(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; 

(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; (G) develop a bibliography; and (H) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

(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. 

(10) The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. 

The student is expected to: (A) distinguish between fixed and variable expenses; (B) calculate profit in a given situation; (C) compare the advantages and disadvantages of various savings options; (D) describe how to allocate a weekly allowance among spending; saving, including for college; and sharing; and (E) describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending. 

(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 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 involving whole numbers; and (H) solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.

(10) Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to: (A) distinguish between fixed and variable expenses; (B) calculate profit in a given situation; (C) compare the advantages and disadvantages of various savings options; (D) describe how to allocate a weekly allowance among spending; saving, including for college; and sharing; and (E) describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending.

(4) Students identify the role of the U.S. free enterprise system and understand that this system may also be referenced as capitalism or the free market system.

(4) The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (A) describe the impact of the Civil War and Reconstruction on Texas; (B) explain the growth, development, and impact of the cattle industry such as contributions made by Charles Goodnight, Richard King, and Lizzie Johnson; (C) explain the effects of the railroad industry on life in Texas, including changes to cities and major industries; and (D) explain the effects on American Indian life brought about by the Red River War, building of U.S. forts and railroads, and loss of buffalo.

(8) The student understands how people adapt to and modify their environment. The student is expected to: (A) describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams; (B) explain reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities; and (C) compare the positive and negative consequences of human modification of the environment in Texas, past and present. 

(9) The student understands the basic economic activities of early societies in Texas. The student is expected to: (A) explain the economic activities various early American Indian groups in Texas used to meet their needs and wants such as farming, trading, and hunting; and (B) explain the economic activities early settlers to Texas used to meet their needs and wants.

(10)The student understands the characteristics and benefits of the free enterprise system in Texas. The student is expected to: (A) describe how the free enterprise system works, including supply and demand; (B) identify examples of the benefits of the free enterprise system such as choice and opportunity; and (C) describe the development of the free enterprise system in Texas such as the growth of cash crops by early colonists and the railroad boom. 

(11) The student understands how natural resources are important and can be managed. The student is expected to: (A) identify and explain advantages and disadvantages of using Earth’s renewable and nonrenewable natural resources such as wind, water, sunlight, plants, animals, coal, oil, and natural gas (B) explain the critical role of energy resources to modern life and how conservation, disposal, and recycling of natural resources impact the environment (C) determine the physical properties of rocks that allow Earth’s natural resources to be stored there.

OLD TEKS (only 2023-2024 school year)

(1) The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices. 

The student is expected to: (B) make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic.