Exploring Clarity in the
2011 MA Curriculum Framework for Mathematics
Exploration Activity:
Comparing the New and Former MA
Mathematics Standards
April 2011
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Desired Outcomes
In this activity, participants will:
• Identify examples of increased clarity and
specificity in the new standards at your grade
level
• Describe similarities and differences of the old
and the new standards by using the crosswalk
documents
• Discuss implications for teaching and learning
• Identify areas where you would like support in
implementation
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Supporting changes in practice
• The new standards support improved
curriculum and instruction due to increased:
– FOCUS, via critical areas at each grade level
– COHERENCE, through carefully developed
connections within and across grades
– CLARITY, with precisely worded standards
that cannot be treated as a checklist
– RIGOR, including a focus on College and
Career Readiness and Standards for
Mathematical Practice throughout Pre-K-12
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Overview of the Crosswalk Document
• Section 1
– How to read the crosswalk
• Section 2
– Grade Level Introduction
• Section 3
– Standards for Mathematical Practice (same for all grade levels)
• Section 4
– Math Content Standards Comparison
• Section 5
– Standards Not Matched at the Grade Level
Our focus for this session will be the comparison of current and new
content standards, beginning on page 2 of each grade level
Crosswalk.
http://www.doe.mass.edu/candi/commoncore/
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Structure of the
Standards Comparison Table
How to read this crosswalk
– Column 1: Mathematics Standards for 2011
– Column 2: Related standards from 2000/2004
Frameworks (may be direct or partial relationship;
more than one standard may match)
– Column 3: Appropriate comments
Unmatched standards – those no longer taught at the
specific grade level
• 2011 standards that match at a different grade level
• 2000/04 standards that are not included in the 2011
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Main Activity Overview
• We will examine the new standards through:
– Individual work time to mark up our
crosswalk documents (25 minutes)
– Small group discussion (20 minutes)
– Whole group wrap-up (5 minutes)
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Example of a Standard in the Crosswalk
Massachusetts Grade 4
(January 2011)
Grade-span 3/4
(MA 2000)
Comment
Number
and
Operations
- Fractions
Number
and
Operations
- Fractions
(Footnote: Grade 4 expectations in this
domains are alimtied to fractions with
denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100)
Extend understanding of fraction
equivalence and ordering.
4.NF.2 Compare two fractions with different
numerators and different denominators, e.g.,
by creating common denominators or
numerators, or by comparing to a
benchmark fraction such as 1/2. Recognize
that comparisons are valid only when the
two fractions refer to the same whole.
Record the results of comparisons with
symbols >, =, or <, and justify the
conclusions, e.g., by using a visual fraction
model.
4.N.4 Select, use, and explain
models to relate common
fractions and mixed numbers
(1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10,
1/12, and 11/2), find equivalent
fractions, mixed numbers, and
decimals, and order fractions.
MA 2011 focuses on
comparisons of fractions
that refer to the same
whole and on justifying
conclusions
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Crosswalk Activity – Individual Work
• Highlight standards or parts of standards that
you currently teach and are comfortable with.
• Underline anything new.
• Circle any terms or phrases that are unfamiliar
or unclear to you, or anything you wish to
explore further.
Time estimate: 25 minutes
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Crosswalk Summary Sheet
In a small group, discuss the following summary questions.
•
In general, describe how the new standards are clearer
and more precise than the former standards.
•
How will the topics at your grade level change?
•
How do you envision these new standards changing the
teaching and learning (i.e., instruction) in your
school/classroom?
•
What specific areas from your grade level would you
like to further explore?
Time estimate: 20 minutes
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Whole Group Wrap-up
• Comment on one or more of the following:
– What should teachers in other grades know
about your grade level?
– How are the new standards more clear about
what students should know and be able to do?
– What are the implications of the new
standards for teaching and learning,
professional development, etc.?
Time estimate: 5 minutes
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Feedback and Information
• To provide feedback on this activity as a
facilitator or participant, or to find more
activities and resources (including the
crosswalks), go to the ESE’s Curriculum and
Instruction page at:
http://www.doe.mass.edu/candi/commoncore/
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