Where we are in place and time

(10) The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning. The student applies the author's craft to develop their own products.

The student is expected to: (A) explain the author's purpose and message within a text; (B) explain how the use of text structure contributes to the author's purpose; (C) analyze the author's use of print and graphic features to achieve specific purposes; (D) describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes; (E) identify and understand the use of literary devices, including first- or third-person point of view; (F) discuss how the author's use of language contributes to voice; and (G) identify and explain the use of anecdote. 

(12) The student uses genre characteristics and craft to compose multiple texts that are meaningful. 

The student is expected to: (A) compose personal narratives using genre characteristics and craft. 

(13) The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. 

The student is expected to: (A) generate and clarify questions on a topic for formal and informal inquiry; (B) develop and follow a research plan with adult assistance; (C) identify and gather relevant information from a variety of sources; (D) identify primary and secondary sources; (E) demonstrate understanding of information gathered; (F) recognize the difference between paraphrasing and plagiarism when using source materials;

(4) The student applies mathematical process standards for whole number computations and decimal sums and differences in order to solve problems.

 The student is expected to: (A) add and subtract whole numbers and decimals to the hundredths place using the standard algorithm; (G) round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers;

(6) The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. 

The student is expected to: (A) identify points, lines, line segments, rays, angles, and perpendicular and parallel lines; (B) identify and draw one or more lines of symmetry, for a two-dimensional figure; (C) apply knowledge of right angles to identify acute, right, and obtuse triangles; and (D) classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. 

Compare Fractions; add/sub fractions and decimals; data analysis

(3) Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: (A) represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b; (B) decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations; (C) determine if two given fractions are equivalent using a variety of methods; (D) compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <; (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; (F) evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole; and (G) represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.

(4) Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: (A) add and subtract whole numbers and decimals to the hundredths place using the standard algorithm; (B) determine products of a number and 10 or 100 using properties of operations and place value understandings; 

6) The student understands the concept of regions. 

The student is expected to: (A) identify, locate, and describe the physical regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their characteristics such as landforms, climate, vegetation, and economic activities; and (B) compare the physical regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains). 

(7) The student understands the location and patterns of settlement and the geographic factors that influence where people live. 

The student is expected to: (A) explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present; and (B) identify and explain patterns of settlement such as the location of towns and cities in Texas at different time periods.

(11) The student understands patterns of work and economic activities in Texas. 

The student is expected to: (A) identify how people in different regions of Texas earn their living, past and present; (B) explain how physical geographic factors such as climate and natural resources have influenced the location of economic activities in Texas; (C) identify the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; and (D) explain how developments in transportation and communication have influenced economic activities in Texas.

 (12) The student understands how people organized governments in different ways during the early development of Texas. 

The student is expected to: (A) compare how various American Indian groups such as the Caddo and the Comanche governed themselves; and (B) compare characteristics of the Spanish colonial government and the early Mexican governments in Texas. 

(5) The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to: (D) examine and model the parts of a system and their interdependence in the function of the system; (E) investigate how energy flows and matter cycles through systems.

(8) The student knows that energy is everywhere and can be observed in cycles, patterns, and systems. The student is expected to: (A) investigate and identify the transfer of energy by objects in motion, waves in water, and sound; (B) identify conductors and insulators of thermal and electrical energy; and (C) demonstrate and describe how electrical energy travels in a closed path that can produce light and thermal energy.