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  • Technology Applications
  • Grade 6
  • Data literacy, management, and representation

Technology Applications.6.6

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The student is expected to use digital tools to transform data in order to identify and discuss trends and make inferences.

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.6.6 — 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.3.6

analyze data in graphs to identify and discuss trends and inferences.

TA.4.6

use digital tools to use digital tools to transform and make inferences about data to answer a question.

TA.5.6

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

TA.6.6

use digital tools to transform data in order to identify and discuss trends and make inferences.

TA.7.6

use digital tools in order to transform data to analyze trends and make inferences and predictions.

TA.8.6

use digital tools in order to transform data, analyze trends, and predict possibilities and develop steps for the creation of an innovative process or product.

TECHNOLOGY APPLICATIONS.6.6 — 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
use digital tools to transform data
in order to identify
trends
and make inferences
in order to discuss
trends
and make inferences

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

Math

Math.6.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

Math.6.1.E create and use representations to organize, record, and communicate mathematical ideas

Social Studies

SS.6.19.B analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

SS.6.20.C 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.6.5.H synthesize information to create new understanding

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