Skip to main content

Vertical Alignment Reflection



    This assignment was very eye-opening to me because it was the first time I ever had to compare similar standards for different grade levels. I realized very quickly how repetitive these standards are and how nicely they scaffold into each other. I was able to see the curriculum flowing from level to level through the measurement and data standards. Students begin measuring in basic units and comparing using bigger and small or shorter and longer then they progress through elementary school and eventually use English and Metric units of measurement to measure things and compare more specifically using the exact lengths.

    The younger grades have a lot of overlap in measurement because they measure in basic units for a few years before they even learn to use measuring devices and are able to compare measurements more specifically. One standard that I don’t think is redundant is the standard for students telling time. In 1st grade, they learn to tell time in hours and half hours In second grade, they learn to tell time on digital and analog clocks. Finally, in third grade, they should be able to tell time so they start learning to measure and estimate time.

    All teachers need to be aware of not only the standards for the grade that they teach but also for the grades above and below. Especially since the COVID pandemic, students are much further behind than they have ever been and teachers need to be aware of the standards their students should have previously learned to make sure they don’t need to be retaught. Teachers also need to be aware of the standards a grade or two ahead of the grade they are teaching so they are able to support and challenge the gifted students.

Comments

Post a Comment

Popular posts from this blog

Ch 5:Pose Purposeful Questions

   Posing purposeful questions reminds me of the third CCSSM Standard which is Construct viable arguments and critique the reasoning of others because teachers should pose purposeful questions to gauge student understanding and students communicate their understanding back to the teacher through their arguments of why they got the solution they did. There are five types of purposeful questions teachers ask students which are all used for different purposes. The first type of purposeful question is gathering information, which teachers use when want students to recall basic facts or definitions (mostly things that are memorization). This is a question used to assess students because it usually has a right and wrong answer and can help the teacher gauge whether or not the student understands. The second type of purposeful question is probing thinking, which is used when teachers want students to explain, elaborate, or clarify their thinking and reasoning and why they came up wit...
Post a Comment
Read more

Journal Summary: Facilitating Student-Created Math Walks

       I read the article “Facilitating Student-Created Math Walks” written by Min Wang, Candace Walkington, and Koshi Dhimgra and published in the September 2021 issue of Mathematics Teacher: Learning and Teaching PK-12 . Before reading this article I had never heard of the concept of a math walk. A math walk allows students to get outside the classroom and find math in everyday life. After reading this, I realized that I have done something similar to a math walk in my high school geometry class when we were given a list of geometric shapes and angles and we has to walk around the school and take pictures of them. The article explains the five steps teachers can follow to design each stop in a math walk. The first step is to observe the space, then pose questions to the students to get them thinking and allow them to ask questions, then connect those questions to STE(A)M fields to help the students connect it to outside mathematics. After all the stops are planned ...
Post a Comment
Read more

Standards of Mathematical Practice

          The Common Core Standard of Mathematical Practice that I researched was Standard 2: Reason Abstractly and Quantitatively. My partner and I learned that standard 2 involves students decontextualizing and contextualizing problems to help make sense of them to solve them. Decontextualizing involves taking a complex problem and representing it with symbols that are easier to understand. An example of this would be a student drawing a picture of a word problem and then being able to make a number sentence or equation that they are able to solve. Contextualizing involves taking a problem that is numbers or symbols and putting them into a real-world situation (often a word problem) to help students understand how to solve the problem. To help young students develop this skill, teachers need to help students learn the relationships between numbers (greater than, less than, or equal to) and also teach students how to do basic addition, subtractio...
Post a Comment
Read more