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.5.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
Math.5.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Math.5.1.E create and use representations to organize, record, and communicate mathematical ideas
Math.5.1.F analyze mathematical relationships to connect and communicate mathematical ideas
SS.5.23.D organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
ELAR.5.6.H synthesize information to create new understanding
TA.5.5.A identify and collect quantitative and qualitative data with digital tools
TA.5.6.A use digital tools to analyze and transform data and make inferences to answer questions