# 11NovMathCriticalAreasLearningProgress

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```					 Mathematical Critical Areas-
Learning Progressions Overview

November 2011
   Understand that the critical areas describe key
mathematical concepts for students to learn
   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.

November 2011   2
November 2011   3
Grade      PK      K       1   2        3   4        5       6     7       8
level
How will
focusing on         # of
Critical
2       2       4   4        4   3        3       4     4       3

specific Critical   Areas

Areas improve
teaching and        Course     Alg I       Geo         Alg II   Math I       Math II       Math III

learning?
# of       4           6           4        6            5             4
Critical
Areas

November 2011                     4
level from
kindergarten
8, the Critical
Areas
outline the
essential
mathematical
ideas for each

November 2011   5
   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. …

November 2011    6
http://www.corestandards.org/assets/CCSSI_Mathematics_Appendix_A.pdf

November 2011   7
 DescribeCritical Areas
◦Record the Critical Areas on an
individual Foldable.

WEXiM-eMw&feature=related

November 2011   8
◦ Create a poster: use words and/or pictures
course.
◦ Study the posters to discover if the areas are
at the current grade level/course at a new
expectations.
◦ Look at the K-12 progression of learning

November 2011   9
 Place your “Big Ideas” sticky notes on the
corresponding Critical Area poster.
2, 3-5, 6-8, and 9-12)
◦ what you keep
◦ what you move or drop

November 2011   10
 Report from each grade level on biggest idea
 How do the mathematical concepts build from
 Compare the concepts in the critical areas
with those that you are currently teaching.
How are they similar?
How are they different?

November 2011   11
   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?

November 2011   12
 How  do the critical areas help to bring
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?

November 2011   13
   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

November 2011   14

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