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Math

 (4.1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. (A) apply mathematics to problems arising in everyday life, society, and the workplace; (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; (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; (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas; (F) analyze mathematical relationships to connect and communicate mathematical ideas; and (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. Interactive Student Interactive Teacher (4.2) Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. (A) interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left; (B) represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals; (C) compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =; (D) round whole numbers to a given place value through the hundred thousands place; (E) represent decimals, including tenths and hundredths, using concrete and visual models and money; (F) compare and order decimals using concrete and visual models to the hundredths; (G) relate decimals to fractions that name tenths and hundredths; and (H) determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line. Interactive Student (B) Comparing Big Numbers(B) Builder Ted Interactive Teacher (B) Place Values to Millions (B) Comparing Numbers to Millions Place (4.3) Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. (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. Interactive Student Interactive Teacher (4.4) 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. (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; (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. Interactive Student Interactive Teacher (4.5) Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. (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 xw); and (D) solve problems related to perimeter and area of rectangles where dimensions are whole numbers. Interactive Student Interactive Teacher (4.6) Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. (A) identify points, lines, line segments, rays, angles, and perpendicular and parallel lines; (B) identify and draw one or more lines of symmetry, if they exist, 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. Interactive Student Interactive Teacher (4.7) Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. (A) illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers; (B) illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers; (C) determine the approximate measures of angles in degrees to the nearest whole number using a protractor; (D) draw an angle with a given measure; and (E) determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. Interactive Student Interactive Teacher (4.8) Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. (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. Interactive Student Interactive Teacher (4.9) Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. (A) represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; and (B) solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot. Interactive Student Interactive Teacher (4.10) Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. (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. Interactive Student Interactive Teacher

Science

 (1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices. (A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and (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. Interactive Student (B) Free the Beach Interactive Teacher (B) What's wrong with this picture (2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. (A) plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions; (B) collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps; (C) construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data; (D) analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured; (E) perform repeated investigations to increase the reliability of results; and (F) communicate valid, oral, and written results supported by data. Interactive Student (C) Kids Graphing Page (C) Ice Cream Graphing Interactive Teacher (3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (B) draw inferences and evaluate accuracy of services and product claims found in advertisements and labels such as for toys, food, and sunscreen; (C) represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size; and (D) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. Interactive Student (B) Fossil Fun (D) Famous Scientist Interactive Teacher (D) Biographical Dictionary (4) Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. (A) collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and (B) use safety equipment as appropriate, including safety goggles and gloves. Interactive Student (A) Virtual Scanning Electron Microscopy (A) Hair Detective Interactive Teacher (5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. (A) measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float; (B) predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of ice water; and (C) compare and contrast a variety of mixtures and solutions such as rocks in sand, sand in water, or sugar in water. Interactive Student (A) Density Lab (B) Phases of Matter (B) Changing State Interactive Teacher (A) States of Matter (B) Infrared (6) Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. (A) differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal; (B) differentiate between conductors and insulators; (C) demonstrate that electricity travels in a closed path, creating an electrical circuit, and explore an electromagnetic field; and (D) design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism. Interactive Student (A) Energy Quest Room Interactive Teacher (7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. (A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants; (B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice; and (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 Interactive Student (A) Rocks and Soils (A) Soil Safari Interactive Teacher (B) US Erosion (8) Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. (A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key; (B) 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; and (C) collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time. Interactive Student Interactive Teacher (C) Phases of the Moon (9) Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. (A) investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food; and (B) describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest. Interactive Student Interactive Teacher (A)(B) Interactive Food Web (10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environment. (A) explore how adaptations enable organisms to survive in their environment such as comparing birds' beaks and leaves on plants; (B) demonstrate that some likenesses between parents and offspring are inherited, passed from generation to generation such as eye color in humans or shapes of leaves in plants. Other likenesses are learned such as table manners or reading a book and seals balancing balls on their noses; and (C) explore, illustrate, and compare life cycles in living organisms such as butterflies, beetles, radishes, or lima beans. Interactive Student (A) Build a Fish (A) Build a Caterpiller Interactive Teacher (B) Animal Spot

Language Arts