Accessing the Math Utah Core Standards For All

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Accessing the Math Utah Core Standards For All Students Emily Wilson UPDN Instructional Coach/Implementation

Accessing the Math Utah Core Standards For All Students Emily Wilson UPDN Instructional Coach/Implementation Specialist Malynda Tolbert M. Ed UPDN Instructional Coach/Implementation Specialist

Overview • Utah Core Standard (UCS) Breakdown • Instructional Strategies • Problem Solving

Overview • Utah Core Standard (UCS) Breakdown • Instructional Strategies • Problem Solving

Outcomes Participants will: v access core standards, write student objectives based on a standard,

Outcomes Participants will: v access core standards, write student objectives based on a standard, and identify prerequisite skills that align with the given standard. v identify instructional strategies to support all students in the accessing the core standards. v consider solutions to obstacles when planning and implementing strategies to support all learners in accessing the core

UCS Breakdown 1. Access UCS Standard 2. Identify concepts and skills to master 3.

UCS Breakdown 1. Access UCS Standard 2. Identify concepts and skills to master 3. Using concepts and skills to master, write objectives in student-friendly language 4. Identify any pre-requisite skills a)Identify vocabulary for understanding b)Identify critical background math skills 5. Based on student data, align students

Utah Core Standards (UCS) Breakdown Domain/Cluster: Standard: Concepts and Skills to Master 1 Student

Utah Core Standards (UCS) Breakdown Domain/Cluster: Standard: Concepts and Skills to Master 1 Student Objectives 2 3 Prerequisite Skills Critical Background Math Skills 4 a Vocabulary Terms Students Who Need Support 4 b 5

Elementary Standard

Elementary Standard

UCS Breakdown 1. Access UCS Standard Domain/Cluster: 3 OA 9 Standard 9: Identify arithmetic

UCS Breakdown 1. Access UCS Standard Domain/Cluster: 3 OA 9 Standard 9: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

UCS Breakdown 2. Identify concepts and skills to master Concepts and Skills to Master

UCS Breakdown 2. Identify concepts and skills to master Concepts and Skills to Master • Students will recognize arithmetic patterns that can be found on a hundreds chart, a number line, an addition and a multiplication table. • Students will recognize multiplication patterns that can be found on a hundreds chart and a multiplication table. • Students will know that multiplication by an even number results in an even number. • Students will know that multiplication of an odd number by another odd number results in an odd number. • Students will know that multiplication of an odd number by an even number results in an even number. • Students will explain arithmetic patterns using properties of operations.

UCS Breakdown 3. Using concepts and skills to master, write objectives in student-friendly language

UCS Breakdown 3. Using concepts and skills to master, write objectives in student-friendly language Concepts and Skills to Master Student Objectives • Students will recognize arithmetic patterns that can be found on a hundreds chart, a number line, an addition and a multiplication table. • Students will recognize multiplication patterns that can be found on a hundreds chart and a multiplication table. • Students will know that multiplication by an even number results in an even number. • Students will know that multiplication of an odd number by another odd number results in an odd number. • Students will know that multiplication of an odd number by an even number results in an even number. • Students will explain arithmetic patterns using properties of operations. I can identify addition and multiplication patterns on hundreds charts, number lines and addition and/or multiplication tables I can use properties of operations to explain patterns Standard: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

UCS Breakdown 4. Identify any pre-requisite skills needed to meet student objectives a) Identify

UCS Breakdown 4. Identify any pre-requisite skills needed to meet student objectives a) Identify critical background math skills Student Objective I can identify addition and multiplication patterns on hundreds charts, number lines and addition and/or multiplication tables Prerequisite Skills Critical Background Math Skills • Read graph/table/number lines • List simple patterns and sequences • Solve multiplication facts • Solve addition facts

UCS Breakdown 4. Identify any pre-requisite skills needed to meet student objectives b) Identify

UCS Breakdown 4. Identify any pre-requisite skills needed to meet student objectives b) Identify vocabulary for understanding Vocabulary Terms Pattern, Sum, Multiples, Factors, Product, Sequence, Column , Input/Output

UCS Breakdown 5. Based on student data, align students to needed prerequisite skills Prerequisite

UCS Breakdown 5. Based on student data, align students to needed prerequisite skills Prerequisite Skills Critical Background Math Skills Students Who Need Support Read graph/table/number lines Johnny, Suzie List simple patterns and sequences Solve multiplication facts Solve addition facts Johnny Whole Class Johnny, Suzie, Jane

Secondary Standard Practice

Secondary Standard Practice

UCS Breakdown 1. Access UCS Standard Domain/Cluster Solve Systems of Equations Standard: A. REI.

UCS Breakdown 1. Access UCS Standard Domain/Cluster Solve Systems of Equations Standard: A. REI. 5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

UCS Breakdown 2. Identify concepts and skills to master Concepts and Skills to Master

UCS Breakdown 2. Identify concepts and skills to master Concepts and Skills to Master Explain the use of the multiplication property of equality to solve a system of equations. Explain why the sum of two equations is justifiable in the solving of a system of equations. (Property of equality) Relate the process of linear combinations with the process of substitution for solving a system of linear equations.

UCS Breakdown 3. Using concepts and skills to master, write objectives in student-friendly language

UCS Breakdown 3. Using concepts and skills to master, write objectives in student-friendly language Concepts and Skills to Master Student Objectives Explain the use of the multiplication property of equality to solve a system of equations. I can explain and use the multiplication property to solve a system of equations. Explain why the sum of two equations is justifiable in the solving of a system of equations. (Property of equality) I can explain and justify property of equality using the sum of two equations. I can use substitution to Relate the process of linear solve linear equations combinations with the process of substitution for solving a system of. A. REI. 5 Prove linear equations. that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

UCS Breakdown 4. Identify any pre-requisite skills needed to meet student objectives b) Identify

UCS Breakdown 4. Identify any pre-requisite skills needed to meet student objectives b) Identify vocabulary for understanding Vocabulary Terms Elimination by multiplication and addition, substitution, systems of equations, multiplication property

UCS Breakdown 5. Based on student data, align students to needed prerequisite skills Prerequisite

UCS Breakdown 5. Based on student data, align students to needed prerequisite skills Prerequisite Skills Critical Background Math Skills Students Who Need Support Graph a line Johnny, Suzie Solve systems of equations Johnny Solve one and two step equations Demonstrate understanding of multiplication property Whole Class Johnny, Suzie, Jane

Supporting Students with Instructional Strategies Co-teaching Models IEP Accommodations and/or Modifications Guided Notes Scaffolding

Supporting Students with Instructional Strategies Co-teaching Models IEP Accommodations and/or Modifications Guided Notes Scaffolding Instruction Supplemental Class for Math Skill Building Variations for Student Response Scaffolding Student Product Frontloading Information Provide access to tools (i. e. calculator, number lines, Additional Staff Support manipulatives, etc)

Problem Solving Ideas • Collaborate with Colleagues • Start Small • Be invested in

Problem Solving Ideas • Collaborate with Colleagues • Start Small • Be invested in the process to increase outcomes for students • Be familiar with the Core Standards • Collect data and use that to data drive instructional decisions

Outcomes Participants will: v access core standards, write student objectives based on a standard,

Outcomes Participants will: v access core standards, write student objectives based on a standard, and identify prerequisite skills that align with the given standard. v identify instructional strategies to support all students in the accessing the core standards. v consider solutions to obstacles when planning and implementing strategies to support all learners in accessing the core standards.

Thank You Malynda Tolbert malynda. tolbert@usu. edu Emily Wilson e. wilson@usu. edu

Thank You Malynda Tolbert malynda. tolbert@usu. edu Emily Wilson e. wilson@usu. edu