communicate explanations and solutions individually and collaboratively in a variety of settings and formats; 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.
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
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.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Math.3.1.E create and use representations to organize, record, and communicate mathematical ideas
Math.3.1.F analyze mathematical relationships to connect and communicate mathematical ideas
Math.3.1.G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
Math.3.3.C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number
Math.3.3.G explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model
Math.3.9.A explain the connection between human capital/labor and income
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.3.1.G speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively
ELAR.3.1.D work collaboratively with others by following agreed‐upon rules, norms, and protocols
ELAR.3.1.E develop social communication such as conversing politely in all situations
ELAR.3.13.H use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
TA.3.3.A explain the importance of and demonstrate personal skills and behaviors, including metacognition, effective communication, following directions, and mental agility, needed to implement the design process successfully
TA.3.6.A analyze data in graphs to identify and discuss trends and inferences.
TA.3.7.A use digital tools to communicate and publish results to inform an intended audience
TA.3.8.C define digital collaboration
TA.3.11.A compare and contrast applications such as word processor, spreadsheet, and presentation tools for relevance to an assigned task