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Next Steps:

1. Record January Formative Data BY Feb 6 - https://docs.google.com/forms/d/e/1FAIpQLScordcLMGfTBEH8Y7Tsjai9Rs5axi2CBUxXjF71zGl8_fxYfw/viewform

2. Administer February formative but do not score! Bring your unscored formatives to our February meeting.

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solve one‐step and multi‐step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms

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generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20

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solve with fluency one‐step and two‐step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction

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represent and solve one‐ and two‐step multiplication and division problems within 100 using arrays, strip diagrams, and equations

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represent multi-step problems involving the four operations with whole numbers  using strip diagrams and equations with a letter standing for the unknown quantity

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represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity

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explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences

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See the Kinder SLO for information on how to input into the Edugence sections.

SLO Focus Statement: During the 2025-202 school year, ___% of students will show proficiency in solving one-step addition and subtraction word problems within 10, representing their solutions with drawings and number sentences, and explaining strategies used.

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See the kinder slo for step by step instructions on how to enter in Edugence.

SLO Focus Statement: By the end of the 2025-202 school year, __% of students will show proficiency in representing and solving both one-step and two-step word problems (within 1,000), using place-value strategies, modeling with drawings or equations, and explaining their reasoning.

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STEP 1:

Content Area: Math Problem Solving

SLO Focus Statement: By the end of the 2025-2026 school year, ___% of students will independently solve real-world addition and subtraction word problems (e.g., using manipulatives or drawings), explain their thinking verbally, and represent the problems using objects, pictures, or number sentences.

What led to the decision: Historical campus data and need for additional application-based problem solving opportunities.

TEK: Copy TEK Verbiage directly from padlet.

STEP 2&3:

Well above typical: Utilize 2nd or 3rd grade TEK verbiage, for each other proficiency, build grade level TEKS in. Typical will be the Kindergarten TEK, anything below will be less than the kinder TEK. Reach out to Lily for help with this.

Student Growth Tracker:

After administering formative assessment 1, input initial skill level and student scores in this form.

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See the kinder SLO for information on how to input into the Edugence sections.

SLO Focus Statement: By the end of the 2025-2026 school year, ____% of students will show proficiency in representing and solving one- and two-step word problems (within 1,000) using number lines, pictures, and equations, and will describe their steps in writing or verbally.

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See the kinder slo for step by step instructions on how to enter in Edugence.

SLO Focus Statement: By the end of the 2025-2026 school year, ___% of students will show proficiency in modeling, representing, and solving multi-step word problems involving all four operations(including remainder interpretation), using diagrams, number sentences, or equations.

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See the kinder SLO for information on how to enter this into Edugence.

SLO Focus Statement: By the end of the 2025-202 school year, ___% of students will show proficiency in representing and solving multi-step word problems involving all four operations—including unknowns in equations, using representations such as symbolic equations, diagrams, or models.

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Next steps:

1. Administer first formative.

2. Enter student data in student growth tracker in Edugence under "Prog Check 1"

3. Bring student data to next meeting (Sept 18)

4. Be prepared to discuss student initial proficiency, plan for formative #2, and dive into problem solving processes.

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Next steps:

1. administer formative #2 and bring data to the October meeting to review

2. Come with 3 problem solving journals - a high, medium, and low sample

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Math Vertical Alignment Cohort Meeting #2

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Next steps:

1. Bring 3 problem solving journal samples - (journals must include samples of independent problem solving evidence)

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Math Cohort Feedback -- Problem Solving Routines

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Copy of Pool Party MK Campaign by Slidesgo