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;
Math.2.3.B explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part
Math.2.6.A model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined
Math.2.6.B model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets
Math.2.7.C represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem
Math.2.9.B describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object
Math.2.10.D draw conclusions and make predictions from information in a graph
TA.2.1.B identify complex patterns and make predictions based on the pattern
TA.2.6.A use a digital tool to individually or collaboratively create and communicate data visualizations such as pictographs and bar graphs