explain the economic activities various early American Indian groups in Texas and North America used to meet their needs and wants such as farming, trading, and hunting; and

Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to:

summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India;

represent and solve problems related to perimeter and/or area and related to volume.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

explain the economic activities early immigrants to Texas used to meet their needs and wants.

summarize the fundamental ideas and institutions of Western civilizations that originated in Greece and Rome;

Geometry and measurement. The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.

use print or digital resources to determine meaning, syllabication, and pronunciation;

Economics. The student understands the characteristics and benefits of the free enterprise system in Texas. The student is expected to:

explain how the relationship between Christianity and Humanism that began with the Renaissance influenced subsequent political developments; and

Geometry and measurement. The student applies mathematical process standards to understand, recognize, and quantify volume. The student is expected to:

use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;

describe the development of the free enterprise system in Texas;

describe how the free enterprise system works, including supply and demand; and

explain how geopolitical and religious influences have impacted law and government in the Muslim world.

recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes ($n$ cubic units) needed to fill it with no gaps or overlaps if possible; and

identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; and

identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.

give examples of the benefits of the free enterprise system such as choice and opportunity.

Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

Economics. The student understands patterns of work and economic activities in Texas. The student is expected to:

analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced; and

Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system, customary or metric.

Geometry and measurement. The student applies mathematical process standards to identify locations on a coordinate plane. The student is expected to:

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

explain how people in different regions of Texas earn their living, past and present, through a subsistence economy and providing goods and services;

describe examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes.

describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the \(x\)-coordinate, the first number in an ordered pair, indicates movement parallel to the \(x\)-axis starting at the origin; and the \(y\)-coordinate, the second number, indicates movement parallel to the \(y\)-axis starting at the origin;

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

explain how geographic factors such as climate, transportation, and natural resources have influenced the location of economic activities in Texas;

Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to:

identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, the Islamic caliphates between 700 and 1200, and China from the Tang to Ming dynasties;

describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane; and

establish purpose for reading assigned and self-selected texts;

analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas;

summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations;

graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table.

generate questions about text before, during, and after reading to deepen understanding and gain information;

describe the impact of mass production, specialization, and division of labor on the economic growth of Texas;

explain the impact of the printing press on the Renaissance and the Reformation in Europe;

Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:

make and correct or confirm predictions using text features, characteristics of genre, and structures;

explain how developments in transportation and communication have influenced economic activities in Texas; and

explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of Texas.

describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide; and

represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots;

create mental images to deepen understanding;