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.
analyze data by identifying significant features and patterns;
analyze data by identifying significant features and patterns;
analyze data by identifying significant features and patterns;
analyze data by identifying any significant features, patterns, or sources of error;
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.5.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Math.5.1.F The student is expected to analyze mathematical relationships to connect and communicate mathematical ideas
Math.5.9.A represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots
SS.5.23.C organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
ELAR.5.6.G evaluate details read to determine key ideas
ELAR.5.6.H synthesize information to create new understanding
ELAR.5.13.C identify and gather relevant information from a variety of sources
TA.5.1.B identify patterns in real-world problems and make predictions based on the pattern
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