construct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect; and
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.
record and organize data using pictures, numbers, words, symbols, and simple graphs; and
record and organize data using pictures, numbers, words, symbols, and simple graphs; and
record and organize data using pictures, numbers, words, symbols, and simple graphs; and
construct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect; and
Math.3.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
SS.3.14.D interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps
ELAR.3.6.H synthesize information to create new understanding
ELAR.3.9.D recognize characteristics and structures of informational text, including: (ii) features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding
ELAR.3.13.H use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
TA.3.5.A identify and collect numerical data such as the price of goods or temperature
TA.3.6.A analyze data in graphs to identify and discuss trends and inferences