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SCIENCE.5.2.B — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

Previous grade
S.K.2.B

analyze data by identifying significant features and patterns;

S.1.2.B

analyze data by identifying significant features and patterns;

S.2.2.B

analyze data by identifying significant features and patterns;

S.3.2.B

analyze data by identifying any significant features, patterns, or sources of error;

S.4.2.B
analyze data by identifying any significant features, patterns, or sources of error;
S.5.2.B
analyze data by identifying any significant features, patterns, or sources of error;
S.6.2.B
analyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations;
S.7.2.B
analyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations;
S.8.2.B
analyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations;
IPC.2.B
analyze data by identifying significant statistical features, patterns, sources of error, and limitations;
CHEM.2.B
analyze data by identifying significant statistical features, patterns, sources of error, and limitations;
PHYS.2.B
analyze data by identifying significant statistical features, patterns, sources of error, and limitations;
AQUA.2.B
analyze data by identifying significant statistical features, patterns, sources of error, and limitations;
ASTRO.2.B
analyze data by identifying significant statistical features, patterns, sources of error, and limitations;
EARTH.2.B
analyze data by identifying significant statistical features, patterns, sources of error, and limitations;
ENVIR.2.B
analyze data by identifying significant statistical features, patterns, sources of error, and limitations;
Next grade

SCIENCE.5.2.B — Breakout of skills

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.

The student is expected to
analyze data by identifying any significant features , patterns, or sources of error

Cross-curricular Connections

The cross-curricular connections are designed to help educators make content connections between the science TEKS and math, English language arts and reading, social studies, and technology applications. The standards below illustrate alignment between grade level content areas which may help educators develop cross-curricular lessons. These connections do not represent all possible connections that might be made.
Expand All
Math

Math.5.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

Math.5.1.F  The student is expected to analyze mathematical relationships to connect and communicate mathematical ideas

Math.5.9.A represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots

Social Studies

SS.5.23.C organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

English Language Arts and Reading

ELAR.5.6.G evaluate details read to determine key ideas

ELAR.5.6.H synthesize information to create new understanding

ELAR.5.13.C identify and gather relevant information from a variety of sources

Technology Applications

TA.5.1.B identify patterns in real-world problems and make predictions based on the pattern

TA.5.5.A identify and collect quantitative and qualitative data with digital tools

TA.5.6.A use digital tools to analyze and transform data and make inferences to answer questions

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