# The Standards

### Engineering Design

#### Students who demonstrate understanding can:

Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-3

Clarification Statement and Assessment Boundary

Clarification Statement: none

Assessment Boundary: none

##### Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

##### Disciplinary Core Ideas

ETS1.BDeveloping Possible Solutions

ETS1.COptimizing the Design Solution

### Common Core State Standards Connections

ELA/Literacy
• RST.6-8.1 - Cite specific textual evidence to support analysis of science and technical texts. (MS-ETS1-3)
• RST.6-8.7 - Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ETS1-3)
• RST.6-8.9 - Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ETS1-3)
Mathematics
• 7.EE.B.3 - Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-ETS1-3)
• MP.2 - Reason abstractly and quantitatively. (MS-ETS1-3)

### First Time Visitors

National Science Teaching Association
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