mathematical process standards journal kindergarten - grade 2 · mathematics in everyday life...
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MATHEMATICAL PROCESS STANDARDSJOURNALKINDERGARTEN - GRADE 2
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©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS
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©2013 Texas Education Agency All Rights Reserved 2013
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Exploring The Mathematical Process Standards
©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Mathematical Process Standards
Communication
Reasoning, Generalizing,
and Problem Solving
Modeling, Using Tools, and Connecting Representations
Analysis
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Exploring The Mathematical Process Standards (continued)
©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Mathematical Process Standards
Similarities Differences
How do the new mathematical process standards compare to the current mathematical process standards? ________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
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Vocabulary Notes
©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Mathematical Process Standards
ELPS Cross-Disciplinary Instruction Multiple Entry Points Levels of Cognitive Demand
The English Language Proficiency
Standards (ELPS) outline the
instruction school districts must
provide to English language learners
in order for them to have full
__________________ to learn
English and _______________
academically. The ELPS are to be
implemented as an integral part of the
instruction in each
___________________ and
___________________ subject of the
TEKS. Effective instruction and
second language acquisition involves
giving English language learners
opportunities to listen, speak, read, or
write at their _______________ level
of English language development in
__________________________.
This term refers to skills and processes that
cut across __________________ disciplines
(English/language arts, reading, math,
science, and social studies). Related
standards are found in the __________.
Tasks with _______________
entry points are those which
have varying degrees of
_________________ within the
task, or provide students with
varied ___________________,
__________________, and
___________________ to
actively participate in the task.
Tasks that command
engagement with the concepts
and that encourage students to
make connections leading to
different opportunities for student
thinking, such as
_____________________ tasks,
procedures
___________________
connections tasks, procedures
___________________
connections tasks, and
___________________
mathematics tasks.
CCRS
The CCRS (College and Career Readiness
Standards) includes the
______________________ and
______________________ Standards and
is a resource designed to help students,
parents, teachers, and counselors
understand the specific _______________
knowledge and _______________ skills
necessary for college and career readiness.
The cross-disciplinary standards are
organized into two major areas: Key
____________________ Skills and
_____________________ Skills.
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The Mathematical Process Standards – My Understanding
©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Mathematical Process Standards
Since the new mathematical process standards are identified within each TxRCFP focal point, what are the implications for students’ acquisition and demonstration of their mathematical understandings? ___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
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Examining Amplified Instructional Task 1
©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Mathematical Process Standards
Task: _____________________________________________
Communication Reasoning, Generalizing, and Problem Solving
Modeling, Using Tools, and Connecting Representations Analysis
Inst
ruct
iona
l Stra
tegi
es
English Language Proficiency Standards
Multiple Entry Points
CC
RS
Cross-Disciplinary
Mark your perceived level of cognitive demand for this task on the continuum below:
Low High
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Examining Amplified Instructional Task 2
©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Mathematical Process Standards
Task: _____________________________________________
Communication Reasoning, Generalizing, and Problem Solving
Modeling, Using Tools, and Connecting Representations Analysis
Inst
ruct
iona
l Stra
tegi
es
English Language Proficiency Standards
Multiple Entry Points
CC
RS
Cross-Disciplinary
Mark your perceived level of cognitive demand for this task on the continuum below:
Low High
8
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Amplifying Instructional Tasks Brainstorming – Kindergarten Example
©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Mathematical Process Standards
Considerations for Brainstorming
Consider the 2012 TEKS in the
Original Task
Consider the Curriculum Focal
Point Consider the Context Consider the Student
Gui
ding
Q
uest
ions
What main concepts and/or skills are involved in this task? What are related concepts and/or skills?
What else might be explored or applied?
Additional mathematical ideas from the focal points
Grade level connections Financial literacy standards
What else could be explored within this context? What related ideas could be added to this context? What connections could be made to other content areas?
What Tier I differentiation may be needed to reach the student who is
struggling, learning English, and/or advanced?
Brai
nsto
rmin
g
Main Concepts and/or Skills
Use comparative language to describe two numbers up to 20 presented as written numerals K(2)(H)
Standards
Mathematical process standards K(1)(A)-(G)
Generate a number that is one more than or one less than another number up to at least 20 K(2)(F)
Compare sets of objects up to at least 20 in each set using comparative language K(2)(G)
Generate a set using concrete and pictorial models that represent a number that is more than, less than, and equal to a given number up to 20 K(2)(E)
Draw conclusions from real-objects and picture graphs K(8)(C)
Context
Comparing the number of each color of bears in a bag (red compared to blue)
Counting the number of students in each kindergarten classroom and make comparative statements
Collecting data and creating a real-object or picture graph, then make comparative statements about the data
Struggling
Use manipulatives Provide counting strips when
counting forward and backwards
Related Concepts and/or Skills
Compare sets of objects up to at least 20 in each set using comparative language K(2)(G)
Learning English
Use sentence frames Word cards
Advanced Determine a number between
two given whole numbers
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Amplifying Instructional Tasks Brainstorming – Grade 1 Example
©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Mathematical Process Standards
Considerations for Brainstorming
Consider the 2012 TEKS in the Original Task
Consider the Curriculum Focal Point Consider the Context Consider the Student
Gui
ding
Q
uest
ions
What main concepts and/or skills are involved in this task? What are related concepts and/or skills?
What else might be explored or applied?
• Additional mathematical ideas from the focal points
• Grade level connections • Financial literacy standards
What else could be explored within this context? What related ideas could be added to this context? What connections could be made to other content areas?
What Tier I differentiation may be needed to reach the student who is
• struggling, • learning English, • and/or advanced?
Brai
nsto
rmin
g
Main Concepts and/or Skills Identify U.S. coins by value and describe the relationships among them 1(4)(A)
Standards • Mathematical process
standards 1(1)(A)-(G) • Write a number with the cent
symbol to describe the value of a coin 1(4)(B)
• Use relationships to count by twos, fives, and tens to determine the value of a collection 1(4)(C)
• Represent the comparison of two numbers to 100 using the symbols >,
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Amplifying Instructional Tasks Brainstorming – Grade 2 Example
©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Mathematical Process Standards
Considerations for Brainstorming
Consider the 2012 TEKS in the Original Task
Consider the Curriculum Focal Point Consider the Context Consider the Student
Gui
ding
Q
uest
ions
What main concepts and/or skills are involved in this task? What are related concepts and/or skills?
What else might be explored or applied?
• Additional mathematical ideas from the focal points
• Grade level connections • Financial literacy standards
What else could be explored within this context? What related ideas could be added to this context? What connections could be made to other content areas?
What Tier I differentiation may be needed to reach the student who is
• struggling, • learning English, • and/or advanced?
Brai
nsto
rmin
g
Main Concepts and/or Skills Solve one-step word problems with addition 2(4)(C)
Standards • Process standards 2(1)(A)-(G) • Add or subtract using mental
strategies 2(4)(B) • Solve one-step and multi-step
word problems with addition and subtraction 2(4)(C)
• Generate and solve problem situations involving addition and subtraction 2(4)(D)
• Represent and solve word problems where unknowns may be any one of the terms 2(7)(C)
• Solve addition or subtraction problems from pictographs or bar graphs 2(10)(C)
• Draw conclusions and make predictions from a graph 2(10)(D)
• How many students voted for their favorite flavor?
• Create a bar graph to represent the information.
• Compare quantities. • Draw conclusions from the
graph.
Struggling • Provide scaffolding tools
(graph). • Provide checkpoints on multi-
step problems.
Related Concepts and/or Skills Mathematics in everyday life 2(1)(A)
Learning English • Provide sentence stems and
frames. • Provide opportunities to speak.
Advanced • Extend problem to include
more complex steps. • Require students to analyze
given information.
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Exploring the Texas Gateway
©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Mathematical Process Standards
TEKS Type of Activities Do you see evidence of the mathematical process standards? Justify your answer. Notes
My Reflections: _______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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Amplifying Instructional Tasks – Grade _______________________
©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Mathematical Process Standards
Considerations for Brainstorming
Consider the 2012 TEKS in the Original Task
Consider the Curriculum Focal Point Consider the Context Consider the Student
Gui
ding
Q
uest
ions
What main concepts and/or skills are involved in this task?
What are related concepts and/or skills?
What else might be explored or applied?
• Additional mathematical ideasfrom the focal points
• Grade level connections• Financial literacy standards
What else could be explored within this context?
What related ideas could be added to this context?
What connections could be made to other content areas?
What Tier I differentiation may be needed to reach the student who is
• struggling,• learning English,• and/or advanced?
Brai
nsto
rmin
g
Main Concepts and/or Skills Standards Context Struggling
Related Concepts and/or Skills Learning English
Advanced
14
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Amplifying Instructional Task Worksheet – Grade ____
©2013 Texas Education Agency. All Rights Reserved 2013 Introduction to the Revised Mathematics TEKS: Mathematical Process Standards
Original Task:
Amplified Instructional Task:
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2.01_0K-02_Title_Journal_3.4.132.01b_A_Copyright text2.02_REVISED_Exploring _Process_Standards_Journal_3.22.132.03_Exploring _Process_Standards_Continued_Journal_3.15.132.04_REVISED_Vocabulary_Notes_Journal_3.22.132.05_REVISED_My_Understandings_Journal_3.25.132.06_REVISED_Examing_Instructional_Task_1_Journal_3.25.132.07_REVISED_Examing_Instructional_Task_2_Journal_3.25.132.08_Instructional_Task_Pocket_Journal_2.25.132.08a_NEW_Gr_0K_Amplified_Task_Brainstorming_3.18.132.08a_NEW_Gr_1_Amplified_Task_Brainstorming_3.18.132.08a_NEW_Gr_2_Amplified_Task_Brainstorming_03.18.132.09_Exploring_Project_Share_Gateway_Journal_2.25.132.10_Amplifing_Instructional_Task_Journal_3.8.132.11_Instructional_ Task_ Worksheet_Journal_03.07.13
TEKSRow1: NotesRow1: TEKSRow2: Type of ActivitiesRow2: NotesRow2: TEKSRow3: Type of ActivitiesRow3: NotesRow3: TEKSRow4: Type of ActivitiesRow4: NotesRow4: TEKSRow5: Type of ActivitiesRow5: NotesRow5: Main Concepts andor Skills: Related Concepts andor Skills: Standards: Context: Struggling: Learning English_2: Advanced_2: Reasoning: Modeling: Communication: Analysis: Similarities: Differences: prompt: elps2: [ ]elps3: [ ]elps4: [ ]elps5: [ ]elps1: [ ]elps6: [ ]crossdis2: [ ]ccrs1: [ ]ccrs3: [ ]ccrs4: [ ]ccrs2: [ ]ccrs5: [ ]ccrs6: [ ]crossdis1: [ ]entrypoints1: [ ]entrypoints2: [ ]entrypoints3: [ ]entrypoints5: [ ]entrypoints4: [ ]levels2: [ ]levels3: [ ]levels1: [ ]levels4: [ ]textprompt: Task: text1: text2: text3: text4: text5: text6: text7: text8: text9: text10: text11: text12: Task2: text13: text14: text15: text16: text17: text18: text19: text20: text21: text22: text23: text24: continuum1: 17Type of ActivitiesRow1: EvidenceRow1: EvidenceRow2: EvidenceRow3: EvidenceRow4: EvidenceRow5: reflections: Grade_Selection: original_task: amplified_task: