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  • Technology Applications
  • Grade 6
  • Computational thinking

Technology Applications.6.1.B

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The student is expected to analyze the patterns and sequences found in visual representations 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.6.1.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.1.B
identify simple patterns and make predictions based on the patterns; and
TA.1.1.B
identify the simple patterns found in the solutions to everyday problems or tasks; and
TA.2.1.B
identify complex patterns and make predictions based on the pattern;
TA.3.1.B
identify simple and complex patterns in story problems;
TA.4.1.B
identify patterns in story problems and make predictions based on the pattern;
TA.5.1.B
identify patterns in real-world problems and make predictions based on the pattern;
TA.6.1.B
analyze the patterns and sequences found in visual representations such as learning maps, concept maps, or other representations of data;
TA.7.1.B
analyze the patterns and sequences found in flowcharts;
TA.8.1.B
analyze the patterns and sequences found in pseudocode and identify its variables;

TECHNOLOGY APPLICATIONS.6.1.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
the patterns found in visual representations such as learning maps, concept maps, or other representations of data
the sequences found in visual representations 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.
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Science

Science.6.2.B analyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations

Math

Math.6.12.B use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution

Social Studies

SS.6.19.C organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

SS.6.20.D create and interpret regional sketch maps, thematic maps, graphs, and charts depicting aspects such as population, disease, and economic activities of various world regions and countries

English Language Arts and Reading

ELAR.6.7.A infer multiple themes within and across texts using text evidence

Fine Arts

Music.MS.1.1.D identify musical forms presented aurally and through music notation such as binary, ternary, phrasic, rondo, and theme and variations

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