Rigor Breakdown - Erie 2 Math

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N YS CO MMO N COR E MAT H E MAT I C S C U RR I C U LU M A Story of UnitsRigor BreakdownPart 3 ApplicationGrades 3 5 2012 Common Core Inc All rights reserved commoncore org.
N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsSession Objectives Examine the application component of rigor in G3 M5 and related content from grades 4 and 5 Explore a deep understanding of modeling and its.
application in the standards Experience how proficiency in the tape diagrammethod can be developed in students andcolleagues Experience writing word problems that are well.
suited to the tape diagram 2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsApplication Revisited Students are expected to use math and choose the.
appropriate concept for application even when theyare not prompted to do so Teachers provideopportunities at all grade levels for students to applymath concepts in real world situations Teachers incontent areas outside of math particularly science .
ensure that students are using math at all gradelevels to make meaning of and access content excerpt from the Shifts 2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units.
Application in G3 M5Modeling in the StandardsBuilding Proficiency with Tape DiagramsWriting Word Problems and Real World Problems 2012 Common Core Inc All rights reserved commoncore org.
N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsApplication in the PK 5 StandardsPK 5 Standards call for application in 3 ways Word Problems Real World Problems.
Modeling 2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsVideo Clip G3 M5 ApplicationReflection.
How does this lesson challengestudents to use what they knowabout fractions 2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units.
Video Clip G3 M5 Application 2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsVideo Clip G3 M5 ApplicationReflection.
How does this lesson challengestudents to use what they knowabout fractions 2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units.
Application in G3 M5Look through the application section of the lessons inG3 M5 What model s other than rectangularregions are being used to facilitate studentsunderstanding of fractions .
2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsKey Points Application in G3 M5 Application is called for in the PK 5 standards in threedistinct ways word problems real world problems .
and modeling Each of these areas of application can be used tocoherently bridge gaps in prerequisite knowledge Many activities that promote application also addressthe Standards of Mathematical Practice .
2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsApplication in G3 M5Modeling in the StandardsBuilding Proficiency with Tape Diagrams.
Writing Word Problems and Real World Problems 2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsModeling A Closer Look Think of an example of modeling.
that you would share with acolleague who wanted to betterunderstand modeling in thecontext of a math curriculum 2012 Common Core Inc All rights reserved commoncore org.
N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsModeling A Closer Look Descriptive modeling using concrete materials orpictorial displays to study quantitative relationships Analytic modeling using graphical representations .
equations or statistical representations to provideanalysis revealing additional insights to therelationships between variables See CCLS for Mathematics p 55 56 2012 Common Core Inc All rights reserved commoncore org.
N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsDescriptive Modeling PK K Modeling their environment real worldobjects using geometric shapes and figures K 1 Modeling forms of addition and subtraction.
situations using concrete materials or diagrams 2 5 Place value models multiplication models equal groups array area visual fraction models and number line models 6 12 Tables or graphs of observations geometrical.
and or 3 D models of real world objects 2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsAnalytic Modeling 4 7 Use tape diagrams and or equations to model.
relationships between two or more quantities 6 12 Use equations and or functions to modelrelationships between two or more variables 9 12 Use probability models and statisticalrepresentations to analyze chance processes .
2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsModeling A Closer Look Summarize with a partner what the key difference isbetween descriptive and analytic modeling .
The key difference lies in whether the modelingsimply facilitates informative visualization or allowsfor new and deeper analysis 2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units.
The Modeling Process G9 12 and Beyond1 Choose variables to represent essential features 2 Formulate the model e g create the equations 3 Analyze the model the relationships depicted todraw conclusions .
4 Interpret the results in terms of the original situation 5 Validate the conclusions by comparing them to thesituation then either improve model and repeat or 6 Report the results incl assumptions approx made 2012 Common Core Inc All rights reserved commoncore org.
N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsModeling A Closer Look How does knowledge of the modeling cycle andexpectations for high school students inform ourapproach to modeling in grades PK 5 .
2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsKey Points Modeling in the Standards Application is the students ability to use relevant conceptualunderstandings and appropriate strategies and tools even.
when not prompted to do so Modeling can be descriptive using concrete materials orpictorial displays to study quantitative relationships oranalytical using equations or statistical representations toprovide analysis of the relationships between variables.
quantities A curriculum rich in application including modeling providescoherence from PK 12 and beyond to college and career 2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Units.
Application in G3 M5Modeling in the StandardsBuilding Proficiency with Tape DiagramsWriting Word Problems and Real World Problems 2012 Common Core Inc All rights reserved commoncore org.
N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsUsing Tape Diagrams Promote perseverance in reasoning through Develop students independence in askingthemselves .
Can I draw something What can I label What do I see What can I learn from my drawing 2012 Common Core Inc All rights reserved commoncore org.
N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsForms of the Tape Diagram 2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsFoundations for Tape Diagrams in PK 1.
2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsLeading into Tape DiagramsSara has 5 stamps Mark has 3 stamps How manymore stamps does Sara than Mark .
insert graphic here to show pictures laid outdiscretely then bars with vertical break lines 2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsExample 1 Sara has 5 stamps Mark brings her 4 more.
stamps How many stamps does Sara have now 2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsExample 2 Sara has 16 stamps Mark brings her 4 morestamps How many stamps does Sara have now .
2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsExample 3 Sara brought 4 apples to school After Markbrings her some more apples she has 9 applesaltogether How many apples did Mark bring her .
2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsExample 4 Matteo has 5 toy cars Josiah has 2 morethan Matteo How many toy cars do Matteo andJosiah have altogether .
2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsExample 5 Jasmine had 328 gumballs Then she gave132 gumballs to her friend How many gumballs doesJasmine have now .
2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsExample 6 Jose has 4 paper clips Harry has twice asmany paper clips as Jose How many paper clips doesHarry have .
2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsExample 7 Jose has 4 paper clips Harry has twice asmany paper clips as Jose How many paper clips dothey have altogether .
2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsExample 8 William s weight is 40 kg He is 4 times asheavy as his youngest brother Sean What is Sean s 2012 Common Core Inc All rights reserved commoncore org.
N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsExample 9 Jamal has 8 more marbles than Thomas They have 20 marbles altogether How many marblesdoes Thomas have 2012 Common Core Inc All rights reserved commoncore org.
N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsExample 10 The total weight of a football and 10 tennisballs is 1 kg If the weight of each tennis ball is 60 g find the weight of the football 2012 Common Core Inc All rights reserved commoncore org.
N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsExample 11 Two pears and a pineapple cost 2 Twopears and three pineapples cost 4 50 Find the costof a pineapple 2012 Common Core Inc All rights reserved commoncore org.
N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsExample 12 David spent 2 5 of his money on astorybook The storybook cost 20 how much did hehave at first 2012 Common Core Inc All rights reserved commoncore org.
N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsExample 13 Alex bought some chairs One third ofthem were red and one fourth of them were blue The remaining chairs were yellow What fraction ofthe chairs were yellow .
2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsExample 14 Jim had 360 stamps He sold 1 3 of themon Monday and of the remainder on Tuesday Howmany stamps did he sell on Tuesday .
2012 Common Core Inc All rights reserved commoncore org N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of UnitsExample 15 Max spent 3 5 of his money in a shop andGrade 3—Module 5. Video Clip: G3—M5 Application. Handout: Standards from the NF Domain Calling for Word Problems or Story Contexts. Additional Suggested Resources: A Story of Units: A Curriculum Overview for Grades P-5. How to Implement A Story of Units

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