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  • Technology Applications
  • Grade 5
  • Computational thinking

Technology Applications.5.1.A

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The student is expected to decompose a real-world problem into smaller, manageable subproblems using graphic organizers such as learning maps, concept maps, or other representations of data;

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.”

  • Overview
  • Alignments
  • Resources

TECHNOLOGY APPLICATIONS.5.1.A — 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
TA.K.1.A
identify a problem or task such as making a sandwich and break it down (decompose) into smaller pieces;
TA.1.1.A
identify and discuss a problem or task and break down (decompose) the solution into sequential steps;
TA.2.1.A
identify and communicate a problem or task and break down (decompose) multiple solutions into sequential steps;
TA.3.1.A
decompose story problems into smaller, manageable subproblems and identify a solution to the problems;
TA.4.1.A
decompose story problems into smaller, manageable subproblems and discuss and document various solutions to the problems;
TA.5.1.A
decompose a real-world problem into smaller, manageable subproblems using graphic organizers such as learning maps, concept maps, or other representations of data;
TA.6.1.A
decompose real-world problems into structured parts by using visual representation;
TA.7.1.A
decompose real-world problems into structured parts using flowcharts;
TA.8.1.A
decompose real-world problems into structured parts using pseudocode;
Next grade

TECHNOLOGY APPLICATIONS.5.1.A — 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
decompose a real-world problem into smaller, manageable subproblems using graphic organizers such as learning maps, concept maps, or other representations of data

Cross-curricular Connections

The cross-curricular connections are designed to help educators make content connections between the technology applications TEKS and other subject areas. 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
Science

Science.5.1.B use scientific practices to plan and conduct descriptive and simple experimental investigations and use engineering practices to design solutions to problems

Math

Math.5.1.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

Social Studies

SS.5.26.B  use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

English Language Arts and Reading

ELAR.5.13.B develop and follow a research plan with adult assistance

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