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0.2 Rice air curriculum - targeted teks (texas essential knowledgle

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The Texas Assessment of Knowledge and Skills (TAKS™) was implemented in Texas beginning in spring 2003. The Rice Air Curriculum targets many of the TEKS (Texas Essential Knowledge and Skills) that are covered on this exam. Below can be found a list of the 3rd, 4th, and 5th grade TEKS that are targeted.

Math teks that will be targeted in this curriculum

(a) introduction.

(1) Within a well-balanced mathematics curriculum, the primary focal points at Grade 5 are comparing and contrasting lengths, areas, and volumes of two- or three-dimensional geometric figures; representing and interpreting data in graphs, charts, and tables; and applying whole number operations in a variety of contexts.

(b) knowledge and skills.

(2) Number, operation, and quantitative reasoning. The student uses fractions in problem-solving situations.

(5) Patterns, relationships, and algebraic thinking. The student makes generalizations based on observed patterns and relationships. The student is expected to:

  • (A) describe the relationship between sets of data in graphic organizers such as lists, tables, charts, and diagrams;

(11) Measurement. The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius). The student is expected to:

  • (A) solve problems involving changes in temperature; and
  • (B) solve problems involving elapsed time.

(13) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to:

  • (A) use tables of related number pairs to make line graphs;
  • (C) graph a given set of data using an appropriate graphical representation such as a picture or line graph.

(14) Underlying processes and mathematical tools. The student applies Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:

  • (A) identify the mathematics in everyday situations;
  • (B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
  • (D) use tools such as real objects, manipulatives, and technology to solve problems.

(15) Underlying processes and mathematical tools. The student communicates about Grade 5 mathematics using informal language. The student is expected to:

  • (A) explain and record observations using objects, words, pictures, numbers, and technology; and
  • (B) relate informal language to mathematical language and symbols.

(16) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to:

  • (A) make generalizations from patterns or sets of examples and nonexamples; and
  • (B) justify why an answer is reasonable and explain the solution process.

Science teks that will be targeted in this curriculum

Objective 1 – student will demonstrate an understanding of the nature of science

(3.1, 4.1, 5.1) Student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices

Questions & Answers

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Source:  OpenStax, Rice air curriculum. OpenStax CNX. May 09, 2010 Download for free at http://cnx.org/content/col11200/1.1
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