SOCIAL STUDIES STANDARDS
V. Effective Communication
A. Clear and coherent oral and
writtencommunication
1. Use appropriate oral communication techniques
depending on the context or nature of the
interaction.
2. Use conventions of standard written English.
B. Academic integrity
1. Attribute ideas and information to source
materials and authors.
Texas College and Career Readiness Standards
Cross-Disciplinary
Standards
Cross-Disciplinary
Standards
CROSS-DISCIPLINARY STANDARDS
Foundations of Learning enable students to engage in deeper levels of thinking
and Knowing DFURVVDZLGHUDQJHRI VXEMHFWV7KH\KHOSKLJKVFKRRO
students prepare for the transition from high school’s
Although the College and Career Readiness primary focus on acquiring content knowledge to a
Standards (CCRS) are organized into four distinct postsecondary environment in which complex cognitive
disciplinary areas, English/language arts, mathematics, skills are necessary to achieve deeper understanding.
science, and social studies, there are elements that cut
across one or more disciplines. In fact, some skill areas Understanding and Using
VSDQDOOIRXUVXEMHFWDUHDV,WLVLPSRUWDQWWRLGHQWLI\ The Cross-Disciplinary Standards
the cross-cutting knowledge and skills that underlie and
connect the four disciplinary areas. This important need The cross-disciplinary standards are organized
has been addressed through the addition of a section of LQWRWZRPDMRUDUHDV.H\&RJQLWLYH6NLOOVDQG
cross-disciplinary standards. Foundational Skills. The Key Cognitive Skills specify
intellectual behaviors that are prevalent in entry-level
Think of cross-disciplinary standards as tools that college courses. The list includes intellectual curiosity,
college instructors in all areas use to challenge, engage, reasoning, problem solving, academic behaviors, work
DQGHYDOXDWHVWXGHQWVLQHDFKVSHFLÀFVXEMHFWDUHD habits, and academic integrity. Foundational Skills
They include key cognitive skills such as reasoning and FRQVLVWRI SURÀFLHQFLHVVWXGHQWVQHHGWREHDEOHWR
problem solving, as well as foundational skills such as transfer knowledge and apply it across the curriculum.
reading, writing, data analysis, and conducting research. These include reading, writing, conducting research,
understanding and using data, and using technology.
Many of these skills are also taught within the
FRQWH[WRI DVLQJOHVXEMHFWDUHD5HDGLQJDQGZULWLQJ 7KHÀUVWWKUHHOHYHOVRI WKHFURVVGLVFLSOLQDU\
are excellent examples. While the primary responsibility VWDQGDUGVDUHZULWWHQWRDSSO\DFURVVVXEMHFWDUHDV
for developing reading and writing skills in secondary The performance indicators found in the appendix
school resides within English/language arts courses, illustrate how the cross-disciplinary standards are
ÀUVW\HDUFROOHJHVWXGHQWVDUHH[SHFWHGWRHPSOR\D PDQLIHVWHGZLWKLQWKHVXEMHFWDUHDV7KH9HUWLFDO
UDQJHRI VXEMHFWVSHFLÀFUHDGLQJDQGZULWLQJVWUDWHJLHV 7HDPVFUHDWHGDQH[DPSOHLQHDFKVXEMHFWDUHDRI DW
and techniques in all of their courses. For example, they least one performance indicator that could be applied
will write a lab report in a biology class or read primary LQWKDWVXEMHFWDUHD7KHVHLQGLFDWRUVDUHPHDQWWR
source documents in a history class. exemplify how the cross-disciplinary standards could be
GHPRQVWUDWHGLQDOOVXEMHFWDUHDV
Academic and business leaders emphasize the
importance of being able to apply these skills across a I. Key Cognitive Skills
YDULHW\RI FRQWH[WVDQGVXEMHFWPDWWHU7KH\GHVFULEH
21st century learning and work environments in which A. Intellectual curiosity
the cross-disciplinary skills are prerequisites to solving
many of the most important problems students 1. Engage in scholarly inquiry and dialogue.
will encounter in college and the workplace. These
problems increasingly require applying knowledge 2. Accept constructive criticism and revise
DFURVVGLVFLSOLQHVDQGVXEMHFWDUHDVDQGWKHPDVWHU\RI D personal views when valid evidence warrants.
base set of communication and analysis skills that span
VXEMHFWDUHDV6WXGHQWVWKHQQRWRQO\QHHGWRSRVVHVV B. Reasoning
content knowledge, but also need to be able to apply key
cognitive skills to the academic tasks presented to them, 1. Consider arguments and conclusions of self
most of which require much more than simple recall of and others.
factual knowledge. These cross-disciplinary standards
2. Construct well-reasoned arguments to explain
SKHQRPHQDYDOLGDWHFRQMHFWXUHVRUVXSSRUW
positions.
Texas College and Career Readiness Standards
CROSS-DISCIPLINARY STANDARDS
*DWKHUHYLGHQFHWRVXSSRUWDUJXPHQWVÀQGLQJV 5. Analyze textual information critically.
or lines of reasoning. 6. Annotate, summarize, paraphrase, and outline
4. Support or modify claims based on the results texts when appropriate.
of an inquiry. 7. Adapt reading strategies according to structure
C. Problem solving of texts.
1. Analyze a situation to identify a problem to be 8. Connect reading to historical and current
solved.
2. Develop and apply multiple strategies to solve a events and personal interest.
problem.
3. Collect evidence and data systematically and B. Writing across the curriculum
directly relate to solving a problem. 1. Write clearly and coherently using standard
writing conventions.
D. Academic behaviors 2. Write in a variety of forms for various
1. Self-monitor learning needs and seek assistance audiences and purposes.
when needed. 3. Compose and revise drafts.
2. Use study habits necessary to manage academic
pursuits and requirements. C. Research across the curriculum
3. Strive for accuracy and precision. 1. Understand which topics or questions are to be
4. Persevere to complete and master tasks. investigated.
2. Explore a research topic.
E. Work habits 5HÀQHUHVHDUFKWRSLFEDVHGRQSUHOLPLQDU\
1. Work independently. research and devise a timeline for completing
2. Work collaboratively. work.
4. Evaluate the validity and reliability of sources.
F. Academic integrity 5. Synthesize and organize information effectively.
1. Attribute ideas and information to source 6. Design and present an effective product.
materials and people. 7. Integrate source material.
2. Evaluate sources for quality of content, validity, 3UHVHQWÀQDOSURGXFW
credibility, and relevance.
3. Include the ideas of others and the complexities D. Use of data
of the debate, issue, or problem. 1. Identify patterns or departures from patterns
4. Understand and adhere to ethical codes of among data.
conduct. 2. Use statistical and probabilistic skills necessary
for planning an investigation and collecting,
II. Foundational Skills analyzing, and interpreting data.
3. Present analyzed data and communicate
A. Reading across the curriculum ÀQGLQJVLQDYDULHW\RI IRUPDWV
1. Use effective prereading strategies.
2. Use a variety of strategies to understand the E. Technology
meanings of new words. 1. Use technology to gather information.
3. Identify the intended purpose and audience of 2. Use technology to organize, manage, and
the text. analyze information.
4. Identify the key information and supporting 3. Use technology to communicate and display
details. ÀQGLQJVLQDFOHDUDQGFRKHUHQWPDQQHU
4. Use technology appropriately.
Texas College and Career Readiness Standards
Glossary
of Terms
DOCUMENT GLOSSARY
Annotated list of sources Deductive reasoning
A bibliography that includes evaluation or comments The kind of reasoning in which the conclusion
RQDFFXUDF\FRPSOHWHQHVVXVHIXOQHVVGHÀFLHQFLHVRU is necessitated by previously known premises.
other features of the sources. Usually understood as moving from a statement or
description of a broad category to a description or
Conjecture FRQFOXVLRQUHJDUGLQJDVSHFLÀFLQVWDQFHRUH[DPSOH
A conclusion deduced by surmise or guesswork; a within that category.
proposition (as in mathematics) before it has been
proved or disproved. Diffusion
The geographic spread of phenomena such as
Constant culture, disease, or economic modes of production.
Something invariable or unchanging, such as a
QXPEHUWKDWKDVDÀ[HGYDOXHLQDJLYHQVLWXDWLRQRU Dimensional analysis
universally. A conceptual tool often applied in science and
engineering to understand physical situations
Construction involving several different kinds of physical
The act or result of construing, interpreting, or quantities. It is routinely used by scientists and
explaining. Also involves creating a model that relates engineers as a problem solving method to check the
geometric principles. plausibility of derived equations and computations.
It is also used to form reasonable hypotheses about
Contrapositive complex physical situations that can be tested by
A proposition or theorem formed by negating both experiment or by more developed theories of the
the hypothesis and conclusion of a given proposition phenomena. Calculations often require determining
or theorem and interchanging them (e.g., “if not-B both the numerical value and the units of a variable
then not-A” is the contrapositive of “if A then B”). in an equation. Dimensional analysis provides a useful
method for determining the units of a variable in
Control such cases.
In experimental design, a sample or procedure that is
virtually identical to the experimental sample except Dissipative
for the one variable (termed the independent variable) A thermodynamically open system operating far
whose effect is being tested. If different results are from thermodynamic equilibrium in an environment
obtained from the control and the experimental with which it exchanges energy and matter. The term
samples, this difference can be attributed to the effect “dissipative system” is often used to describe one that
of the independent variable. releases heat. Simple examples include convection,
cyclones, and hurricanes. More complex examples
Counterexample include lasers, Bénard cells, the Belousov-Zhabotinsky
An example that refutes or disproves a proposition or reaction, and at the most sophisticated level, life itself.
theory; the analysis of a set of facts in their relation
to one another. Diverse
Composed of distinct or unlike elements or qualities.
Culture
The integrated pattern of human knowledge, belief, Domain
and behavior that depends upon the capacity for The set of elements to which a mathematical or
learning and transmitting knowledge to succeeding ORJLFDOYDULDEOHLVOLPLWHG6SHFLÀFDOO\WKHVHWRQZKLFK
generations; a society’s way of life, including codes of DIXQFWLRQLVGHÀQHG
manners, dress, language, religion, rituals, behavioral
norms, and systems of belief. Empirical
Originating in or based on observation or experience.
Data
Factual information used as a basis for reasoning, Ethnicity
discussion, or calculation. Reproducible observations A population of human beings whose members
WKDWKDYHEHHQUHSHDWHGO\FRQÀUPHGDUHUHJDUGHGDV identify with each other, either on the basis of a
the highest quality data. presumed common genealogy or ancestry, recognition
by others as a distinct group, or by common cultural,
linguistic, religious, or physical traits.
Texas College and Career Readiness Standards
DOCUMENT GLOSSARY
Function Law
In mathematics, a relation for which each element of In terms of science, a statement of order and relation
the domain corresponds to exactly one element of in nature that has been found to be invariable under
the range. the same conditions.
Gender Literary element
The behavioral, cultural, or psychological traits An individual aspect or characteristic of a whole work
typically associated with one sex. of literature.
Global community Manipulatives
The collective habitation of Earth by both humans 2EMHFWVVXFKDVEORFNVWKDWDVWXGHQWLVLQVWUXFWHGWR
and animals and the interconnection shared by means use in a way that teaches or reinforces a lesson.
of inhabiting the same space.
Model
Graphic organizers A system of postulates, data, and inferences presented
Tools to visually categorize information such as as a mathematical description.
FDOHQGDUVRXWOLQHVRUÁRZFKDUWV
Multicultural
Human communities 2IUHODWLQJWRUHÁHFWLQJRUDGDSWHGWRDGLYHUVH
Groups of people sharing an environment where range of cultures.
intent, belief, resources, preferences, needs, risks, and
a number of other conditions may be present and Natural phenomena
common, affecting the identity of the participants Facts or events observable in the natural world.
and their degree of cohesiveness.
Organizing components
Hypothesis .QRZOHGJHDQGVXEMHFWDUHDVWKDWRUJDQL]HD
A tentative explanation or model to account for discipline around what students should retain, be able
data, developed to draw out its logical or empirical to transfer, and apply to new knowledge and skills.
consequences, and to guide the search for additional The second level in the organizing structure of the
data. CCRS. Designated in this document by capital letters.
Ideology Performance expectations
A systematic body of concepts, especially about Knowledge and skills that represent the important
human life or culture. ideas of the current understanding of each organizing
concept as well as the multiple contexts in which each
Inductive reasoning organizing concept can be manifest. The third level in
The process of reasoning in which the premise of the organizing structure of the CCRS. Designated in
an argument is believed to support the conclusion this document by numbers.
but does not ensure it. Usually understood as
PRYLQJIURPDVWDWHPHQWRUGHVFULSWLRQRI VSHFLÀF Performance indicators
examples or instances to generalizable statements or Examples of how to assess and measure performance
descriptions of the entire class or category to which expectations. The fourth level in the organizing
the examples belong. structure of the CCRS. Designated in this document
by lower-case letters.
Inquiry
A systematic investigation of facts or principles. Periodization
The organization of the past into units of inquiry,
Key content PDUNHGE\NH\GHÀQLQJFRQFHSWV
Overarching or keystone ideas of a discipline that
reverberate as themes throughout the curriculum. Positive and negative controls
7KHÀUVWDQGKLJKHVWOHYHOLQWKHRUJDQL]LQJVWUXFWXUH A controlled experiment generally compares the
of the College and Career Readiness Standards results obtained from an experimental sample against
(CCRS). Designated in this document by Roman a control sample, which is practically identical to the
numerals. experimental sample except for the one aspect whose
effect is being tested. To be sure that the experimental
procedures are working correctly, investigators
Texas College and Career Readiness Standards
DOCUMENT GLOSSARY
often include samples for which the expected result Recursive
is already known. For example, in the widely-used In math, a procedure that can repeat itself
Benedict’s Test for glucose, the experimental set-up LQGHÀQLWHO\
typically includes one sample in which sugar is known
to be present (the positive control) and one sample Region
in which sugar is known to be absent (the negative A spatial area of the Earth’s surface marked by
control). If the assay is working as expected, the VSHFLÀFFULWHULDHJPXOWLSOHDQGRYHUODSSLQJ
positive control will yield the typical color change political, cultural, and ecological regions existing in
while the negative control will give no color change. the present and the past).
If either of these samples produces results other
than those expected, the investigator is alerted that Reliability
something is interfering with the normal outcome of Ability of a system to perform and maintain its
the assay, and all experimental results are unreliable. functions in routine circumstances, as well as in
Primary source hostile or unexpected circumstances.
A document or other source of information that
was created at or near the time being studied by an Rhetorical device
authoritative source, usually one with direct personal A technique that an author or speaker uses to evoke
knowledge of the events being described. an emotional response in his audience (e.g., analogy,
Property simile, metaphor).
A quality or trait belonging to and especially peculiar
to an individual or thing; an attribute common to all 6FLHQWLÀF HWKLFV
members of a class. Certain standards and guiding principles are
Qualitative XQLYHUVDOO\DFFHSWHGLQVFLHQWLÀFLQYHVWLJDWLRQV
Description or distinction based on some quality including the following:
rather than on some quantity. 'DWDVKRXOGQHYHUEHIDOVLÀHGHLWKHUE\UHSRUWLQJ
Quantitative results that were not observed, or by failing to
A measurement based on a quantity or number rather report completely all pertinent data. Neither should
than on a quality. analyses be biased to favor one interpretation over
Quantitative inheritance other possible interpretations.
In genetics, traits that are determined by the &UHGLWVKRXOGEHJLYHQWRDOOLQGLYLGXDOVZKR
FRPELQHGLQÁXHQFHRI DOOHOHVDWPXOWLSOHORFL:KHQ PDGHVLJQLÀFDQWLQWHOOHFWXDOFRQWULEXWLRQVWRWKH
studying such traits, geneticists often do not know the investigation, and no credit should be claimed for
identities of the particular loci involved. Further, such someone else’s work.
traits do NOT show qualitatively discrete phenotypes, ,QYHVWLJDWLRQVVKRXOGEHFDUULHGRXWLQZD\VWKDW
but rather these traits show continuous variation. minimize danger to bystanders and participants
Examples of human traits with continuous variation should be informed in advance of any possible
are height, athletic ability, and intelligence. Traits dangers. Part of an instructor’s work is to train
showing quantitative inheritance are determined by students to safely handle equipment, chemicals,
WKHFRPELQHGLQÁXHQFHVRI WKHJHQRW\SHDWPDQ\ and organisms in ways that minimize dangers to
different loci, and the environmental setting in which themselves and to others.
the traits develop. ,I OLYLQJRUJDQLVPVDUHXVHGLQLQYHVWLJDWLRQV
Race they should be treated with respect and care.
A socially constructed segment of the human Efforts should be made to minimize or eliminate
SRSXODWLRQGHÀQHGE\SK\VLFDOFKDUDFWHULVWLFVWKDWDUH fear, pain, and suffering in those organisms,
transmitted. consistent with the nature of the investigation
EHLQJGRQH$SSURSULDWHFDUHJXLGHOLQHVDVVSHFLÀHG
by institutional animal care policies should be
rigorously followed.
,I KXPDQVDUHXVHGDVVXEMHFWVLQLQYHVWLJDWLRQV
they must be fully apprised of any dangers
or adverse effects that might result from the
Texas College and Career Readiness Standards
DOCUMENT GLOSSARY
investigation, and must voluntarily give informed Thesis
FRQVHQWWRWKHLUSDUWLFLSDWLRQDVVSHFLÀHGE\ A position or proposition that a person advances and
institutional review policies. offers to maintain by argument; a proposition to be
Secondary source proved, or one advanced without proof.
A work, such as a scholarly book or article, built
from primary sources. Topic
Social group A heading in an outlined argument or exposition; the
Grouping of people according to common VXEMHFWRI DGLVFRXUVHRURI DVHFWLRQRI DGLVFRXUVH
characteristics (note: examples are given after this
term is introduced in the standards). Transactional
Spatial A communicative action or activity involving two
Relating to, occupying, or having the character of SDUWLHVRUWKLQJVWKDWUHFLSURFDOO\DIIHFWRULQÁXHQFH
space. each other.
Standard International Units
The modern form of the metric system of Validity
PHDVXUHPHQWV8QLWVDUHGHÀQHGIRUPHDVXUHPHQWRI 7KHTXDOLW\RI EHLQJZHOOJURXQGHGRUMXVWLÀDEOH
length, mass, time, electric current, thermodynamic being at once relevant and meaningful.
temperature, amount of substance, and luminous
LQWHQVLW\3UHÀ[HVDUHDGGHGWRXQLWVWRSURGXFHD Variable
multiple (relative size) of the original unit (e.g., the $EOHRUDSWWRYDU\VXEMHFWWRYDULDWLRQRUFKDQJHV
factor 10 is named “deca” and symbolized by “da”).
Strategy Vertical Team (VT)
A careful plan or method employed toward a goal. )RUWKHSXUSRVHRI WKLVVWXG\DSDQHORI VXEMHFW
System VSHFLÀFVHFRQGDU\DQGSRVWVHFRQGDU\IDFXOW\
A structured collection of parts or components established to develop CCRS that address what
WKDWDIIHFWLQÁXHQFHRULQWHUDFWZLWKHDFKRWKHU
students must know and be able to do to succeed in
LQGHÀQHGSUHGLFWDEOHZD\VDIRUPRI VRFLDO
entry-level courses offered at Texas institutions of
economic, or political organization or practice; an higher education.
organized set of doctrines, ideas, or principles usually
intended to explain the arrangement or working
of a systematic whole; an organized or established
procedure; a manner of classifying, symbolizing, or
schematizing.
Text
The main body of printed or written matter.
Theme
$XQLI\LQJVXEMHFWRULGHD
Theory
$VFLHQWLÀFDOO\DFFHSWDEOHJHQHUDOSULQFLSOH
explanatory model, or body of principles offered to
explain or account for observed phenomena. Usually
understood to have been more extensively tested or
supported by more data than a hypothesis.
Texas College and Career Readiness Standards
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Appendix
English/Language Arts
Standards
with performance indicators
I. WritingEXAMPLES
A. Compose a variety of texts that EXAMPLES (YDOXDWHUHOHYDQFHTXDOLW\VXIÀFLHQF\DQG
demonstrate clear focus, the logical depth of preliminary ideas and information,
development of ideas in well-organizedEXAMPLES organize material generated, and formulate
paragraphs, and the use of appropriate a thesis.
language that advances the author’s a. Craft a thesis statement that articulates a
purpose. position and logically organize relevant
1. Determine effective approaches, forms, evidence and examples that support the
and rhetorical techniques that demonstrate thesis statement.
understanding of the writer’s purpose and b. Become familiar with the various forms
audience. of plagiarism related to both textual and
electronic sources and appropriately cite
D 3UHSDUHDWRSLFSURSRVDOWKDWVSHFLÀHV all borrowed material.
DQGMXVWLÀHVWKHWRSLFDXGLHQFHDQG c. Demonstrate familiarity with different
purpose. perspectives on a topic in addition to the
writer’s. Marshal evidence to accomplish
b. Identify the types of writing (e.g., WKHZULWHU·VSXUSRVHIRUWKHVSHFLÀHG
informational, analytical, polemical) and audience.
forms of writing (e.g., letter, editorial,
essay) that are appropriate for the writer’s Texas College and Career Readiness Standards a
particular purpose and audience.
c. Recognize rhetorical techniques
appropriate to the purpose, audience, and
form of a particular composition.
2. Generate ideas and gather information
relevant to the topic and purpose, keeping
careful records of outside sources.
a. Utilize effective prewriting strategies:
outline and prioritize ideas, anticipate
questions that might be raised by readers,
and identify appropriate primary and
secondary source material.
b. Evaluate the reliability of possible sources
and prepare an annotated bibliography.
ENGLISH/LANGUAGE ARTS STANDARDS with performance indicators
4. Recognize the importance of revision asEXAMPLES d. Improve coherence by increasing logical
the key to effective writing. Each draft connections within and between sentences.
VKRXOGUHÀQHNH\LGHDVDQGRUJDQL]HWKHP EXAMPLES
PRUHORJLFDOO\DQGÁXLGO\XVHODQJXDJH e. Edit for correct sentence structure (e.g.,
more precisely and effectively, and draw theEXAMPLESEXAMPLES subordination, coordination).
reader to the author’s purpose.
f. Consult reference guides for citation
a. Produce drafts that are logically organized conventions, grammar, mechanics, and
in relation to the writer’s purpose, punctuation.
audience, and chosen form.
g. Use a variety of proofreading techniques
b. Produce drafts that create tone and style to compensate for the limitations of
appropriate to topic, audience, and task, automated aids such as electronic spell and
including non-standard English when grammar checks.
appropriate.
II. Reading
c. Produce drafts that use precise and
engaging vocabulary appropriate to A. Locate explicit textual information, draw
audience, purpose, and task, using complex inferences, and analyze and
sentences that are well-crafted and varied evaluate the information within and across
in structure. texts of varying lengths.
1. Use effective reading strategies to
d. Strengthen thesis statements, supported determine a written work’s purpose and
by relevant evidence and examples, cogent intended audience.
reasoning, anecdotes, and illustrations.
a. Examine introductory material to
e. Revise drafts of functional texts (e.g., understand the organization of a text.
application, resume, operations manual) so
that they demonstrate clear language and b. Examine headline sections or other
effective organization and formatting. division markers, graphics, or sidebars to
form an overview of a text.
f. Produce texts that present technical
information accurately in accessible c. Reread to deepen understanding of a text’s
language and utilize appropriate OLWHUDODQGÀJXUDWLYHPHDQLQJ
formatting structures (e.g., headings,
graphics, white space). d. Compare and contrast texts that have
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assessment. between a text and current and historical
events.
5. Edit writing for proper voice, tense,
and syntax, assuring that it conforms to 2. Use text features and graphics to form
standard English, when appropriate. an overview of informational texts and to
determine where to locate information.
a. Edit for correct spelling, capitalization,
and punctuation. a. Evaluate data in tables, graphs, and charts.
b. Use tables of contents, headings, and
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c. Edit for pronoun reference and subheadings to locate information for
answering questions.
agreement.
a Texas College and Career Readiness Standards
ENGLISH/LANGUAGE ARTS STANDARDS with performance indicators
3. Identify explicit and implicit textualEXAMPLES b. Describe and compare how authors use
information including main ideas and VW\OHWRHYRNHVSHFLÀFFXOWXUHVVRFLDO
author’s purpose. classes, geographical locations, and timeEXAMPLES
a. Analyze connections between main ideas periods.
and supporting details.EXAMPLES
b. Identify author’s purpose in a variety of c. Explain how authors use dialect to convey
texts, such as magazine articles. character.EXAMPLES
4. Draw and support complex inferences fromEXAMPLES 8. Compare and analyze how generic features
text to summarize, draw conclusions, and are used across texts.
distinguish facts from simple assertions and EXAMPLESa. Explain how form or genre communicates
opinions. meaning.
EXAMPLEa. Analyze moral dilemmas in works of b. Analyze the use of persona in texts with
literature as revealed by the behaviors and diverse voices.
underlying motivations of characters.EXAMPLES EXAMPLES
b. Summarize key points in important 9. Identify and analyze the audience, purpose,
historical documents. and message of an informational or
c. Distinguish inductive and deductive persuasive text.
reasoning and evaluate the effectiveness a. Draw inferences about prevailing public
of each in particular texts. opinions or concerns by reading primary
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and the strength and quality of evidence GHYLFHVLQÁXHQFHVWKHUHDGHUHYRNHV
used by the author, and judge the coherence emotions, and creates meaning.
and logic of the presentation and the c. Identify shifts in argument or point of
credibility of an argument. view and how they affect meaning.
a. Evaluate the logical effectiveness of
arguments. 10. Identify and analyze how an author’s use
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and strength of evidence used in research imagery, and suggests mood.
papers. a. Identify words that convey mood and
c. Identify shifts in argument or point of voice to inform readers of aspects of a
view and how they affect meaning. setting or time period.
b. Explain how the author’s use of literary
6. Analyze imagery in literary texts. elements creates meaning.
a. Analyze how imagery reveals theme, sets c. Analyze a text’s ambiguities, subtleties, or
tone, and creates meaning in literary texts. contradictions.
7. Evaluate the use of both literal and 11. Identify, analyze, and evaluate similarities
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perceptions of readers. present information, argue a position, or
a. Analyze a passage for word choice and relate a theme.
voice. a. Analyze similarities and differences in how
authors develop similar themes across
texts.
Texas College and Career Readiness Standards a
ENGLISH/LANGUAGE ARTS STANDARDS with performance indicators
b. Read diaries written during a particular EXAMPLES2. Analyze themes, structures, and elements of
event or period and use evidence from myths, traditional narratives, and classical
the diaries to demonstrate similarities andEXAMPLES and contemporary literature.EXAMPLES
differences in how each author feels about
the event.EXAMPLE a. Describe how contemporary authors adapt
legends and myths to current settings and
c. Analyze how authors present opposingEXAMPLE issues.EXAMPLES
viewpoints on the same issue.
EXAMPLE E $QDO\]HKLVWRULFDODQGVRFLDOLQÁXHQFHVRQEXAMPLES
B. Understand new vocabulary and concepts literary works from various countries.
and use them accurately in reading,
speaking, and writing. c. Use appropriate reading strategies to
1. Identify new words and concepts acquired analyze a variety of literary and textual
through study of their relationships to other forms and genres.
words and concepts.
d. Analyze universal or recurrent themes
a. Describe meanings of words read in texts across a variety of works and genres.
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effect, details provided in surrounding suggest about the historical period and
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Greek or Latin roots. 4. Analyze and compare the use of language
in literary works from a variety of world
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meanings of new words or concepts.
a. Analyze works with similar themes to
a. Consult dictionaries, glossaries, compare how the authors achieve their
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word or phrase meanings.
b. Compare contemporary poems by writers
C. Describe, analyze, and evaluate information from different nations and note similarities
within and across literary and other texts and differences in form, style, imagery,
from a variety of cultures and historical and theme.
periods.
1. Read a wide variety of texts from American, D. Explain how literary and other texts evoke
European, and world literatures. personal experience and reveal character in
particular historical circumstances.
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texts.
a. Compare a particular text to one’s own life
experiences and those of others.
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ENGLISH/LANGUAGE ARTS STANDARDS with performance indicators
b. Relate a text to current or historical events a. Communicate, in an appropriate format,EXAMPLES
(e.g., compare current world events with information that was gathered by inquiry
those described in works from the earlyEXAMPLE (e.g., research, interviews).EXAMPLES
20th Century).
EXAMPLES b. Communicate understanding of materials,
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fables, and classical literature from a varietyEXAMPLES instructor on a complex assignment).
of world cultures on later literature and
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discussions.
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especially from another era, in terms of a. Cooperate with peers to organize a group
such elements as style, theme, and use of discussion: establish roles, responsibilities,
mythology. ground rules; complete assignments;
evaluate the work of the group based on
III. Speaking agreed-upon criteria.
A. Understand the elements of b. Use discussion techniques to arrive at a
communication both in informal group consensus or complete a task.
discussions and formal presentations (e.g.,
accuracy, relevance, rhetorical features, 3. Plan and deliver focused and coherent
organization of information). presentations that convey clear and
1. Understand how style and content of distinct perspectives and demonstrate solid
spoken language varies in different contexts reasoning.
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(e.g., political beliefs, positions of social
power, culture). b. Use clear and concise language to explain
complex concepts.
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vocabulary, body language) to suit the from a prepared speech.
audience.
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length) to particular audiences and
purposes. IV. Listening
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in response to audience’s facial expressions (e.g., lectures, discussions, conversations,
and body language. team projects, presentations, interviews).
1. Analyze and evaluate the effectiveness of a
B. Develop effective speaking styles for both public presentation.
group and one-on-one situations.
1. Participate actively and effectively in one- a. Critique the speaker’s delivery skills (e.g.,
on-one oral communication situations. word choice, pitch, feelings, tone, voice).
b. Analyze, synthesize, and evaluate the
effectiveness of a speaker’s presentation.
c. Identify subtle uses of language.
Texas College and Career Readiness Standards a
ENGLISH/LANGUAGE ARTS STANDARDS with performance indicators
2. Interpret a speaker’s message; identify the a. Accurately paraphrase what has beenEXAMPLES
position taken and the evidence in support heard.
of that position.EXAMPLES
b. Revise a draft based on oral peer critique.
a. Evaluate the multiple levels of meaning EXAMPLES
and age, gender, social position, and 3. Listen actively and effectively in group
cultural traditions of the speaker.EXAMPLES discussions.
b. Analyze the effectiveness of a speaker’s EXAMPLES a. Take effective notes during group
nonverbal messages (e.g., eye contact, discussion.
gestures, facial expressions, posture, spatialEXAMPLES
proximity). b. Participate in a productive deliberation.
c. Use effective listening techniques toEXAMPLES
3. Use a variety of strategies to enhance
listening comprehension (e.g., focus complete a group task.
attention on message, monitor message for
clarity and understanding, provide verbal V. Research
and nonverbal feedback, note cues such
as change of pace or particular words that A. Formulate topic and questions.
indicate a new point is about to be made, 1. Formulate research questions.
select and organize key information). a. Inventory one’s knowledge of, attitude
toward, and interest in the topic.
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pursue.
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about a research topic.
the presentation or discussion.
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situations. consulted, differentiating among primary,
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presentations. E 2XWOLQHWKHPRVWVLJQLÀFDQWFRQWURYHUVLHV
or questions on a research topic.
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refutation and commentary, to analyze,
synthesize, and evaluate the accuracy and
effectiveness of the presentation.
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communication situations.
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ENGLISH/LANGUAGE ARTS STANDARDS with performance indicators
5HÀQHUHVHDUFKWRSLFDQGGHYLVHDWLPHOLQHEXAMPLES C. Produce and design a document.
for completing work. 1. Design and present an effective product.
EXAMPLES a. Use the composing process to develop a
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research.EXAMPLES b. Integrate source material into text
by a combination of summarizing,
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appropriate to the assignment.
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sources. headings and graphics appropriate to the
1. Gather relevant sources. writing task.
a. Use general and specialized reference 2. Use source material ethically.
works and databases to locate sources.
a. Paraphrase accurately.
b. Locate electronic sources using advanced b. Use appropriate media for public
search strategies.
presentation of research results.
c. Select an appropriate range of source c. Cite sources appropriately.
materials. d. Document sources using a standard
2. Evaluate the validity and reliability of format appropriate to the assignment.
sources.
EXAMPLES
a. Follow a set of criteria to determine the
EXAMPLES validity and reliability of sources.
b. Identify claims found in one or more
of the sources that require support or
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information.
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and charts.
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effectively.
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view.
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Texas College and Career Readiness Standards a
Mathematics
Standards
with performance indicators
I. Numeric Reasoning
EXAMPLES
A. Number representationEXAMPLES EXAMPLESB. Number operations
1. Compare real numbers. 1. Perform computations with real and
complex numbers.
a. Classify numbers as natural, whole,
integers, rational, irrational, real, imaginary, a. Add, subtract, multiply, and divide real
and/or complex. numbers accurately, including irrational
numbers, numbers with exponents, and
b. Use and apply the relative magnitude of absolute value.
real numbers by using inequality symbols
to compare them and locate them on a b. Transform numerical expressions using
number line. ÀHOGSURSHUWLHVHVSHFLDOO\WKHGLVWULEXWLYH
property), order of operations, and
c. Order real numbers with and without a properties of exponents.
calculator using relationships involving
decimals, rationals, exponents, and c. Solve problems involving rational
radicals. numbers, ratios, percents, and
proportions in context of the situation.
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numbers.
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complex numbers and describe their real
and imaginary parts.
b. Represent in and square roots of negative
numbers as complex numbers.
c. Understand that to solve certain problems
and equations, number systems need to be
extended from whole numbers to the set
of all integers (positive, negative, zero),
from integers to rational numbers, from
rational numbers to real numbers (rational
and irrational numbers), and from real
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give examples of each of these types of
numbers.
Texas College and Career Readiness Standards a
MATHEMATICS STANDARDS with performance indicators
d. Calculate the sum, difference, product,EXAMPLES c. Explain why the algorithms and procedures
and quotient of two complex numbers used to transform algebraic expressions are
and express the result in standard form. valid.EXAMPLES
C. Number sense and number conceptsEXAMPLES C. Solving equations, inequalities, and systems
1. Use estimation to check for errors and of equations
reasonableness of solutions.EXAMPLES 5HFRJQL]HDQGXVHDOJHEUDLFÀHOGEXAMPLES
properties, concepts, procedures, and
a. Identify the most reasonable solution for algorithms to solve equations, inequalities,
a given problem from a list of possible and systems of linear equations.
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a. Solve equations and inequalities in
b. Use mental estimates to detect potential one variable (e.g., numerical solutions,
errors when using a calculator. including those involving absolute
value, radical, rational, exponential, and
c. Justify the need for an exact answer or an logarithmic).
estimate in a given problem (e.g., doing
taxes vs. determining amount of paint b. Solve for any variable in an equation or
needed for a room). inequality that has two or more variables
(e.g., literal equations).
II. Algebraic Reasoning
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A. Expressions and equations properties to solve an equation by
1. Explain and differentiate between constructing a sequence of equivalent
expressions and equations using words such equations.
as “solve,” “evaluate,” and “simplify.”
d. Use the elimination, substitution, and/or
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represents. of equations with two variables.
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represent a conditional statement, and variables.
represent an identity.
2. Explain the difference between the solution
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properties, concepts, procedures, and
algorithms to combine, transform, and a. Represent the solution set of an equation
evaluate expressions (e.g., polynomials, or inequality in various ways (e.g. set
radicals, rational expressions). notation, interval notation, graphical
representation, including shading).
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commutative, associative, distributive) b. Understand that the real solution to
and order of operations to transform an equation can be represented as the
expressions to equivalent expressions. x-coordinate of the point of intersection
of two graphs.
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order of operations to evaluate variable c. Understand the relationship between
expressions when given the value of the a solution of a system of two linear
variables. equations with two variables and the
graphs of the corresponding lines.
a Texas College and Career Readiness Standards
MATHEMATICS STANDARDS with performance indicators
d. Graph a function and understand theEXAMPLES c. Describe and use cross-sections and nets
relationship between its real zeros, roots, RI WKUHHGLPHQVLRQDOÀJXUHVWRUHODWH
and the x-intercepts of its graph.EXAMPLES EXAMPLES WKHPWRSODQHÀJXUHV
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1. Interpret multiple representations of intersections of a plane with a cone.
equations and relationships.
a. Interpret graphical representations of e. Recognize and describe orthographic (top,
equations. front, side) and isometric views of three-
b. Understand how variables can be used GLPHQVLRQDOJHRPHWULFÀJXUHV
to express generalizations and represent
situations. 2. Make, test, and use conjectures about one-,
c. Recognize the solution(s) to an equation WZRDQGWKUHHGLPHQVLRQDOÀJXUHVDQG
from a table of values. their properties.
d. Describe numerical patterns using a. Develop and verify attributes of lines
algebraic expressions and equations and parts of lines in a plane and in space:
in closed or recursive forms, such as parallel, intersecting, perpendicular,
arithmetic sequences. and skew lines; and angle relationships
associated with transversals on parallel
2. Translate among multiple representations lines.
of equations and relationships. b. Develop and verify angle relationships:
a. Explain the common information vertical, complementary, supplementary,
presented in multiple representations of a angles on parallel lines, angle-side relations
relationship. in a triangle, interior/exterior angles on
b. Translate one given representation to polygons, and angles on circles.
another representation (e.g., tabular to c. Develop, verify, and extend properties of
graphic, graphic to symbolic). circles, including properties of angles, arcs,
c. Use multiple representations to determine chords, tangents, secants, and spheres.
rate of change. d. Develop and verify properties of
d. Determine if a relationship given in triangles and quadrilaterals (e.g., triangle
graphical, tabular, or symbolic form is congruence conditions, properties of a
linear or nonlinear. parallelogram).
e. Develop and verify properties of parts of
III. Geometric Reasoning prisms, cylinders, pyramids, and cones.
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A. Figures and their properties solve problems.
1. Identify and represent the features of plane
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a. Construct and use drawings, models, and relationships including basic trigonometry.
coordinate representations of plane and a. Apply the Pythagorean Theorem and its
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by hand and using technology. and three dimensions.
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such as prisms, pyramids, cylinders, and c. Solve right triangle situations using sine,
cones. cosine, and tangent.
Texas College and Career Readiness Standards a
MATHEMATICS STANDARDS with performance indicators
B. Transformations and symmetry EXAMPLES C. Connections between geometry and otherEXAMPLES
1. Identify and apply transformations to mathematical content strands
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algebra.
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rotation) or composition of these direction of lines in the coordinate plane
transformations in coordinate and non- and to determine if lines are parallel,
coordinate plane settings. perpendicular, or neither.
c. Find the image or pre-image of a c. Relate geometric and algebraic
JLYHQSODQHÀJXUHXQGHUDGLODWLRQRU representations of lines, segments, simple
composition of dilations in coordinate curves, and conic sections [e.g., describe
and non-coordinate plane settings. algebraically a circle centered at (h, k)
with radius (r)].
d. Use transformations and compositions of
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sum of the three angles inside any triangle coordinate geometry.
is 180 degrees).
e. Relate the number of solutions to a
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system of equations of lines to the
number of intersections of two or more
a. Identify and distinguish between graphs.
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statistics, and probability.
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symmetry. segments or areas of regions representing
desired outcomes.
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line for a scatter plot and use it to make
3. Use congruence transformations and predictions.
dilations to investigate congruence,
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measurement.
a. Use congruence transformations to
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identify congruent corresponding parts. GLPHQVLRQDOÀJXUHVDQGVXUIDFHDUHD
and volume of three-dimensional
b. Use dilations and scale factors to ÀJXUHVXVLQJPHDVXUHPHQWVDQGGHULYHG
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missing image or pre-image dimensions.
b. Find the measures of the lengths and
c. Identify symmetries in design situations DUHDVRI VLPLODUÀJXUHVDQGRI WKHOHQJWKV
and describe transformations used to surface areas, and volumes of similar
create the symmetry and design (e.g., tiling solids.
problems).
a Texas College and Career Readiness Standards
MATHEMATICS STANDARDS with performance indicators
c. Find arc length and sector area for a givenEXAMPLES b. Select and accurately use an appropriate
central angle on a circle. tool to make measurements.
EXAMPLE
D. Logic and reasoning in geometry F 5HFRJQL]HDQGXVHVLJQLÀFDQWGLJLWVWR
1. Make and validate geometric conjectures. determine the accuracy of a measurementEXAMPLE
in problem situations.
EXAMPLES a. Use drawings, manipulatives (e.g.,
paper folding, transformations) and d. Use the appropriate level of precision
constructions (e.g., compass/straight-edge, when providing solutions to measurementEXAMPLES
computer graphing utility) to investigate problems.
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measurements for given problem
b. Use counterexamples to verify that a situations.
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of formats to verify that a geometric another.
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d. Use a conditional statement to describe a measurement from one system to another
SURSHUW\RI DJHRPHWULFÀJXUH6WDWHDQG system (e.g., inches to centimeters,
investigate the validity of the statement’s kilometers to miles, pounds to kilograms).
converse, inverse, and contrapositive.
2. Convert within a single measurement
e. Make the connection between a system.
biconditional statement and a true
conditional statement with a true a. Convert between basic units of
converse. measurement within a system (e.g., inches
to feet, square inches to square feet, grams
2. Understand that Euclidean geometry is an to milligrams).
axiomatic system.
C. Measurement involving geometry and
a. Distinguish among theorems, properties, algebra
GHÀQLWLRQVDQGSRVWXODWHVDQGXVHWKHPWR 1. Find the perimeter and area of
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the units of measurement used in their
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attributes area of two-dimensional simple and
1. Select or use the appropriate type of unit for FRPSRVLWHÀJXUHVZLWKVRPHXQNQRZQ
the attribute being measured. dimensions (e.g., triangles, quadrilaterals,
circles).
a. Determine appropriate units of
PHDVXUHPHQWQHHGHGIRUWKHREMHFWEHLQJ c. Solve problems involving the distance
measured in a given situation (e.g., unit between two points in the coordinate
analysis, degree, or radian measure of an plane and make algebraic and geometric
angle.) connections.
Texas College and Career Readiness Standards a
MATHEMATICS STANDARDS with performance indicators
2. Determine the surface area and volume of a. Justify decisions made from probabilityEXAMPLES
WKUHHGLPHQVLRQDOÀJXUHV measures from a set of data.
EXAMPLES
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area and volume of three-dimensional problem.EXAMPLES
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measurement used in their calculation.EXAMPLES c. Use and interpret a normal distribution as
a mathematical model of measurement for
b. Solve problems involving surface area and EXAMPLES summarizing some sets of data.
volume of three-dimensional simple and
FRPSRVLWHÀJXUHVZLWKVRPHXQNQRZQEXAMPLES V. Probabilistic Reasoning
dimensions, including prisms, pyramids,
cylinders, cones, and spheres. A. Counting principlesEXAMPLES
1. Determine the nature and the number of
3. Determine indirect measurements of HOHPHQWVLQDÀQLWHVDPSOHVSDFH
ÀJXUHVXVLQJVFDOHGUDZLQJVVLPLODU
ÀJXUHVWKH3\WKDJRUHDQ7KHRUHPDQG a. Make lists, tables, and tree diagrams
basic trigonometry. to represent all possible outcomes in
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a. Determine how changes in dimension
affect the perimeter, area, and volume of b. Determine the number of ways an
FRPPRQJHRPHWULFÀJXUHVDQGVROLGV event may occur using combination
and permutation formulas and the
b. Solve problems using proportional Fundamental Counting Principle.
relationships in similar two-dimensional
DQGWKUHHGLPHQVLRQDOÀJXUHVWR B. Computation and interpretation of
determine unknown measurements. probabilities
1. Compute and interpret the probability of an
c. Determine unknown sides and angles event and its complement.
in a right triangle using the Pythagorean
Theorem and basic trigonometry. a. Conduct an experiment or simulation to
compute the empirical probability of an
D. Measurement involving statistics and event and its complement.
probability
1. Compute and use measures of center and b. Compute and interpret the theoretical
spread to describe data. probability of a simple event and its
complement.
D 6HOHFWFRPSXWHDQGMXVWLI\PHDVXUHPHQWV
of center (e.g., mean, median, mode) c. Compare the empirical and theoretical
EDVHGRQWKHGDWDVHWDQGRWKHULQÁXHQWLDO probabilities of an event (e.g.,
information. experimental probabilities converge to
theoretical probability as the number of
E 6HOHFWFRPSXWHDQGMXVWLI\PHDVXUHPHQWV trials increases).
of variation (e.g., range, IQR, percentiles,
variance, standard deviation) based on the 2. Compute and interpret the probability of
GDWDVHWDQGRWKHULQÁXHQWLDOLQIRUPDWLRQ conditional and compound events.
c. Calculate weighted averages, indices, and a. Distinguish between independent and
ratings. dependent events.
2. Apply probabilistic measures to practical b. Explain the meaning of conditional
situations to make an informed decision. probability and know when to use it.
a Texas College and Career Readiness Standards
MATHEMATICS STANDARDS with performance indicators
c. Compute conditional probability. EXAMPLES3. Compute and describe summary statistics
d. Compute the probability of compound
of data.
a. Calculate, describe, and use theEXAMPLES
events using tree diagrams, tables, and
appropriate measure of center (e.g.,
other methods.
EXAMPLES mean, median, mode) and spread (e.g.,
e. Compute the probability for dependent or
range, IQR, percentiles, variance, standard
independent compound events.
EXAMPLES deviation).
b. Describe the effect of outliers on
VI. Statistical ReasoningEXAMPLES summary statistics.
A. Data collection EXAMPLES4. Describe patterns and departure from
1. Plan a study. patterns in a set of data.
EXAMPLES a. Describe any natural variability evident
a. Determine question(s) that can be in the results within the context of the
answered with data. situation.
E 'HVFULEHDQ\LQÁXHQFHVWKDWPD\KDYH
b. Explain the difference between induced variability within the context of
observational and experimental studies. the situation.
c. Design and employ a plan of study to C. Read, analyze, interpret, and draw
collect appropriate data. conclusions from data
1. Make predictions and draw inferences using
d. Use a variety of sampling methods (e.g., summary statistics.
census, systematic sampling, random vs. a. Make a prediction about long-run
non-random sampling). behavior (e.g., coin toss).
b. Draw conclusions from analyzing a set of
e. Identify sampling techniques used in our data.
world (e.g., political polls, medical studies)
and determine possible sources of bias. 2. Analyze data sets using graphs and
summary statistics.
f. Compare and contrast data variability a. Analyze and compare distributions by
using different sampling methods. describing similarities and differences of
centers and spreads within and between
B. Describe data data sets.
1. Determine types of data. b. Analyze and describe similarities and
differences by comparing graphical
a. Recognize and describe the differences distributions (e.g., parallel box plots,
between quantitative and qualitative data. back-to-back stem-leaf plots) within and
between data sets.
b. Recognize and describe univariate and
bivariate data. 3. Analyze relationships between paired data
using spreadsheets, graphing calculators, or
2. Select and apply appropriate visual
statistical software.
representations of data.
a. Organize and construct graphical displays
of data (e.g., line plots, bar graphs,
histograms, box plots, scatter plots) to
describe the distribution of data.
b. Read and interpret graphical displays of
data.
Texas College and Career Readiness Standards a
MATHEMATICS STANDARDS with performance indicators
a. Describe relationship and trend of pairedEXAMPLES d. Recognize computations (e.g., sums,
data observed from scatter plots in the products, GCF, LCM, mean, surface area)
context of the situation.EXAMPLES as evaluating a function with two or moreEXAMPLES
inputs and one output.
b. Choose an appropriate linear or non-linearEXAMPLE
UHJUHVVLRQPRGHOWRÀWSDLUHGGDWDEDVHG e. Recognize a plane geometric
on graphical analysis. transformation as evaluating a functionEXAMPLES
with two inputs and two outputs.
EXAMPLES c. Make a prediction using the appropriate
regression model and describe any B. Analysis of functions
limitations to the calculated prediction. 1. Understand and analyze features of a
function.
4. Recognize reliability of statistical results.
a. Understand functional notation and
a. Evaluate media reports by analyzing HYDOXDWHDIXQFWLRQDWDVSHFLÀHGSRLQWLQ
the study design, data source, graphical its domain.
representation of data, and analyzed data
results reported (or not reported). b. Determine the domain and range of a
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b. Describe generalizations and limitations graph, symbols, or verbal description.
of results from observational studies,
experiments, and surveys. c. Approximate or determine the x- and
y-values of a function given in tabular,
c. Identify and explain misleading uses of graphical, symbolic, or verbal form.
data.
d. Determine and explain if a function,
d. Describe the reliability of statistical results GHÀQHGYHUEDOO\RUJLYHQLQWDEXODU
from a set of data. graphical, or symbolic form, is one-to-
one.
VII. Functions
2. Algebraically construct and analyze new
A. Recognition and representation of functions.
functions
1. Recognize whether a relation is a function. a. Determine the domain and range of
a combination or composition of two
a. Determine if a relationship given in functions.
tabular, graphic, symbolic, or verbal form
GHÀQHVDIXQFWLRQ b. Formulate the composition of two
functions.
2. Recognize and distinguish between
different types of functions. c. Apply basic transformations to parent
functions [e.g., af(x), f(x)+b, f(x+c)]
a. Recognize general forms of linear, and interpret the results verbally and
quadratic, rational, absolute value, square graphically.
root, exponential, and logarithmic
functions, and other advanced forms such d. Analyze the effects of parameter changes
as trigonometric or power functions. of basic functions, [e.g., f(x)=mx+b,
where m and/or b changes].
b. Recognize the distinction between a
discrete and a continuous function. H $QDO\]HDQGDSSO\SLHFHZLVHGHÀQHG
functions (e.g., step functions).
c. Recognize a sequence as a function whose
domain is a set of whole numbers.
a Texas College and Career Readiness Standards
MATHEMATICS STANDARDS with performance indicators
f. Determine the inverse function of a given b. Identify what is known, not known, andEXAMPLES
function in tabular, symbolic, or graphical what one wants to know in a problem.
EXAMPLES form, if it exists (e.g., the inverse of an
exponential function is a logarithmic c. Distinguish relevant from irrelevant
function). information in a given situation.
EXAMPLES
g. Use properties of inverse functions toEXAMPLES d. Determine the problem(s) to be solved.
solve problems (e.g., inverse trigonometric e. Identify additional information needed to
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reach a solution.
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1. Apply known function models.
2. Formulate a plan or strategy.
a. Apply a linear model for a situation a. Select or develop an appropriate problem-
represented by a constant rate of change. solving strategy (e.g., drawing a picture,
looking for a pattern, systematic guessing
b. Apply given quadratic models to solve and checking, acting it out, making a
SUREOHPVHJDUHDYHORFLW\SURMHFWLOH table, working a simpler problem, working
motion). backwards).
b. Identify needed algorithms or formulas.
c. Apply exponential models (e.g., compound c. Determine the nature of a possible
interest, growth and decay models) to solution and the degree of precision
solve problems. required.
d. Apply proportional or inverse variation 3. Determine a solution.
models to solve problems. D 0DNHDQGWHVWFRQMHFWXUHV
b. Find an approximate solution with or
e. Recognize and solve problems that can be without technology.
modeled using a system of two equations c. Identify and solve sub-problems.
in two variables, such as mixture problems. d. Use multiple representations (e.g., analytic,
numerical, verbal, and graphical) to
2. Develop a function to model a situation. support a solution.
a. Analyze a situation algebraically or 4. Justify the solution.
graphically and determine if the
relationship suggests a linear trend. a. Provide a clear explanation of the
reasoning used to determine a solution.
b. Use technology to determine a linear
regression model for a given situation. b. Evaluate the reasonableness of the
solution in the context of the original
c. Identify real world situations that can be problem.
modeled by functions (e.g., situations in
science, business, economics). c. Verify a general solution in special cases.
d. Review and check strategies and
VIII. Problem Solving
and Reasoning calculations, using an alternative approach
when possible.
A. Mathematical problem solving e. Demonstrate an understanding of the
1. Analyze given information. mathematical ideas behind the steps of a
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a. Extract needed facts and relationships
from given information. Texas College and Career Readiness Standards a
MATHEMATICS STANDARDS with performance indicators
5. Evaluate the problem-solving process.EXAMPLES 2. Use a function to model a real worldEXAMPLES
situation.
D 5HÁHFWRQWKHSUREOHPVROYLQJSURFHVVEXAMPLESEXAMPLES
and use mathematical knowledge to a. Choose a function suitable for modeling a
evaluate its effectiveness.EXAMPLES real world situation presented using words
or data.
b. Recognize that a mathematical problem EXAMPLES
can be solved in a variety of ways. b. Determine and interpret the meaning of
EXAMPLES rates of change, intercepts, zeros, extrema,
c. Consider extensions and generalizations and trends.
of the problem, process, or solution.
c. Use an appropriate linear or non-linear
B. Logical reasoning function (e.g., quadratic, exponential).
1. Develop and evaluate convincing
arguments. d. Use a sequence expressed in recursive or
closed form.
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b. Use counterexamples to refute 3. Evaluate the problem-solving process.
FRQMHFWXUHV a. Evaluate a real world solution for accuracy
c. Determine the validity of a conditional and effectiveness.
statement, its converse, its inverse, and its b. Compare and analyze various methods for
contrapositive. solving a real world problem.
2. Use various types of reasoning. IX. Communication
and Representation
a. Use inductive reasoning to formulate a
FRQMHFWXUH A. Language, terms, and symbols of
mathematics
b. Use deductive reasoning to prove a 1. Use mathematical symbols, terminology,
VWDWHPHQWRUYDOLGDWHDFRQMHFWXUH and notation to represent given and
unknown information in a problem.
c. Use geometric and visual reasoning.
d. Use multiple representations (e.g., analytic, a. Use variables to represent quantities in
contextual situations.
numerical, verbal, graphical) to support an
argument. b. Analyze problem situations and represent
them using algebraic expressions and
C. Real world problem solving equations.
1. Formulate a solution to a real world
situation based on the solution to a c. Use and understand the many ways an
mathematical problem. ´ µVLJQLVXVHGHJWRVWDWHDGHÀQLWLRQ
or formula; to represent an identity; to
a. Make simplifying assumptions about a real express a conditional equation; to identify
world situation to formulate and solve an constant and variable terms in expressions,
idealized mathematical problem. equations, and inequalities).
b. Convert given information into an d. Understand and use interval, set, and
appropriate mathematical model. function notation.
c. Interpret results of the mathematical e. Understand that certain symbols and
problem in terms of the original real words can have multiple meanings [e.g.,
world situation. (1, 2) can represent a point or an interval].
a Texas College and Career Readiness Standards
MATHEMATICS STANDARDS with performance indicators
2. Use mathematical language to representEXAMPLES b. Summarize mathematical information
and communicate the mathematical given orally and visually in a media report.
concepts in a problem.EXAMPLES EXAMPLES
C. Presentation and representation of
a. Represent information in a problem usingEXAMPLESmathematical workEXAMPLES
algebraic expressions, equations, and 1. Communicate mathematical ideas,
EXAMPLES inequalities. EXAMPLES reasoning, and their implications using
symbols, diagrams, graphs, and words.
b. Recognize contextual problems
represented by linear and non-linear a. Communicate ideas mathematically using
models. symbols (e.g., equal signs, parentheses,
subscripts, superscripts, order relations,
3. Use mathematics as a language for set notation).
reasoning, problem solving, making
connections, and generalizing. b. Develop geometric models to represent
concepts and relationships (e.g., scatter
a. Use inductive and deductive reasoning to plots).
reach valid conclusions.
c. Recognize and explain the meaning of
b. Write the converse, inverse, and contra- information presented using mathematical
positive of any given conditional notation.
statement.
2. Create and use representations to organize,
B. Interpretation of mathematical work record, and communicate mathematical
1. Model and interpret mathematical ideas.
ideas and concepts using multiple
representations. a. Use Venn diagrams to represent sets
of real numbers, surveys, and other set
a. Make tables of inputs and outputs for relationships.
mathematical relations/functions.
b. Show solutions of equations and
b. Write symbolic representations for a inequalities, and solutions of systems of
verbal description of a relationship. equations and inequalities, using the real
number line and rectangular coordinate
c. Construct visual representations (e.g., a system.
graph) of relationships.
c. Construct and use graphic organizers
d. Describe orally or in written format the (e.g., tables, bubble maps, Venn diagrams,
behavior of a mathematical idea using tree diagrams).
graphs, diagrams, tables, and algebraic
representations. 3. Explain, display, or justify mathematical
ideas and arguments using precise
e. Represent inequalities using graphs, mathematical language in written or oral
interval notation, and set notation. communications.
f. Use multiple representations of rate of a. Explain reasoning in both oral
change. and written forms using notation,
terminology, and logic.
2. Summarize and interpret mathematical
information provided orally, visually, or in
written form within the given context.
a. Interpret mathematical information in an
article from a media source.
Texas College and Career Readiness Standards a
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2. Understand and apply safe procedures EXAMPLE a. Select a device from a given assortment of
LQWKHODERUDWRU\DQGÀHOGLQFOXGLQJ measuring devices that is most appropriate
FKHPLFDOHOHFWULFDODQGÀUHVDIHW\DQGVDIHEXAMPLES for data collection and explain why that
handling of live or preserved organisms. device was chosen.
a. Use Materials Safety Data Sheet (MSDS) EXAMPLE
information and demonstrate safe ( (IIHFWLYHFRPPXQLFDWLRQRI VFLHQWLÀF
laboratory practices.EXAMPLE EXAMPLEinformation
b. Apply MSDS information to evaluate 1. Use several modes of expression to describe
and guide safe practices in temporaryEXAMPLE or characterize natural patterns and
storage and handling of chemicals in the phenomena. These modes of expression
EXAMPLE classroom. include narrative, numerical, graphical,EXAMPLES
c. Apply safe handling procedures for live pictorial, symbolic, and kinesthetic.
and preserved organisms.
a. Translate information presented in
3. Demonstrate skill in the safe use of a any of these modes into any other of
wide variety of apparatuses, equipment, these modes of expression to produce
techniques, and procedures. equivalent statements.
a. Troubleshoot equipment and
experimental set-ups under supervision 2. Use essential vocabulary of the discipline
and identify unsafe conditions or being studied.
practices.
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1. Demonstrate literacy in computer use. discipline studied.
a. Use a variety of hardware platforms and
software applications effectively, including II. Foundation Skills: Scientific
word processing, data analysis and Applications of Mathematics
statistics packages, detectors and data-
gathering probes, and other peripheral A. Basic mathematics conventions
equipment. 1. Understand the real number system and its
properties.
2. Use computer models, applications, and
simulations. a. Calculate sums, differences, products, and
a. Use computer models, simulations, quotients of real numbers.
databases, visualizations, spreadsheets,
and other applications to describe, b. Determine rates from magnitudes (e.g.,
analyze, and synthesize data and speed from time and distance) and
explanatory descriptions of natural magnitudes from rates (e.g., the expected
phenomena. number of births if the birth rate and
population size are known; the estimated
3. Demonstrate appropriate use of a wide age of an artifact from carbon-14 data).
variety of apparatuses, equipment,
techniques, and procedures for collecting c. Convert compound units (e.g., kilometers
quantitative and qualitative data. per hour into meters per second).
d. Calculate circumference and area of
rectangles, triangles, and circles, and the
volumes of rectangular solids.
Texas College and Career Readiness Standards a
SCIENCE STANDARDS with performance indicators
8VHH[SRQHQWVDQGVFLHQWLÀFQRWDWLRQEXAMPLE d. Estimate probabilities of outcomes of
a. Calculate sums, differences, quotients, and familiar situations, either on the basis of
SURGXFWVXVLQJVFLHQWLÀFQRWDWLRQEXAMPLES history (e.g., the fact that a certain football
team has won its opening game eight
3. Understand ratios, proportions,EXAMPLE times in the last 10 years) or on the basisEXAMPLES
percentages, and decimal fractions, and of the number of possible outcomes (e.g.,
EXAMPLE translate from any form to any other. there are six sides on a die).
a. Calculate the relationships among
common fractions, decimal fractions, and EXAMPLE e. Trace the source of any large disparity
percentages. between the estimate and the calculated
b. Calculate what percentage one number isEXAMPLES answer.
of another and take a percentage of any
number (e.g., 10 percent off, 60 percent f. Figure out what the unit (e.g., seconds,
gain). square centimeters, dollars per tankful) of
c. Find the reciprocal of any number. the answer will be from the inputs to the
calculation.
4. Use proportional reasoning to solve
problems. 7. Use calculators, spreadsheets, computers,
a. Solve problems in which the result is etc., in data analysis.
expressed as a ratio or proportion of
the starting conditions (e.g., predict a. Read and follow step-by-step instructions
genotype of parents if traits of given in calculator manuals when learning
offspring are known; starting from a new procedures.
known concentration, calculate the
new concentration after serial dilutions; b. Make up and write out simple algorithms
calculate doubling time of a population for solving problems that take several
from growth rate). steps.
5. Simplify algebraic expressions. c. Report the appropriate units with the
a. Determine by numeric substitution the numerical answer.
value of simple algebraic expressions [e.g.,
the expressions aX+bY, a(A+B), and d. Judge whether an answer is reasonable by
(A-B)/(C+D)]. comparing it to an estimated answer.
6. Estimate results to evaluate whether a e. Round off the number appearing in the
calculated result is reasonable. answer to an appropriate number of
a. Estimate familiar lengths, weights, and VLJQLÀFDQWÀJXUHV
time periods.
b. Estimate distances and travel times from f. Demonstrate competency in using
maps. VFLHQWLÀFQRWDWLRQIHDWXUHVRQFDOFXODWRUV
F (VWLPDWHDFWXDOVL]HVRI REMHFWVEDVHGRQ
scale drawings. B. Mathematics as a symbolic language
1. Carry out formal operations using standard
a Texas College and Career Readiness Standards algebraic symbols and formulae.
a. Solve for unknown variables in an
algebraic equation (e.g., solve for gas
pressure, volume, or temperature given an
initial set of gas conditions).
2. Represent natural events, processes, and
relationships with algebraic expressions and
algorithms.
SCIENCE STANDARDS with performance indicators
a. Translate a narrative into an algebraicEXAMPLE b. Compute angle values using various
expression (e.g., write an equation from a geometric principles including the sum
word problem). of angles in a triangle, alternate interiorEXAMPLES
angles, and similar triangles.
EXAMPLESC. Understand relationships among geometry,
algebra, and trigonometry ' 6FLHQWLÀFSUREOHPVROYLQJ
1. Use dimensional analysis in problemEXAMPLES
1. Understand simple vectors, vector solving.
notations, and vector diagrams, and carryEXAMPLES
out simple calculations involving vectors. a. Use dimensional analysis to facilitate
EXAMPLE a. Carry out simple mathematical operations VHWWLQJXSFDOFXODWLRQVDQGWRMXGJH
such as those presented in pre-calculus ZKHWKHUDÀQDOVROXWLRQLVUHDVRQDEOH
courses (e.g., determining slopes of lines EXAMPLES
or rates of change). b. Convert complex metric units using
b. Convert a numerical vector quantity (e.g.,EXAMPLES dimensional analysis (e.g., kilograms
magnitude and direction) into a graphical per cubic meter to grams per cubic
vector representation. centimeter).
c. Perform graphical vector addition and
subtraction. ( 6FLHQWLÀFDSSOLFDWLRQRI SUREDELOLW\DQG
statistics
2. Understand that a curve drawn on a 1. Understand descriptive statistics.
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set of algebraic equations. a. Given a set of data, compute the mean,
a. Construct graphs from given equations. median, mode, range, standard deviation,
b. Predict the shape of a curve without standard error, and percent error.
graphing.
c. Plot the values of a given algebraic b. Evaluate whether two or more data sets
equation for a reasonable set of numerical VKRZVLJQLÀFDQWGLIIHUHQFHVE\FRPSDULQJ
parameters. means, standard deviations, and standard
errors.
3. Understand basic trigonometric principles,
LQFOXGLQJGHÀQLWLRQVRI WHUPVVXFKDV c. Use appropriate statistical tests to evaluate
sine, cosine, tangent, cotangent, and their hypotheses.
relationship to triangles.
a. Use sine, cosine, tangent, etc., to carry out ) 6FLHQWLÀFPHDVXUHPHQW
numerical and algebraic calculations using 1. Select and use appropriate Standard
these terms. ,QWHUQDWLRQDO6,XQLWVDQGSUHÀ[HVWR
express measurements for real-world
4. Understand basic geometric principles. problems.
a. Use geometric principles to solve
problems dealing with molecular angles, D .QRZFRPPRQ6,SUHÀ[HVSLFRWRWHUD
optics, and surface area to volume ratios. their abbreviations, and their associated
powers of 10.
b. Use SI base units (e.g., kilograms, meters)
DQGGHULYHGXQLWVHJOLWHUVMRXOHVJUDPV
per cubic centimeter).
c. Understand the relationship and usage
of SI and standard English units in daily
measurements.
Texas College and Career Readiness Standards a
SCIENCE STANDARDS with performance indicators
8VHDSSURSULDWHVLJQLÀFDQWGLJLWVEXAMPLES a. Construct word (narrative) descriptions
of apparatuses, equipment, techniques
a. Know the rules for adding, subtracting, EXAMPLES and procedures, data, and other
multiplying, and dividing measurements IHDWXUHVRI VFLHQWLÀFLQYHVWLJDWLRQVZLWK
using the appropriate number ofEXAMPLES VXIÀFLHQWFODULW\WKDWDOD\PDQUHDGHUFDQ
VLJQLÀFDQWGLJLWV comprehend and replicate the items or
EXAMPLES arrangements being described.
E $SSO\DQXQGHUVWDQGLQJRI VLJQLÀFDQW
digits and estimated digits to evaluate and EXAMPLE b. Write accurate and understandable lab
guide selection of appropriate measuring reports and technical documents.
devices.
c. Prepare a summary or abstract of a
c. Make measurements using various devices technical article or report, extracting in
and record data with the correct number brief form the pertinent information.
RI VLJQLÀFDQWÀJXUHV
d. Use appropriate terminology and data
d. Distinguish between accuracy (i.e., expression to communicate information in
closeness to true value), and precision (i.e., a concise manner.
reproducibility).
e. Give credit to original authors including
3. Understand and use logarithmic notation online or electronic sources and never take
(base 10). credit for words that are not one’s own.
a. Using log tables or calculators, determine f. Write a technical report including a
the log of a number between 1 and 10, and bibliography and proper documentation
determine the value of a number from its of sources using a standard style.
logarithm (base 10).
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b. Express the value of the log (base 10) of 5HDGWHFKQLFDODQGVFLHQWLÀFDUWLFOHVWR
a number greater than 10 or less than 1, gain understanding of interpretations,
XVLQJVFLHQWLÀFQRWDWLRQ apparatuses, techniques or procedures, and
data.
c. Recognize, without the help of log tables
or calculators, the log (base 10) of any a. Describe the contents of a technical or
power of 10. VFLHQWLÀFDUWLFOH
d. Add or subtract numbers expressed as logs b. Explain the importance of a technical or
accurately to determine values represented. VFLHQWLÀFDUWLFOH
e. Use logarithms for calculations involving c. Make reasonable conclusions or
numbers less than one or greater than 10 SUHGLFWLRQVIURPJLYHQVFLHQWLÀFDUWLFOH
(i.e., numbers expressed with exponents of data.
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2. Set up apparatuses, carry out procedures,
f. Calculate the pH of a given molar DQGFROOHFWVSHFLÀHGGDWDIURPDJLYHQVHW
concentration of an acid or alkaline (basic) of appropriate instructions.
solution.
a. Follow a written procedure to set up and
III. Foundation Skills: perform a lab activity.
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of Communication 5HFRJQL]HVFLHQWLÀFDQGWHFKQLFDO
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$ 6FLHQWLÀFZULWLQJ this vocabulary to enhance clarity of
1. Use correct applications of writing communication.
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a Texas College and Career Readiness Standards
SCIENCE STANDARDS with performance indicators
D ,GHQWLI\DQGGHÀQHNH\VFLHQWLÀFEXAMPLE c. Answer questions generated by an oral
WHUPLQRORJ\IURPWHFKQLFDODQGVFLHQWLÀF presentation appropriately.
documents. EXAMPLE
' 5HVHDUFKVNLOOVLQIRUPDWLRQOLWHUDF\
/LVWXVHDQGJLYHH[DPSOHVRI VSHFLÀF 1. Use search engines, databases, and otherEXAMPLES
strategies before, during, and after reading digital electronic tools effectively to locate
EXAMPLES to improve comprehension. information.
a. Use electronic tools to locate relevant
a. List strategies to use before reading, information.EXAMPLE
including: activate prior knowledge of
the topic, gain a clear understanding ofEXAMPLES 2. Evaluate quality, accuracy, completeness,EXAMPLES
the goal or purpose of the reading, and reliability, and currency of information from
analyze the way in which the material is any source.
structured.
a. Distinguish relevant and reliable sources
b. List strategies to use during reading, from other search results.
including: focus attention on the text;
anticipate and predict what information E 'HYHORSUHIHUHQFLQJVNLOOVWRÀQGQHHGHG
the text is likely to contain; monitor background information.
understanding by self-questioning and
the use of strategies (e.g., mental imagery, IV. Science, Technology,
paraphrasing, information in glossaries) and Society
to re-examine the text if comprehension
IDLOVUHUHDGGLIÀFXOWSDVVDJHVRUUHDG A. Interactions between innovations and
DKHDGIRUDGGLWLRQDOFODULÀFDWLRQVHHN science
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frequently self-monitor and summarize the connected to technological innovations.
information that has been gained.
a. Give examples of technological innovations
c. List strategies to use after reading, WKDWUHVXOWHGIURPYDULRXVVFLHQWLÀF
LQFOXGLQJVXPPDUL]HWKHPDMRUSRLQWVLQ discoveries.
the text and use graphic organizers (e.g.,
concept maps, problem-solution diagrams, B. Social ethics
cycle diagrams) to organize terms and 8QGHUVWDQGKRZVFLHQWLÀFUHVHDUFKDQG
concepts from the text in a visual manner. technology have an impact on ethical and
legal practices.
& 3UHVHQWDWLRQRI VFLHQWLÀFWHFKQLFDO
information D 'HVFULEHKRZVFLHQWLÀFUHVHDUFKDQG
3UHSDUHDQGSUHVHQWVFLHQWLÀFWHFKQLFDO technology have an impact on ethical and
information in appropriate formats for legal practices in society.
various audiences.
b. Recognize that honest and complete
a. Make presentations using posters, spoken reporting of data, and fair, logically valid
words, printed graphics, electronic interpretation of data are the hallmarks
applications (e.g., MS PowerPoint), and of good science, and consistently follow
other formats. these practices.
b. Present data or explanations
extemporaneously without word-by-word
reading of a prepared text.
Texas College and Career Readiness Standards a
SCIENCE STANDARDS with performance indicators
2. Understand how commonly held ethicalEXAMPLE B. Energy (thermodynamics, kinetic,
EHOLHIVLPSDFWVFLHQWLÀFUHVHDUFK potential, energy transfers)
D 'LVFXVVSRVLWLYHDQGQHJDWLYHLQÁXHQFHV 1. Understand the Laws of Thermodynamics.EXAMPLES
of commonly held ethical beliefs on
VFLHQWLÀFSUDFWLFHEXAMPLE a. Express thermodynamic principles inEXAMPLES
mathematical or symbolic statements.
C. History of scienceEXAMPLE
1. Understand the historical development of b. List and give examples of each law of
major theories in science.EXAMPLES thermodynamics.
D 'HVFULEHDQGH[SODLQWKHVLJQLÀFDQFH
of historical development of quantum EXAMPLES2. Know the processes of energy transfer.
theory, modern atomic theory, biological
EXAMPLES evolution, plate tectonics, etc. D &LWHVSHFLÀFH[DPSOHVRI VXFKWUDQVIHU
processes in biological, chemical, physical,
2. Recognize the role of people in important and geological systems.
FRQWULEXWLRQVWRVFLHQWLÀFNQRZOHGJH
a. Describe the contribution of selected b. Compare and contrast kinetic and
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contributions to particular disciplines.
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V. Cross-Disciplinary Themes 1. Recognize patterns of change.
$ 0DWWHUVWDWHVRI PDWWHU a. Describe examples of physical and
1. Know modern theories of atomic structure. biological systems that remain stable over
a. Describe the characteristics and typical time, as well as examples of systems that
locations of sub-atomic particles such as undergo change.
protons, neutrons, and electrons.
b. Describe what happens when an atom b. Describe feedback mechanisms that lead
becomes an ion. to stability in a system (homeostasis) and
provide examples of such mechanisms.
2. Understand the typical states of matter
(solid, liquid, gas) and phase changes c. Describe cyclic change in terms of
among these. frequency, amplitude (maximum
a. Explain the differences in volume, shape, and minimum values), duration, and
and strength of attractive forces for each controlling factors, and illustrate these
state of matter. descriptions with examples of real cycles.
b. Predict changes in the behavior of
a gas sample as pressure, volume, or d. Know that things can change in detail but
temperature is changed. remain the same in general (e.g., players
c. Identify the conditions under which are substituted in and out of the game but
a compound will be solid, liquid, or the team continues, individual cells are
gas from a given phase diagram of a replaced but the organism remains alive),
compound. DQGJLYHGLVFLSOLQHVSHFLÀFH[DPSOHV
e. Know that in biological systems, present
forms arise from the materials and
forms of the past both at the individual
level (growth/development) and at the
population level (evolution/speciation),
and in ways that can be explained.
Describe examples that illustrate such
events and processes.
a Texas College and Career Readiness Standards
SCIENCE STANDARDS with performance indicators
f. Use graphs, symbolic equations, and other a. Compare the order of magnitude estimatesEXAMPLE
techniques for depicting and analyzing IRUPHWULFVL]HVRI DYDULHW\RI REMHFWV
EXAMPLES patterns of change. (e.g., atomic nucleus, atom, molecule, grainEXAMPLES
RI VDQGSLQKHDGÀQJHUQDLOEDVHEDOOFLW\
' &ODVVLÀFDWLRQ EXAMPLE state, country, planet, star).
1. Understand that scientists categorize things
EXAMPLE according to similarities and differences. VI. Biology
a. Correctly use nomenclature for
FODVVLÀFDWLRQEXAMPLE A. Structure and function of cellsEXAMPLE
b. Describe the characteristics of the 1. Know that although all cells share basic
different domains, kingdoms, and features, cells differentiate to carry out
PDMRUSK\ODZLWKLQWKHDQLPDODQGSODQW specialized functions.
kingdoms. a. Describe criteria for recognizing different
c. Understand the Periodic Table and the functional cell types and give examples of
atomic characteristics on which it is based. such types including nervous, epithelial,
G .QRZWKHPDMRUFDWHJRULHVRI PLQHUDOV muscle, and other cells.
and describe characteristics that b. Name and describe basic cell types found
distinguish one from another. in living organisms.
e. Recognize various soil types and the F *LYHH[DPSOHVRI SDUWLFXODUPRGLÀFDWLRQV
various horizons in soil structure; describe of cells, and explain how these
characteristics that distinguish one from PRGLÀFDWLRQVDUHUHODWHGWRHDFKW\SH·V
the other. function in an organism.
f. Know the Linnaean system of G 5HFRJQL]HDQGGHVFULEHPDMRUIHDWXUHV
FODVVLÀFDWLRQWD[RQRP\RI RUJDQLVPVDQG that distinguish plant, animal, and fungal
DOWHUQDWLYHFODVVLÀFDWLRQV\VWHPVVXFKDV cells.
cladistics.
g. Distinguish among elements, compounds, 2. Explain how cells can be categorized
and mixtures. into two major types: prokaryotic and
eukaryotic, and describe major features that
E. Measurements and models distinguish one from the other.
1. Use models to make predictions. D 'HVFULEHRUUHFRJQL]HPDMRUIHDWXUHVWKDW
distinguish prokaryotic from eukaryotic
a. Create a model of a system and use that cells.
model to predict the behavior of a larger
system. 3. Describe the structure and function of
major sub-cellular organelles.
2. Use scale to relate models and structures. a. Describe or recognize the appearance
or structure of ribosomes, cytoplasmic
a. Create a model of a larger system, membrane, chromosomes, cell wall,
properly scaling the model. eukaryotic nucleus, nucleolus, lysosomes,
vacuoles, cytoskeleton, centrioles, cilia,
3. Demonstrate familiarity with length ÁDJHOOD*ROJLDSSDUDWXVFKORURSODVWV
scales from sub-atomic particles through mitochondria, and endoplasmic reticulum,
macroscopic objects. and describe important functions of each.
Texas College and Career Readiness Standards a
SCIENCE STANDARDS with performance indicators
4. Describe the major features of mitosis andEXAMPLES E *LYHVSHFLÀFH[DPSOHVRI HQ]\PHVDQG
relate this process to growth and asexual why they are important in the human body.
reproduction. EXAMPLES
a. Draw, describe, and place in sequence the c. Describe the chemical structure of
various stages of mitosis.EXAMPLE proteins, including amino acids, peptide
b. Identify the stages of mitosis when bonds, and polypeptide formation.
presented on a microscope slide, computerEXAMPLEEXAMPLES
animation, or drawing during a practical d. Describe the effects of enzymes on
EXAMPLES lab exam. EXAMPLES reaction rates, including effects on
c. Arrange pictures or word descriptions of activation energy requirements.
the stages of mitosis into correct sequenceEXAMPLESEXAMPLE
DQGGHVFULEHRUH[SODLQDQ\VLJQLÀFDQW 3. Describe the major features and chemical
events occurring in each stage. events of photosynthesis.
a. Explain the importance of chlorophyll.
5. Understand the process of cytokinesis in E 'HVFULEHSDWWHUQVRI HOHFWURQÁRZWKURXJK
plant and animal cells and how this process light reaction events.
is related to growth. F 'HVFULEHVLJQLÀFDQWIHDWXUHVRI WKH&DOYLQ
D 'HVFULEHWKHPDMRUIHDWXUHVDQGHYHQWV cycle.
of cytokinesis with pictures or word
descriptions. 4. Describe the major features and chemical
events of cellular respiration.
6. Know the structure of membranes and how
a. Describe what Adenosine Triphosphate
this relates to permeability.
(ATP) is and its importance as an energy
a. Describe and explain the processes of carrier molecule.
osmosis and diffusion, and explain how E 'HVFULEHPDMRUIHDWXUHVRI JO\FRO\VLV
the structure of plasma membranes Krebs cycle, electron transport system, and
SHUPLWVDQGLQÁXHQFHVWKHVHHYHQWV chemiosmosis.
B. Biochemistry 5. Know how organisms respond to presence or
1. Understand the major categories of
absence of oxygen, including mechanisms
biological molecules: lipids, carbohydrates,
of fermentation.
proteins, and nucleic acids.
a. Conduct lab experiments regarding
a. Describe the role of each type of fermentation, respiration, and
biological molecule within a living system. photosynthesis.
b. Identify a biological molecule based on its b. Describe the role of oxygen in respiration
formula and structure. DQGGHVFULEHSDWKZD\VRI HOHFWURQÁRZLQ
F 'HVFULEHWKHPDMRUUROHRI HDFKELRORJLFDO the absence of oxygen.
molecule in biological structure and c. Explain the advantages and disadvantages
metabolism. of fermentation and aerobic respiration.
2. Describe the structure and function of 6. Understand coupled reaction processes and
enzymes. describe the role of ATP in energy coupling
a. Describe the environmental effects (e.g., and transfer.
pH, temperature) on enzyme activity and a. Describe reactions that produce and
explain why these affect enzymes. consume ATP.
a Texas College and Career Readiness Standards
SCIENCE STANDARDS with performance indicators
C. Evolution and populations EXAMPLE J 'HVFULEHDQGH[SODLQSURFHVVHVDQGPDMRU
1. Know multiple categories of evidence for events in natural selection, genetic drift,
evolutionary change and how this evidence EXAMPLES mutation, etc., and distinguish these
is used to infer evolutionary relationships
processes from each other.
among organisms.
EXAMPLES
D. Molecular genetics and heredity
a. Describe features of biogeography/ 1. Understand Mendel’s laws of inheritance.EXAMPLE
plate tectonics, fossil record, metabolism,
DNA/protein sequences, homology, a. Describe the laws of Mendelian genetics.EXAMPLES
HPEU\RORJ\DUWLÀFLDOVHOHFWLRQ b. Predict outcomes of a variety of test
agriculture, and antibiotic resistance
that contribute to our understanding of crosses and be able to predict parental
evolutionary change. genotypes for offspring.
c. Use the laws of inheritance to carry out
2. Recognize variations in population numerical calculations analyzing and
sizes, including extinction, and describe predicting genetic characteristics of
mechanisms and conditions that produce parents and offspring.
these variations. d. Read a “genetics problem” and identify
the information needed to complete a
a. Describe mechanisms that produce Punnett square.
variations in population sizes. e. Determine phenotypes and genotypes of
offspring from a given set of data about
b. Recognize, describe, and explain typical parental phenotypes and/or genotypes,
patterns of change in population size expressing these features in numerical
(e.g., the logistic growth curve). terms for cases of monohybrid and
dihybrid crosses and other typical cases.
c. Describe particular examples of f. Determine phenotypes and genotypes of
extinction and describe conditions that parents from a given set of data about
produced these extinctions (e.g., Permian, offspring phenotypes and/or genotypes,
Cretaceous dinosaur, wooly mammoth, expressing these features in numerical
passenger pigeon). terms.
d. Know that populations of organisms .QRZPRGLÀFDWLRQVWR0HQGHO·VODZV
have changed, and continue to change a. Determine phenotypes and genotypes
over time, showing patterns of descent of offspring from a given data set about
ZLWKPRGLÀFDWLRQIURPFRPPRQ parental phenotypes and/or genotypes;
ancestors to produce the organismal express these features in numerical terms
diversity observed today. for cases of co-dominance, quantitative
inheritance, sex-linked traits, and other
e. Describe general features of the history typical cases.
of life on Earth, including generally
accepted dates and sequence of the 3. Understand the molecular structures and
geologic time scale and characteristics functions of nucleic acids.
RI PDMRUJURXSVRI RUJDQLVPVSUHVHQW a. Research a genetic disorder and describe
during these time periods. the cause of the disorder.
f. Describe mechanisms that produce
change in populations from generation
WRJHQHUDWLRQHJDUWLÀFLDOVHOHFWLRQ
natural selection, genetic drift, mutation,
recombination).
Texas College and Career Readiness Standards a
SCIENCE STANDARDS with performance indicators
b. Describe in words or pictures the EXAMPLES( &ODVVLÀFDWLRQDQGWD[RQRP\
molecular structure of DNA, RNA, and 1. Know ways in which living things can be
proteins.EXAMPLES FODVVLÀHGEDVHGRQHDFKRUJDQLVP·VLQWHUQDO
and external structure, development, and
c. Describe in words or pictures the EXAMPLES relatedness of DNA sequences.
molecular events of replication,
transcription, translation, and mutation.EXAMPLES a. Explain the relationship between DNA
sequences and physical characteristics.
d. Describe the events and processes of
molecular genetics: DNA controls b. Describe the characteristics of each taxon
synthesis of several types of RNA, RNA DQGH[SODLQWKHVLJQLÀFDQFHLQVHSDUDWLQJ
molecules plus proteins cooperate to organisms.
synthesize new proteins, and proteins
control structure and metabolism of cells. c. Distinguish similarities and differences
among a given set of pictures or drawings
e. Describe the processes of electrophoresis of vertebrates during their development.
and polymerase chain reaction, and explain
their function in identifying DNA, RNA, d. Describe species diversity and cladistics,
and proteins. including the types of evidence and
procedures that can be used to construct
4. Understand simple principles of population diagrams (e.g., phylogenetic trees).
genetics and describe characteristics of a
Hardy-Weinberg population. e. Construct cladograms and/or
phylogenetic trees from simple data sets
a. Calculate phenotypes and genotypes of IRUPDMRUJURXSVRI RUJDQLVPV
offspring populations from a given set of
data about phenotypes and/or genotypes I 'HWHUPLQHWKHFRUUHFWFODVVLÀFDWLRQDQG
present in a population, using the Hardy- taxonomy of organisms from narrative or
Weinberg equations. pictorial descriptions.
b. Describe and explain features of a F. Systems and homeostasis
population that must be present in order 1. Know that organisms possess various
for Hardy-Weinberg calculations to be structures and processes (feedback loops)
accurate. that maintain steady internal conditions.
5. Describe the major features of meiosis a. Describe examples of organisms that
and relate this process to Mendel’s laws of possess various structures and processes
inheritance. (feedback loops) that maintain steady
internal conditions.
a. Explain the events of meiosis and the
VLJQLÀFDQFHRI WKHVHHYHQWVWRPDLQWDLQ b. Describe examples of homeostasis (e.g.,
chromosomal numbers. temperature regulation, osmotic balance,
JOXFRVHOHYHOVDQGGHVFULEHWKHPDMRU
b. Explain how the events of meiosis features of feedback loops that produce
produce the genetic effects described by such homeostasis.
Mendel’s laws of inheritance.
2. Describe, compare, and contrast structures
c. Arrange pictures or word descriptions of and processes that allow gas exchange,
the stages of meiosis into their correct nutrient uptake and processing, waste
sequence and describe or explain any excretion, nervous and hormonal regulation,
VLJQLÀFDQWHYHQWVRFFXUULQJLQHDFKVWDJH and reproduction in plants, animals, and
fungi; give examples of each.
d. Compare and contrast mitosis and meiosis.
a Texas College and Career Readiness Standards
SCIENCE STANDARDS with performance indicators
a. Describe common gas exchange systems 3. Understand typical forms of organismalEXAMPLE
in plants and animals including anatomical behavior.
EXAMPLES features and functions. a. Describe and give examples of organismal
EHKDYLRUHJÀ[HGDFWLRQSDWWHUQV
b. Describe common nutrient acquisition UHOHDVHUVÀJKWRUÁLJKWUHVSRQVHVEXAMPLE
systems in plants, animals, and fungi, territorial displays, circadian rhythms).
EXAMPLE including anatomical features and EXAMPLES
functions. 4. Know the process of succession.
EXAMPLES a. Describe events and processes thatEXAMPLES
c. Describe common waste excretion occur in succession, including changes in
systems in plants and animals, including organismal populations, species diversity,
anatomical features and functions. and life history patterns over the course
of succession.
d. Describe common nervous/hormonal
control systems in plants and animals, VII. Chemistry
including anatomical features and
functions. A. Matter and its properties
1. Know that physical and chemical properties
e. Describe common reproductive systems can be used to describe and classify matter.
in plants, animals, and fungi, including a. Distinguish between physical properties
anatomical features and functions. (e.g., density, melting point) and
chemical properties (e.g., ability to react,
G. Ecology combustibility). Know that chemical
1. Identify Earth’s major biomes, giving their changes create new substances (e.g.,
locations, typical climate conditions, and rusting), while physical changes do not
characteristic organisms. (e.g., boiling).
b. Understand that, as an intrinsic property,
D 1DPHDQGGHVFULEH(DUWK·VPDMRU density does not change as sample size is
biomes, including tundra, boreal forests, changed, and be able to perform density
temperate deciduous forests, grasslands, calculations.
deserts, tropical rain forests, estuaries
and other wetlands, and marine biomes, 2. Recognize and classify pure substances
including their typical locations, the typical (elements, compounds) and mixtures.
organisms found in each, and important a. Describe separation techniques for both
physical factors (e.g., temperature, rainfall mixtures and compounds.
rates) that produce these distribution b. Distinguish between homogeneous and
patterns. heterogeneous mixtures.
c. Understand that, as an intrinsic property,
.QRZSDWWHUQVRI HQHUJ\ÁRZDQGPDWHULDO density does not change as sample volume
cycling in Earth’s ecosystems. is changed, and be able to perform density
calculations.
D 'HVFULEHSDWWHUQVRI HQHUJ\ÁRZDQG
nutrient cycling through ecosystems.
b. Describe and explain a trophic pyramid,
including descriptions of typical
organisms to be found at each trophic
level in an ecosystem.
F 'HVFULEHSDWWHUQVRI HQHUJ\ÁRZDQG
nutrient cycling through ecosystems
including the role of microorganisms.
Texas College and Career Readiness Standards a
SCIENCE STANDARDS with performance indicators
B. Atomic structure 2. Recognize the trends in physical andEXAMPLES
1. Summarize the development of atomic chemical properties as one moves across a
theory. Understand that models of the atomEXAMPLES period or vertically through a group.EXAMPLES
are used to help understand the properties
of elements and compounds.EXAMPLES EXAMPLES D 'HÀQHDQGGHVFULEHWKHSHULRGLFWUHQG
atomic radii, ionic radii, ionization energy,
a. Describe the discoveries of Dalton HOHFWURQDIÀQLW\DQGHOHFWURQHJDWLYLW\
(atomic theory), Thomson (the electron),
Rutherford (the nucleus), and Bohr b. Use the periodic trends to compare the
(planetary model of the atom); understand size and behavior of atoms and ions.
how each discovery contributed to
modern atomic theory. D. Chemical bonding
1. Characterize ionic bonds, metallic
b. Identify the masses, charges, and bonds, and covalent bonds. Describe the
ORFDWLRQVRI WKHPDMRUFRPSRQHQWV properties of metals and ionic and covalent
of the atom (protons, neutrons, and compounds.
electrons); describe Rutherford’s “gold
foil” experiment that led to the discovery a. Draw Lewis dot structures for simple
of the atomic nucleus; and describe molecules, including simple hydrocarbons.
Millikan’s “oil drop” experiment that led
to determining the charge on an electron. b. Use Valence Shell Electron Pair Repulsion
(VSEPR) model to predict molecular
c. Describe basic wave properties (calculate shapes.
wavelength, frequency, or energy of light)
and understand that electrons can be c. Describe nonpolar and polar covalent
described by the physics of waves. bonds. Use a chart of electronegativities
to determine bond polarity.
d. Explain the importance of quantized
electron energy and its relationship to d. Determine if a molecule is polar (contains
atomic emission spectra. a dipole moment).
H 8QGHUVWDQGWKHHOHFWURQFRQÀJXUDWLRQ E. Chemical reactions
in atoms (Aufbau principle, the Pauli 1. Classify chemical reactions by type.
exclusion principle, Hund’s rule) and their Describe the evidence that a chemical
connection with the periodic table. reaction has occurred.
C. Periodic table a. Write equations for chemical reactions
1. Know the organization of the periodic table. using appropriate symbols and balance
the equations by applying the Law of
a. Identify periods and groups on the Conservation of Mass. Write net ionic
periodic table. equations.
b. Identify metals, metalloids, and non-metals b. Predict the products of a reaction that fall
on the periodic table. ZLWKLQWKHÀYHJHQHUDOW\SHVRI FKHPLFDO
reactions (synthesis, decomposition, single
c. Distinguish between and describe replacement, double replacement, and
SDWWHUQVLQHOHFWURQFRQÀJXUDWLRQV combustion).
for representative elements, transition
elements, inner-transition elements, and c. Use an activity series to predict whether a
noble gases. Predict the common charges single replacement reaction will occur.
on the representative elements from the
periodic table. d. Use solubility rules to determine
the precipitate formed in a double
replacement precipitation reaction.
a Texas College and Career Readiness Standards
SCIENCE STANDARDS with performance indicators
2. Describe the properties of acids and bases 5. Understand energy changes in chemicalEXAMPLES
and identify the products of a neutralization reactions.
reaction.EXAMPLES EXAMPLES
a. Distinguish between endothermic and
D 'HÀQHS+DQGGHVFULEHDFLGDQGEDVH EXAMPLE exothermic reactions. Draw energy
solutions in terms of pH. Use hydrogen diagrams for endothermic and exothermic
EXAMPLES ion or hydroxide ion concentrations to reactions.EXAMPLES
determine the pH of an acid or base
solution.EXAMPLES b. Describe the Law of Conservation ofEXAMPLE
Energy.
b. Use both commercial and non-commercial
indicators to identify acid, base, and 6. Understand chemical kinetics.
neutral solutions in a lab experiment.
a. Describe collision theory and use
c. Distinguish between the Arrhenius and this theory to explain effects of
%U¡QVWHGGHÀQLWLRQVRI DFLGVDQGEDVHV concentration, temperature, and nature of
,GHQWLI\FRQMXJDWHDFLGEDVHSDLUV reactants on reaction rate.
d. Describe how a titration is performed and E 'HÀQHFDWDO\VWDQGGHVFULEHKRZD
how this process can be used to determine catalyst affects a reaction rate.
the concentration of an unknown acid or
base solution. F. Chemical nomenclature
1. Know formulas for ionic compounds.
e. Measure and compare the pH of various
common acids and bases (e.g., household a. Name and write formulas for binary and
FOHDQHUVYLQHJDUFLWUXVMXLFH ternary ionic compounds, using Group
A (representative) metals and Group
3. Understand oxidation-reduction reactions. B (transition) metals, including those
containing common polyatomic ions (e.g.,
a. Differentiate between oxidation and nitrate, sulfate, carbonate, ammonium,
reduction, and between oxidizing agent phosphate, hydroxide).
and reducing agent.
2. Know formulas for molecular compounds.
b. Understand the consequences of
FRUURVLRQSURFHVVHVDQGGHÀQHDQG a. Name and write formulas for binary
describe the electroplating process. molecular compounds and acids.
c. Determine the oxidation number of any b. Categorize a compound as ionic or
atom in an element, ion, or compound. molecular.
4. Understand chemical equilibrium. G. The mole and stoichiometry
1. Understand the mole concept.
a. Identify the factors that cause a shift
in equilibrium (e.g., temperature, a. Use Avogadro’s number and molar mass
concentration, volume, pressure). to convert to moles of a substance.
Determine the percent composition of
b. Explain LeChatelier’s principle and use a compound. Calculate the empirical
this principle to predict changes in the formula of a compound from mass or
equilibrium position of a reaction. percent composition data.
Texas College and Career Readiness Standards a
SCIENCE STANDARDS with performance indicators
2. Understand molar relationships inEXAMPLES EXAMPLES2. Understand properties of solutions.
reactions, stoichiometric calculations, and a. Describe factors affecting solubility, units
percent yield. of concentration, colligative properties,EXAMPLES
and colloids.
a. Construct mole ratios for a reaction toEXAMPLES b. Calculate the molarity and molality of
calculate the reactant amounts needed solutions.
or product amounts formed in terms of EXAMPLEc. Determine boiling point elevation and
moles or mass. freezing point depression for a solution.
EXAMPLES EXAMPLES
b. Calculate percent yield, theoretical yield, or 3. Understand principles of ideal gas behavior
actual yield for a reaction. EXAMPLESand kinetic molecular theory.
a. Use kinetic molecular theory to explain
H. ThermochemistryEXAMPLES how gas pressure is affected by volume,EXAMPLE
1. Understand the Law of Conservation of temperature, and the addition of gas.
Energy and processes of heat transfer. b. Distinguish between real and ideal gas
behavior, and identify the criteria in the
a. Distinguish among radiation, convection, NLQHWLFPROHFXODUWKHRU\WKDWFRQÁLFWZLWK
and conduction as means of heat transfer. the properties of real gases.
b. Describe processes of heat transfer. 4. Apply the concept of partial pressures in a
c. Perform calculations involving heat mixture of gases.
a. Use Dalton’s Law to determine the partial
WUDQVIHUXVLQJVSHFLÀFKHDWDQGODWHQWKHDW pressure of a gas in a mixture of gases.
(phase changes).
5. Know properties of liquids and solids.
2. Understand energy changes and chemical a. Describe the properties of liquids (e.g.,
reactions. surface tension, capillary action).
b. Describe the structure of solids (e.g.,
a. Describe and give examples of renewable crystal lattice structure, unit cell,
and non-renewable energy resources. amorphous solids).
b. Describe endothermic and exothermic 6. Understand the effect of vapor pressure on
reactions. changes in state; explain heating curves and
phase diagrams.
c. Know that systems naturally tend to move D 'HÀQHERLOLQJIUHH]LQJVXEOLPDWLRQHWF
in a direction that increases disorder or b. Explain heating curves and phase diagrams.
randomness (entropy).
7. Describe intermolecular forces.
I. Properties and behavior of gases, liquids, a. Distinguish between dispersion forces,
and solids dipole interactions, and hydrogen bonding.
1. Understand the behavior of matter in its Identify the most important intermolecular
various states: solid, liquid, and gas. force acting on a substance.
a. Describe how gas pressure is affected by
volume, temperature, and the addition of
gas.
b. Describe the behavior of solids, liquids,
and gases under changes in pressure.
a Texas College and Career Readiness Standards
SCIENCE STANDARDS with performance indicators
J. Basic structure and function of biological 2. Understand states of matter and theirEXAMPLES
molecules: proteins, carbohydrates, lipids, characteristics.
and nucleic acidsEXAMPLE a. Describe the states of matter in terms of
1. Understand the major categories
volume, shape, and cohesive strength.
of biological molecules: proteins,
b. State the physical changes associated withEXAMPLES
carbohydrates, lipids, and nucleic acids.
a change in phase.
EXAMPLES EXAMPLES
a. Recognize each type of biological molecule 3. Understand the concepts of mass and
by its structural formula, and describe inertia.EXAMPLES
simple chemical tests or procedures to a. Describe the concept of mass as a
detect, identify, or characterize each type.EXAMPLE measurement of inertia.EXAMPLES
b. Compare order of magnitude estimates
K. Nuclear chemistry IRUPDVVHVRI DYDULHW\RI REMHFWVHJ
1. Understand radioactive decay. electron, grain of sand, pebble, baseball,
person, car, planet, star).
a. Identify the types of radioactive decay
particles that occur, compare their 4. Understand the concept of density.
properties (e.g., mass, charge, composition,
penetrating ability), and write equations D 'HÀQHGHQVLW\DVWKHUDWLRRI PDVVWR
representing the decay processes. YROXPH$SSO\WKHGHÀQLWLRQWRFDOFXODWH
mass, volume, or density given two of the
b. Explain the concept of half-life for a three quantities.
radioisotope, and use this concept to
determine the amount of a certain sample b. Calculate density of a homogeneous
of radioisotope remaining after a period material and use it to identify the material.
of time, given the length of the half-life.
5. Understand the concepts of gravitational
c. Determine the length of time that has force and weight.
passed, given the remaining amount of
radioisotope, the original amount of a. Qualitatively and quantitatively describe
radioisotope, and the length of the half- Newton’s Law of Gravitation and the
life. factors that affect the gravitational force
EHWZHHQWZRREMHFWV
d. Explain how carbon-14 is used to date
artifacts. b. Describe weight as a force of attraction to
a large body and make computations of
e. Compare and contrast the nuclear weight (using W=mg).
SURFHVVHVRI ÀVVLRQDQGIXVLRQ
c. Give examples to differentiate between
VIII. Physics mass and weight.
A. Matter B. Vectors
1. Demonstrate familiarity with length
1. Understand how vectors are used to
scales from sub-atomic particles through
represent physical quantities.
macroscopic objects.
a. State several examples of scalar quantities.
a. Compare order of magnitude estimates b. State several examples of vector quantities.
IRUPHWULFVL]HVRI DYDULHW\RI REMHFWV
(e.g., atomic nucleus, atom, molecule, grain
RI VDQGSLQKHDGÀQJHUQDLOEDVHEDOOFLW\
state, country, planet, star).
Texas College and Career Readiness Standards a
SCIENCE STANDARDS with performance indicators
c. Convert a numerical vector quantity 2. Understand forces and Newton’s Laws.EXAMPLES
(magnitude and direction) into a graphical a. State Newton’s Laws of Motion and
vector representation.EXAMPLES demonstrate understanding of their
application through lab activities.
2. Demonstrate knowledge of vector b. Solve for an unknown quantity usingEXAMPLES
mathematics using a graphical Newton’s Second Law and the concept of
representation.EXAMPLES equilibrium.
c. Distinguish qualitatively between static and
a. Resolve a vector quantity (magnitude and EXAMPLES kinetic friction, and describe their effects
direction) into perpendicular components RQWKHPRWLRQRI REMHFWV
EXAMPLES using paper, a ruler, and a protractor.
3. Understand the concept of momentum.
b. Add and subtract various vectors using D 'HÀQHDQGFDOFXODWHPRPHQWXPDQGEXAMPLES
paper, a ruler, and a protractor. impulse. Clearly indicate how momentum
is a vector.
3. Demonstrate knowledge of vector b. State the conditions under which
mathematics using a numerical momentum is conserved.
representation. c. Describe the term “impulse” in terms of
force, time, and momentum. Illustrate
a. Resolve a numerical vector quantity the principle of impulse by citing several
(magnitude and direction) into examples.
perpendicular components using d. Solve problems using impulse and the
trigonometric functions and a calculator. conservation of momentum.
b. Add and subtract various vectors using D. Mechanical energy
trigonometric functions and a calculator. 1. Understand potential and kinetic energy.
a. Calculate potential energy values for
C. Forces and motion various types of potential energy
1. Understand the fundamental concepts of (gravitational, elastic, electrical).
kinematics. b. Calculate kinetic energy values
(translational, rotational).
D 6WDWHWKHGHÀQLWLRQVIRUGLVSODFHPHQW c. Using a diagram of a pendulum or
distance, velocity, speed, and acceleration. another energy conserving system, identify
potential and kinetic energy at various
b. Solve problems involving displacement, locations.
distance, velocity, speed, and acceleration.
2. Understand conservation of energy.
c. Solve one-dimensional kinematics a. Describe the conversion of potential
problems for the case of constant energy into kinetic energy (and vice-
acceleration. versa) in closed systems for which only
conservative forces are present.
d. Create and interpret graphs of one- b. Describe the conversion of energy in
dimensional motion (e.g., position vs. time, systems in which dissipative forces are
velocity vs. time). present.
c. Describe the general conservation of
H 'HVFULEHWZRGLPHQVLRQDOWUDMHFWRU\ energy.
motion qualitatively and quantitatively.
f. Describe the concept of relative motion
DQGGHÀQHDIUDPHRI UHIHUHQFH
a Texas College and Career Readiness Standards
SCIENCE STANDARDS with performance indicators
3. Understand the relationship of work and 3. Apply the concept of static equilibrium.EXAMPLES
mechanical energy. a. Describe the two conditions for which an
EXAMPLES REMHFWLVLQVWDWLFHTXLOLEULXP
a. Compute net work as the product of net b. Construct an equation using the concept
force and displacement, as the change in of static equilibrium and solve for anEXAMPLES
kinetic energy, and as the negative change unknown quantity.
in potential energy.EXAMPLES EXAMPLES
4. Understand angular momentum.
b. Describe the concept of power and a. Describe the concept of angularEXAMPLES
calculate average power. momentum.
EXAMPLES b. Describe changes in angular velocity whenEXAMPLES
c. Distinguish between energy and power moment of inertia changes.
qualitatively, and state the dimensional
units for each. F. Fluids
8QGHUVWDQGSUHVVXUHLQDÁXLGDQGLWV
E. Rotating systems applications.
1. Understand rotational kinematics.
D 'HÀQHSUHVVXUHDQGPDNHEDVLFSUHVVXUH
a. Describe the relationships between computations using pressure=force/area
the concepts and equations used for in appropriate units.
translational motion and those used for
rotational motion. b. Describe qualitatively and quantitatively
KRZWKHSUHVVXUHLQDÁXLGFKDQJHVZLWK
E 'HÀQHTXDOLWDWLYHO\DQJXODUGLVSODFHPHQW depth and explain the physical basis for
angular velocity, and angular acceleration. the relationship.
c. Complete computations including angular c. Describe the cause of atmospheric
displacement, angular velocity, angular pressure and its variations.
acceleration, tangential acceleration, and
centripetal (radial) acceleration. 2. Understand Pascal’s Principle.
d. Use examples to illustrate differences D 'HVFULEHDQGFDOFXODWHFKDQJHVLQÁXLG
between tangential acceleration and pressure when external pressure is applied,
centripetal (radial) acceleration. especially as observed in hydraulic systems.
e. Explain why a net force (called centripetal) b. Show how Pascal’s Principle applies to
LVUHTXLUHGLQRUGHUIRUDQREMHFWWRPRYH hydraulic systems and calculate forces on
in a circular path. both sides of a hydraulic system.
2. Understand the concept of torque. 3. Understand buoyancy.
a. Describe the concept of torque and D 'HÀQHEXR\DQWIRUFHDQGVWDWH
compute torque values for various Archimedes’ Principle.
situations.
E 'UDZDOOWKHIRUFHVDFWLQJRQDQREMHFW
b. Describe the concept of moment of VXEPHUJHGLQDÁXLG'LVFXVVWKH
inertia and compute moment of inertia FRQGLWLRQVIRUVLQNLQJDQGÁRDWLQJLQ
YDOXHVIRUYDULRXVREMHFWV terms of the forces in the diagram.
c. Perform calculations using Newton’s
Second Law of Motion as applied to
rotation.
Texas College and Career Readiness Standards a
SCIENCE STANDARDS with performance indicators
4. Understand Bernoulli’s principle.EXAMPLE a. Describe, qualitatively and quantitatively,
a. Qualitatively describe the relationship the relationship between heat and change
EHWZHHQÁXLGVSHHGDQGÁXLGSUHVVXUHLQD in temperature, including the effects ofEXAMPLES
closed system. PDVVDQGVSHFLÀFKHDW
EXAMPLES
G. Oscillations and waves b. Identify and compute the energy involved
1. Understand basic oscillatory motion andEXAMPLE in changes of state.EXAMPLES
simple harmonic motion.
a. Identify examples of oscillatory motion.EXAMPLESEXAMPLESc. Explain the relationships among
b. Recognize examples of simple harmonic evaporation, condensation, cooling, and
motion.EXAMPLES warming.EXAMPLES
2. Understand the difference between d. Describe the transfer of heat byEXAMPLES
transverse and longitudinal waves. conduction, convection, and radiation.
a. Describe the motion of the medium as
compared to the wave motion for both 2. Understand the basic laws of
transverse and longitudinal waves. thermodynamics.
3. Understand wave terminology: wavelength, a. State and describe the laws of
period, frequency, and amplitude. thermodynamics.
a. Perform computations using the formula
(wave speed)=(wavelength)*(frequency). b. Describe qualitative applications of the
b. Describe wavelength, period, frequency, laws of thermodynamics and relate each
and amplitude, and identify each from to the concept of conservation of energy.
various wave graphs.
I. Electromagnetism
4. Understand the properties and behavior of 1. Discuss electric charge and electric force.
sound waves.
a. Describe the properties and behavior a. Describe electrical repulsion and
of sound including compressions, attraction.
rarefactions, and travel through various
media. b. State Coulomb’s Law and use it to
b. Compare and contrast sound and compute electrical force.
electromagnetic waves in terms of wave
speed, wave type, wavelength, frequency, F 'HVFULEHWKHFRQFHSWRI DQHOHFWULFÀHOG
and medium.
c. Describe the apparent change in frequency 2. Gain qualitative and quantitative
of waves due to the motion of a source or understandings of voltage, current, and
a receiver (the Doppler Effect). resistance.
H. Thermodynamics a. Describe the concept of electric potential.
1. Understand the gain and loss of heat b. Describe the concept of electrical charge
energy in matter.
ÁRZDQGZKDWOLPLWVWKDWÁRZ
c. Describe the concept of electrical
UHVLVWDQFHWRFKDUJHÁRZ
3. Understand Ohm’s Law.
a. Solve for unknown quantities using Ohm’s
Law.
b. Determine electrical resistance from
graphs of voltage versus current.
a Texas College and Career Readiness Standards
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