develop explanations and propose solutions supported by data and models;
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 explanations and propose solutions supported by data and models;
develop explanations and propose solutions supported by data and models;
develop explanations and propose solutions supported by data and models;
develop explanations and propose solutions supported by data and models;
develop explanations and propose solutions supported by data and models;
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.3.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
Math.3.1.G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
Math.3.2.C represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers
Math.3.3.A represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines
Math.3.4.E represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting
Math.3.5.A represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;
Math.3.5.B represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations
Math.3.5.E represent real-world relationships using number pairs in a table and verbal descriptions
Math.3.8.A summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals
SS.3.15.D express ideas orally based on knowledge and experiences
SS.3.15.E create written and visual material such as stories, pictures, maps, and graphic organizers to express ideas
ELAR.3.6.G evaluate details read to determine key ideas
ELAR.3.6.H synthesize information to create new understanding
ELAR.3.13.H use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
TA.3.6.A analyze data in graphs to identify and discuss trends and inferences
TA.3.11.A compare and contrast applications such as word processor, spreadsheet, and presentation tools for relevance to an assigned task