(8) The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. 

The student is expected to:  (A) infer basic themes supported by text evidence; (B) explain the interactions of the characters and the changes they undergo: (C) analyze plot elements, including the rising action, climax, falling action, and resolution; and (D) explain the influence of the setting, including historical and cultural settings, on the plot.

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

The student is expected to: (C) compose argumentative texts, including opinion essays, using genre characteristics and craft; 

(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: (C) represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15; (D) use strategies and algorithms, to multiply up to a four digit number by a one-digit number and to multiply a two-digit number by a two-digit number. (F) use strategies and algorithms to divide up to a four-digit dividend by a one-digit divisor; (G) round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions; and (H) solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders. 

(5) The student applies mathematical process standards to develop concepts of expressions and equations.

 The student is expected to: (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; (B) represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule; (C) use models to determine the formulas for the perimeter of a rectangle, and the area of a rectangle ; and (D) solve problems related to perimeter and area of rectangles where dimensions are whole numbers.

(8) The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. 

The student is expected to: (A) identify relative sizes of measurement units within the customary and metric systems; (B) convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit; and (C) solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.

(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: (C) represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15; (D) use strategies and algorithms, including the standard algorithm, to multiply up to a four digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties; (E) represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations; (F) use strategies and algorithms, including the standard algorithm, to divide up to a fourdigit dividend by a one-digit divisor; (G) round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; and (H) solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders. 

(5) Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: (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; (B) represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence; (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); and (D) solve problems related to perimeter and area of rectangles where dimensions are whole numbers.

(8) Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: (A) identify relative sizes of measurement units within the customary and metric systems; (B) convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table; and (C) solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.

(1) The student understands the origins, similarities, and differences of American Indian groups in Texas before European exploration. The student is expected to: (A) explain the possible origins of American Indian groups in Texas; (B) identify and compare the ways of life of American Indian groups in Texas before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano; (C) describe the cultural regions in which American Indians lived such as Gulf, Plains, Puebloan, and Southeastern; and (D) locate American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo.

(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: (A) identify and use patterns to explain scientific phenomena or to design solutions (B) identify and investigate cause‐and‐effect relationships to explain scientific phenomena or analyze problems (C) use scale, proportion, and quantity to describe, compare, or model different systems

(7) The student knows the nature of forces and the patterns of their interactions. The student is expected to: (A) plan and conduct descriptive investigations to explore the patterns of forces such as gravity, friction, or magnetism in contact or at a distance on an object

(9) The student recognizes patterns among the Sun, Earth, and Moon system and their effects. The student is expected to: (A) collect and analyze data to identify sequences and predict patterns of change in seasons such as change in temperature and length of daylight (B) collect and analyze data to identify sequences and predict patterns moon phases.

(10) The student knows that there are processes on Earth that create patterns of change. The student is expected to: (A) describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process (B) model and describe slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice (C) differentiate between weather and climate.

OLD TEKS (only for 2023-2023 school year)

(7) The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to: (C) identify and classify Earth's renewable resources, including air, plants, water, and animals, and nonrenewable resources, including coal, oil, and natural gas, and the importance of conservation.