TEKS Correlations

Grades 4-7

Science

Grade 4: (4.2)Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(B) collect information by observing and measuring; (E) construct simple graphs, tables, maps, and charts to organize, examine, and evaluate information.

(4.4)Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:
(A) collect and analyze information using tools including calculators, safety goggles, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter sticks, timing devices, balances, and compasses.

Grade 5: (5.2)Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:
(B) collect information by observing and measuring; (E) construct simple graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate information.

(5.4)Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:
(A) collect and analyze information using tools including calculators, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, compasses, balances, hot plates, meter sticks, timing devices, magnets, collecting nets, and safety goggles

Grade 6: (6.2)Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(B) collect data by observing and measuring; (E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.

(6.4)Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:
(A) collect, analyze, and record information using tools including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, timing devices, hot plates, test tubes, safety goggles, spring scales, magnets, balances, microscopes, telescopes, thermometers, calculators, field equipment, compasses, computers, and computer probes; and (B) identify patterns in collected information using percent, average, range, and frequency.

Grade 7: (7.2)Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(B) collect data by observing and measuring; (E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.

(7.4)Scientific processes. The student knows how to use tools and methods to conduct science inquiry. The student is expected to:
(A) collect, analyze, and record information to explain a phenomenon using tools including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring scales, balances, microscopes, telescopes, thermometers, calculators, field equipment, computers, computer probes, timing devices, magnets, and compasses; and (B) collect and analyze information to recognize patterns such as rates of change.

Mathematics

Grade 4: (4.12) Measurement. The student applies measurement concepts. The student is expected to measure to solve problems involving length, including perimeter, time, temperature, and area.

(4.14) Underlying processes and mathematical tools. The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
(C) select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) use tools such as real objects, manipulatives, and technology to solve problems.

(4.15) Underlying processes and mathematical tools. The student communicates about Grade 4 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.

Grade 5: (5.9) Geometry and spatial reasoning. The student recognizes the connection between ordered pairs of numbers and locations of points on a plane. The student is expected to locate and name points on a coordinate grid using ordered pairs of whole numbers.

(5.11) Measurement. The student applies measurement concepts. The student is expected to:
(A) measure to solve problems involving length (including perimeter), weight, capacity, time, temperature, and area; and (B) describe numerical relationships between units of measure within the same measurement system such as an inch is one-twelfth of a foot.

(5.14) 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:
(C) select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) use tools such as real objects, manipulatives, and technology to solve problems.

(5.15) 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.

Grade 6: (6.11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:
(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.

Grade 7: (7.8) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to:
(A) sketch a solid when given the top, side, and front views; (B) make a net (two-dimensional model) of the surface area of a solid; and (C) use geometric concepts and properties to solve problems in fields such as art and architecture.

(7.9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to estimate measurements and solve application problems involving length (including perimeter and circumference), area, and volume.

(7.13) Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:
(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.

• Compass and map basics:
  • Instruct students on compass use and map making.
• Divide students into groups. Assign each group a different area, perhaps places within the school such as a section of a classroom, hallway, playground area, library, or cafeteria.
  • Have students create a map of the area they have been assigned. Maps should include evidence of directional movement, size (either in actual measured distances or paces), and significant objects. Maps should also include a base reference point, or benchmark, from which all measurements were taken, such as the center of the space, or a corner (e.g., NE, SW, NW, SE corners).
  • Ask each student in the group to develop a question about one object they have selected to include on their map. The question should not state what the object is, rather it should be stated in the form of a clue. Make sure to include directions on how to get to the object in order to answer the question.
  • Sample question: What will help you make it through the day? Begin at benchmark, go 10 feet west, turn right, go to the water fountain, turn right, go 12 feet east. Student arrives at restroom door - answer is the restroom.
• Groups will then trade maps and questions.
  • Ask students to follow the maps created by their classmates to answer the questions.
• Discussion:
  • How important is it to measure accurately?
  • Were your directions easy or difficult to follow? Why?
  • Why is accuracy in descriptions and directions important?

• Divide students into groups of three or four. Assign each group a different excavtion area that has been prepared in advance by the teacher.
  • Have students create a map of the surface of the site using the same techniques as in Activity One. Use the metric system to measure the total surface area and any artifacts or unusual items on the surface of the site.
• Flag or mark in some other way the benchmark. All measurements throughout the excavation activity will be taken from the benchmark.
• Keep the base map to use throughout the excavation.