Mathematical Critical Areas-Learning Progressions Overview
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Mathematical Critical Areas-Learning Progressions Overview November 2011
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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. - PowerPoint PPT Presentation
Transcript of 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.
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.
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FOCUS
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Critical Areas
How will focusing on specific Critical Areas improve teaching and learning?
Grade level
PK K 1 2 3 4 5 6 7 8
# of Critical Areas
2 2 4 4 4 3 3 4 4 3
Course Alg I Geo Alg II Math I Math II Math III
# of Critical Areas
4 6 4 6 5 4
For each grade level from kindergarten through grade 8, the Critical Areas outline the essential mathematical ideas for each grade level.
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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. …
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http://www.corestandards.org/assets/CCSSI_Mathematics_Appendix_A.pdf
Critical Areas 9-12 Example
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Describe Critical Areas◦Read about Critical Areas for your grade level or course.
◦Record the Critical Areas on an individual Foldable.
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Study Critical Areas
http://www.youtube.com/watch?v=RBWEXiM-eMw&feature=related
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◦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
Gallery Walk
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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
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Discussions
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?
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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?
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ReflectionHow 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?
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Jean Howard
Mathematics Curriculum Specialist(406) 444-0706; [email protected]
Cynthia GreenELA Curriculum Specialist(406) 444-0729; [email protected]
Judy SnowState Assessment Director (406) 444-3656; [email protected]
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