KCCRS –
Mathematics
~~~~~~
Curriculum
Planning
September 15, 2014
Goal:
• To learn the 4 step process for
curriculum planning
• To provide resources to support your
district with this process
Outcomes:
To have a deeper understanding of the KCCRS and
resources
To understand the role of the learning progressions
and examine implementation needs
To know and be able to use the resources that align
with the intent of the KCCRS
To walk away with ideas and resources to assist
with implementation of the KCCRS
Step 1
Standards for Math Practice
& Content Standards
KSDE Training
September 8, 2014
Where do you find…?
Where do you find the…?
Focus
Coherence
Rigor
Where do you find the…?
Using evidence from the text, why might
the practices be categorized in this way?
How do the Math Practices
impact Curriculum Planning?
Discuss this with your table
group.
Step 2
Learning
Progressions
KSDE 2014
How should educators increase
their understanding of the content
within the Kansas College and
Career Ready Standards for
Mathematics?
http://ime.math.arizona.edu/progressions/
Pg 4
Where is this in the standards?
Look in the Kindergarten and First
Grade standards.
This particular concept is not
specifically stated within the
standards but it is a critical concept
that all students are to be able to
perform and understand.
Decomposition of Number
Students then need to extend this concept
into decomposition of number which is the
foundation for the fundamental properties of
operations.
The ability to be able to decompose numbers
in intuitive ways leads to the flexible use of
the properties of operations.
Learning Progression
1st Grade
Pg 15
3rd Grade ~ Fraction Understanding (NF pg. 3)
Ratios
Pg 3
Pg 4
Functions 8-12
Pg 6
Why are the Learning
Progressions
important for
Curriculum Planning?
Talk with your table
partners.
Learning
Progressions
KSDE 2014
Step 3
Common definition: What is
curriculum mapping?
0 Curriculum mapping is the process of
indexing or diagraming to
0 identify and address academic gaps,
0 redundancies, and
0 misalignments
for purposes of improving the overall
coherence of a course of study and, by
extension, its effectiveness
http://edglossary.org/curriculum-mapping/
Coherent curriculum is…
1. Well organized and purposefully designed to
facilitate learning,
2. Free of academic gaps and needless
repetitions
3. Aligned across lessons, courses, subject
areas, and grade levels.
http://edglossary.org/curriculum-mapping/
Phil Daro:
Common Core Lead Author
0 Not a mile wide-inch deep, stop adding your
own things.
Steps 3: Curriculum Mapping
Process
0 Vertical coherence
0 What comes before and after?
0 Academic gaps
0 Sequence coherence
0 Major/supporting/additional
0 Order and time emphasis
Vertical Coherence
Example:
Line of Concept Development
0 Elementary- Number and Operations- Fractions
0 Middle- Ratios and Proportional Reasoning
0 High- Functions
3rd
4th/5th
3rd Grade
• Understand part/whole
relationships
• Generate equivalent fractions
4th/5th
• Multiply fractions by whole
numbers and fractions
6th
• Distinguish between part/part
and part/whole ratios and rates
• Generate equivalent ratios
6th
7th /8th
HS
7th /8th
• Unit rate
• Graph proportional relationships
• Use the unit rate as a slope
• Generate equations
High School
• Linear Functions
• Constant rate of change
• Multiple representations
Vertical Coherence in
Progressions
0 K-5 Geometry Progression
0 Changing definition of trapezoid
Vertical CoherenceAcademic Gaps
0 Bridging the old with the new
0 Different paths for each cohort of students
0 Acceleration
0 Intervention focus
7th grade
math
8th grade
math
Integer computation
Proportional thinking
Algebra 1
Rational and Irrational
Numbers
Solving equations
One/two step equations
Linear graphs/slope
Rational signed numbers
Systems of Equations
Quadratics/Non-linear functions
Functions
Bivariate data
Sampling methods
Probability
Shift in content: Statistics example
5th
grade
6th grade KCCRS
Pg. 45
• 6.SP.5c
MAD
• “Describe the
pattern”
• Uni-variate
data
• Statistics will
no longer be in
elementary
standards
7th grade KCCRS
Pg. 50
8th grade KCCRS
Pg. 56
• 7.SP.3
• 8.SP
• “Assess the
• “variability” of
degree of
bivariate data
overlap using
(MAD with a
MAD”
scatter plot)
(application,
• “Describe the
not
association
initial teaching)
between
variables”
• Probability
• “Assess the
model fit by
judging the
closeness of
the data
points”
Algebra 1 KCCRS
Statistics, page 81
Functions, page 69
Modeling, page 72
• Standard
deviation
• Analyze
residuals
• Compute and
interpret
correlation
coefficients
Vertical CoherenceAcademic Gaps
0 Bridging the old with the new
0 Different paths for each cohort of students
0 Acceleration
0 Intervention focus
Sequence Coherence
0 Zimba’s documents
0 Sequence Worksheets
0 SBAC for HS
Step 3: Curriculum Mapping
0How will your district create and
sustain opportunities for teachers
to collaborate vertically?
0How will your district ensure
sequence coherence as more than
delta indicators?
Step 4
Step 4: Unit Coherence
Grain Size
0 Standards aren’t a discrete checklist
0 Shift to thinking about units
0 Across topics, across domains
Unit Coherence
0 3.NBT.A
0 Place value understanding and properties of
operations
0 3.OA.D
0 Solving problems, identifying and explaining
patterns in arithmetic
Unit Coherence
 7. SP.C (Probability)
 Finding relative frequencies
 7.RP (Proportional Thinking)
 Solve percent problems
Unit Coherence
0 F.BF.B
0 Transforming functions
0 F.IF.C
0 Graph by hand
Example:
Non-example
Step 4: Unit Planning
0Describe why the smallest grain size
should be a coherent unit.
0How do all four steps of the
curriculum mapping process
support utilizing the rubric?
Using the Rubric
0 Select Instructional Material
0 Physical Book
0 Websites: map.mathshell.org, engageNY, Illustrative
Math, k-5mathteachingresources.com,
Illuminations
0 Select one unit
You are not evaluating a textbook, you are
evaluating a materials for a unit.
KSDE Follow-up
0 Progressions
0 Curriculum Mapping
0 Evaluating Units