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We've Got a Problem

High School, Interdisciplinary

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Description of Unit

This unit encourages students to set up a proposal for an actual collaborative project which they can pursue. Students begin by developing a pre-proposal, and identifying stakeholders and potential funding sources. Finally, students will develop a real proposal and actually try to make the project a reality.

This guide links the We’ve Got a Problem unit to the Texas Essential Knowledge and Skills (TEKS) for high school students. We’ve Got a Problem is an interdisciplinary unit that allows students to explore solutions to a real problem on their campus or in their community. We’ve Got a Problem leads students to practice skills in all subject areas. For example, students may use graphs, tables, and statistical data, included in the Mathematics TEKS, to present an argument for a change. They will use the writing and research skills of the English Language Arts and Reading and Social Studies TEKS. The following document includes the applicable TEKS and the details of the We’ve Got a Problem unit. The asterisks indicate the TEKS which 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. 

Phase I. Learning Experiences

The learning experiences model the proposal development process. The class will go through the process as individuals will do in the independent research phase of the task. 

  1. Develop a pre-proposal.
    • Identify a problem or issue that the class will investigate 
    • Develop a rationale explaining why this study is necessary and important
    • Identify resources students will need to learn more about the subject (e.g., books, periodicals, experts, videos, surveys, experiments, computer programs, presentations, collections, museums)
    • Identify the research design students will use to collect data, the type of data to be collected, and the strengths and weaknesses of the design
    • Develop a realistic timeline
    • Identify all the stakeholders and the target audience with whom students will share the information 
  2. The class will do the research necessary to write a full proposal that will include strategies for solving the problem identified. They must build a strong case for why stakeholders should address the problem in the way the class has identified. This is a process that change agents must go through frequently to obtain the necessary resources for solving the problems that are important to them and to others in society. 
  3. Develop a proposal to take to a stakeholder group. The proposal should include:
    • A problem or issue
    • A proposed solution
    • A rationale explaining why the question is important and why the proposed solution will solve the problem
    • A statement of others' opinions about the problem or issue
    • A summary of research
    • Resources that will be needed to solve the problem, including a realistic timeline and budget
    • Résumés of those who will be working on the project 
  4. Present the proposal to the stakeholder group. Websites where potential funders or programs may be found include:
  5. A completed project includes: 
    • Process record that includes documentation of individual growth during Phase I: Learning Experiences 
    • Pre-proposal 
    • Proposal
    • Videotape of presentation 

Phase II. Independent Research

Upon completion of Phase I: Learning Experiences, students will begin to prepare their actual proposals for change. Students may choose to respond in a variety of formats, such as charts, diagrams, graphic organizers, paragraphs, or a combination of these. Students may use all of the material they have gathered in the learning experiences and other classroom resources to answer the questions.

What have you learned about the change process? Why are some people resistant to change? What does it take to change the minds of resistant people?

A. Research process

  1. Selecting a topic. Choose an area of need. Outline a plan for solving the problem.
  2. Asking guiding questions. Once the student has selected a topic, he/she should think of three to five guiding questions to explore, such as:
    • Why is this issue important?
    • What changes would you like to see? Why?
    • How can these changes be implemented? Break down the process into detailed steps.
    While these examples are general, the student's questions should be specific to the chosen topic. The questions should lead him/her to form individual research-based opinions. The student should develop a hypothesis or some possible answers to the questions.
  3. Designing a research proposal. The student should include numerous components in the research proposal:
    • The issue he/she would like to study
    • Three to five guiding questions he/she will investigate and hypotheses
    • Primary and secondary resources he/she will need to find answers to questions
    • Strengths and weaknesses of current policies governing the issue
    • The five most important things to know
    • Appropriate decision-making bodies involved (at city, state, and national levels)>
  4. Conducting the research. After you have approved student proposals, students begin using the resources they have identified and others they may encounter. During this stage, students will need to keep a log, note cards, or resource process sheets of all the sources and what they learn from each one.
  5. Drawing conclusions. Based on their research, each student should make a list of recommendations or solutions for their chosen issue.

B. The product

Each student creates a proposal to present. The proposal should include reasons the issue is important, changes that need to be made, and how these changes could be implemented. The presentation should be similar to what would be given to a stakeholder group.

C. Communication

Each student presents their proposal to the class. Time should be allotted for the audience to ask questions. The Q&A session should be impromptu and unscripted in order to accurately reflect student learning. 

Students will then contact the potential funders and begin to promote their proposals. Depending on the success of their contacts, the project can be taken as far as the student would like to take it.

D. A completed project consists of:

  1. The research proposal, including guiding questions
  2. A research log, note cards, or resource process sheets
  3. The product
  4. A Works Cited Page
  5. A videotape or audiotape of the presentation to the class, including the unscripted Q&A session


This unit may address the following TEKS.

110.31, English Language Arts and Reading, English I

110.31(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.31(b)(2)
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.31(b)(8)
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.
110.31(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.31(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.31(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.31(b)(16)
Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:
110.31(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.31(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.31(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.31(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.31(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.31(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.31(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.31(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

110.32, English Language Arts and Reading, English II

110.32(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.32(b)(2)
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.32(b)(8)
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.
110.32(b)(9)
Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
110.32(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.32(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.32(b)(14)
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing.
110.32(b)(16)
Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:
110.32(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.32(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.32(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.32(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.32(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.32(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

110.33, English Language Arts and Reading, English III

110.33(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.33(b)(2)
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.33(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.33(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.33(b)(14)
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing.
110.33(b)(16)
Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:
110.33(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
110.33(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.33(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.33(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
110.33(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.33(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

110.34, English Language Arts and Reading, English IV

110.34(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.34(b)(2)
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.34(b)(6)
Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction.
110.34(b)(8)
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the consistency and clarity of the expression of the controlling idea and the ways in which the organizational and rhetorical patterns of text support or confound the author's meaning or purpose.
110.34(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.34(b)(12)
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.34(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.34(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.34(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.34(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
110.34(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.34(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.34(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
110.34(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.34(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to formulate sound arguments by using elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

111.43, Mathematical Models with Applications

111.43(c)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.43(c)(8)
Mathematical modeling in social sciences. The student applies mathematical processes to determine the number of elements in a finite sample space and compute the probability of an event.
111.43(c)(9)
Mathematical modeling in social sciences. The student applies mathematical processes and mathematical models to analyze data as it applies to social sciences.
111.43(c)(10)
Mathematical modeling in social sciences. The student applies mathematical processes to design a study and use graphical, numerical, and analytical techniques to communicate the results of the study.

113.41, United States History Studies Since 1877

113.41(c)(27)
Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States.
113.41(c)(28)
Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States.
113.41(c)(29)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1
Utilize skepticism, logic, and professional ethics in science.
S.I.A.2
Use creativity and insight to recognize and describe patterns in natural phenomena.
S.I.A.3
Formulate appropriate questions to test understanding of natural phenomena.
S.I.A.4
Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.B.1
Design and conduct scientific investigations in which hypotheses are formulated and tested.
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.II.F.1
Select and use appropriate Standard International (SI) units and prefixes to express measurements for real world problems.
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.IV.A.1
Recognize how scientific discoveries are connected to technological innovations.

Social Studies:

SS.I.E.3
 Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2
 Analyze ethical issues in historical, cultural, and social contexts.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
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.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
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.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
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.C.3
 Collect evidence and data systematically and directly relate to solving 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.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
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.A.8
 Connect reading to historical and current events and personal interest.
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.5
Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4
Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
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.D.1
Make text-to-self, text-to-text, and text-to-world connections.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.7
Compare and analyze how features of genre are used across texts.
ELA.II.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
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.2
Engage in reasoned dialogue, including with people who have different perspectives.
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.V.C.2
Use and attribute source material ethically.
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.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.C.1
Integrate and organize material effectively.

Mathematics:

M.I.C.1
Select or use the appropriate type of method, unit, and tool for the attribute being measured.
M.I.C.2
Convert units within and between systems of measurement.
M.I.B.1
Use estimation to check for errors and reasonableness of solutions.
M.I.B.2
Interpret the relationships between the different representations of numbers.
M.IV.C
Measurement involving probability
M.IV.C.1
Use probability to make informed decisions.
M.IV.B.2
Compute and interpret the probability of an event and its complement.
M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1
Classify types of data.
M.V.B.2
Construct appropriate visual representations of data.
M.V.B.4
Describe patterns and departure from patterns in the study data.
M.VII.C
Logical reasoning
M.VII.A.1
Analyze given information.
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