develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
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 and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.
Math.4.1.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.4.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Math.4.3.E represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations
Math.4.5.A represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity
Math.4.5.C use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w)
SS.4.20.A apply mapping elements, including grid systems, legends, symbols, scales, and compass roses, to create and interpret maps
ELAR.4.6.D create mental images to deepen understanding
ELAR.4.7.E interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
TA.4.3.B apply an appropriate design process that includes components to improve processes and refine original products for authentic problems