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Mathematical Critical Areas-Learning Progressions Overview

Mathematical Critical Areas-Learning Progressions Overview. November 2011. Expected Outcomes. Understand that the critical areas describe key mathematical concepts for students to learn at each grade level.

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Mathematical Critical Areas-Learning Progressions Overview

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  1. Mathematical Critical Areas-Learning Progressions Overview November 2011

  2. Expected Outcomes • Understand that the critical areas describe key mathematical concepts for students to learn at each grade level. • Identify that the critical areas are designed to bring focus to the standards at each grade level. • Consider how the critical areas can be used to inform curriculum and guide instruction.

  3. FOCUS

  4. Critical Areas How will focusing on specific Critical Areas improve teaching and learning?

  5. For each grade level from kindergarten through grade 8, the Critical Areas outline the essential mathematical ideas for each grade level.

  6. Critical Areas K-8 Example • In Kindergarten, instructional time should focus on two critical areas: • (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space. • More learning time in Kindergarten should be devoted to number than to other topics. • 1. Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. …

  7. Critical Areas 9-12 Example http://www.corestandards.org/assets/CCSSI_Mathematics_Appendix_A.pdf

  8. Study Critical Areas • Describe Critical Areas • Read about Critical Areas for your grade level or course. • Record the Critical Areas on an individual Foldable. http://www.youtube.com/watch?v=RBWEXiM-eMw&feature=related

  9. Gallery Walk • Create a poster: use words and/or pictures to describe the focus for your grade level or course. • Study the posters to discover if the areas are at the current grade level/course at a new grade-level/course, or dropped from the expectations. • Look at the K-12 progression of learning

  10. Discussions • Place your “Big Ideas” sticky notes on the corresponding Critical Area poster. • Discuss your findings in grade-band groups (K-2, 3-5, 6-8, and 9-12) • what you keep • what you add • what you move or drop

  11. Grade-Level Reports • Report from each grade level on biggest idea for the grade. • How do the mathematical concepts build from grade to grade? • Compare the concepts in the critical areas with those that you are currently teaching. How are they similar? How are they different?

  12. Connect Critical Areas to Content • Read each content standard, marking the recording sheet with a: • √ when a standard strongly matches your Critical Area and • ? when you are not sure • Did every standard fall within a Critical Area? • Are there standards that fall within more than one Critical Area? • Do all the standards within a cluster fall within the same Critical Area?

  13. Reflection • How do the critical areas help to bring focus to the standards at your grade level? • How will you use the critical areas to inform your curriculum and guide your instruction? • What questions do you still have about the critical areas?

  14. Jean Howard Mathematics Curriculum Specialist (406) 444-0706; jhoward@mt.gov • Cynthia Green ELA Curriculum Specialist (406) 444-0729; cgreen4@mt.gov • Judy Snow State Assessment Director (406) 444-3656; jsnow@mt.gov

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