§117.14. Art, Grade 4.
(a)Introduction.
(1)Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.
(2)By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.
(b)Knowledge and skills.
(1)Perception. The student develops and organizes ideas from the environment. The student is expected to:
(A)communicate ideas about self, family, school, and community, using sensory knowledge and life experiences; and
(B)choose appropriate vocabulary to discuss the use of art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity.
(2)Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:
(A)integrate a variety of ideas about self, life events, family, and community in original artworks;
(B)design original artworks; and
(C)invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials.
(3)Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:
(A)identify simple main ideas expressed in art;
(B)compare and contrast selected artworks from a variety of cultural settings; and
(C)identify the roles of art in American society.
(4)Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:
(A)describe intent and form conclusions about personal artworks; and
(B)interpret ideas and moods in original artworks, portfolios, and exhibitions by peers and others.
Source: The provisions of this §117.14 adopted to be effective September 1, 1998, 22 TexReg 4943.
§111.16. Mathematics, Grade 4.
(a)Introduction.
(1)Within a well-balanced mathematics curriculum, the primary focal points at Grade 4 are comparing and ordering fractions and decimals, applying multiplication and division, and developing ideas related to congruence and symmetry.
(2)Throughout mathematics in Grades 3-5, students build a foundation of basic understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics. Students use algorithms for addition, subtraction, multiplication, and division as generalizations connected to concrete experiences; and they concretely develop basic concepts of fractions and decimals. Students use appropriate language and organizational structures such as tables and charts to represent and communicate relationships, make predictions, and solve problems. Students select and use formal language to describe their reasoning as they identify, compare, and classify two- or three-dimensional geometric figures; and they use numbers, standard units, and measurement tools to describe and compare objects, make estimates, and solve application problems. Students organize data, choose an appropriate method to display the data, and interpret the data to make decisions and predictions and solve problems.
(3)Throughout mathematics in Grades 3-5, students develop numerical fluency with conceptual understanding and computational accuracy. Students in Grades 3-5 use knowledge of the base-ten place value system to compose and decompose numbers in order to solve problems requiring precision, estimation, and reasonableness. By the end of Grade 5, students know basic addition, subtraction, multiplication, and division facts and are using them to work flexibly, efficiently, and accurately with numbers during addition, subtraction, multiplication, and division computation.
(4)Problem solving, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Grades 3-5, students use these processes together with technology and other mathematical tools such as manipulative materials to develop conceptual understanding and solve meaningful problems as they do mathematics.
(b)Knowledge and skills.
(4.1)Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals.
The student is expected to:
(A)use place value to read, write, compare, and order whole numbers through 999,999,999; and
(B)use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models.
(4.2)Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects.
The student is expected to:
(A)use concrete objects and pictorial models to generate equivalent fractions;
(B)model fraction quantities greater than one using concrete objects and pictorial models;
(C)compare and order fractions using concrete objects and pictorial models; and
(D)relate decimals to fractions that name tenths and hundredths using concrete objects and pictorial models.
(4.3)Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers and decimals.
The student is expected to:
(A)use addition and subtraction to solve problems involving whole numbers; and
(B)add and subtract decimals to the hundredths place using concrete objects and pictorial models.
(4.4)Number, operation, and quantitative reasoning. The student multiplies and divides to solve meaningful problems involving whole numbers.
The student is expected to:
(A)model factors and products using arrays and area models;
(B)represent multiplication and division situations in picture, word, and number form;
(C)recall and apply multiplication facts through 12 x 12;
(D)use multiplication to solve problems (no more than two digits times two digits without technology); and
(E)use division to solve problems (no more than one-digit divisors and three-digit dividends without technology).
(4.5)Number, operation, and quantitative reasoning. The student estimates to determine reasonable results.
The student is expected to:
(A)round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations; and
(B)use strategies including rounding and compatible numbers to estimate solutions to multiplication and division problems.
(4.6)Patterns, relationships, and algebraic thinking. The student uses patterns in multiplication and division.
The student is expected to:
(A)use patterns and relationships to develop strategies to remember basic multiplication and division facts (such as the patterns in related multiplication and division number sentences (fact families) such as 9 x 9 = 81 and 81 ÷ 9 = 9); and
(B)use patterns to multiply by 10 and 100.
(4.7)Patterns, relationships, and algebraic thinking. The student uses organizational structures to analyze and describe patterns and relationships.
The student is expected to describe the relationship between two sets of related data such as ordered pairs in a table.
(4.8)Geometry and spatial reasoning. The student identifies and describes attributes of geometric figures using formal geometric language.
The student is expected to:
(A)identify and describe right, acute, and obtuse angles;
(B)identify and describe parallel and intersecting (including perpendicular) lines using concrete objects and pictorial models; and
(C)use essential attributes to define two- and three-dimensional geometric figures.
(4.9)Geometry and spatial reasoning. The student connects transformations to congruence and symmetry.
The student is expected to:
(A)demonstrate translations, reflections, and rotations using concrete models;
(B)use translations, reflections, and rotations to verify that two shapes are congruent; and
(C)use reflections to verify that a shape has symmetry.
(4.10)Geometry and spatial reasoning. The student recognizes the connection between numbers and their properties and points on a line.
The student is expected to locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths.
(4.11)Measurement. The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass.
The student is expected to:
(A)estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary;
(B)perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system;
(C)use concrete models of standard cubic units to measure volume;
(D)estimate volume in cubic units; and
(E)explain the difference between weight and mass.
(4.12)Measurement. The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius).
The student is expected to:
(A)use a thermometer to measure temperature and changes in temperature; and
(B)use tools such as a clock with gears or a stopwatch to solve problems involving elapsed time.
(4.13)Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data.
The student is expected to:
(A)use concrete objects or pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation; and
(B)interpret bar graphs.
(4.14)Underlying processes and mathematical tools. The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school.
The student is expected to:
(A)identify the mathematics in everyday situations;
(B)solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(C)select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and
(D)use tools such as real objects, manipulatives, and technology to solve problems.
(4.15)Underlying processes and mathematical tools. The student communicates about Grade 4 mathematics using informal language.
The student is expected to:
(A)explain and record observations using objects, words, pictures, numbers, and technology; and
(B)relate informal language to mathematical language and symbols.
(4.16)Underlying processes and mathematical tools. The student uses logical reasoning.
The student is expected to:
(A)make generalizations from patterns or sets of examples and nonexamples; and
(B)justify why an answer is reasonable and explain the solution process.
Source: The provisions of this §111.16 adopted to be effective September 1, 1998, 22 TexReg 7623; amended to be effective August 1, 2006, 30 TexReg 7471.
§113.6. Social Studies, Grade 4.
(a)Introduction.
(1)In Grade 4, students examine the history of Texas from the early beginnings to the present within the context of influences of the Western Hemisphere. Historical content focuses on Texas history including the Texas revolution, establishment of the Republic of Texas, and subsequent annexation to the United States. Students discuss important issues, events, and individuals of the 19th and 20th centuries. Students conduct a thorough study of regions in Texas and the Western Hemisphere that result from human activity and from physical features. A focus on the location, distribution, and patterns of economic activities and of settlement in Texas further enhances the concept of regions. Students describe how early Native Americans in Texas and the Western Hemisphere met their basic economic needs and identify economic motivations for European exploration and colonization and reasons for the establishment of Spanish missions. Students explain how Native Americans governed themselves and identify characteristics of Spanish and Mexican colonial governments in Texas. Students recite and explain the meaning of the Pledge to the Texas Flag. Students identify the contributions of people of various racial, ethnic, and religious groups to Texas and describe the impact of science and technology on life in the state. Students use critical-thinking skills to identify cause-and-effect relationships, compare and contrast, and make generalizations and predictions.
(2)To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies; novels; speeches and letters; and poetry, songs, and artworks is encouraged. Selections may include a children's biography of Stephen F. Austin. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies.
(3)The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes with the history and geography strands establishing a sense of time and a sense of place. Skills listed in the geography and social studies skills strands in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together.
(4)Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code, §28.002(h).
(b)Knowledge and skills.
(1)History. The student understands the similarities and differences of Native-American groups in Texas and the Western Hemisphere before European exploration. The student is expected to:
(A)identify Native-American groups in Texas and the Western Hemisphere before European exploration and describe the regions in which they lived; and
(B)compare the ways of life of Native-American groups in Texas and the Western Hemisphere before European exploration.
(2)History. The student understands the causes and effects of European exploration and colonization of Texas and the Western Hemisphere. The student is expected to:
(A)summarize reasons for European exploration and settlement of Texas and the Western Hemisphere;
(B)identify the accomplishments of significant explorers such as Cabeza de Vaca; Christopher Columbus; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle and explain their impact on the settlement of Texas;
(C)explain when, where, and why the Spanish established Catholic missions in Texas;
(D)identify the accomplishments of significant empresarios including Moses Austin, Stephen F. Austin, and Martín de León and explain their impact on the settlement of Texas; and
(E)identify the impact of Mexico's independence from Spain on the events in Texas.
(3)History. The student understands the causes and effects of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to:
(A)analyze the causes, major events, and effects of the Texas Revolution, including the battles of the Alamo and San Jacinto;
(B)describe the successes and problems of the Republic of Texas;
(C)explain the events that led to the annexation of Texas to the United States;
(D)explain the impact of the Mexican War on Texas; and
(E)identify leaders important to the founding of Texas as a republic and state, including Sam Houston, Mirabeau Lamar, and Anson Jones.
(4)History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to:
(A)describe the impact of the Civil War and Reconstruction on Texas;
(B)explain the growth and development of the cattle and oil industries;
(C)identify the impact of railroads on life in Texas, including changes to cities and major industries; and
(D)describe the effects of political, economic, and social changes on Native Americans in Texas.
(5)History. The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to:
(A)identify the impact of various issues and events on life in Texas such as urbanization, increased use of oil and gas, and the growth of aerospace and other technology industries; and
(B)identify the accomplishments of notable individuals such as Henry Cisneros, Miriam A. Ferguson, Audie Murphy, Cleto Rodríguez, and John Tower.
(6)Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
(A)apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and
(B)translate geographic data into a variety of formats such as raw data to graphs and maps.
(7)Geography. The student understands the concept of regions. The student is expected to:
(A)describe a variety of regions in Texas and the Western Hemisphere such as political, population, and economic regions that result from patterns of human activity;
(B)describe a variety of regions in Texas and the Western Hemisphere such as landform, climate, and vegetation regions that result from physical characteristics; and
(C)compare the regions of Texas with regions of the United States and other parts of the world.
(8)Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:
(A)identify clusters of settlement in Texas and explain their distribution;
(B)explain patterns of settlement at different time periods in Texas;
(C)describe the location of cities in Texas and explain their distribution, past and present; and