Directions: 1. Access your state’s department of education website. 2. Locate your state’s mathematics standards. 3. Select one strand or domain. 4. Complete the table below.
For each of the identified grade levels, enter the exact verbiage of the standard for that strand or domain in the Standard column. In the Explanation column, explain in your own words what that standard means at that grade level. In the Teaching Example column, provide an example of how you might teach that standard to students at that grade level.
State _California______________________________
Strand or Domain___CA CSS __________________________
|Grade Level |Standard |Explanation |Teaching Example |
|1st grade |In grade 1, instructional time should|In first grade children should be|For teaching place values and |
| |focus on four critical areas: |able to know how to add and |grouping numbers in to 10’s and |
| |(1) developing understanding of |subtract to 20,they should |1’s, a good teaching example is |
| |addition, subtraction, and |understand place values and how |what number is 10 less than 41? |
| |strategies for addition and |to group numbers in tens and | |
| |subtraction within 20; (2) developing|ones. Tell and write time. They | |
| |understanding of whole number |should start to have a an idea of| |
| |relationships and place value, |linear measurement and be able to| |
| |including grouping in tens and ones; |identify inches and centimeters, | |
| |(3) developing understanding of |should be familiar with geometric| |
| |linear measurement and measuring |shapes and how to make them and | |
| |lengths as iterating |understand their differences. | |
| |length units; and (4) reasoning about| | |
| |attributes of, and composing and | | |
| |decomposing geometric shapes. | | |
|3rd grade |(1) Operations and Algebraic |Represent and solve problems |A good teaching example for |
| |Thinking(2) NBT Number and Operations|involving multiplication and |teaching place values for numbers|
| |in Base Ten(3) NF Number and |division. Understand properties |would be ; Which digit is in the |
| |Operations-Fractions(4) MD |of multiplication and the |thousands place 12,894? |
| |Measurement and Data(5) Geometry |relationship between | |
| | |multiplication and division. | |
| | |Multiply and divide within 100. | |
| | |Solve problems involving the four| |
| | |operations, and identify and | |
| | |explain patterns in arithmetic. | |
| | |Use place value understanding and| |
| | |properties of operations to | |
| | |perform multi-digit arithmetic. | |
| | |Develop understanding of | |
| | |fractions as numbers. Solve | |
| | |problems involving measurement | |
| | |and estimation of intervals of | |
| | |time, liquid volumes, and masses | |
| | |of objects. Geometric | |
| | |measurement: understand concepts | |
| | |of area and relate area to | |
| | |multiplication and to | |
| | |additionGeometric measurement: | |
| | |recognize perimeter as an | |
| | |attribute of plane figures and | |
| | |distinguish between linear and | |
| | |area measures. Geometric | |
| | |measurement: recognize perimeter | |
| | |as an attribute of plane figures | |
| | |and distinguish between linear | |
| | |and area measures. Reason with | |
| | |shapes and their attributes. | |
|5th grade |(1) Operations and Algebraic |Write and interpret numerical |A good teaching example to use to|
| |Thinking(2) NBT Number and Operations|expressions Understand the place |teach students to perfom multiple|
| |in Base Ten(3) Measurement and |value system. Use equivalent |operations with whole numbers: |
| |Data(4) Geometry |fractions as a strategy to add |7 × 2 ÷ 14 + 8= ? |
| | |and subtract fractions. Convert | |
| | |like measurement units within a | |
| | |given measurement system. Graph | |
| | |points on the coordinate plane to| |
| | |solve real-world and mathematical| |
| | |problems. | |
|7th grade |(1) Ratios and Proportional |Analyze proportional |A good teaching example to use to|
| |Relationships(2) The Number System(3)|relationships and use them to |teach students to Solve |
| |Expressions and Equations(4) |solve real-world and mathematical|proportions: word problems would |
| |Geometry(5) |problems. Apply and extend |be; |
| | |previous understandings of |Ruth used 6 centimeters of tape |
| | |operations with fractions to add,|to wrap 2 presents. How much tape|
| | |subtract, multiply, and divide |will Ruth need in all if she has |
| | |rational numbers. Use properties |to wrap 3 presents? Assume the |
| | |of operations to generate |relationship is directly |
| | |equivalent expressions. Solve |proportional. |
| | |real-life and mathematical | |
| | |problems using numerical and |??? centimeters |
| | |algebraic expressions and | |
| | |equations. Draw, construct, and | |
| | |describe geometrical figures and | |
| | |describe the relationships | |
| | |between them. Use random sampling| |
| | |to draw inferences about a | |
| | |population. Draw informal | |
| | |comparative inferences about two | |
| | |populations. Investigate chance | |
| | |processes and develop, use, and | |
| | |evaluate probability models. | |
Write a 200- to 350-word analysis of how this particular strand or domain builds across the grade levels.
The thing that struck me the most using this form of curriculum is that the curriculum builds on itself. It is all thed same kind of math from beginning to end it just gedts more and more complicated. The children start off with the very basics in kindertgarten and then each grade just builds upon the foundation that has been laid. In each grade the fundementals get more demanding and increasingly require more of an intelligent thought process and a required amount of skill. The children can easily transition from one grade to the next because the next grade is only a continuation of what they have already learned. My daughter who is in kindergarten can already fufill all the requirements of the first grade core standards. She has been so worried to go to the next grade and yet when I showed her that she already knew all the core fundementsals she finally reloaxed and her anxiety subsided. I think this is a great system although I have heard some people say otherwise. The only drawback I can see is if there were parts of the curriculum that you didn’t understand, then when you get to the next grade you are going to be twice as confused. It is important that the students be able to grasp all of the base fundementals so they do not get lost later.
