identify and use patterns to describe phenomena or design solutions;
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.
identify and use patterns to describe phenomena or design solutions;
identify and use patterns to describe phenomena or design solutions;
identify and use patterns to describe phenomena or design solutions;
identify and use patterns to explain scientific phenomena or to design solutions;
identify and use patterns to explain scientific phenomena or to design solutions;
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.F analyze mathematical relationships to connect and communicate mathematical ideas
Math.1.2.E use place value to compare whole numbers up to 120 using comparative language
Math.1.6.D identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language
Math.1.6.E identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language
Math.1.6.H identify examples and non-examples of halves and fourths
ELAR.1.13.C identify and gather relevant sources and information to answer the questions with adult assistance
ELAR.1.13.E use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
TA.1.1.B identify the simple patterns found in the solutions to everyday problems or tasks