emily wilson updn instructional coach/implementation specialist malynda tolbert m.ed updn...
TRANSCRIPT
Accessing the Math Utah Core Standards For All Students
Emily Wilson UPDN Instructional Coach/Implementation Specialist
Malynda Tolbert M.EdUPDN Instructional Coach/Implementation Specialist
Overview
• Utah Core Standard (UCS) Breakdown
• Instructional Strategies
• Problem Solving
Outcomes
Participants will: access core standards, write student objectives based
on a standard, and identify prerequisite skills that align with the given standard.
identify instructional strategies to support all students in the accessing the core standards.
consider solutions to obstacles when planning and implementing strategies to support all learners in accessing the core standards.
UCS Breakdown
1. Access UCS Standard2. Identify concepts and skills to master3. Using concepts and skills to master, write
objectives in student-friendly language4. Identify any pre-requisite skills
a) Identify vocabulary for understandingb) Identify critical background math skills
5. Based on student data, align students to needed pre-requisite skills
Domain/Cluster:Standard:
Concepts and Skills to Master Student Objectives
Prerequisite Skills
Critical Background Math Skills Students Who Need Support
Vocabulary Terms
1
Utah Core Standards (UCS) Breakdown
2 3
4a 4b
5
Elementary Standard
UCS Breakdown
1. Access UCS Standard
Domain/Cluster: 3OA9Standard 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
• 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
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 critical background math skills
Student ObjectiveI can identify addition and multiplication patterns on hundreds charts, number lines and addition and/or multiplication tables
• Read graph/table/number lines
• List simple patterns and sequences
• Solve multiplication facts
• Solve addition facts
Prerequisite SkillsCritical Background Math Skills
Vocabulary Terms
Pattern, Sum, Multiples, Factors, Product, Sequence, Column , Input/Output
UCS Breakdown4. Identify any pre-requisite skills needed to meet student objectives b) Identify vocabulary for understanding
UCS Breakdown
5. Based on student data, align students to needed pre-requisite skills
Prerequisite SkillsCritical Background Math Skills Students Who Need Support
Read graph/table/number lines
List simple patterns and sequences
Solve multiplication facts
Solve addition facts
Johnny, Suzie
Johnny
Whole Class
Johnny, Suzie, Jane
Secondary Standard Practice
UCS Breakdown
1. Access UCS Standard
Domain/Cluster Solve Systems of EquationsStandard: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
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
Concepts and Skills to Master Student Objectives
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.
I can explain and use the multiplication property to solve a system of equations.
I can explain and justify property of equality using the sum of two equations.
I can use substitution to solve linear equations
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.
Vocabulary Terms
Elimination by multiplication and addition, substitution, systems of equations, multiplication property
UCS Breakdown4. Identify any pre-requisite skills needed to meet student objectives b) Identify vocabulary for understanding
UCS Breakdown
5. Based on student data, align students to needed pre-requisite skills
Prerequisite SkillsCritical Background Math Skills Students Who Need Support
Johnny, Suzie
Johnny
Whole Class
Johnny, Suzie, Jane
Graph a line
Solve systems of equations
Solve one and two step equations
Demonstrate understanding of multiplication property
Supporting Students with Instructional Strategies
Co-teaching Models
IEP Accommodations and/or Modifications
Supplemental Class for Math Skill Building
Scaffolding Instruction Variations for Student Response
Frontloading Information
Scaffolding Student Product
Additional Staff Support
Guided Notes
Provide access to tools (i.e. calculator, number lines, manipulatives, etc)
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
OutcomesParticipants will: access core standards, write student objectives based
on a standard, and identify prerequisite skills that align with the given standard.
identify instructional strategies to support all students in the accessing the core standards.
consider solutions to obstacles when planning and implementing strategies to support all learners in accessing the core standards.
