SCI.9.LS4.B | Construct an explanation based on evidence for how natural selection leads to adaptation of populations; evaluate the evidence supporting claims that changes in environmental conditions may result in increases in the number of individuals of some species, the emergence of new species, and the extinction of other species. | Open Page |
| SCI.9.LS4.C | Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce; evaluate the claims, evidence, and reasoning for the importance of biodiversity for maintaining stable and resilient ecosystems. | Open Page |
Social Studies (18)
Context: Available support pages for this domain, grade, and audience.
| Standard | Short Description | Open |
|---|---|---|
| SS.9.E.9.A | Describe how the economic systems of ancient and classical civilizations — including barter, tribute, taxation, and early market economies — organized production, distribution, and trade across regions. | Open Page |
| SS.9.E.9.B | Explain how long-distance trade networks and economic interdependence shaped the growth and decline of ancient and medieval empires and civilizations. | Open Page |
| SS.9.GS.A | Use maps and geographic tools to analyze how physical features — including river valleys, mountain ranges, seas, and climate zones — shaped the development of ancient and medieval civilizations. | Open Page |
| SS.9.GS.B | Analyze how ancient and medieval peoples adapted to and modified their environments, including through irrigation, deforestation, urban planning, and agricultural practices. | Open Page |
| SS.9.GS.C | Describe the human and physical characteristics of world regions studied in ancient to early modern history and explain how geographic factors shaped cultural and political development. | Open Page |
| SS.9.GS.D | Explain patterns of migration, conquest, and cultural diffusion from ancient to early modern times, including the spread of religions, technologies, and diseases across trade and migration routes. | Open Page |
| SS.9.H.9.A | Analyze the origins, rise, and decline of ancient river valley civilizations — Mesopotamia, Egypt, Indus Valley, and China — including their political structures, economic systems, social hierarchies, and cultural contributions. | Open Page |
| SS.9.H.9.B | Evaluate the major achievements and lasting influence of classical civilizations — including Greece, Rome, Han China, Gupta India, and Persia — on government, law, philosophy, science, and culture. | Open Page |
| SS.9.H.9.C | Analyze the rise and spread of major world religions — Hinduism, Buddhism, Judaism, Christianity, and Islam — and their impact on political authority, cultural values, and social organization across civilizations. | Open Page |
| SS.9.H.9.D | Explain the major developments of the early modern period, including the Renaissance, Reformation, Scientific Revolution, and Age of Exploration, and their long-term impact on world history. | Open Page |
| SS.9.PC.A | Compare and contrast systems of governance across ancient to early modern world history, including city-states, monarchies, theocracies, republics, and empires, and analyze the sources and limits of political authority. | Open Page |
| SS.9.PC.B | Analyze the rights, responsibilities, and social positions of individuals within the political and social systems of ancient to early modern civilizations, including the roles of citizenship, social class, and legal codes. | Open Page |
| SS.9.PC.C | Trace the development of democratic and constitutional ideas from ancient Greece and Rome through the Enlightenment, and explain how these ideas influenced later political revolutions and modern governments. | Open Page |
| SS.9.TS.A | Develop and use compelling and supporting questions to investigate topics in world history from ancient times to the early modern period using rigorous inquiry processes. | Open Page |
| SS.9.TS.B | Gather and evaluate information from multiple primary and secondary sources — including artifacts, inscriptions, chronicles, and digital sources — to construct historical accounts of ancient and early modern civilizations. | Open Page |
| SS.9.TS.C | Organize and interpret information from maps, timelines, charts, and other tools to analyze patterns and relationships across ancient to early modern world history. | Open Page |
| SS.9.TS.D | Construct evidence-based explanations and historical arguments about world history from ancient times to the early modern period, using appropriate academic vocabulary. | Open Page |
| SS.9.TS.E | Communicate findings about world history through speaking, writing, and multimedia to present well-supported arguments and information to a range of audiences. | Open Page |