MS-LS4-6   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

## Science and Engineering Practices

### Using Mathematics and Computational Thinking

Mathematical and computational thinking in 6–8 builds on K–5 experiences and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments.

## Crosscutting Concepts

### Cause and Effect

Connections to other DCIs in this grade-band:

Common Core State Standards Connections:

MS-LS4-6   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

## Science and Engineering Practices

### Using Mathematics and Computational Thinking

Mathematical and computational thinking in 6–8 builds on K–5 experiences and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments.

## Crosscutting Concepts

### Cause and Effect

Connections to other DCIs in this grade-band:

Common Core State Standards Connections:

MS-LS4-6   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

## Science and Engineering Practices

### Using Mathematics and Computational Thinking

Mathematical and computational thinking in 6–8 builds on K–5 experiences and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments.

## Crosscutting Concepts

### Cause and Effect

Connections to other DCIs in this grade-band:

Common Core State Standards Connections:

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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## How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...