https://padlet.com/joyxiuwen/4395ctn5f2ed en-us 2018-09-26 21:10:10 UTC 2023-02-07 03:44:50 UTC hello@padlet.com https://padlet.com/joyxiuwen/4395ctn5f2ed/wish/286292969
1. Operations of multiplication/division, working with multi digit numbers.

2. Multi digit arithmetic (multiplication/division) 

3. The exact progression limits for each standard goal.

4. The “how to” of the curriculum to be taught. ]]> 2018-09-26 23:36:45 UTC https://padlet.com/joyxiuwen/4395ctn5f2ed/wish/286292969 https://padlet.com/joyxiuwen/4395ctn5f2ed/wish/286293234 We see a progression from concrete to abstract understanding of numbers. The base ten numbers system standards for 2nd grade first focuses on understanding the place value of the three digits of a 3 digit numbers. Over time, the students develop a conceptual understanding of these units of numbers as place values. The next step is to take those learned concepts of base ten numbers and apply them as a representation by standard 3b in 2nd grade. Standards 4-7 concrete concepts and applying them as clear representations of numbers. Finally, the last two standards of 2nd grade numbers and operations in base ten is abstractly thinking about numbers and applying specific tools learned in the prior two stages mentally. ]]> 2018-09-26 23:39:15 UTC https://padlet.com/joyxiuwen/4395ctn5f2ed/wish/286293234 https://padlet.com/joyxiuwen/4395ctn5f2ed/wish/286293775 The standards focus on identifying place value of multi-digit numbers. Then using the understanding of place value to perform arithmetic of multi-digit numbers.]]> 2018-09-26 23:43:31 UTC https://padlet.com/joyxiuwen/4395ctn5f2ed/wish/286293775 https://padlet.com/joyxiuwen/4395ctn5f2ed/wish/286294849 K-1 is is primarily concrete concepts of base ten numbers from 0 up to 19. The final standards of first grade are representation because they are gaining understanding of the structure of numbers, how to manipulate numbers physically, and draw them as representations in the physical world. The concepts of greater, less than, and equal signs are also introduced and continued to practiced in 2nd grade. The standards strongly align because of the process of building on mathematical skills progresses in a sequential manner. The linkages with kindergarten and 1st grade are clearly prominent, but the common core standards are so intentional and intertwined that 1st and 2nd grade align very well too. Students can use the skills they learned in 1st grade essentially to excel in 2nd if instructional practices are expertly planned. Assessments must also backward map to learning activities specific to each grade level. ]]> 2018-09-26 23:49:11 UTC https://padlet.com/joyxiuwen/4395ctn5f2ed/wish/286294849 https://padlet.com/joyxiuwen/4395ctn5f2ed/wish/286294909 1. One connection we saw across grade levels they all involved multiplication, division, fractions, and decimals.

2. No, because the skills build upon each other. It is necessary to learn the basic skills (addition/subtraction) before building upon those skills.

3. These standards provide a clear guideline for teachers about what their students need to learn throughout the year.

4. How to teach students this information, and the materials needed to effectively teach students are not provided through the standards.

]]> 2018-09-26 23:49:37 UTC https://padlet.com/joyxiuwen/4395ctn5f2ed/wish/286294909 dezyrkowski https://padlet.com/joyxiuwen/4395ctn5f2ed/wish/286296447 First 4 core standards in 1st grade are similar to Kindergartens common core standards. Kindergarten standards is a scaffold for 1st grade standards. Kindergarten starts with a more concrete thinking then moves to 1st grade where it becomes more abstract. Both grade levels use creative resources to instruct goals (objects, drawing, modeling, etc).  What is missing from the standards is a timeline. How long do you spend on teaching a standard goal? Or what order do you teach the standard goals?]]> 2018-09-27 00:00:03 UTC https://padlet.com/joyxiuwen/4395ctn5f2ed/wish/286296447