
Mathematics in Nature
Grade 3, Mathematics
Description of Unit
For this project, students will examine mathematical patterns found in nature, such as tessellations, the Fibonacci sequence, the golden ratio, and pi. For example, the students can create a tessellation jigsaw puzzle. Each student draws a tessellation pattern on a sheet of paper, cuts it out, jumbles up the pieces, and passes the pieces to another classmate for reassembly. In this way, the student looks at tessellations from two different perspectives: once, when constructing his or her own, and from a different perspective when putting together a classmate’s tessellation jigsaw puzzle. Similarly, Fibonacci puzzles can be constructed using hexagons as in a beehive, or bricks as in a wall.
http://www.maths.surrey.ac.uk/hosted-sites/R.Knott/Fibonacci/fibpuzzles.html
A student could make the pieces, write the list of rules for solving the puzzle, and pass the pieces with their rules on to another student for reassembly.
This guide links the Mathematics in Nature unit to the Texas Essential Knowledge and Skills (TEKS) for third graders. Mathematics in Nature is a science and mathematics unit that allows students to explore and gain knowledge about mathematical patterns found in nature, such as tessellations and the Fibonacci sequence. The unit also has interdisciplinary connections to other subject areas. For example, students will communicate clearly by putting thoughts and feelings into spoken words, as covered in the English Language Arts and Reading TEKS. They will also understand the concepts of time and chronology, which the Social Studies TEKS cover. The following document includes the applicable TEKS and the details of the Mathematics in Nature unit. The asterisks indicate the TEKS that are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.
Descripción de la unidad
Para este proyecto, los estudiantes examinarán patrones matemáticos que se encuentran en la naturaleza, como los teselados, la sucesión de Fibonacci, la proporción áurea y pi (π). Por ejemplo, los estudiantes pueden crear un rompecabezas de teselado. Cada estudiante dibuja un patrón de teselado en una hoja de papel, lo recorta, revuelve las piezas y las pasa a un compañero para que lo arme. De esta manera, el estudiante ve los teselados desde dos perspectivas diferentes: una, al construir el teselado propio y desde otra perspectiva al armar el rompecabezas de teselado de un compañero. De manera similar, pueden construirse rompecabezas de Fibonacci usando hexágonos como en una colmena o ladrillos como en una pared. Pueden encontrarse ejemplos de estos tipos de rompecabezas en
http://www.maths.surrey.ac.uk/hosted-sites/R.Knott/Fibonacci/fibpuzzles.html.
Un estudiante podría hacer las piezas, escribir la lista de las reglas para resolver el rompecabezas y pasar las piezas con sus respectivas reglas a otro estudiante para que lo arme.
Esta guía conecta la unidad Matemáticas en la naturaleza con los Conocimientos y destrezas esenciales de Texas (TEKS) para los estudiantes de tercer grado. La unidad Matemáticas en la naturaleza es una unidad de ciencias y matemáticas que permite a los estudiantes explorar y adquirir conocimientos acerca de patrones matemáticos encontrados en la naturaleza, como los teselados y la sucesión de Fibonacci. La unidad también tiene conexiones interdisciplinarias con otras materias. Por ejemplo, los estudiantes se comunicarán claramente poniendo razonamientos y sentimientos en palabras habladas, como se cubre en los TEKS de Artes del lenguaje y Lectura en inglés. También comprenderán los conceptos de tiempo y cronología, que se cubren en los TEKS de Estudios Sociales. El siguiente documento incluye los TEKS correspondientes y los detalles de la unidad Matemáticas en la naturaleza. Los asteriscos indican los TEKS que se evalúan en las pruebas STAAR. La última sección de este documento presenta los Estándares de Preparación para la Universidad, Carreras Técnicas y el Mundo Laboral de Texas correspondientes (Texas College and Career Readiness Standards) adoptados por la Mesa Directiva Coordinadora de la Educación Superior en Texas (Texas Higher Education Coordinating Board -THECB) el 24 de enero de 2008.
Phase I. Learning Experiences
- Introduce the concepts of patterns found in nature, such as tessellations, the Fibonacci sequence, the golden ratio, and pi. Talk about where such patterns might be found. Show examples and have students bring other examples.
- As a class, choose a pattern in nature, such as a pine cone, pineapple, turtle shell or starfish, that you all find interesting. Discuss its origin, how it is formed and why, and any special characteristics unique to that pattern. Which mathematical concept does it demonstrate?
- Discuss the various types of symmetry.
- Divide the class into small groups. Each group chooses a pattern and breaks it down into its components. Each group will discuss whether their pattern is symmetrical, how it is formed in nature, examples of the pattern in nature, and which mathematical concept it demonstrates.
- Each group presents their pattern and their findings to the class.
Phase II. Independent Research
A. Research process
- Selecting a topic. Each student should identify a natural pattern for more in-depth study.
- Asking guiding questions. Once students have selected their pattern, each student should
think of three to five guiding questions, such as:
- Where is this pattern found in nature?
- What causes it to form that way?
- What are the pattern's units (i.e., what does each piece of the pattern look like and how does it function in nature?)
- Is the pattern symmetrical?
- Which mathematical concept does the pattern demonstrate?
- Designing a research proposal. The student should include numerous components in the
research proposal:
- The type of pattern he/she will study
- Three to five guiding questions he/she will investigate, as well as hypothetical answers to those questions
- Resources he/she will need to find answers to questions, such as primary and secondary sources, correspondence with experts on the subject, etc.
- Conducting the research. After you have approved student proposals, each student begins using the resources he/she has identified and others he/she may encounter. During this stage, the student will need to keep a log, note cards, or resource process sheets of all the sources and what he/she has learned from each one.
- Drawing conclusions. Based on the research, students should work together to plan a class fair for other students in the school or people in the community. Each student will create an activity or display for the fair, exhibiting a natural pattern that they have explored.
B. The product
The teacher may wish to arrange a class fair in which other students from the school come to learn about symmetry and nature. Each student creates an activity or a display with an interactive component to illustrate the natural pattern studied.
C. Communication
The student will present his/her activity or display at the fair. He/she should provide some background—why that activity or display was developed—and offer any solutions or findings. The audience should be given time for questions and answers. The Q&A session should be impromptu and unscripted in order to accurately reflect student learning.
D. A completed project consists of:
- A research proposal, including guiding questions and answers
- A research log, notes, or resource process sheets
- The product—the activity or display presented at the class fair
- A Works Cited Page
- A videotape or audiotape of the student’s talk, including the unscripted Q&A session
Fase I. Experiencias de aprendizaje
- Presente los conceptos de patrones que se encuentran en la naturaleza, como los teselados, la sucesión de Fibonacci, la proporción áurea y pi (π) Hablen acerca de dónde podrían encontrarse tales patrones. Muestre ejemplos y pida a los estudiantes que aporten otros ejemplos. Algunos sitios web útiles son:
http://www.maths.surrey.ac.uk/hosted-sites/R.Knott/Fibonacci/fibpuzzles.html
https://www.mathsisfun.com/numbers/golden-ratio.html
https://goldenmeangauge.co.uk/concepts/fibonacci/
http://42explore.com/teslatn.htm
http://www.imdb.com/title/tt0052751/ - Como clase, seleccionen un patrón de la naturaleza, como un piñón, una piña, el caparazón de
una tortuga o una estrella de mar que les parezca interesante. Discutan su origen, cómo está formado y por qué y cualquier característica especial única en el patrón. ¿Cuál concepto matemático demuestra? - Discutan los distintos tipos de simetría. Puede encontrar información útil en http://www.teachersnetwork.org/dcs/math/symmetry/.
- Divida a la clase en grupos pequeños. Cada grupo escoge un patrón y lo divide en sus componentes. Cada grupo discutirá si su patrón es simétrico, cómo se forma en la naturaleza, ejemplos del patrón en la naturaleza y qué concepto matemático demuestra.
- Cada grupo presenta su patrón y sus hallazgos a la clase.
Fase II. Investigación independiente
A. Proceso de investigación
- Seleccionando un tema. Cada estudiante debe identificar un patrón natural para estudiarlo más a fondo.
- Haciendo preguntas guía. Cuando los estudiantes hayan seleccionado su patrón, cada estudiante debe pensar de tres a cinco preguntas guía, tales como:
- ¿Dónde se encuentra este patrón en la naturaleza?
- ¿Qué hace que se forme de esa manera?
- ¿Cuáles son las unidades del patrón (p. ej., qué parece cada parte del patrón y qué función tiene en la naturaleza)?
- ¿El patrón es simétrico?
- ¿Cuál concepto matemático demuestra el patrón?
Aunque estos ejemplos son generales, las preguntas del estudiante deben ser específicas en relación con el tema escogido. Las preguntas deben guiarlo/la a formarse una opinión individual basada en la investigación. El estudiante también debe desarrollar una hipótesis o algunas posibles respuestas a las preguntas.
- ¿Dónde se encuentra este patrón en la naturaleza?
- Creando una propuesta de investigación. El estudiante debe incluir numerosos componentes en la propuesta de investigación:
- El tipo de patrón que va a estudiar
- De tres a cinco preguntas guía que investigará, así como las respuestas hipotéticas a esas preguntas
- Los recursos que necesitará para encontrar respuestas a las preguntas, como fuentes primarias y secundarias, correspondencia con expertos en el tema, etc.
- Llevando a cabo la investigación. Después de que usted haya aprobado las propuestas de los estudiantes, cada estudiante comienza a usar los recursos que ha identificado y otros que pueda encontrar. Durante esta etapa, el estudiante necesitará mantener un registro, tarjetas de notas u hojas de proceso del recurso de todas las fuentes y de lo que ha aprendido de cada una.
- Sacando conclusiones. Basándose en la investigación, los estudiantes deben trabajar en conjunto para planear una feria de la clase para otros estudiantes de la escuela o para personas de la comunidad. Cada estudiante va a crear una actividad o exhibición para la feria, exponiendo un patrón natural que haya explorado.
B. El producto
El maestro puede decidir planear la feria de la clase para que otros estudiantes de la escuela acudan a aprender acerca de simetría en la naturaleza. Cada estudiante elabora una actividad o exhibición con un componente interactivo para ilustrar el patrón natural estudiado.
C. Comunicación
El estudiante presentará su actividad o exhibición en la feria. Deberá proveer cierto contexto: por qué desarrolló esa actividad o exhibición, y presentar las soluciones o hallazgos. Se le debe dar tiempo a la audiencia para una sesión de preguntas y respuestas. La sesión de preguntas y respuestas debe ser espontánea y sin guion para que pueda reflejar de manera precisa el aprendizaje de los estudiantes.
D. Un proyecto completo consiste de:
- Una propuesta de investigación, que incluya preguntas guía y respuestas
- Un registro de investigación, notas u hojas con el proceso del recurso
- El producto: la actividad o la exhibición presentada en la feria de la clase
- Una página con las obras citadas
- Un video o un audio de la plática del estudiante, incluyendo la sesión de preguntas y respuestas no planeada
Elicit
Open the activity by asking the class to describe their understanding of the concept of symmetry.
- What is symmetry? What are some examples of symmetrical things?
- What is a pattern? What characteristics describe symmetrical patterns?
- What are some number patterns you have used?
- How are number patterns related to number sequences and how can we use mathematical reasoning to find missing numbers in the pattern?
You may wish to use the exercises on number sequences to gauge the student’s familiarity with mathematical patterns.
Engage
Introduce the concepts of patterns found in nature, such as tessellations, the Fibonacci sequence, the golden ratio, and pi. Talk about where such patterns might be found. Show examples and have students bring other examples.
As a class, choose a pattern in nature, such as a pinecone, pineapple, turtle shell or starfish that you find interesting. Discuss its origin, how it is formed and why, and any special characteristics unique to that pattern. Which mathematical concept does it demonstrate?
Explain
As a class, choose a pattern in nature, such as a pinecone, pineapple, turtle shell or starfish that you find interesting. Discuss its origin, how it is formed and why, and any special characteristics unique to that pattern.
- Which mathematical concept does it demonstrate?
- How would you describe the object using numbers?
- What other objects would you predict might share similar characteristics and be worthy of investigation?
Explore
Divide the class into small groups. Each group chooses a pattern and breaks it down into its components. Each group will discuss whether their pattern is symmetrical, how it is formed in nature, examples of the pattern in nature, and which mathematical concept it demonstrates.
Explain
Each group presents their pattern and their findings to the class.
Elaborate (Phase II)
Research process
- Selecting a topic. Each student should identify a natural pattern for more in-depth study.
- Asking guiding questions. Once students have selected their
pattern, each student should think of three to five guiding
questions, such as:
- Where is this pattern found in nature?
- What causes it to form that way?
- What are the pattern's units (i.e., what does each piece of the pattern look like and how does it function in nature?)
- Is the pattern symmetrical?
- Which mathematical concept does the pattern demonstrate?
- Designing a research proposal. The student should include
numerous components in the research proposal:
- The type of pattern he/she will study
- Three to five guiding questions he/she will investigate, as well as hypothetical answers to those questions
- Resources he/she will need to find answers to questions, such as primary and secondary sources, correspondence with experts on the subject, etc.
- Conducting the research. After you have approved student proposals, each student begins using the resources he/she has identified and others he/she may encounter. During this stage, the student will need to keep a log, note cards, or resource process sheets of all the sources and what he/she has learned from each one.
Explain
Based on the research, students should work together to plan a class fair for other students in the school or people in the community. Each student will create an activity or display for the fair, exhibiting a natural pattern that they have explored.
The product
The teacher may wish to arrange a class fair in which other students from the school come to learn about symmetry and nature. Each student creates an activity or a display with an interactive component to illustrate the natural pattern studied.
Communication
The student will present his/her activity or display at the fair. He/she should provide some background—why that activity or display was developed—and offer any solutions or findings. The audience should be given time for questions and answers. The Q&A session should be impromptu and unscripted in order to accurately reflect student learning.
Evaluate
Use the TPSP Intermediate Rubric to assess each student’s learning. Additionally, you may wish to develop self- or peer-assessments based on the rubric that students could use to evaluate their products.
A completed project consists of:
- A research proposal, including guiding questions and answers
- A research log, notes, or resource process sheets
- The product—the activity or display presented at the class fair
- A Works Cited Page
- A videotape or audiotape of the student’s talk, including the unscripted Q&A session
In what ways did the student:
- Develop sophisticated, open-ended questions about the self-selected topic;
- Use a variety of sources that access advanced content and include multiple perspectives;
- Collect data using the tools of the discipline;
- Analyze and interpret the data;
- Capture and apply their analysis through an original product; and
- Communicate his/her research findings, learning, and ideas to an audience using the language of the discipline.
Extend
Mathematics in Nature engages students in a mathematical study of
their natural world. The history of the golden ratio and Fibonacci
sequence itself is a fascinating area for further study. Interdisciplinary
extensions include the following activities.
Science
Go on a Fibonacci sequence scavenger hunt. Collect as many
examples of plants, flowers, seedpods, shells, and other objects you
can describe. You may wish to document the objects in your scientific
notebook and/or take digital photographs. What are some common
structures/patterns that seem to fall into Fibonacci sequences?
Describe how the arrangement of parts contributes to the whole.
How might this formal design help the plant or animal function?
Social Studies
Explore the history behind the Golden Ratio. In what ways have this
number (phi) and the Fibonacci sequence contributed to art, music,
architecture, and city planning? What philosophical beliefs, secret
societies, and other social communities have formed around these
numbers?
English language arts
Explore how the Fibonacci sequence and other mathematical
patterns relate to the concept of rhythm (or meter) in poetry. Try to
write a poem alternating the stress on syllables that matches a
number in the Fibonacci sequence. For instance, Shakespeare used
iambic pentameter, where the stresses alternate between five equal
units per line, and the number five is a well-known Fibonacci
number.
Fine Arts
In small groups, form a drum circle and create an original musical
composition by clapping, stomping, or drumming on the table in
rhythms based on the Fibonacci sequence.
Additional Resources
Students are encouraged to work with their teachers and parents/guardians to conduct the research necessary to support and enhance each task, following local district guidelines. Online resources like The Smithsonian Museum, The Library of Congress, The Texas State Archives, Texas State Historical Association, and National Geographic’s Kids offer information on a variety of topics and could serve as a good starting place.
Extraer
Comience la actividad pidiendo a la clase que describa lo que saben del concepto de simetría.
- ¿Qué es simetría? ¿Cuáles son algunos ejemplos de cosas simétricas?
- ¿Qué es un patrón? ¿Qué características describen los patrones simétricos?
- ¿Cuáles son algunos patrones numéricos que han usado?
- ¿Cómo se relacionan los patrones numéricos con las secuencias numéricas y cómo podemos usar el razonamiento matemático para encontrar números faltantes en el patrón?
Usted puede decidir usar los ejercicios de secuencias numéricas para evaluar la familiaridad de estudiante con los patrones matemáticos.
Envolver
Presente los conceptos de patrones que se encuentran en la naturaleza, como los teselados, la sucesión de Fibonacci, la proporción áurea y pi (π) Hablen acerca de dónde podrían encontrarse tales patrones. Muestre ejemplos y pida a los estudiantes que aporten otros ejemplos. Algunos sitios web útiles son:
- http://www.maths.surrey.ac.uk/hosted-sites/R.Knott/Fibonacci/fibpuzzles.html
- https://www.mathsisfun.com/numbers/golden-ratio.html
- https://goldenmeangauge.co.uk/concepts/fibonacci/
- http://42explore.com/teslatn.htm
- http://www.imdb.com/title/tt0052751/
Como clase, seleccionen un patrón de la naturaleza, como un piñón, una piña, el caparazón de una tortuga o una estrella de mar que les parezca interesante. Discutan su origen, cómo está formado y por qué y cualquier característica especial única en el patrón. ¿Cuál concepto matemático demuestra?
Explicar
Como clase, seleccionen un patrón de la naturaleza, como un piñón, una piña, el caparazón de una tortuga o una estrella de mar que les parezca interesante. Discutan su origen, cómo está formado y por qué y cualquier característica especial única en el patrón.
- ¿Cuál concepto matemático demuestra?
- ¿Cómo describirían al objeto utilizando números?
- ¿Qué otros objetos predicen que podrían compartir características similares y que valga la pena investigar?
Explorar
Divida a la clase en grupos pequeños. Cada grupo escoge un patrón y lo divide en sus componentes. Cada grupo discutirá si su patrón es simétrico, cómo se forma en la naturaleza, ejemplos del patrón en la naturaleza y qué concepto matemático demuestra.
Explicar
Cada grupo presenta su patrón y sus hallazgos a la clase.
Elaborar (Fase II)
Proceso de investigación
- Seleccionando un tema. Cada estudiante debe identificar un patrón natural para estudiarlo más a fondo.
- Haciendo preguntas guía. Cuando los estudiantes hayan seleccionado su patrón, cada estudiante debe pensar de tres a cinco preguntas guía, tales como:
- ¿Dónde se encuentra este patrón en la naturaleza?
- ¿Qué hace que se forme de esa manera?
- ¿Cuáles son las unidades del patrón (p. ej., qué parece cada parte del patrón y qué función tiene en la naturaleza)?
- ¿El patrón es simétrico?
- ¿Cuál concepto matemático demuestra el patrón?
Aunque estos ejemplos son generales, las preguntas del estudiante deben ser específicas en relación con el tema escogido. Las preguntas deben guiarlo/la a formarse una opinión individual basada en la investigación. El estudiante también debe desarrollar una hipótesis o algunas posibles respuestas a las preguntas.
- Creando una propuesta de investigación. El estudiante debe incluir numerosos componentes en la propuesta de investigación:
- El tipo de patrón que va a estudiar
- De tres a cinco preguntas guía que investigará, así como las respuestas hipotéticas a esas preguntas
- Los recursos que necesitará para encontrar respuestas a las preguntas, como fuentes primarias y secundarias, correspondencia con expertos en el tema, etc.
- Llevando a cabo la investigación. Después de que usted haya aprobado las propuestas de los estudiantes, cada estudiante comienza a usar los recursos que ha identificado y otros que pueda encontrar. Durante esta etapa, el estudiante necesitará mantener un registro, tarjetas de notas u hojas de proceso del recurso de todas las fuentes y de lo que ha aprendido de cada una.
Explicar
Basándose en la investigación, los estudiantes deben trabajar en conjunto para planear una feria de la clase para otros estudiantes de la escuela o para personas de la comunidad. Cada estudiante va a crear una actividad o exhibición para la feria, exponiendo un patrón natural que haya explorado.
El producto
El maestro puede decidir planear la feria de la clase para que otros estudiantes de la escuela acudan a aprender acerca de simetría en la naturaleza. Cada estudiante elabora una actividad o exhibición con un componente interactivo para ilustrar el patrón natural estudiado.
Comunicación
El estudiante presentará su actividad o exhibición en la feria. Deberá proveer cierto contexto: por qué desarrolló esa actividad o exhibición, y presentar las soluciones o hallazgos. Se le debe dar tiempo a la audiencia para una sesión de preguntas y respuestas. La sesión de preguntas y respuestas debe ser espontánea y sin guion para que pueda reflejar de manera precisa el aprendizaje de los estudiantes.
Evaluar
Use la rúbrica de escuela intermedia TPSP para evaluar el aprendizaje de cada estudiante. Además, puede decidir entre desarrollar auto evaluaciones o evaluaciones hechas por los compañeros, con base en la rúbrica que los estudiantes podrían usar para evaluar sus productos.
Un proyecto completo consiste de:
- Una propuesta de investigación, que incluya preguntas guía y respuestas
- Un registro de investigación, notas u hojas con el proceso del recurso
- El producto: la actividad o la exhibición presentada en la feria de la clase
- Una página con las obras citadas
- Un video o un audio de la plática del estudiante, incluyendo la sesión de preguntas y respuestas no planeada
¿De qué maneras el estudiante:
- desarrolló preguntas abiertas sofisticadas acerca del tema de su propia selección;
- usó una variedad de recursos que brindaran contenido avanzado e incluyó múltiples perspectivas;
- recolectó datos usando herramientas de la disciplina;
- analizó e interpretó los datos;
- capturó y aplicó su análisis mediante un producto original; y
- comunicó sus hallazgos, aprendizaje e ideas a una audiencia usando el lenguaje de la disciplina
Extender
Matemáticas en la naturaleza involucra a los estudiantes en un estudio matemático del mundo natural. La historia de la proporción áurea y la sucesión de Fibonacci son en sí áreas fascinantes para estudiar más adelante. Extensiones interdisciplinarias incluyen las siguientes actividades.
Ciencias
Ir a una búsqueda del tesoro de una sucesión de Fibonacci. Reunir tantos ejemplos de plantas, flores, semillas, conchas y otros objetos que puedas describir. Ustedes pueden decidir documentar los objetos en su cuaderno de ciencias y/o tomar fotografías digitales. ¿Cuáles son algunas estructuras/patrones comunes que parecen estar dentro de las sucesiones de Fibonacci?
Describir cómo el arreglo de las partes contribuye al todo. ¿Cómo podría este diseño formal ayudar al funcionamiento de la planta o del animal?
Estudios sociales
Explorar la historia detrás de la proporción áurea. ¿De qué maneras este número φ (phi) y la sucesión de Fibonacci contribuyeron al arte, música, arquitectura y planeación urbana? ¿Qué creencias filosóficas, sociedades secretas y otras comunidades sociales se han formado alrededor de estos números?
Artes del lenguaje en inglés
Explorar cómo la sucesión de Fibonacci y otros patrones matemáticos se relacionan con el concepto de ritmo (o métrica) en la poesía. Tratar de escribir un poema alternando el énfasis de las sílabas de manera que correspondan a un número en la sucesión de Fibonacci. Por ejemplo, Shakespeare usó el pentámetro yámbico, en el que el énfasis se alterna entre cinco unidades iguales por verso (ver http://en.wikipedia.org/wiki/Iambic_pentameter) y el número cinco es un número Fibonacci muy bien conocido.
Bellas Artes
En grupos pequeños, formen un círculo de percusiones y compongan una pieza musical original con aplausos, zapateando o tamborileando en la mesa con ritmos basados en la sucesión de Fibonacci.
Recursos
http://www.maths.surrey.ac.uk/hosted-sites/R.Knott/Fibonacci/fibpuzzles.htmlhttp://www.mathsisfun.com/algebra/sequences-series.html
http://www.mathsisfun.com/algebra/sequences-finding-rule.html
http://www.maths.surrey.ac.uk/hosted-sites/R.Knott/Fibonacci/fibpuzzles.html
https://www.mathsisfun.com/numbers/golden-ratio.html
http://42explore.com/teslatn.htm
http://www.imdb.com/title/tt0052751/
This unit may address the following TEKS.
110.5., English Language Arts and Reading, Grade 3, Adopted 2017
- 110.5(b)(11)
- Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
- 110.5(b)(13)
- Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
- 110.5(b)(6)
- Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
- 110.5(b)(12)
- Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
- 110.5(b)(10)
- Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
- 110.5(b)(1)
- Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
- 110.5(b)(3)
- Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
- 110.5(b)(4)
- Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- 110.5(b)(2)
- Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
- 110.5(b)(8)
- Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
111.5, Mathematics, Grade 3
- 111.5(b)(1)
- Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
- 111.5(b)(4)
- Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.
- 111.5(b)(6)
- Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.
- 111.5(b)(7)
- Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement.
- 111.5(b)(8)
- Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
112.5., Science, Grade 3, Adopted 2021
- 112.5(b)(1)
- Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
- 112.5(b)(2)
- Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:
- 112.5(b)(1)(D)
- use tools, including hand lenses; metric rulers; Celsius thermometers; wind vanes; rain gauges; graduated cylinders; beakers; digital scales; hot plates; meter sticks; magnets; notebooks; Sun, Earth, Moon system models; timing devices; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information;
- 112.5(b)(7)
- Force, motion, and energy. The student knows the nature of forces and the patterns of their interactions. The student is expected to:
- 112.5(b)(9)
- Earth and space. The student knows there are recognizable objects and patterns in Earth's solar system. The student is expected to:
- 112.5(b)(12)
- Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:
- 112.5(b)(13)
- Organisms and environments. The student knows that organisms undergo similar life processes and have structures that function to help them survive within their environments. The student is expected to:
113.14, Social Studies, Grade 3
- 113.14(b)(3)
- History. The student understands the concepts of time and chronology.
- 113.14(b)(5)
- Geography. The student understands the concepts of location, distance, and direction on maps and globes.
- 113.14(b)(17)
- Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
- 113.14(b)(18)
- Social studies skills. The student communicates in written, oral, and visual forms.
- 113.14(b)(19)
- Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
128.5., Spanish Language Arts and Reading, Grade 3, Adopted 2017
- 128.5(b)(2)(B)
- demonstrate and apply spelling knowledge by:
- 128.5(b)(10)
- Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
- 128.5(b)(8)
- Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
- 128.5(b)(11)(D)
- edit drafts using standard Spanish conventions, including:
- 128.5(b)(11)(D)(viii)
- coordinating conjunctions to form compound subjects, predicates, and sentences;
- 128.5(b)(11)(D)(ix)
- capitalization of proper nouns, geographical names and places, historical periods, and official titles of people;
- 128.5(b)(11)(D)(x)
- punctuation marks, including commas in a series and dates, and correct mechanics, including indentations
- 128.5(b)(11)(D)(xi)
- correct spelling of words with grade-appropriate orthographic patterns and rules
- 128.5(b)(11)(D)(vii)
- pronouns, including personal, possessive, objective, and reflexive pronouns;
- 128.5(b)(11)(D)(v)
- adverbs that convey time and adverbs that convey manner;
- 128.5(b)(11)(D)(i)
- complete simple and compound sentences with subject-verb agreement;
- 128.5(b)(11)(D)(ii)
- simple past, present, and future verb tense and imperfect past, perfect, and conditional verb tenses, including the difference between ser and estar;
- 128.5(b)(11)(D)(iii)
- singular, plural, common, and proper nouns, including gender-specific articles;
- 128.5(b)(11)(D)(iv)
- adjectives, including their comparative and superlative forms;
- 128.5(b)(11)(D)(vi)
- prepositions and prepositional phrases;
- 128.5(b)(6)(I)
- monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
- 128.5(b)(6)(A)
- establish purpose for reading assigned and self-selected texts;
- 128.5(b)(6)(C)
- make, correct, or confirm predictions using text features, characteristics of genre, and structures;
- 128.5(b)(12)(B)
- compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
- 128.5(b)(13)
- Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
- 128.5(b)(13)(F)
- recognize the difference between paraphrasing and plagiarism when using source materials;
- 128.5(b)(13)(E)
- demonstrate understanding of information gathered;
- 128.5(b)(13)(B)
- develop and follow a research plan with adult assistance;
- 128.5(b)(13)(C)
- identify and gather relevant information from a variety of sources;
- 128.5(b)(1)(B)
- follow, restate, and give oral instructions that involve a series of related sequences of action;
- 128.5(b)(1)(C)
- speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;
- 128.5(b)(4)
- Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- 128.5(b)(3)(D)
- identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text
- 128.5(b)(3)(B)
- use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;
- 128.5(b)(3)(C)
- identify the meaning of and use words with affixes, including in-, des-, ex-, -mente, -dad, -oso, -eza, and -ura, and know how the affix changes the meaning of the word;
Esta unidad puede abordar los siguientes TEKS.
110.5., English Language Arts and Reading, Grade 3, Adopted 2017
- 110.5(b)(11)
- Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
- 110.5(b)(13)
- Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
- 110.5(b)(6)
- Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
- 110.5(b)(12)
- Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
- 110.5(b)(10)
- Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
- 110.5(b)(1)
- Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
- 110.5(b)(3)
- Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
- 110.5(b)(4)
- Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- 110.5(b)(2)
- Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
- 110.5(b)(8)
- Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
111.5, Mathematics, Grade 3
- 111.5(b)(1)
- Estándares de procesos matemáticos. El estudiante utiliza procesos matemáticos para adquirir y demostrar comprensión matemática.
- 111.5(b)(4)
- Números y operaciones. El estudiante aplica los estándares de procesos matemáticos para desarrollar y utilizar estrategias y métodos para hacer cálculos con números enteros que le permitan resolver problemas con eficiencia y precisión.
- 111.5(b)(6)
- Geometría y medición. El estudiante aplica los estándares de procesos matemáticos para analizar atributos de figuras de dos dimensiones que le permitan desarrollar generalizaciones acerca de sus propiedades.
- 111.5(b)(7)
- Geometría y medición. El estudiante aplica los estándares de procesos matemáticos para seleccionar unidades apropiadas, estrategias y herramientas que le permitan resolver problemas que involucran medición usando el sistema inglés (usual) y el métrico.
- 111.5(b)(8)
- Análisis de datos. El estudiante aplica los estándares de procesos matemáticos
112.5., Science, Grade 3, Adopted 2021
- 112.5(b)(1)
- Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
- 112.5(b)(2)
- Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:
- 112.5(b)(1)(D)
- use tools, including hand lenses; metric rulers; Celsius thermometers; wind vanes; rain gauges; graduated cylinders; beakers; digital scales; hot plates; meter sticks; magnets; notebooks; Sun, Earth, Moon system models; timing devices; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information;
- 112.5(b)(7)
- Force, motion, and energy. The student knows the nature of forces and the patterns of their interactions. The student is expected to:
- 112.5(b)(9)
- Earth and space. The student knows there are recognizable objects and patterns in Earth's solar system. The student is expected to:
- 112.5(b)(12)
- Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:
- 112.5(b)(13)
- Organisms and environments. The student knows that organisms undergo similar life processes and have structures that function to help them survive within their environments. The student is expected to:
113.14, Social Studies, Grade 3
- 113.14(b)(3)
- Historia. El estudiante entiende el concepto de tiempo y cronología.
- 113.14(b)(5)
- Geografía. El estudiante entiende los conceptos de lugar, distancia y dirección en mapas y globos terráqueos.
- 113.14(b)(17)
- Destrezas de los estudios sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
- 113.14(b)(18)
- Destrezas de los estudios sociales. El estudiante se comunica en forma oral, visual y escrita.
- 113.14(b)(19)
- Destrezas de los estudios sociales. El estudiante utiliza habilidades para resolver problemas y tomar decisiones, en forma independiente y con otros, en diferentes ambientes.
128.5., Spanish Language Arts and Reading, Grade 3, Adopted 2017
- 128.5(b)(2)(B)
- demonstrate and apply spelling knowledge by:
- 128.5(b)(10)
- Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
- 128.5(b)(8)
- Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
- 128.5(b)(11)(D)
- edit drafts using standard Spanish conventions, including:
- 128.5(b)(11)(D)(viii)
- coordinating conjunctions to form compound subjects, predicates, and sentences;
- 128.5(b)(11)(D)(ix)
- capitalization of proper nouns, geographical names and places, historical periods, and official titles of people;
- 128.5(b)(11)(D)(x)
- punctuation marks, including commas in a series and dates, and correct mechanics, including indentations
- 128.5(b)(11)(D)(xi)
- correct spelling of words with grade-appropriate orthographic patterns and rules
- 128.5(b)(11)(D)(vii)
- pronouns, including personal, possessive, objective, and reflexive pronouns;
- 128.5(b)(11)(D)(v)
- adverbs that convey time and adverbs that convey manner;
- 128.5(b)(11)(D)(i)
- complete simple and compound sentences with subject-verb agreement;
- 128.5(b)(11)(D)(ii)
- simple past, present, and future verb tense and imperfect past, perfect, and conditional verb tenses, including the difference between ser and estar;
- 128.5(b)(11)(D)(iii)
- singular, plural, common, and proper nouns, including gender-specific articles;
- 128.5(b)(11)(D)(iv)
- adjectives, including their comparative and superlative forms;
- 128.5(b)(11)(D)(vi)
- prepositions and prepositional phrases;
- 128.5(b)(6)(I)
- monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
- 128.5(b)(6)(A)
- establish purpose for reading assigned and self-selected texts;
- 128.5(b)(6)(C)
- make, correct, or confirm predictions using text features, characteristics of genre, and structures;
- 128.5(b)(12)(B)
- compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
- 128.5(b)(13)
- Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
- 128.5(b)(13)(F)
- recognize the difference between paraphrasing and plagiarism when using source materials;
- 128.5(b)(13)(E)
- demonstrate understanding of information gathered;
- 128.5(b)(13)(B)
- develop and follow a research plan with adult assistance;
- 128.5(b)(13)(C)
- identify and gather relevant information from a variety of sources;
- 128.5(b)(1)(B)
- follow, restate, and give oral instructions that involve a series of related sequences of action;
- 128.5(b)(1)(C)
- speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;
- 128.5(b)(4)
- Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
- 128.5(b)(3)(D)
- identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text
- 128.5(b)(3)(B)
- use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;
- 128.5(b)(3)(C)
- identify the meaning of and use words with affixes, including in-, des-, ex-, -mente, -dad, -oso, -eza, and -ura, and know how the affix changes the meaning of the word;
This unit may address the following Texas College and Career Readiness Standards.
Science:
- S.I.A.2
- Use creativity and insight to recognize and describe patterns in natural phenomena.
- S.I.C.1
- Collaborate on joint projects.
- S.I.E.1
- Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
- S.I.E.2
- Use essential vocabulary of the discipline being studied.
- S.III.B.1
- Read technical and scientific articles to gain understanding of interpretations, apparatuses, techniques or procedures, and data.
- S.III.B.2
- Set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.
- S.III.B.3
- Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
- S.III.B.4
- List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
- S.III.C.1
- Prepare and present scientific/technical information in appropriate formats for various audiences.
- S.III.D.1
- Use search engines, databases, and other digital electronic tools effectively to locate information.
- S.III.D.2
- Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
- S.V.C.1
- Recognize patterns of change.
- S.V.D.1
- Understand that scientists categorize things according to similarities and differences.
- S.V.E.1
- Use models to make predictions.
Social Studies:
- SS.I.F.1
- Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
- SS.IV.A.3
- Evaluate sources from multiple perspectives.
- SS.IV.A.4
- Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
- SS.IV.A.5
- Read narrative texts critically.
- SS.IV.B.1
- Use established research methodologies.
- SS.IV.B.2
- Explain how historians and other social scientists develop new and competing views of past phenomena.
- SS.IV.B.3
- Gather, organize, and display the results of data and research.
- SS.IV.B.4
- Identify and collect sources.
- SS.IV.C.1
- Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
- SS.IV.D.1
- Construct a thesis that is supported by evidence.
- SS.V.A.1
- Use appropriate oral communication techniques depending on the context or nature of the interaction.
- SS.V.A.2
- Use conventions of standard written English.
- SS.V.B.1
- Attribute ideas and information to source materials and authors.
Cross-Disciplinary Standards:
- CDS.I.A.1
- Engage in scholarly inquiry and dialogue.
- CDS.I.B.2
- Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
- CDS.I.B.3
- Gather evidence to support arguments, findings, or lines of reasoning.
- CDS.I.B.4
- Support or modify claims based on the results of an inquiry.
- CDS.I.C.1
- Analyze a situation to identify a problem to be solved.
- CDS.I.C.2
- Develop and apply multiple strategies to solve a problem.
- CDS.I.D.1
- Self-monitor learning needs and seek assistance when needed.
- CDS.I.D.2
- Use study habits necessary to manage academic pursuits and requirements.
- CDS.I.D.3
- Strive for accuracy and precision.
- CDS.I.D.4
- Persevere to complete and master tasks.
- CDS.I.E.1
- Work independently.
- CDS.I.E.2
- Work collaboratively.
- CDS.I.F.1
- Attribute ideas and information to source materials and people.
- CDS.I.F.2
- Evaluate sources for quality of content, validity, credibility, and relevance.
- CDS.II.A.1
- Use effective prereading strategies.
- CDS.II.A.2
- Use a variety of strategies to understand the meanings of new words.
- CDS.II.A.3
- Identify the intended purpose and audience of the text.
- CDS.II.A.4
- Identify the key information and supporting details.
- CDS.II.A.5
- Analyze textual information critically.
- CDS.II.A.6
- Annotate, summarize, paraphrase, and outline texts when appropriate.
- CDS.II.A.7
- Adapt reading strategies according to structure of texts.
- CDS.II.B.1
- Write clearly and coherently using standard writing conventions.
- CDS.II.B.2
- Write in a variety of forms for various audiences and purposes.
- CDS.II.B.3
- Compose and revise drafts.
- CDS.II.C.1
- Understand which topics or questions are to be investigated.
- CDS.II.C.2
- Explore a research topic.
- CDS.II.C.3
- Refine research topic based on preliminary research and devise a timeline for completing work.
- CDS.II.C.4
- Evaluate the validity and reliability of sources.
- CDS.II.C.5
- Synthesize and organize information effectively.
- CDS.II.C.6
- Design and present an effective product.
- CDS.II.C.7
- Integrate source material.
- CDS.II.C.8
- Present final product.
- CDS.II.D.1
- Identify patterns or departures from patterns among data.
- CDS.II.D.2
- Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
- CDS.II.D.3
- Present analyzed data and communicate findings in a variety of formats.
- CDS.II.E.1
- Use technology to gather information.
- CDS.II.E.2
- Use technology to organize, manage, and analyze information.
- CDS.II.E.3
- Use technology to communicate and display findings in a clear and coherent manner.
- CDS.II.E.4
- Use technology appropriately.
English Language Arts:
- ELA.I.A.2
- Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
- ELA.I.A.1
- Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
- ELA.I.A.3
- Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
- ELA.II.A.8
- Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
- ELA.II.A.4
- Make evidence-based inferences about a text’s meaning, intent, and values.
- ELA.II.A.1
- Use effective reading strategies to determine a written work’s purpose and intended audience.
- ELA.II.A.2
- Use text features to form an overview of content and to locate information.
- ELA.II.A.3
- Identify explicit and implicit textual information including main ideas and author’s purpose.
- ELA.II.B.1
- Identify new words and concepts acquired through study of their relationships to other words and concepts.
- ELA.III.A.5
- Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
- ELA.III.A.4
- Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
- ELA.III.A.1
- Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
- ELA.III.A.3
- Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
- ELA.IV.A.5
- Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
- ELA.IV.A.4
- Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
- ELA.IV.A.2
- Listen critically and respond appropriately.
- ELA.IV.A.1
- Use a variety of active listening strategies to enhance comprehension.
- ELA.IV.A.3
- Develop an awareness of rhetorical and stylistic choices used to convey a message.
- ELA.IV.A
- Apply listening skills in a variety of settings and contexts.
- ELA.V.A.3
- Devise a plan for completing work on time.
- ELA.V.A.1
- Articulate and investigate research questions.
- ELA.V.A.2
- Explore and refine a research topic.
- ELA.V.B.3
- Assess the relevance and credibility of sources.
- ELA.V.B.1
- Explore and collect a range of potential sources.
- ELA.V.C
- Design and produce an effective product.
- ELA.V.C.1
- Integrate and organize material effectively.
- ELA.V.C.2
- Use and attribute source material ethically.
Mathematics:
- M.III.B.2
- Use transformations to investigate congruence, similarity, and symmetries of figures.
- M.III.B.1
- Identify transformations and symmetries of figures.
- M.IV.C.1
- Use probability to make informed decisions.
- M.VIII.C.2
- ate and use representations to organize, record, and communicate mathematical ideas.
- M.VIII.C.3
- Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
- M.VIII.C.1
- Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
- M.VIII.A.3
- Use mathematical language for reasoning, problem solving, making connections, and generalizing.
- M.V.A.1
- Formulate a statistical question, plan an investigation, and collect data.
- M.V.B.4
- Describe patterns and departure from patterns in the study data.
- M.V.B.2
- Construct appropriate visual representations of data.
- M.V.B.1
- Classify types of data.
- M.VII.A.5
- Evaluate the problem-solving process.
- M.VII.A.4
- Justify the solution.
- M.VII.A.2
- Formulate a plan or strategy.
- M.VII.A.1
- Analyze given information.
- M.VII.A.3
- Determine a solution.
- M.VII.C.2
- Understand attributes and relationships with inductive and deductive reasoning.
- M.VII.D.1
- Interpret results of the mathematical problem in terms of the original real-world situation.
- M.IX.B.2
- Understand and use appropriate mathematical models in the natural, physical, and social sciences.
- M.IX.B.1
- Use multiple representations to demonstrate links between mathematical and real-world situations.
- M.IX.A.1
- Connect and use multiple key concepts of mathematics in situations and problems.
- M.IX.A.2
- Connect mathematics to the study of other disciplines.
Esta unidad puede abordar los siguientes estándares de Texas College and Career Readiness.
Science:
- S.I.A.2
- Usa la creatividad y el conocimiento para reconocer y describir patrones en fenómenos naturales.
- S.I.C.1
- Colabora en proyectos conjuntos.
- S.I.E.1
- Usa varios modos de expresión para describir o caracterizar patrones y fenómenos naturales. Estos modos de expresión incluyen descripción escrita, numérica, gráfica, pictórica, simbólica y con lenguaje corporal.
- S.I.E.2
- Usa vocabulario esencial de la disciplina que se está estudiando.
- S.III.B.1
- Lee artículos técnicos y científicos para comprender interpretaciones, aparatos, técnicas o procedimientos y datos.
- S.III.B.2
- Prepara aparatos, lleva a cabo procedimientos y reúne datos específicos de un conjunto dado de instrucciones apropiadas.
- S.III.B.3
- Reconoce el vocabulario científico y técnico en el campo de estudio y usa este vocabulario para que la comunicación sea más clara.
- S.III.B.4
- Hace una lista, usa y da ejemplos de estrategias específicas antes, durante y después de leer para mejorar la comprensión.
- S.III.C.1
- Prepara y presenta información científica/técnica en formatos apropiados para varios públicos.
- S.III.D.1
- Usa de manera efectiva motores de búsqueda, bases de datos y otras herramientas digitales para localizar información.
- S.III.D.2
- Evalúa la calidad, exactitud, integridad, confiabilidad y actualidad de la información de cualquier fuente.
- S.V.C.1
- Reconoce patrones de cambio.
- S.V.D.1
- Comprende que los científicos clasifican las cosas de acuerdo con semejanzas y diferencias.
- S.V.E.1
- Usa modelos para hacer predicciones.
Social Studies:
- SS.I.F.1
- Usa una variedad de herramientas analíticas y de investigación para explorar exhaustiva e imparcialmente preguntas o temas.
- SS.IV.A.3
- Evalúa fuentes desde múltiples perspectivas.
- SS.IV.A.4
- Entiende las diferencias entre una fuente primaria y una secundaria y usa cada una de manera apropiada para conducir una investigación y para elaborar argumentos.
- SS.IV.A.5
- Lee críticamente textos narrativos.
- SS.IV.B.1
- Usa metodologías de investigación establecidas.
- SS.IV.B.2
- Explica cómo los historiadores y otros científicos sociales desarrollan percepciones nuevas y contrapuestas de fenómenos del pasado.
- SS.IV.B.3
- Reúne, organiza y muestra los resultados de los datos y la investigación.
- SS.IV.B.4
- Identifica y reúne fuentes.
- SS.IV.C.1
- Comprende e interpreta críticamente presentaciones.
- SS.IV.D.1
- Elabora una tesis apoyada en evidencias.
- SS.V.A.1
- Usa técnicas apropiadas de comunicación oral según el contexto o la naturaleza de la interacción.
- SS.V.A.2
- Usa las reglas convencionales de la lengua inglesa escrita.
- SS.V.B.1
- Acredita las ideas y la información a los materiales de referencia y a los autores.
Cross-Disciplinary Standards:
- CDS.I.A.1
- Participa en el diálogo y la investigación académica.
- CDS.I.B.2
- Elabora argumentos con un razonamiento sólido para explicar fenómenos, convalida conjeturas o apoya posturas.
- CDS.I.B.3
- Reúne evidencias para apoyar argumentos, hallazgos o líneas de razonamiento.
- CDS.I.B.4
- Apoya o clarifica aseveraciones basadas en los resultados de una investigación.
- CDS.I.C.1
- Analiza una situación para identificar un problema a resolver.
- CDS.I.C.2
- Desarrolla y aplica múltiples estrategias para resolver un problema.
- CDS.I.D.1
- Autoevalúa sus necesidades de aprendizaje y busca ayuda cuando es necesario.
- CDS.I.D.2
- Usa hábitos de estudio necesarios para cumplir metas y requisitos académicos.
- CDS.I.D.3
- Se esfuerza por ser exacto y preciso.
- CDS.I.D.4
- Persevera hasta completar y dominar las tareas.
- CDS.I.E.1
- Trabaja de forma independiente.
- CDS.I.E.2
- Trabaja de manera colaborativa.
- CDS.I.F.1
- Acredita ideas e información a las fuentes de referencia y a las personas.
- CDS.I.F.2
- Evalúa las fuentes en función de la calidad de su contenido, validez, credibilidad y relevancia.
- CDS.II.A.1
- Usa estrategias efectivas de preparación.
- CDS.II.A.2
- Usa una variedad de estrategias para comprender el significado de palabras nuevas.
- CDS.II.A.3
- Identifica el propósito del texto y el público al que se dirige.
- CDS.II.A.4
- Identifica la información principal y los detalles de apoyo.
- CDS.II.A.5
- Analiza críticamente la información textual.
- CDS.II.A.6
- Comenta, resume, parafrasea y describe textos cuando sea apropiado.
- CDS.II.A.7
- Adapta estrategias de lectura acordes con la estructura de los textos.
- CDS.II.B.1
- Escribe clara y coherentemente usando las reglas convencionales de la escritura.
- CDS.II.B.2
- Escribe en una variedad de formas para varios públicos y propósitos.
- CDS.II.B.3
- Redacta y revisa borradores.
- CDS.II.C.1
- Entiende cuáles temas o preguntas deben investigarse.
- CDS.II.C.2
- Explora un tema de investigación.
- CDS.II.C.3
- Afina el tema de investigación con base en una investigación preliminar y establece un calendario para terminar el trabajo.
- CDS.II.C.4
- Evalúa la validez y confiabilidad de las fuentes.
- CDS.II.C.5
- Sintetiza y organiza la información de manera efectiva.
- CDS.II.C.6
- Diseña y presenta un producto efectivo.
- CDS.II.C.7
- Integra las referencias.
- CDS.II.C.8
- Presenta un producto final.
- CDS.II.D.1
- Identifica patrones o divergencias de los patrones entre los datos.
- CDS.II.D.2
- Usa destrezas estadísticas y probabilísticas necesarias para planear una investigación y recaba, analiza e interpreta datos.
- CDS.II.D.3
- Presenta datos analizados y comunica los hallazgos en una variedad de formatos.
- CDS.II.E.1
- Usa tecnología para reunir información.
- CDS.II.E.2
- Usa tecnología para organizar, manejar y analizar información.
- CDS.II.E.3
- Usa tecnología para comunicar y mostrar hallazgos de una manera clara y coherente.
- CDS.II.E.4
- Usa la tecnología apropiadamente.
English Language Arts:
- ELA.I.A.2
- Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
- ELA.I.A.1
- Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
- ELA.I.A.3
- Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
- ELA.II.A.8
- Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
- ELA.II.A.4
- Make evidence-based inferences about a text’s meaning, intent, and values.
- ELA.II.A.1
- Use effective reading strategies to determine a written work’s purpose and intended audience.
- ELA.II.A.2
- Use text features to form an overview of content and to locate information.
- ELA.II.A.3
- Identify explicit and implicit textual information including main ideas and author’s purpose.
- ELA.II.B.1
- Identify new words and concepts acquired through study of their relationships to other words and concepts.
- ELA.III.A.5
- Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
- ELA.III.A.4
- Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
- ELA.III.A.1
- Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
- ELA.III.A.3
- Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
- ELA.IV.A.5
- Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
- ELA.IV.A.4
- Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
- ELA.IV.A.2
- Listen critically and respond appropriately.
- ELA.IV.A.1
- Use a variety of active listening strategies to enhance comprehension.
- ELA.IV.A.3
- Develop an awareness of rhetorical and stylistic choices used to convey a message.
- ELA.IV.A
- Apply listening skills in a variety of settings and contexts.
- ELA.V.A.3
- Devise a plan for completing work on time.
- ELA.V.A.1
- Articulate and investigate research questions.
- ELA.V.A.2
- Explore and refine a research topic.
- ELA.V.B.3
- Assess the relevance and credibility of sources.
- ELA.V.B.1
- Explore and collect a range of potential sources.
- ELA.V.C
- Design and produce an effective product.
- ELA.V.C.1
- Integrate and organize material effectively.
- ELA.V.C.2
- Use and attribute source material ethically.
Mathematics:
- M.III.B.2
- Use transformations to investigate congruence, similarity, and symmetries of figures.
- M.III.B.1
- Identify transformations and symmetries of figures.
- M.IV.C.1
- Use probability to make informed decisions.
- M.VIII.C.2
- ate and use representations to organize, record, and communicate mathematical ideas.
- M.VIII.C.3
- Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
- M.VIII.C.1
- Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
- M.VIII.A.3
- Use mathematical language for reasoning, problem solving, making connections, and generalizing.
- M.V.A.1
- Formulate a statistical question, plan an investigation, and collect data.
- M.V.B.4
- Describe patterns and departure from patterns in the study data.
- M.V.B.2
- Construct appropriate visual representations of data.
- M.V.B.1
- Classify types of data.
- M.VII.A.5
- Evaluate the problem-solving process.
- M.VII.A.4
- Justify the solution.
- M.VII.A.2
- Formulate a plan or strategy.
- M.VII.A.1
- Analyze given information.
- M.VII.A.3
- Determine a solution.
- M.VII.C.2
- Understand attributes and relationships with inductive and deductive reasoning.
- M.VII.D.1
- Interpret results of the mathematical problem in terms of the original real-world situation.
- M.IX.B.2
- Understand and use appropriate mathematical models in the natural, physical, and social sciences.
- M.IX.B.1
- Use multiple representations to demonstrate links between mathematical and real-world situations.
- M.IX.A.1
- Connect and use multiple key concepts of mathematics in situations and problems.
- M.IX.A.2
- Connect mathematics to the study of other disciplines.