Learning Trajectory

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# Learning Trajectory - PowerPoint PPT Presentation

Learning Trajectory. Everyday Mathematics Program Goals. The story behind Beginning, Developing, and Secure Goals. EM students are expected to master a variety of mathematical skills and concepts But not the first time they are encountered

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## PowerPoint Slideshow about 'Learning Trajectory' - falala

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### Learning Trajectory

Everyday Mathematics Program Goals

The story behind Beginning, Developing, and Secure Goals
• EM students are expected to master a variety of mathematical skills and concepts
• But not the first time they are encountered
• In 1980s when EM was first published, beginning, developing, and secure labels did not exist
B, D, and S labels become Learning Goals
• Teachers were uncomfortable “trusting the spiral” and didn’t know where a particular skill or concept fell in terms of curriculum
• B, D, S labels were introduced in an update of 1st edition, to help teachers feel comfortable with spiral
• In 2nd edition B, D, S labels are converted into learning goals
Problem with Beginning, Developing, and Secure Goals
• Main purpose of B, D, S labels was to provide information about the curriculum’s treatment of a topic
• B- exposure to skill or concept
• D- prior treatment and further exposure would occur
• S- additional opportunities to practice and apply skills but no more lessons devoted to it
• Secondary function was to indicate individual students’ levels of mastery of skills and concepts
• When do beginning or developing goals become secure?
• Will a developing goal in Unit 1, still be considered developing at end of the year?
• How do learning goals connect across grade levels?
• Why do some grades have more secure goals?
• If a child is not proficient on a secure goal in Unit 2, when will there be another opportunity to assess it?
• What should the majority of third graders be able to do by the end of the year?
Third Edition of EM introduces Program Goals
• Aligned to Standards
• Weave the curriculum together across grades
• Organized by content strand
• Carefully articulated across grade levels
• Help teachers understand the structure of Everyday Mathematics
• Help teachers understand what to assess
• Express the mathematical content that all EM students are expected to master
Everyday Math Program Goals

Number and Numeration

♦ Understand the meanings, uses and representation of numbers

♦ Understand equivalent names for numbers

♦ Understand common numerical relations

Operations and Computation

♦ Compute accurately

♦ Make reasonable estimates

♦ Understand meanings of operations

Everyday Math Program Goals

Data and Chance

♦ Select and create appropriate graphical representations of collected or given data

♦ Analyze and interpret data

♦ Understand and apply basic concepts of probability

Measurement and Reference Frames

♦ Understand the systems and processes of measurement; use appropriate techniques, tools, units, and formulas in making measurements

♦ Use and understand reference frames

Everyday Math Program Goals

Geometry

♦ Investigate characteristics and properties of two- and three-dimensional geometric shapes

♦ Apply transformations and symmetry in geometric situations

Patterns, Functions, and Algebra

♦ Understand patterns and functions

♦ Use algebraic notation to represent and analyze situations and structures

• Guideposts along trajectories that span multiple years
• Clarify grade-level expectations for mastery
• Big Ideas at each grade level
• Do not capture all the content covered
• Describe how EM builds mastery over time
• Cumulative- thus it is essential that students experience the complete curriculum
Assessment Opportunities
• EM curriculum designed so that majority will reach Grade-Level Goals upon completion of that grade
• As a result students are better prepared to succeed in higher levels of math
• Recognizing Student Achievement provides benchmarks to judge student progress
• Progress Checks have been reorganized to distinguish between formative and baseline assessments
New and Improved Goals in Everyday Mathematics
• B, D, and S labels and learning goals are not part of the 3rd edition of Everyday Mathematics
• Essence and functions of B, D, and S remain in structure and features of 3rd edition: Program Goals, Grade-Level Goals
• Losing these labels does not reflect a change in the Everyday Mathematics approach
• 3rd edition makes that approach easier to understand and implement
Reflections on Program Goals
• 3 Learning points or understandings
• 2 Components teachers will embrace
• 1 Question you still have regarding the EM Program Goals
Content Strand Development
• Work with a partner
• Select one envelope which contains a program goal for the content strand: Operations and Computation
• Place each goal with its corresponding grade
• Complete puzzle and discuss with your table group the progression of the goal
How will this learning trajectory support students’ understanding of procedural skills and fluency in the Content Strand: Operations and Computation?
How will this tool (content strand development) support teachers understanding of students’ mathematical learning?