record and organize data using pictures, numbers, words, symbols, and simple graphs; and
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
record and organize data using pictures, numbers, words, symbols, and simple graphs; and
record and organize data using pictures, numbers, words, symbols, and simple graphs; and
record and organize data using pictures, numbers, words, symbols, and simple graphs; and
construct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect; and
Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.
Math.2.1.E create and use representations to organize, record, and communicate mathematical ideas
Math.2.10.B organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more
SS.2.16.F create written and visual material such as stories, maps, and graphic organizers to express ideas
ELAR.2.6.G evaluate details read to determine key ideas
ELAR.2.13.C identify and gather relevant sources and information to answer the questions
ELAR.2.13.D identify primary and secondary sources
TA.2.5.A identify and collect non-numerical data, such as weather patterns, preferred reading genres, and holiday
TA.2.6.A use a digital tool to individually or collaboratively create and communicate data visualizations such as pictographs and bar graphs