UT ·
None specified.
Utah is a low-regulation homeschool state. Under Utah Code 53G-6-204, a parent files a one-time notice of intent with the local school board to obtain an exemption from compulsory public-school attendance. The parent is solely responsible for selecting curriculum, textbooks, and instructional materials. There are NO state-required subjects, NO required instructional days/hours, NO required standardized testing or assessment of homeschool students, and NO mandated recordkeeping or district oversight. H.B. 209 (2025) replaced the prior notarized affidavit with a simpler notice and removed the criminal-background disclosure requirement.
One-time written notice of intent (formerly a notarized affidavit) filed with the local school board / district of residence for each child, stating the parent assumes sole responsibility for the child's education per Utah Code 53G-6-204. As amended by H.B. 209 (effective May 7, 2025), the notarized affidavit requirement was replaced by a simple one-time notice; parents no longer disclose criminal background. The district issues an excuse/exemption certificate (typically within 30 days). Notice is one-time, not annual; families who previously filed an affidavit need not refile.
No state-mandated recordkeeping. School districts may not require parents to keep attendance records or records of instruction, nor evaluate or supervise the homeschool program. (Maintaining records is recommended best practice but not legally required.)
· Utah Core Standards for Mathematics (K-12), adopted Jan 2016; aligned to and derived from CCSS-M, using CCSS-style grade-level domain codes (e.g., 3.OA, 3.NBT) · 124
| K | K.CC.1 | Count to 100 by ones and by tens. |
| K | K.CC.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| K | K.G.2 | Correctly name shapes regardless of their orientations or overall sizes. |
| K | K.MD.1 | Describe measurable attributes of objects, such as length or weight. |
| K | K.NBT.1 | Compose and decompose numbers from 11-19 into ten ones and some further ones. |
| K | K.OA.1 | Represent addition and subtraction with objects, fingers, mental images, drawings, or sounds. |
| K | K.OA.5 | Fluently add and subtract using numbers within 5. |
| 1 | 1.G.3 | Partition circles and rectangles into two and four equal shares; describe shares as halves, fourths, quarters. |
| 1 | 1.MD.3 | Tell and write time in hours and half-hours using analog and digital clocks. |
| 1 | 1.NBT.1 | Count to 120, starting at any number less than 120; read and write numerals. |
| 1 | 1.NBT.4 | Add within 100, including a two-digit number and a one-digit number, using place value. |
| 1 | 1.OA.1 | Use addition and subtraction within 20 to solve word problems with unknowns in all positions. |
| 1 | 1.OA.7 | Understand the meaning of the equal sign, and determine whether equations are true or false. |
| 2 | 2.G.2 | Partition a rectangle into rows and columns of same-size squares and count to find the total. |
| 2 | 2.MD.7 | Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. |
| 2 | 2.MD.8 | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies. |
| 2 | 2.NBT.1 | Understand that the three digits of a three-digit number represent hundreds, tens, and ones. |
| 2 | 2.NBT.5 | Fluently add and subtract within 100 using strategies based on place value and properties. |
| 2 | 2.OA.1 | Use addition and subtraction within 100 to solve one- and two-step word problems. |
| 3 | 3.G.1 | Understand that shapes in different categories may share attributes that define a larger category. |
| 3 | 3.MD.7 | Relate area to the operations of multiplication and addition. |
| 3 | 3.NBT.1 | Use place value understanding to round whole numbers to the nearest 10 or 100. |
| 3 | 3.NF.1 | Understand that a unit fraction has a numerator of one and a non-zero denominator. |
| 3 | 3.NF.3 | Explain equivalence of fractions and compare fractions by reasoning about their size. |
| 3 | 3.OA.1 | Interpret products of whole numbers, e.g., 5 x 7 as the total number of objects in 5 groups of 7. |
| 3 | 3.OA.7 | Fluently multiply and divide within 100; know from memory all products of two one-digit numbers. |
| 3 | 3.OA.9 | Identify arithmetic patterns and explain them using properties of operations. |
| 4 | 4.G.1 | Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines. |
| 4 | 4.MD.3 | Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. |
| 4 | 4.NBT.5 | Multiply a whole number of up to four digits by a one-digit whole number using strategies based on place value. |
| 4 | 4.NF.1 | Explain why a fraction a/b is equivalent to (n x a)/(n x b) using visual fraction models. |
| 4 | 4.NF.6 | Use decimal notation for fractions with denominators 10 or 100. |
| 4 | 4.OA.1 | Interpret a multiplication equation as a comparison; represent verbal statements of multiplicative comparisons. |
| 4 | 4.OA.4 | Find factor pairs for a whole number 1-100; recognize prime and composite numbers. |
| 5 | 5.G.1 | Use a coordinate system; understand a pair of numbers as coordinates of a point in the first quadrant. |
| 5 | 5.MD.5 | Relate volume to the operations of multiplication and addition; solve real-world volume problems. |
| 5 | 5.NBT.5 | Fluently multiply multi-digit whole numbers using the standard algorithm. |
| 5 | 5.NBT.7 | Add, subtract, multiply, and divide decimals to hundredths using concrete models and strategies. |
| 5 | 5.NF.1 | Add and subtract fractions with unlike denominators by replacing them with equivalent fractions. |
| 5 | 5.OA.1 | Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. |
| 6 | 6.EE.2 | Write, read, and evaluate expressions in which letters represent numbers. |
| 6 | 6.EE.7 | Solve real-world problems by writing and solving equations x + a = b and ax = b for non-negative rationals. |
| 6 | 6.G.1 | Find the area of triangles, special quadrilaterals, and polygons by composing/decomposing into rectangles and triangles. |
| 6 | 6.NS.1 | Interpret and compute quotients of fractions (divide fractions by fractions). |
| 6 | 6.NS.6 | Understand a rational number as a point on the number line; extend to negative coordinates. |
| 6 | 6.RP.1 | Understand the concept of a ratio and use ratio language to describe a relationship between two quantities. |
| 6 | 6.RP.3 | Use ratio and rate reasoning to solve real-world and mathematical problems. |
| 6 | 6.SP.1 | Recognize a statistical question as one that anticipates variability in the data. |
| 7 | 7.EE.4 | Use variables to represent quantities and construct simple equations and inequalities to solve problems. |
| 7 | 7.G.1 | Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas. |
| 7 | 7.G.5 | Use facts about supplementary, complementary, vertical, and adjacent angles to solve for an unknown angle. |
| 7 | 7.NS.1 | Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. |
| 7 | 7.NS.2 | Apply and extend previous understandings of multiplication and division to multiply and divide rational numbers. |
| 7 | 7.RP.2 | Recognize and represent proportional relationships between quantities. |
| 7 | 7.RP.3 | Use proportional relationships to solve multi-step ratio and percent problems. |
| 7 | 7.SP.5 | Understand that the probability of a chance event is a number between 0 and 1. |
| 7 | 7.SP.8 | Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. |
| 8 | 8.EE.1 | Know and apply the properties of integer exponents to generate equivalent numerical expressions. |
| 8 | 8.EE.5 | Graph proportional relationships, interpreting the unit rate as the slope of the graph. |
| 8 | 8.EE.8 | Analyze and solve pairs of simultaneous linear equations. |
| 8 | 8.F.1 | Understand that a function is a rule that assigns to each input exactly one output. |
| 8 | 8.F.3 | Interpret the equation y = mx + b as defining a linear function whose graph is a straight line. |
| 8 | 8.G.7 | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in two and three dimensions. |
| 8 | 8.G.9 | Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve problems. |
| 8 | 8.NS.1 | Know that numbers that are not rational are called irrational; understand decimal expansions. |
| 8 | 8.SP.1 | Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association. |
| Secondary Mathematics II | A.APR.1 | Understand that polynomials form a system closed under addition, subtraction, and multiplication; add/subtract/multiply polynomials. |
| Secondary Mathematics III | A.APR.2 | Know and apply the Remainder Theorem: for a polynomial p(x) and number a, the remainder on division by x - a is p(a). |
| Secondary Mathematics III | A.APR.6 | Rewrite simple rational expressions in different forms using inspection, long division, or a computer algebra system. |
| Secondary Mathematics I | A.CED.1 | Create equations and inequalities in one variable and use them to solve problems (linear and simple exponential). |
| Secondary Mathematics I | A.CED.4 | Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. |
| Secondary Mathematics I | A.REI.1 | Explain each step in solving a linear equation as following from the equality of numbers at the previous step. |
| Secondary Mathematics III | A.REI.2 | Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions arise. |
| Secondary Mathematics II | A.REI.4 | Solve quadratic equations in one variable (completing the square, quadratic formula, factoring). |
| Secondary Mathematics I | A.REI.6 | Solve systems of linear equations exactly and approximately, focusing on pairs of linear equations in two variables. |
| Secondary Mathematics II | A.REI.7 | Solve a simple system consisting of a linear equation and a quadratic equation algebraically and graphically. |
| Secondary Mathematics II (Honors) | A.REI.9 | Find the inverse of a matrix if it exists, and use it to solve systems of linear equations. |
| Secondary Mathematics I | A.SSE.1 | Interpret linear and exponential expressions (with integer exponents) that represent a quantity in terms of its context. |
| Secondary Mathematics II | A.SSE.3 | Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity. |
| Secondary Mathematics III | A.SSE.4 | Understand the formula for the sum of a series and use the formula to solve problems (arithmetic and geometric series). |
| Secondary Mathematics I | F.BF.2 | Write arithmetic and geometric sequences both recursively and with an explicit formula (linear/exponential). |
| Secondary Mathematics III | F.BF.4 | Find inverse functions (solve f(x) = c for a simple function f that has an inverse and write an expression for the inverse). |
| Secondary Mathematics III (Honors) | F.BF.5 | Understand the inverse relationship between exponents and logarithms and use it to solve problems. |
| Secondary Mathematics I | F.IF.1 | Understand that a function assigns to each element of the domain exactly one element of the range; use f(x) notation. |
| Secondary Mathematics I | F.IF.4 | Interpret key features of graphs and tables for a function modeling a relationship between two quantities. |
| Secondary Mathematics III | F.IF.7 | Graph functions symbolically and show key features (includes polynomial, rational, exponential, log, trig functions). |
| Secondary Mathematics II | F.IF.8 | Write a function in different but equivalent forms to reveal and explain different properties of the function. |
| Secondary Mathematics I | F.LE.1 | Distinguish between situations that can be modeled with linear functions and with exponential functions. |
| Secondary Mathematics III | F.LE.4 | For exponential models, express as a logarithm the solution to ab^(ct) = d using technology. |
| Secondary Mathematics III | F.TF.1 | Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle. |
| Secondary Mathematics III | F.TF.5 | Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. |
| Secondary Mathematics II | F.TF.8 | Prove the Pythagorean identity sin^2(θ) + cos^2(θ) = 1 and use it to find sin, cos, or tan given one value. |
| Secondary Mathematics III (Honors) | F.TF.9 | Prove the addition and subtraction formulas for sine, cosine, and tangent, and use them to solve problems. |
| Secondary Mathematics II | G.C.1 | Prove that all circles are similar. |
| Secondary Mathematics I | G.CO.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment. |
| Secondary Mathematics I | G.CO.12 | Make formal geometric constructions with a variety of tools and methods. |
| Secondary Mathematics II | G.CO.9 | Prove theorems about lines and angles. |
| Secondary Mathematics II | G.GMD.1 | Give an informal argument for the formulas for circumference, area of a circle, and volume of cylinder/pyramid/cone. |
| Secondary Mathematics III | G.GMD.4 | Identify shapes of two-dimensional cross-sections of three-dimensional objects, and objects generated by rotations. |
| Secondary Mathematics II | G.GPE.1 | Derive the equation of a circle of given center and radius using the Pythagorean Theorem. |
| Secondary Mathematics I | G.GPE.5 | Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems. |
| Secondary Mathematics III | G.MG.1 | Use geometric shapes, their measures, and their properties to describe objects. |
| Secondary Mathematics III | G.SRT.10 | Prove the Laws of Sines and Cosines and use them to solve problems. |
| Secondary Mathematics II | G.SRT.2 | Use the definition of similarity in terms of similarity transformations to decide whether figures are similar. |
| Secondary Mathematics II | G.SRT.6 | Understand that side ratios in right triangles define trigonometric ratios for acute angles. |
| Secondary Mathematics III | G.SRT.9 | Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex. |
| Secondary Mathematics II | N.CN.1 | Know there is a complex number i such that i^2 = -1, and every complex number has the form a + bi. |
| Secondary Mathematics III (Honors) | N.CN.10 | Multiply complex numbers in polar form and use DeMoivre's Theorem to find roots of complex numbers. |
| Secondary Mathematics II (Honors) | N.CN.5 | Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane. |
| Secondary Mathematics II | N.CN.7 | Solve quadratic equations with real coefficients that have complex solutions. |
| Secondary Mathematics III | N.CN.9 | Know the Fundamental Theorem of Algebra; limit to polynomials with real coefficients. |
| Secondary Mathematics I | N.Q.1 | Use units to understand problems and guide solutions; choose and interpret units and scale in graphs/data displays. |
| Secondary Mathematics I | N.Q.2 | Define appropriate quantities for the purpose of descriptive modeling. |
| Secondary Mathematics II | N.RN.1 | Explain how the definition of rational exponents follows from extending properties of integer exponents. |
| Secondary Mathematics II | N.RN.3 | Explain why sums/products of rationals are rational and why a rational plus an irrational is irrational. |
| Secondary Mathematics I (Honors) | N.VM.1 | Recognize vector quantities as having both magnitude and direction; represent them by directed line segments. |
| Secondary Mathematics I (Honors) | N.VM.13 | Solve systems of linear equations up to three variables using matrix row reduction. |
| Secondary Mathematics II | S.CP.1 | Describe events as subsets of a sample space using unions, intersections, or complements of other events. |
| Secondary Mathematics II | S.CP.6 | Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A. |
| Secondary Mathematics III | S.IC.1 | Understand that statistics allow inferences about population parameters based on a random sample. |
| Secondary Mathematics III | S.IC.4 | Use data from a sample survey to estimate a population mean or proportion; develop a margin of error via simulation. |
| Secondary Mathematics I | S.ID.1 | Represent data with plots on the real number line (dot plots, histograms, and box plots). |
| Secondary Mathematics III | S.ID.4 | Use the mean and standard deviation of a data set to fit it to a normal distribution and estimate population percentages. |
| Secondary Mathematics I | S.ID.7 | Interpret the slope (rate of change) and the intercept (constant term) of a linear model in context. |
· Utah Core Standards for English Language Arts (P-12), revised by Utah educators in 2022 and adopted April 2023; Utah-specific framework (no longer CCSS-ELA verbatim) · 140
| K | K.R.2 | Demonstrate mastery of age-appropriate phonological awareness skills. |
| K | K.R.3 | Demonstrate mastery of age-appropriate phonics skills. |
| K | K.R.4 | Read grade-level text with accuracy and fluency to support comprehension. |
| K | K.R.5 | Ask and answer questions about key details in a text. |
| K | K.R.6 | Retell familiar stories or share key details from a text. |
| K | K.R.7 | Identify characters, settings, and important events. |
| K | K.R.8 | Ask and answer questions about unknown words in a text. |
| K | K.R.9 | Determine the meaning of multiple-meaning words and phrases in context. |
| K | K.SL.1 | Participate in a range of conversations with peers and adults. |
| K | K.SL.2 | Speak clearly while expressing thoughts, emotions, and ideas. |
| K | K.SL.3 | Use age-appropriate language, grammar, volume, and pronunciation when presenting. |
| K | K.W.1 | Compose opinion pieces using drawing and writing, stating a topic and opinion. |
| K | K.W.2 | Compose informative/explanatory pieces providing information about a topic. |
| K | K.W.3 | Compose narrative pieces about events with sequence and reactions. |
| K | K.W.4 | Participate in shared writing projects. |
| K | K.W.5 | Legibly write all upper- and lowercase manuscript letters. |
| 1 | 1.R.10 | Identify a variety of texts and explain the differences between literary and informational texts. |
| 1 | 1.R.2 | Demonstrate mastery of grade-appropriate phonological awareness skills. |
| 1 | 1.R.3 | Demonstrate mastery of age-appropriate phonics competencies. |
| 1 | 1.R.4 | Read grade-level text with accuracy and fluency to support comprehension. |
| 1 | 1.R.5 | Ask and answer questions about key details in a text. |
| 1 | 1.R.6 | Read a variety of texts, including from diverse cultures, to identify and retell main idea and key details. |
| 1 | 1.R.7 | Describe characters, settings, and important events in a story or pieces of information in a text. |
| 1 | 1.R.8 | Identify words/phrases that express emotion, appeal to the senses, or convey content-specific meaning. |
| 1 | 1.R.9 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases. |
| 1 | 1.SL.1 | Participate effectively in a range of conversations with various partners using age-appropriate vocabulary. |
| 1 | 1.SL.2 | Speak clearly and audibly while expressing thoughts/emotions and asking and answering questions. |
| 1 | 1.SL.3 | Use age-appropriate language, grammar, volume, and pronunciation; use visual displays to clarify information. |
| 1 | 1.W.1 | Write opinion pieces introducing a topic, stating an opinion, supplying evidence, and concluding. |
| 1 | 1.W.2 | Write informative/explanatory pieces introducing a topic, supplying facts, and providing a conclusion. |
| 1 | 1.W.3 | Write narrative pieces that retell two or more events. |
| 1 | 1.W.4 | Participate in shared research and writing projects. |
| 1 | 1.W.5 | Legibly write all upper- and lowercase manuscript letters. |
| 2 | 2.R.2 | Demonstrate mastery of age-appropriate phonological awareness skills. |
| 2 | 2.R.3 | Demonstrate mastery of age-appropriate phonics skills. |
| 2 | 2.R.4 | Read grade-level text with accuracy and fluency to support comprehension. |
| 2 | 2.R.5 | Ask and answer who/what/where/when/why/how questions to demonstrate understanding of key details. |
| 2 | 2.R.6 | Read a variety of texts including diverse cultures; retell narrative/informational text by structure. |
| 2 | 2.R.7 | Describe how characters respond to major events and challenges. |
| 2 | 2.R.9 | Determine or clarify the meaning of unknown and multiple-meaning words using flexible strategies. |
| 2 | 2.SL.1 | Participate effectively in a range of conversations with various partners on topics and texts. |
| 2 | 2.SL.2 | Speak clearly and audibly while asking and answering questions about a topic and key details. |
| 2 | 2.SL.3 | Use age-appropriate language, grammar, volume, and clear pronunciation when speaking or presenting. |
| 2 | 2.W.1 | Write opinion pieces introducing the topic, stating an opinion, supplying evidence, using linking words, and concluding. |
| 2 | 2.W.2 | Write informative/explanatory pieces introducing a topic, supplying facts and definitions, with a conclusion. |
| 2 | 2.W.3 | Write narrative pieces retelling elaborated events with descriptive details and temporal words. |
| 2 | 2.W.5 | Fluently write all upper- and lowercase manuscript letters. |
| 3 | 3.R.10 | Identify structural elements and use text features for comprehension. |
| 3 | 3.R.12 | Explain how specific illustrations or text features contribute to what is conveyed. |
| 3 | 3.R.14 | Compare themes, settings, and plots across stories, or compare key details across texts. |
| 3 | 3.R.2 | Demonstrate mastery of age-appropriate phonological awareness skills. |
| 3 | 3.R.3 | Demonstrate mastery of age-appropriate phonics skills. |
| 3 | 3.R.4 | Read grade-level text with accuracy and fluency to support comprehension. |
| 3 | 3.R.5 | Ask and answer questions to demonstrate understanding of a text. |
| 3 | 3.R.6 | Read a variety of texts including from diverse cultures and retell the text. |
| 3 | 3.R.7 | Describe characters and their actions in stories; analyze relationships in informational texts. |
| 3 | 3.R.8 | Determine the meaning of words, phrases, similes, metaphors, and academic and content-specific words. |
| 3 | 3.R.9 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases. |
| 3 | 3.SL.1 | Participate effectively in a range of conversations and collaborations using age-appropriate vocabulary. |
| 3 | 3.SL.2 | Speak clearly and audibly while asking and answering questions about a topic. |
| 3 | 3.SL.3 | Use age-appropriate language, grammar, volume, and clear pronunciation when speaking. |
| 3 | 3.W.1 | Write argumentative pieces on topics/texts, supporting a point of view with evidence. |
| 3 | 3.W.2 | Write informative/explanatory pieces examining a topic that convey ideas and information. |
| 3 | 3.W.3 | Write narrative pieces to develop real or imagined experiences or events. |
| 3 | 3.W.4 | Conduct short research projects to build knowledge about a topic. |
| 3 | 3.W.5 | Legibly write all upper- and lowercase cursive and manuscript letters. |
| 4 | 4.R.10 | Analyze literary structure; describe informational text organization. |
| 4 | 4.R.13 | Explain how authors use reasons and evidence to support claims. |
| 4 | 4.R.3 | Demonstrate mastery of age-appropriate phonics skills. |
| 4 | 4.R.4 | Read grade-level text with accuracy and fluency to support comprehension. |
| 4 | 4.R.5 | Refer to details and evidence when explaining and inferring from text. |
| 4 | 4.R.6 | Determine theme/main idea and summarize using textual evidence. |
| 4 | 4.R.7 | Describe characters, settings, or events in depth; explain concepts in informational text. |
| 4 | 4.R.8 | Determine the meaning of words, phrases, and figurative language. |
| 4 | 4.R.9 | Clarify unknown words using context, affixes, roots, and reference materials. |
| 4 | 4.SL.1 | Participate effectively in a range of conversations and collaborations using age-appropriate vocabulary. |
| 4 | 4.SL.2 | Summarize information from various formats and explain relevance to a topic. |
| 4 | 4.SL.3 | Use appropriate language, grammar, volume, and pronunciation when speaking. |
| 4 | 4.W.1 | Write argumentative pieces with claims supported by evidence. |
| 4 | 4.W.2 | Write informative/explanatory pieces examining topics clearly. |
| 4 | 4.W.3 | Write narratives developing real or imagined experiences with descriptive details. |
| 4 | 4.W.4 | Conduct short research projects building knowledge through investigation. |
| 4 | 4.W.5 | Fluently write in cursive and manuscript. |
| 5 | 5.R.10 | Analyze text structure and compare structures across multiple texts. |
| 5 | 5.R.13 | Explain how an author uses reasons and evidence to support particular claims in a text. |
| 5 | 5.R.4 | Read grade-level text with accuracy and fluency to support comprehension. |
| 5 | 5.R.5 | Identify and refer to evidence from a text when explaining what the text says explicitly. |
| 5 | 5.R.6 | Determine theme and main idea conveyed through particular details. |
| 5 | 5.R.8 | Determine the meaning of words, phrases, figurative language, and academic/content-specific words. |
| 5 | 5.SL.1 | Participate effectively in a range of conversations and collaborations using age-appropriate vocabulary. |
| 5 | 5.SL.2 | Investigate information in various formats/media to make informed decisions and differentiate fact from fiction. |
| 5 | 5.SL.3 | Use age-appropriate language, grammar, volume, and clear pronunciation when speaking or presenting. |
| 5 | 5.W.1 | Write argumentative pieces supporting a claim with evidence. |
| 5 | 5.W.2 | Write informative/explanatory pieces examining topics clearly. |
| 5 | 5.W.4 | Conduct short research projects to craft arguments or answer questions. |
| 5 | 5.W.5 | Fluently write in cursive and manuscript. |
| 6 | 6.R.13 | Evaluate arguments and distinguish supported claims from unsupported ones. |
| 6 | 6.R.4 | Read grade-level text with accuracy and fluency to support comprehension. |
| 6 | 6.R.5 | Cite textual evidence to support analysis of what the text says explicitly and inferences drawn. |
| 6 | 6.R.6 | Determine theme/main idea and summarize texts from diverse cultures. |
| 6 | 6.R.8 | Determine the meaning of words and phrases, including figurative and connotative meanings. |
| 6 | 6.SL.1 | Participate effectively in a range of conversations and collaborations on topics, texts, and issues. |
| 6 | 6.SL.2 | Interpret credible information presented in various formats and media to make informed decisions. |
| 6 | 6.SL.3 | Use appropriate language, grammar, organization, development, and delivery styles for purpose and audience. |
| 6 | 6.W.1 | Write arguments to support claims with clear reasons and relevant evidence. |
| 6 | 6.W.2 | Write informative/explanatory texts to examine a topic and convey ideas clearly. |
| 6 | 6.W.3 | Write narrative texts to develop real or imagined experiences using effective technique. |
| 6 | 6.W.4 | Conduct short research projects to craft an argument or answer a question. |
| 7-8 | 7-8.R.13 | Evaluate arguments and claims (informational texts only). |
| 7-8 | 7-8.R.5 | Cite textual evidence supporting explicit analysis and inferences. |
| 7-8 | 7-8.R.6 | Determine theme/main idea and provide objective summaries. |
| 7-8 | 7-8.R.8 | Determine word meanings, including figurative and technical usage. |
| 7-8 | 7-8.SL.1 | Participate effectively in a range of conversations and collaborations on topics, texts, and issues. |
| 7-8 | 7-8.SL.2 | Evaluate credibility of multiple information sources in various formats. |
| 7-8 | 7-8.SL.3 | Use appropriate language, grammar, and delivery for formal/informal contexts. |
| 7-8 | 7-8.W.1 | Write arguments supported by logical reasoning and credible evidence. |
| 7-8 | 7-8.W.2 | Write informative/explanatory texts examining topics. |
| 7-8 | 7-8.W.3 | Write narratives with effective techniques and descriptions. |
| 7-8 | 7-8.W.4 | Conduct research projects using credible sources. |
| 9-10 | 9-10.R.13 | Evaluate arguments and claims (informational texts only). |
| 9-10 | 9-10.R.5 | Cite relevant textual evidence to support analysis of what the text says explicitly. |
| 9-10 | 9-10.R.8 | Determine the meaning and impact of words and phrases on meaning, tone, and mood. |
| 9-10 | 9-10.SL.1 | Participate effectively in a range of conversations and collaborations on topics, texts, and issues. |
| 9-10 | 9-10.SL.2 | Interpret and evaluate the credibility of multiple sources presented in various formats/media to solve problems. |
| 9-10 | 9-10.W.1 | Write arguments to support claims in an analysis of complex topics or texts. |
| 9-10 | 9-10.W.2 | Write informative/explanatory texts to examine and convey related ideas and information. |
| 9-10 | 9-10.W.3 | Write narrative texts to develop real or imagined experiences or events. |
| 9-10 | 9-10.W.4 | Conduct sustained research projects to craft an argument, answer a question, or provide analysis. |
| 11-12 | 11-12.R.13 | Evaluate arguments and claims in informational texts. |
| 11-12 | 11-12.R.4 | Read grade-level text with accuracy and fluency to support comprehension. |
| 11-12 | 11-12.R.5 | Cite textual evidence to support analysis of explicit meaning and inferences. |
| 11-12 | 11-12.R.6 | Determine and analyze themes or main ideas across texts. |
| 11-12 | 11-12.R.8 | Determine word meaning and impact on tone; analyze figurative language. |
| 11-12 | 11-12.SL.1 | Participate effectively in a range of conversations and collaborations on topics, texts, and issues. |
| 11-12 | 11-12.SL.2 | Interpret and evaluate multiple information sources to verify credibility and accuracy. |
| 11-12 | 11-12.SL.3 | Use appropriate language, grammar, and delivery styles for formal or informal contexts. |
| 11-12 | 11-12.W.1 | Write arguments supporting claims with logical reasoning and evidence. |
| 11-12 | 11-12.W.2 | Write informative/explanatory texts examining complex ideas. |
| 11-12 | 11-12.W.3 | Write narratives developing real or imagined experiences. |
| 11-12 | 11-12.W.4 | Conduct research projects to craft an argument, answer a question, or provide an analysis. |
· Utah Science with Engineering Education (SEEd) Standards (K-12); Utah-written, NGSS/Framework-influenced but with Utah-specific codes and content · 213
| K | K.1.1 | Communicate information about local observable weather conditions to describe patterns over time |
| K | K.1.2 | Communicate information on the effect of forecasted weather patterns on human behavior |
| K | K.1.3 | Investigate using the five senses the effect of sunlight on different surfaces and materials |
| K | K.1.4 | Design a solution reducing the warming effect of sunlight on an area (engineering) |
| K | K.2.1 | Describe patterns of what living things need to survive |
| K | K.2.2 | Patterns in relationships between needs of living things and where they live |
| K | K.2.3 | How living things affect their surroundings to survive |
| K | K.2.4 | Devise a solution addressing survival challenges for organisms (engineering) |
| K | K.3.1 | Investigate effects of different strengths/directions of forces on object motion |
| K | K.3.2 | Analyze how a design solution changes object motion by pushing or pulling (engineering) |
| 1 | 1.1.1 | Movement of Sun, Moon, and stars shows predictable patterns |
| 1 | 1.1.2 | Relate amount of daylight to the time of year |
| 1 | 1.1.3 | Design a device measuring daylight pattern variations (engineering) |
| 1 | 1.2.1 | Effect of sunlight and water on plant growth |
| 1 | 1.2.2 | External features of living things that survive in different locations |
| 1 | 1.2.3 | Offspring are alike, but not exactly like, their parents |
| 1 | 1.2.4 | Patterns in parent/offspring behaviors that help offspring survive |
| 1 | 1.3.1 | Cause-effect relationship between sound and vibrating matter |
| 1 | 1.3.2 | Use a model to show the effect of light on objects |
| 1 | 1.3.3 | Effect of materials in the path of a beam of light |
| 1 | 1.3.4 | Design a device using light or sound to communicate over a distance (engineering) |
| 2 | 2.1.1 | Model patterns of landforms and water on Earth's surface |
| 2 | 2.1.2 | Explain fast and slow changes to Earth's surface |
| 2 | 2.1.3 | Design solutions to prevent wind or water erosion (engineering) |
| 2 | 2.2.1 | Communicate about living things in different habitats |
| 2 | 2.2.2 | Plant and animal structures suited to habitats |
| 2 | 2.2.3 | How animals disperse seeds or pollinate plants |
| 2 | 2.2.4 | Design solutions mimicking plant/animal structures (engineering) |
| 2 | 2.3.1 | Classify materials based on observable properties |
| 2 | 2.3.2 | How material properties influence intended use |
| 2 | 2.3.3 | Objects can be disassembled and reshaped into new objects |
| 2 | 2.3.4 | Reversible and irreversible changes from heating/cooling |
| 3 | 3.1.1 | Analyze weather data to identify seasonal patterns |
| 3 | 3.1.2 | Climate patterns in different regions |
| 3 | 3.1.3 | Design solutions to reduce weather-related hazard impacts (engineering) |
| 3 | 3.2.1 | Models of organism life cycles |
| 3 | 3.2.2 | Analyze data to identify inherited trait patterns |
| 3 | 3.2.3 | How environment affects organism traits |
| 3 | 3.2.4 | How trait variations affect survival and reproduction |
| 3 | 3.2.5 | Organisms vary in survival ability within habitats |
| 3 | 3.2.6 | Design solutions for environmental change impacts on organisms (engineering) |
| 3 | 3.3.1 | Effects of balanced and unbalanced forces on motion |
| 3 | 3.3.2 | Analyze motion data to predict future movement |
| 3 | 3.3.3 | Gravitational force directs objects toward Earth's center |
| 3 | 3.3.4 | Non-contact electric and magnetic force interactions |
| 3 | 3.3.5 | Design solutions using magnetic force principles (engineering) |
| 4 | 4.1.1 | Internal/external structures support survival, growth, behavior, reproduction |
| 4 | 4.1.2 | Animals receive information through senses, process it, and respond |
| 4 | 4.1.3 | Fossils as evidence of organism and environmental change |
| 4 | 4.1.4 | Rock layers and fossils show environments changed over time |
| 4 | 4.2.1 | Speed of objects relates to their energy |
| 4 | 4.2.2 | Energy changes when objects collide and transfer occurs |
| 4 | 4.2.3 | Energy transfers via sound, light, heat, and electrical currents |
| 4 | 4.2.4 | Design devices converting energy from one form to another (engineering) |
| 4 | 4.3.1 | Model wave patterns with amplitude and wavelength |
| 4 | 4.3.2 | Light reflects off objects and enters the eye for vision |
| 4 | 4.3.3 | Design a solution for information transfer using wave patterns (engineering) |
| 4 | 4.4.1 | Sun appears brighter than stars due to relative distance |
| 4 | 4.4.2 | Earth's rotation and orbit cause day/night and seasonal patterns |
| 5 | 5.1.1 | Analyze data to describe patterns of Earth's features |
| 5 | 5.1.2 | Compare saltwater and freshwater distribution |
| 5 | 5.1.3 | Weathering and erosion effects on Earth's surface |
| 5 | 5.1.4 | Interactions among geosphere, biosphere, hydrosphere, atmosphere |
| 5 | 5.1.5 | Design solutions to reduce effects of naturally occurring events (engineering) |
| 5 | 5.2.1 | Matter is made of particles too small to see |
| 5 | 5.2.2 | Identify substances based on patterns of properties |
| 5 | 5.2.3 | Combining substances may create new materials |
| 5 | 5.2.4 | Conservation of mass during physical and chemical changes |
| 5 | 5.3.1 | Plants use sunlight, water, and air to produce growth matter |
| 5 | 5.3.2 | Animals obtain energy and matter from the food they eat |
| 5 | 5.3.3 | Matter movement among organisms, decomposers, and environment |
| 5 | 5.3.4 | Evaluate engineering solutions to protect Earth's environments/resources (engineering) |
| 6 | 6.1.1 | Model Sun-Earth-Moon system: lunar phases, eclipses, seasons |
| 6 | 6.1.2 | Gravity and inertia in orbital motions within the solar system |
| 6 | 6.1.3 | Analyze scale and properties of solar system objects |
| 6 | 6.2.1 | Molecules are made of different kinds and quantities of atoms |
| 6 | 6.2.2 | Heat energy's effect on states of matter and density |
| 6 | 6.2.3 | Relationships between temperature, heat transfer, and particle motion |
| 6 | 6.2.4 | Design a tool that minimizes or maximizes heat energy transfer (engineering) |
| 6 | 6.3.1 | Water cycling driven by solar energy, gravity, and density |
| 6 | 6.3.2 | Air mass interactions that cause weather changes |
| 6 | 6.3.3 | Unequal Earth heating creates atmospheric/oceanic circulation |
| 6 | 6.3.4 | Natural greenhouse effect's role in Earth's energy balance |
| 6 | 6.4.1 | How resource availability affects organisms and populations |
| 6 | 6.4.2 | Interaction patterns among organisms across ecosystems |
| 6 | 6.4.3 | Model matter cycling and energy flow in ecosystems |
| 6 | 6.4.4 | How ecosystem changes affect population stability |
| 6 | 6.4.5 | Evaluate design solutions for ecosystem resources/biodiversity (engineering) |
| 7 | 7.1.1 | Change in motion depends on mass and the sum of forces (Newton's Laws) |
| 7 | 7.1.2 | Apply Newton's Third Law to colliding objects |
| 7 | 7.1.3 | Model fields exerting forces between non-contact objects |
| 7 | 7.1.4 | Factors affecting electric and magnetic force strength |
| 7 | 7.1.5 | Gravitational interactions are attractive and mass-dependent |
| 7 | 7.2.1 | Model the rock cycle: energy flow and matter cycling |
| 7 | 7.2.2 | Processes change Earth's surface at varying scales |
| 7 | 7.2.3 | Evaluate design solutions for structures facing geologic hazards (engineering) |
| 7 | 7.2.4 | Model Earth's interior: density and composition differences |
| 7 | 7.2.5 | Plate tectonics patterns with earthquakes, volcanoes, fossils |
| 7 | 7.2.6 | Geologic time scale shows the age and history of Earth |
| 7 | 7.3.1 | Cells are the basic structures of living things |
| 7 | 7.3.2 | Model cell function and how parts contribute to the system |
| 7 | 7.3.3 | Body system organization: cells, tissues, organs, systems |
| 7 | 7.4.1 | How reproduction types affect genetic variation |
| 7 | 7.4.2 | Adaptations affecting reproduction success |
| 7 | 7.4.3 | Why genetic mutations have varying effects on organisms |
| 7 | 7.4.4 | Technologies changing human influence on inherited traits |
| 7 | 7.5.1 | Genetic variation affects survival and reproduction probability |
| 7 | 7.5.2 | Fossil record patterns for extinction and life form changes |
| 7 | 7.5.3 | Body structure patterns infer evolutionary relationships |
| 7 | 7.5.4 | Embryological development patterns across species |
| 8 | 8.1.1 | Model scale and proportion of atoms and molecules |
| 8 | 8.1.2 | Materials' properties determine practical applications |
| 8 | 8.1.3 | Property changes identify chemical reactions |
| 8 | 8.1.4 | Synthetic materials originate from natural resources |
| 8 | 8.1.5 | Particle motion relationships with temperature, density, phase |
| 8 | 8.1.6 | Total number of atoms unchanged in a chemical reaction |
| 8 | 8.1.7 | Engineer and test a device affecting phase change rates (engineering) |
| 8 | 8.2.1 | Relationship between mass, speed, and kinetic energy |
| 8 | 8.2.2 | Potential energy varies with distance in systems |
| 8 | 8.2.3 | Kinetic energy changes through energy transfer |
| 8 | 8.2.4 | Wave patterns: amplitude's relationship to energy |
| 8 | 8.2.5 | Wave structure and behavior through different materials |
| 8 | 8.2.6 | Digital signals superior to analog for information transmission |
| 8 | 8.3.1 | Photosynthetic organisms convert light into chemical energy |
| 8 | 8.3.2 | Organisms transform food molecules for growth and energy |
| 8 | 8.3.3 | Ecosystem changes affect matter cycling and energy flow |
| 8 | 8.4.1 | Uneven resource distribution from geological processes |
| 8 | 8.4.2 | Resource consumption impacts Earth's systems |
| 8 | 8.4.3 | Design solutions monitoring or reducing resource impacts (engineering) |
| 8 | 8.4.4 | Factors affecting global temperatures and regional climates |
| 8 | 8.4.5 | Predict natural hazards and examine mitigation technologies |
| Biology | BIO.1.1 | How biotic and abiotic factors affect population stability/change |
| Biology | BIO.1.2 | Model matter cycling and energy flow among ecosystem organisms |
| Biology | BIO.1.3 | Photosynthesis/cellular respiration effects on carbon reservoirs |
| Biology | BIO.1.4 | How ecosystems maintain consistent organism numbers |
| Biology | BIO.1.5 | Design solutions reducing human impact on biodiversity (engineering) |
| Biology | BIO.2.1 | Organisms use C, H, O, N to form macromolecules |
| Biology | BIO.2.2 | Cell structure and organelles create specialized functions |
| Biology | BIO.2.3 | Matter cycling/energy flow through photosynthesis and respiration |
| Biology | BIO.2.4 | Cells maintain stability via transport across membranes |
| Biology | BIO.2.5 | Mitosis in organism production, growth, and maintenance |
| Biology | BIO.2.6 | How organ systems maintain organismal homeostasis |
| Biology | BIO.2.7 | Homeostasis and feedback mechanisms maintaining stability |
| Biology | BIO.3.1 | DNA replication and how DNA/RNA code for proteins/traits |
| Biology | BIO.3.2 | Predict trait expression patterns passed parent to offspring |
| Biology | BIO.3.3 | Inheritable genetic variation occurs during gamete formation |
| Biology | BIO.3.4 | Variation and trait distribution patterns in populations |
| Biology | BIO.3.5 | Evaluate biotechnology solutions for gene modification (engineering) |
| Biology | BIO.4.1 | Evidence patterns supporting biological evolution |
| Biology | BIO.4.2 | Natural selection as evolution's primary cause |
| Biology | BIO.4.3 | Data showing advantageous traits increasing in populations |
| Biology | BIO.4.4 | Environmental changes cause emergence, increase, or extinction |
| Biology | BIO.4.5 | Evaluate design solutions for problems from natural selection (engineering) |
| Chemistry | CHEM.1.1 | Structure of the atom based on experimental evidence |
| Chemistry | CHEM.1.2 | Isotope stability patterns and radioactive decay modes |
| Chemistry | CHEM.1.3 | Radioactive decay rates for dating and environmental persistence |
| Chemistry | CHEM.1.4 | Nuclear fusion generates elements with varying stability |
| Chemistry | CHEM.1.5 | Periodic table patterns predict element properties |
| Chemistry | CHEM.2.1 | Determine bonding types using periodic table patterns |
| Chemistry | CHEM.2.2 | Substance properties connected to molecular structure |
| Chemistry | CHEM.2.3 | Macromolecule functions correlate with chemical composition |
| Chemistry | CHEM.2.4 | Evaluate engineered chemistry solutions (engineering) |
| Chemistry | CHEM.3.1 | Proportional reasoning for particle distribution in solutions |
| Chemistry | CHEM.3.2 | Predict reaction outcomes using periodic trends |
| Chemistry | CHEM.3.3 | Observable changes connecting macroscopic and molecular levels |
| Chemistry | CHEM.3.4 | Matter conservation through stoichiometry |
| Chemistry | CHEM.3.5 | Approaches for managing mineral resource sustainability |
| Chemistry | CHEM.3.6 | How reaction conditions influence rates via collision theory |
| Chemistry | CHEM.3.7 | Engineer chemical systems using Le Chatelier's Principle (engineering) |
| Chemistry | CHEM.3.8 | Synthetic chemicals' effects in environmental systems |
| Chemistry | CHEM.4.1 | Reactions absorb or release energy based on bond energy |
| Chemistry | CHEM.4.2 | How electromagnetic radiation affects matter absorption |
| Chemistry | CHEM.4.3 | Design energy-conversion devices (engineering) |
| Chemistry | CHEM.4.4 | Model nuclear composition changes and compare energy outputs |
| Chemistry | CHEM.4.5 | Evaluate energy solutions considering multiple constraints (engineering) |
| Earth and Space Science | ESS.1.1 | Model the Sun's life span and nuclear fusion's energy release |
| Earth and Space Science | ESS.1.2 | Explain the Big Bang theory using astronomical evidence |
| Earth and Space Science | ESS.1.3 | Model changes in matter during a star's life cycle |
| Earth and Space Science | ESS.1.4 | Design solutions to space exploration challenges (engineering) |
| Earth and Space Science | ESS.2.1 | Explain Earth's 4.6 billion year formation history |
| Earth and Space Science | ESS.2.2 | Model Earth's interior and thermal convection cycling |
| Earth and Space Science | ESS.2.3 | How plate tectonics creates surface patterns |
| Earth and Space Science | ESS.2.4 | Model Earth's internal and surface processes at different scales |
| Earth and Space Science | ESS.2.5 | How Earth's systems and life coevolved through geologic time |
| Earth and Space Science | ESS.2.6 | Evaluate design solutions reducing natural disaster effects (engineering) |
| Earth and Space Science | ESS.3.1 | Water's properties and effects on Earth materials |
| Earth and Space Science | ESS.3.2 | How heat and water movement affect weather and climate |
| Earth and Space Science | ESS.3.3 | How solar energy drives atmospheric processes |
| Earth and Space Science | ESS.3.4 | Analyze patterns in data about weather factors |
| Earth and Space Science | ESS.3.5 | Model carbon cycling among Earth's systems |
| Earth and Space Science | ESS.3.6 | Analyze climate records to predict future variations |
| Earth and Space Science | ESS.3.7 | Surface changes create climate feedback loops |
| Earth and Space Science | ESS.4.1 | How resource availability and hazards affect human activity |
| Earth and Space Science | ESS.4.2 | Relationships between resource sustainability and biodiversity |
| Earth and Space Science | ESS.4.3 | Evaluate design solutions for energy/mineral resource management (engineering) |
| Earth and Space Science | ESS.4.4 | Evaluate design solutions for environmental problems (engineering) |
| Physics | PHYS.1.1 | Net force and motion change per Newton's 2nd Law |
| Physics | PHYS.1.2 | Momentum conservation in systems without net force |
| Physics | PHYS.1.3 | Design solutions minimizing collision impact forces (engineering) |
| Physics | PHYS.2.1 | Analyze data tracking energy transfer within systems |
| Physics | PHYS.2.2 | Thermal energy transfer creates uniform distribution |
| Physics | PHYS.2.3 | Model energy as motion and position combinations |
| Physics | PHYS.2.4 | Design devices converting energy forms (engineering) |
| Physics | PHYS.2.5 | Design solutions addressing global energy needs (engineering) |
| Physics | PHYS.3.1 | Compare gravitational and electric field scales |
| Physics | PHYS.3.2 | Electric current creates magnetic fields and vice versa |
| Physics | PHYS.3.3 | Position changes' effects on electric and gravitational forces |
| Physics | PHYS.3.4 | Model field effects from varying source characteristics |
| Physics | PHYS.4.1 | Frequency, wavelength, and speed relationships |
| Physics | PHYS.4.2 | Electromagnetic radiation fits wave or particle models |
| Physics | PHYS.4.3 | EM radiation frequency effects on biological materials |
| Physics | PHYS.4.4 | Digital transmission stability and societal impacts |
| Physics | PHYS.4.5 | How devices use electromagnetic principles |
· Utah Core Standards for Social Studies (K-12); Utah-written standards organized around C3-Framework-influenced inquiry strands · 122
| K | Standard K.1.1 | Compare how people lived in earlier times and how their lives would be different today. |
| K | Standard K.1.2 | Use texts to retell stories of diverse key historical figures and infer why they are honored. |
| K | Standard K.1.3 | Explain how families provide physical, social, and emotional support, each with a unique history. |
| K | Standard K.2.1 | Construct a simple map and explain how the map represents a place. |
| K | Standard K.2.2 | Explain how a globe is a model of the Earth. |
| K | Standard K.2.3 | Recognize and describe geographical features in their community that make it unique. |
| K | Standard K.2.4 | Describe and use relative location terms of objects while using maps and globes. |
| K | Standard K.3.1 | Describe rules students/family members follow and why they matter in family, class, and school. |
| K | Standard K.3.2 | List essential qualities needed to learn and work together as friends, neighbors, and family. |
| K | Standard K.3.3 | Identify ways people work together to build a strong community. |
| K | Standard K.3.4 | Explain why national, state, and other symbols and actions are considered important. |
| K | Standard K.4.1 | Distinguish basic human needs from individual wants and how that can change over time. |
| K | Standard K.4.2 | Relate how different types of work help people and communities meet needs and wants. |
| K | Standard K.4.3 | Identify ways people use money, including spending, saving, and sharing. |
| 1 | Standard 1.1.1 | Explain why people may see historical events from different points of view. |
| 1 | Standard 1.1.2 | Summarize contributions of diverse historical figures/groups and evaluate their significance. |
| 1 | Standard 1.1.3 | Use primary sources to infer why certain events in history are remembered. |
| 1 | Standard 1.1.4 | Create a primary source showing how personal histories are shaped by family, school, community. |
| 1 | Standard 1.2.1 | Construct a simple map of a neighborhood, classroom, school, or story setting. |
| 1 | Standard 1.2.2 | Differentiate between natural and engineered geographical features in an area. |
| 1 | Standard 1.2.3 | Use maps/globes to locate community, Utah, US, the seven continents, and five oceans. |
| 1 | Standard 1.2.4 | Explain the reasons that people, animals, and goods move. |
| 1 | Standard 1.3.1 | Compare how classroom rules are similar to laws in the community. |
| 1 | Standard 1.3.4 | Identify symbols, landmarks, and essential documents and demonstrate respect for them. |
| 1 | Standard 1.3.5 | Demonstrate characteristics of responsible citizenship. |
| 1 | Standard 1.4.1 | Explain costs and benefits of spending and saving to meet needs and wants. |
| 1 | Standard 1.4.3 | Identify and explain roles of consumers, producers, and distributors in the community. |
| 2 | Standard 2.1.1 | Use primary sources to document the chronology of important events in personal/community history. |
| 2 | Standard 2.1.3 | Summarize key ideas included in the Declaration of Independence. |
| 2 | Standard 2.1.4 | Retell histories of key people/events connected to state and national symbols and documents. |
| 2 | Standard 2.2.1 | Locate poles, equator, continents, oceans, US, Utah, and town; identify bordering states/countries. |
| 2 | Standard 2.2.2 | Interpret/construct physical maps using title, key, symbols, 8-point compass rose, grids. |
| 2 | Standard 2.2.6 | Identify natural resources and cite ways people show stewardship through responsible use. |
| 2 | Standard 2.3.2 | Describe the rights and responsibilities of citizens in the United States and Utah. |
| 2 | Standard 2.3.4 | Consider why cities need governments and describe how local government promotes welfare. |
| 2 | Standard 2.4.2 | Explain how scarcity of resources and opportunity cost require choices to satisfy wants/needs. |
| 2 | Standard 2.4.4 | Describe how people can be both producers and consumers of local goods and services. |
| 3 | Standard 3.1.1 | Discuss basic differences between forms of government: constitutional republic, democracy, oligarchy, monarchy. |
| 3 | Standard 3.1.3 | Summarize how the US Constitution is the supreme law of the land; explain how laws provide order. |
| 3 | Standard 3.1.4 | Identify the rights protected by the First Amendment and analyze how they affect students. |
| 3 | Standard 3.1.5 | Explain how the Constitution balances power among the three branches (checks and balances). |
| 3 | Standard 3.2.1 | Locate community, state, country, continent on maps and contrast sizes and scale. |
| 3 | Standard 3.2.2 | Describe how geography has shaped where/how the community developed and sustains itself. |
| 3 | Standard 3.3.6 | Describe why governments collect taxes and how they decide how to use them. |
| 3 | Standard 3.3.8 | Collaborate with peers to address a need in their local community through service. |
| 3 | Standard 3.4.1 | Choose a community outside the US, locate it on maps, and contrast sizes and scale. |
| 3 | Standard 3.4.4 | Examine types of government in the chosen community and compare them with own community. |
| 4 | Standard 4.1.1 | Use geographic tools to identify Utah and surrounding states: latitude, climate, landforms, regions. |
| 4 | Standard 4.1.3 | Describe how Utah's physical geography has positive and negative effects on health and safety. |
| 4 | Standard 4.2.3 | Compare ways of life of at least two Native American tribal groups and how they changed pre-1847. |
| 4 | Standard 4.2.4 | Investigate why early explorers and frontiersmen came to the land now called Utah. |
| 4 | Standard 4.3.1 | Use primary sources to compare migration experiences of at least three groups to Utah 1847-1896. |
| 4 | Standard 4.3.4 | Identify political challenges that delayed Utah's statehood and the Women's Suffrage Movement. |
| 4 | Standard 4.3.7 | Explain how the Transcontinental Railroad changed Utah's economy and economic interdependence. |
| 4 | Standard 4.4.2 | Compare the Utah Constitution with the US Constitution, noting similarities and differences. |
| 4 | Standard 4.4.6 | Use case studies to explain how national/global events 1896-1999 impacted communities and state. |
| 4 | Standard 4.5.1 | Describe sovereignty as it relates to Native American sovereign nations in Utah. |
| 5 | Standard 5.1.1 | Illustrate how physical geography of North America influenced Native American tribal groups. |
| 5 | Standard 5.1.3 | Use maps and sources to evaluate push/pull factors that led to exploration and colonization. |
| 5 | Standard 5.2.2 | Summarize the most significant ideas found in the Declaration of Independence. |
| 5 | Standard 5.2.3 | Explain how actions of key individuals/groups influenced the outcome of the American Revolution. |
| 5 | Standard 5.3.3 | Explain why Founders established a compound constitutional republic with three branches. |
| 5 | Standard 5.3.4 | Explain the significance of the Bill of Rights and the impact of one amendment. |
| 5 | Standard 5.4.4 | Compare how differences in economics, politics, and culture led to the US Civil War. |
| 5 | Standard 5.4.7 | Identify the Civil War's most important outcomes and how they resonate today. |
| 5 | Standard 5.5.2 | Compare motivations and desired outcomes of US entry into World War I and World War II. |
| 5 | Standard 5.6.3 | Connect causes and lasting effects of at least two 20th-century social movements and leaders. |
| 6 | Standard 6.1.1 | Discern characteristics of the transformation to civilizations across three ancient civilizations. |
| 6 | Standard 6.1.2 | Recognize origins of major world religions and evaluate religion's role in development of civilizations. |
| 6 | Standard 6.1.6 | Compare purposes/functions of early governments to modern governments. |
| 6 | Standard 6.2.2 | Explain how the spread of religious ideas during the post-classical era influenced globalization. |
| 6 | Standard 6.2.5 | Critique how/why systems of governance took steps toward self-rule in the post-classical period. |
| 6 | Standard 6.3.4 | Explain causes/effects of at least three revolutions during the 18th-20th century. |
| 6 | Standard 6.3.5 | Cite evidence to identify causes/effects of WWI, the Great Depression, and WWII. |
| 6 | Standard 6.4.2 | Summarize main differences between economic systems (communism, capitalism, socialism). |
| 6 | Standard 6.4.3 | Determine how human rights/responsibilities have developed and how groups protect them. |
| United States Government and Citizenship | U.S. GOV Standard 1.1 | Explain how documents, challenges, and events shaped foundational principles of US government. |
| United States Government and Citizenship | U.S. GOV Standard 1.2 | Describe the structure of the United States' form of government. |
| United States Government and Citizenship | U.S. GOV Standard 2.1 | Use historic and modern case studies to examine civil liberties and civil rights. |
| United States Government and Citizenship | U.S. GOV Standard 2.3 | Explain the purpose and importance of fulfilling civic responsibilities. |
| United States Government and Citizenship | U.S. GOV Standard 3.1 | Explain the distribution of power among national, state, and local governments. |
| United States Government and Citizenship | U.S. GOV Standard 3.4 | Use data to evaluate election results and explain electoral processes. |
| United States Government and Citizenship | U.S. GOV Standard 4.1 | Examine the fiscal decisions governmental agencies make. |
| United States Government and Citizenship | U.S. GOV Standard 5.1 | Analyze the constitutional process of creating and conducting foreign policy. |
| United States History I | U.S. I Standard 1.1 | Analyze evidence including artifacts and primary sources about pre-Columbian societies/contact. |
| United States History I | U.S. I Standard 2.1 | Identify economic, social, and geographic factors that influenced colonization. |
| United States History I | U.S. I Standard 3.1 | Use primary sources to identify significant events of the American Revolution. |
| United States History I | U.S. I Standard 4.1 | Explain how the ideas, events, and compromises shaped the US Constitution. |
| United States History I | U.S. I Standard 5.3 | Use case studies to document the expansion of democratic ideals and institutions. |
| United States History I | U.S. I Standard 6.3 | Identify the economic and geographic impact of early westward expansion. |
| United States History I | U.S. I Standard 7.1 | Explain how slavery and other factors contributed to the causes of the Civil War. |
| United States History II | U.S. II Standard 1.1 | Assess how innovations in transportation, science, and agriculture drove industrialization. |
| United States History II | U.S. II Standard 2.2 | Explain how social reform movements influenced change. |
| United States History II | U.S. II Standard 3.4 | Explain the causes for US involvement in World War I and World War II. |
| United States History II | U.S. II Standard 4.2 | Use case studies involving African-American civil rights to analyze social change. |
| United States History II | U.S. II Standard 5.2 | Use evidence to investigate the effectiveness of the New Deal. |
| United States History II | U.S. II Standard 6.2 | Use primary sources to describe the impact of World War II. |
| United States History II | U.S. II Standard 7.3 | Develop interpretations of the impact of the Cold War on American society. |
| United States History II | U.S. II Standard 8.1 | Select the most historically significant events of the 21st century. |
| Utah Studies | UT Standard 1.1 | Make evidence-based inferences about the complex cultures of Utah's Native American peoples. |
| Utah Studies | UT Standard 1.3 | Explain the economic activity of a prehistoric and/or historic Native American group in Utah. |
| Utah Studies | UT Standard 2.1 | Explain the causes and lasting effects of the Mormon migration to Utah. |
| Utah Studies | UT Standard 2.7 | Identify the political challenges that delayed Utah's statehood. |
| Utah Studies | UT Standard 3.1 | Identify civic virtues and principles codified by the Utah Constitution. |
| Utah Studies | UT Standard 4.1 | Evaluate the impact of the Cold War on Utah. |
| Utah Studies | UT Standard 5.3 | Use data on key components of Utah's economy to analyze its future. |
| World Geography | WG Standard 1.1 | Describe significant forces that influence the physical environment. |
| World Geography | WG Standard 1.3 | Cite evidence of how distribution of natural resources affects humans. |
| World Geography | WG Standard 2.2 | Explain push and pull factors causing voluntary and involuntary migration. |
| World Geography | WG Standard 3.5 | Explain how basic tenets of world religions affect culture and place. |
| World Geography | WG Standard 4.1 | Explain why and how people organize into a range of political systems. |
| World Geography | WG Standard 4.3 | Explain how cooperation and conflict have many causes and effects. |
| World Geography | WG Standard 5.1 | Explain the essential attributes of a developed economy. |
| World Geography | WG Standard 5.5 | Describe costs, benefits, and sustainability of development. |
| World History | WH Standard 1.1 | Analyze differences/interactions between sedentary and nomadic peoples. |
| World History | WH Standard 1.4 | Compare life before and after the Neolithic Revolution and its effects. |
| World History | WH Standard 2.1 | Identify and explain patterns in the development of classical societies. |
| World History | WH Standard 3.3 | Evaluate the long-term effects of the Mongol conquest. |
| World History | WH Standard 4.4 | Analyze the long-term effects of the Columbian Exchange. |
| World History | WH Standard 5.5 | Compare and contrast the long-term effects of imperialism. |
| World History | WH Standard 6.1 | Identify cause-and-effect relationships between World War I and World War II. |
| World History | WH Standard 7.3 | Identify international human rights issues and evaluate solutions. |
Is homeschooling legal in Utah?
Yes. Utah is a low-regulation homeschool state.
Do I have to notify anyone to homeschool in Utah?
One-time written notice of intent (formerly a notarized affidavit) filed with the local school board / district of residence for each child, stating the parent assumes sole responsibility for the child's education per Utah Code 53G-6-204. As amended by H.B. 209 (effective May 7, 2025), the notarized affidavit requirement was replaced by a simple one-time notice; parents no longer disclose criminal background. The district issues an excuse/exemption certificate (typically within 30 days). Notice is one-time, not annual; families who previously filed an affidavit need not refile.
Is standardized testing required for homeschoolers in Utah?
No annual test is mandated for homeschoolers in Utah. The state test (RISE (Readiness Improvement Success Empowerment) for grades 3-8; Utah Aspire Plus for grades 9-10) is not required for home-educated students.
What subjects are required for homeschooling in Utah?
Utah statute does not enumerate a required subject list. Families typically cover English/language arts, math, science, and social studies.
Does Utah have its own learning standards?
Math: Utah Core Standards for Mathematics (K-12), adopted Jan 2016; aligned to and derived from CCSS-M, using CCSS-style grade-level domain codes (e.g., 3.OA, 3.NBT). ELA: Utah Core Standards for English Language Arts (P-12), revised by Utah educators in 2022 and adopted April 2023; Utah-specific framework (no longer CCSS-ELA verbatim). Science: Utah Science with Engineering Education (SEEd) Standards (K-12); Utah-written, NGSS/Framework-influenced but with Utah-specific codes and content. Social studies: Utah Core Standards for Social Studies (K-12); Utah-written standards organized around C3-Framework-influenced inquiry strands.