SALTA 1st Grade Curriculum Map

2015-2016

Math Exemplars

Understanding Differentiated Tasks The instructional tasks/formative assessments in Problem Solving for the Common Core have been differentiated to include a “more accessible” and a “more challenging” version of the original problem. This feature allows teachers to meet the needs of students at various levels as they explore and practice new math concepts. The summative assessment tasks in this resource are not differentiated. In order to meet the standard, students need to successfully complete a summative assessment without differentiation.

Individual PDFs of the task overheads may be printed for students at each of the three levels. Once printed, teachers may refer to the symbols in the header to identify the various levels.

Symbol Key: ○ - Represents the “original” version of the task. Δ - Represents the “more accessible” version of the task. ☐ - Represents the “more challenging” version of the task.

Student work and anchor papers are provided only for the original version of the task.

Teachers can make additional alterations as well. For example, under the Common Core Domain Number and Operations, a task could be altered to meet the developmental needs of an individual student. If a kindergarten student only has number sense to 10, a blue block/red block patterning task asking the student to note the color of the 15 th block could be edited to the 10 th block. Teachers, however, should be careful not to alter the underlying concept(s) of the problem-solving tasks. Using Anchor Papers and Scoring Rationales Anchor papers provide examples of student work that meets or does not meet a Common Core standard. Each scoring rationale explains why. The summative assessment tasks in this program include student anchor papers at four levels of performance: Novice, Apprentice, Practitioner (meets the standard) and Expert. Exemplars anchor papers are accompanied by a set of scoring rationales that describe why each piece of student work is assessed at a specific performance level. Rationales are given for each of the five criteria in Exemplars assessment rubric (Problem Solving, Reasoning and Proof, Communication, Connections, Representations). The anchor paper is then given an “overall” assessment score or achievement level. Anchor papers and scoring rationales are designed to provide guidelines and support for teachers as they assess their own students’ performance in problem solving. They can also be shared with students as examples of what work meets the standard and why or as a basis for self- and peer-assessment. In many cases, there is more than one anchor paper associated with a level of performance. These are intended to demonstrate different strategies a student might use or different misconceptions a student might have. Guiding Questions Many students enjoy making connections once they learn how to reflect and question effectively. Below are a series of questions that students might consider as they are trying to identify connections: • What could happen next if I add another …? • Are there other mathematical terms I can use? • Is there another way I can state my thinking? (5 pennies is a nickel, 100 centimeters is one meter, two eyes is a pair, a square is a rectangle, a trapezoid can look different from the red pattern block) • Is the solution (all the work including the answer) reasonable? • How is this problem like another problem I did, and what is the mathematical similarity? • How is this mathematically like something that is in “real life” and how can I explain the mathematics? • How can I verify that my answer is correct? • Is there a general rule? • Is there a mathematical phenomenon in my solution? • Can I test and accept or reject a hypothesis or conjecture about my solution?

©Canyons School District 2016

SALTA MATH 12