develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.
Math.1.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Math.1.3.A use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99
Math.1.3.B use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3
SS.1.17.D create and interpret visual and written material
SS.1.18.A use democratic procedures to collaborate with others when making decisions on issues in the classroom, school, or community
ELAR.1.6.D create mental images to deepen understanding with adult assistance
ELAR.1.7.E interact with sources in meaningful ways such as illustrating or writing
TA.1.3.B use a design process with components such as asking questions, brainstorming, or storyboarding to identify and solve authentic problems with adult assistance
TA.1.9.A select and use a variety of applications, devices, and online learning environments to create an original product