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  • Technology Applications
  • Grade 5
  • Creativity and innovation

Technology Applications.5.3.B

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The student is expected to apply an appropriate design process that includes components to generate multiple solutions for an authentic problem and develop original products.

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.5.3.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
TA.K.3.B
use a design process with components such as asking questions, brainstorming, or storyboarding to identify and solve authentic problems with adult assistance.
TA.1.3.B
use a design process with components such as asking questions, brainstorming, or storyboarding to identify and solve authentic problems with adult assistance.
TA.2.3.B
apply a design process with components such as testing and reflecting to create new and useful solutions to identify and solve for authentic problems.
TA.3.3.B
apply an appropriate design process using components such as peer and teacher feedback to create new and useful solutions to authentic problems.
TA.4.3.B
apply an appropriate design process that includes components to improve processes and refine original products for authentic problems.
TA.5.3.B
apply an appropriate design process that includes components to generate multiple solutions for an authentic problem and develop original products.
TA.6.3.B
discuss and implement a design process using digital tools to compare, contrast, and evaluate student-generated outcomes; and
TA.7.3.B
discuss and implement a design process that includes planning and selecting digital tools to develop and refine a prototype or model through trial and error; and
TA.8.3.B
discuss and implement a design process that includes planning, selecting digital tools to develop, test, and evaluate design limitations, and refining a prototype or model; and
Next grade

TECHNOLOGY APPLICATIONS.5.3.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
apply an appropriate design process that includes components to generate multiple solutions for an authentic problem
develop original products

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.
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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.5.1.D work collaboratively with others to develop a plan of shared responsibilities

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