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TEKS Number STAAR Student Expectation
3(7)(D)

explore the characteristics of natural resources that make them useful in products and materials such as clothing and furniture and how resources may be conserved.

3(7)(D)

determine when it is appropriate to use measurements of liquid volume (capacity) or weight

3(7)(E)

determine liquid volume (capacity) or weight using appropriate units and tools

3(8)(A)

sequence and summarize the plot's main events and explain their influence on future events;

3(8)(A)

observe, measure, record, and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction, and precipitation;

3(8)(A)

identify examples of how a simple business operates;

3(8)(A)

summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals

3(8)(B)

describe the interaction of characters including their relationships and the changes they undergo; and

3(8)(B)

describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle;

3(8)(B)

explain how supply and demand affect the price of a good or service;

3(8)(B)

solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals

3(8)(C)

identify whether the narrator or speaker of a story is first or third person.

3(8)(C)

construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions; and

3(8)(C)

explain how the cost of production and selling price affect profits; and

3(8)(D)

identify the planets in Earth's solar system and their position in relation to the Sun.

3(8)(D)

explain how government regulations and taxes impact consumer costs; and

3(8)(E)

identify individuals, past and present, including Henry Ford and other entrepreneurs in the community such as Mary Kay Ash, Wallace Amos, Milton Hershey, and Sam Walton, who have started new businesses.

3(9)

Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to explain the difference in point of view between a biography and autobiography.

3(9)(A)

observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem;

3(9)(A)

describe the basic structure of government in the local community, state, and nation;

3(9)(A)

explain the connection between human capital/labor and income

3(9)(B)

identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field; and

3(9)(B)

identify local, state, and national government officials and explain how they are chosen;

3(9)(B)

describe the relationship between the availability or scarcity of resources and how that impacts cost

3(9)(C)

describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations.

3(9)(C)

identify services commonly provided by local, state, and national governments; and

3(9)(C)

identify the costs and benefits of planned and unplanned spending decisions

3(9)(D)

explain how local, state, and national government services are financed.

3(9)(D)

explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest

3(9)(E)

list reasons to save and explain the benefit of a savings plan, including for college

3(9)(F)

identify decisions involving income, spending, saving, credit, and charitable giving

4(1)

Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

4(1)(A)

demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and

4(1)(A)

explain the possible origins of American Indian groups in Texas and North America;

4(1)(A)

apply mathematics to problems arising in everyday life, society, and the workplace

4(1)(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.

4(1)(B)

identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano;

4(1)(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

4(1)(C)

describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo; and

4(1)(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

4(1)(D)

compare the ways of life of American Indian groups in Texas and North America before European exploration.

4(1)(D)

communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

4(1)(E)

create and use representations to organize, record, and communicate mathematical ideas

4(1)(F)

analyze mathematical relationships to connect and communicate mathematical ideas

4(1)(G)

display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

4(2)(A)

determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

4(2)(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;

4(2)(A)

summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion;

4(2)(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

4(2)(B)

use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words;

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