Science.3.3.A

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The student is expected to develop explanations and propose solutions supported by data and models;

SCIENCE.3.3.A — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

S.K.3.A

develop explanations and propose solutions supported by data and models;

S.1.3.A

develop explanations and propose solutions supported by data and models;

S.2.3.A

develop explanations and propose solutions supported by data and models;

S.3.3.A

develop explanations and propose solutions supported by data and models;

S.4.3.A

develop explanations and propose solutions supported by data and models;

S.5.3.A

develop explanations and propose solutions supported by data and models;

S.6.3.A

develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

S.7.3.A

develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

S.8.3.A

develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

IPC.3.A

develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

CHEM.3.A

develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

PHYS.3.A

develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

AQUA.3.A

develop explanations and propose solutions supported by data and models consistent with scientific ideas, principles, and theories;

ASTRO.3.A

develop explanations and propose solutions supported by data and models consistent with scientific ideas, principles, and theories;

EARTH.3.A

develop explanations and propose solutions supported by data and models consistent with scientific ideas, principles, and theories;

ENVIR.3.A

develop explanations and propose solutions supported by data and models consistent with scientific ideas, principles, and theories;

SCIENCE.3.3.A — Breakout of skills

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.

The student is expected to

develop explanations supported by

data

models

propose solutions supported by

data

models

Cross-curricular Connections

The cross-curricular connections are designed to help educators make content connections between the science TEKS and math, English language arts and reading, social studies, and technology applications. The standards below illustrate alignment between grade level content areas which may help educators develop cross-curricular lessons. These connections do not represent all possible connections that might be made.

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Math

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

English Language Arts and Reading

Technology Applications