Rigor Breakdown
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Transcript of Rigor Breakdown
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units
Rigor BreakdownPart 3: Application
Grades P-2
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Session Objectives
2
• Understand the application component of rigor called for in the Standards, as defined by guiding documents
• Examine various activities in A Story of Units that engage students in application; compare and contrast activities
• Highlight Standards for Mathematical Practice in the application activities in A Story of Units
• Recognize the balance and intensity of all three components of rigor in A Story of Units
• Articulate how the three components of rigor support and relate to each other
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Application
3
Early reflection:• What is application?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
ApplicationDefined by the Instructional Shifts
4
“Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations. Teachers in content areas outside of math, particularly science, ensure that students are using math – at all grade levels – to make meaning of and access content.”
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
ApplicationDefined by the Publishers’ Criteria
5
“The phrase ‘real-world problems’ …is used to establish expectations …for applications and modeling.” (page 5)
“Applications take the form of problems to be worked on individually as well as classroom activities centered on application scenarios…” (page 11)
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
AGENDA
6
Application – Word ProblemsApplication – Real-World ProblemsApplication – Modeling
Application – Word Problems
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Application through Word Problems
7
• Provide a “real world” situational context, even if the problem itself is not particularly “real-world.”
Jason’s allowance is 2 fifths as much as Sarah’s. Sarah’s allowance is half of Max’s allowance. If Max earns an allowance of $20 per week, what is Jason’s allowance?
• Prompt students to consolidate their knowledge of which operation is applicable to a given situational context
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Application in A Story of Units
8
• The Read, Draw, Write (RDW) process for solving word problems is modeled to students by teachers, promoting perseverance in reasoning through problems.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Video Clip – Word Problems
9
Reflections:• How did the teacher model the problem
solving process?•What are the impacts and advantages of
having students apply mathematical concepts in real world contexts?• How is this different from how you
address application in your classroom?• Identify Mathematical Practices.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Video Clip: Candy Problem
10
This video can be found on EngageNY.org
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Video Clip – Word Problems
11
Reflections:• How did the teacher facilitate the RDW
problem solving process?•What are the impacts and advantages of
this example of problem solving?• How is this different from how your
school/district program currently addresses application?• In what ways were Standards for
Mathematical Practice evident?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
More on Application from the Publishers’ Criteria
12
“Materials in grades K-8 include an ample number of single-step and multi-step contextual problems that develop the mathematics of the grade, afford opportunities for practice, and engage students in problem solving.” (page 11)
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Multi-Step Problems in the Standards
13
2 2.OA.1 Two-step, addition and subtraction within 100
3
3.OA.83.MD.3
Two-step, involving the four operationsTwo-step, how many more and how many less questions using the information presented in scaled bar graphs with several categories
4 4.OA.3 Multi-step, involving whole numbers and the four operations
55.MD.1 Multi-step, real world problems that include converting among
different-sized standard measurement units within a given measurement system
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Student Work Sample Grade 2 – Two-Step Word Problem
14
Jack has $344. Mason has $266 more than Jack. How much do Jack and Mason have altogether?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Student Work SampleGrade 3 – Two-Step Word Problem
15
Sam bought 4 bags of candy. Each bag contained 30 pieces of candy. The candy was shared equally among 6 children. How many pieces of candy did each child receive?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Student Work SampleGrade 3 – Two-Step Word Problem
16
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Student Work SampleGrade 4 – Multi-Step Word Problem
17
Laney had 1690 tokens. Mia had 380 fewer tokens than Laney. Laney gave some tokens to Mia. In the end, Mia had 3 times as many tokens as Laney. How many tokens did Laney have in the end?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Student Work SampleGrade 4 – Multi-Step Word Problem
18
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Student Work SampleGrade 5 – Multi-Step Word Problem
19
Mrs. Jones wants to give each of her 18 students a gift for the holidays. She has a budget of $144. She bought 18 identical gifts each costing $6.00. She purchased 18 printed gift boxes for $1 each. She wants to buy ribbon to tie around each box. The ribbon costs $6 per yard. If she uses 9 inches of ribbon for each box, can she afford to buy the ribbon and still keep to her budget of $144? Explain why or why not.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Student Work SampleGrade 5 – Multi-Step Word Problem
20
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Lesson Engagement – RDW Process
21
Students may ask themselves these questions to guide them through the problem solving process:• “What do I see?” • “Can I draw something?” • “What can I draw?” • “What can I learn from my drawing?”
After drawing, students write a statement responding to the question.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
RDW
22
Meagan had $1780 and Lisa had $1910. Lisa gave some money to Meagan. In the end Meagan had twice as much money as Lisa. How much money did Lisa give to Meagan?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Lesson Engagement – RDW Process
23
Reflections:•What surprised you about working
through the RDW process yourselves?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Application – Word ProblemsKey Points
24
• Word problems are a form of application.• Word problems give situational contexts to develop
students’ schema of which situations call for which operations.
• The RDW process encourages visualization, reflection, and perseverance.
• Two-step problems begin in 2nd grade.• Multi-step problems begin in 4th grade.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
AGENDA
25
Application – Word ProblemsApplication – Real-World ProblemsApplication – Modeling
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Real-World Problems in the Standards
26
33.MD.73.MD.8
Relate area to multiplication and divisionPerimeters of polygons
44.MD.34.MD.7
Area and perimeter formulas for rectangles Unknown angles on a diagram
55.NF.65.NF.7
Multiplication of fractions and mixed numbersDivision of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions
55.MD.1
5.MD.5
Convert among different-sized standard measurement units within a given measurement systemVolume problems
55.G.2 Graphing points in the first quadrant of the coordinate plane,
and interpret coordinate values of points in the context of the situation.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
More on Application from the Publishers’ Criteria
27
“Materials attend thoroughly to those places in the content standards where expectations for multi-step and real world problems are explicit.” (page 11)
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Activity – Writing Real-World Problems
28
Choose one standard calling for real-world problems and write your own example of a real-world problem for that standard.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Application – Real-World ProblemsKey Points
29
• Standards for real-world problems are present in grades 3-5
• Real-world problems are problems that people are faced with solving in the real world • Find the amount of fence needed to surround a given area• Converting among different sized measurement units• Multiplying fractions involved in doubling or halving a
recipe
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
AGENDA
30
Application – Word ProblemsApplication – Real-World ProblemsApplication – Modeling
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Application - Modeling
31
Early reflection:•What does modeling mean to you?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Modeling in Pre-Kindergarten
32
Modeling of environment using basic shapes
• From Pre-Kindergarten Overview: “[Students] use basic shapes and spatial reasoning to model
objects in their environment.”
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Modeling in Kindergarten
33
1. Modeling real world objects using geometric shapes and figures
• K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls)
and drawing shapes.
2. Modeling of early addition and subtraction situations using concrete materials
• From Kindergarten Overview: “Model simple joining and separating situations with sets of objects.”
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Modeling in Grade 1
34
Modeling all forms of addition and subtraction situations using concrete materials:
• From Grade 1 Overview: “Use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations.”
• 1.NBT.4 and 1.NBT.6
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Modeling in Grade 2
35
Place Value Models Applied to Addition and Subtraction • From Grade 2 Overview: “They solve problems within 1000 by
applying their understanding of models for addition and subtraction”• 2.NBT.7 Add and subtract within 1000, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Modeling in Grades 3-5
36
1. Equal-sized groups, array and area models for multiplication and division
3.MD.7, 4.NBT.5, 4.NBT.6, 5.NBT.6, 5.NBT.7
2. Visual fraction models Most standards in the NF domain for grades 3-5
3. Place value and number line models extended to operations with decimals and fractions
“They apply their understandings of models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths.”
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Modeling in Grades 6-12
37
• Modeling real life objects with geometric figures• Modeling relationships using equations, inequalities,
and sets of equations and inequalities• Modeling relationships between two data sets using
functions• Investigating chance processes with probability
models
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
More on Application from the Publishers’ Criteria
38
“Modeling builds slowly across K-8, and applications are relatively simple in early grades.” (page 11)
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Lesson Engagement – Modeling
39
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Lesson Engagement – Modeling
40
Reflection:• Analyze the impacts and advantages of
modeling in grades P-5.
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Modeling is a Mathematical Practice
41
MP.4 Model with mathematics.Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. (continued…)
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Modeling is a Mathematical Practice
42
(continued…) Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Application – ModelingKey Points
43
• Modeling is required at all grade levels.• Modeling builds across grade levels, primarily
concrete in grades K-3, transitioning into pictorial in grades 3-5.
• Modeling is a Mathematical Practice.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Application in A Story of Units
44
• Interesting problems that connect mathematics to students’ environment, other disciplines, and to the mathematics itself.
• Goal is for students to gain understanding and modeling skills needed to solve problems they have never seen before.
• Concrete materials and pictorial diagrams develop students’ ability to visualize quantitative relationships, reinforcing understanding.
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Application in A Story of Units
45
• Time allotted to application varies, but is commonly 10-20 minutes of the lesson.
• The placement of an application problem may go before or after the conceptual development: • Placement before can provide important context and
structure to understanding a new concept.• Placement after gives usefulness of a just-learned concept.
• Application also appears imbedded in conceptual development, worksheets, and homework, providing opportunity to work both as a class and individually.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Key Points
46
• Application involves using relevant conceptual understandings and appropriate strategies even when not prompted to do so.
• Application is called for in the Standards in three ways: single and multi-step word problems, real-world problems, modeling.
• A Story of Units provides frequent, rich opportunities for students to practice application both as a group and individually.
• Application problems are often also opportunities to nurture the Standards of Mathematical Practice.
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Next Steps
47
• How will you incorporate this information about application into instruction?
• How will you share this information about application with your colleagues?
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
A Call for Equal Intensity and Balance
48
The Instructional Shifts:“Students are practicing and understanding. There is
more than a balance between these two things in the classroom – both are occurring with intensity. Teachers create opportunities for students to participate in ‘drills’ and make use of those skills through extended application of math concepts...”
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
A Call for Equal Intensity and Balance
49
The Publishers’ Criteria:“To help students meet the expectations of the
Standards, educators will need to pursue, with equal intensity, three aspects of rigor in the major work of each grade: conceptual understanding, procedural skill and fluency, and applications.” (page 5)
“Materials and tools reflect the balances in the Standards…” (page 9)
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Intensity and Balance in A Story of Units
50
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Intensity and Balance in A Story of Units
51
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N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Three Components of Rigor
52
Reflection:• How do the three components of rigor support and relate
to each other?
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS C O M M O N CO R E M AT H E M AT I C S C U R R I C U LU M A Story of Units
Three Components of Rigor
53
Publishers’ Criteria:“The three aspects of rigor are not always separate in
materials. (Conceptual understanding needs to underpin fluency work; fluency can be practiced in the context of applications; and applications can build conceptual understanding.)” (page 11)