SECOND GRADE ENVISION MATH CURRICULUM MAP

2y ago
15 Views
2 Downloads
6.71 MB
45 Pages
Last View : 4m ago
Last Download : 2m ago
Upload by : Aarya Seiber
Transcription

SECOND GRADE ENVISION MATH CURRICULUM MAPCANYONS SCHOOL DISTRICT2013 – 2014Curriculum Mapping PurposeCanyons School District’s curriculum math maps are standards-based maps driven by the Common Core StateStandards and implemented using Scott Foresman-Addison Wesley enVisionMATH 2011. Studentachievement is increased when both teachers and students know where they are going, why they are goingthere, and what is required of them to get there. To that end, curriculum maps answer these questions:REVIEW, CORE, EXTEND, ASSESSWhat do students know?COMMON CORE STANDARDWhat concepts and skills dostudents need to know?ENVISION LESSONHow will students learn thestandards?VOCABULARY & NOTESWhat vocabulary is necessary fordepth of understanding?Curriculum Maps are a tool for: ALIGNMENT: Provides support and coordination between concepts, skills, standards, curriculum, andassessments COMMUNICATION: Articulates expectations and learning goals for students PLANNING: Focuses instruction and targets critical information COLLABORATION: Promotes professionalism and fosters dialogue between colleagues about bestpractices pertaining to sequencing, unit emphasis and length, integration, and review strategiesii

7/16/2013iiiThese maps were collaboratively developed and refined by teacher committees using feedbackfrom classroom teachers, achievement coaches, building administrators, and the office ofEvidence-Based Learning. It is with much appreciation that we recognize the many educators thatcollaborated in the effort to provide these maps for the teachers and students of CSD. Specificindividuals that have assisted in the writing and editing of this document JanCathyNancyTaraJessicaLeeAnneCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based dTorayaVidalWalker

ivTABLE OF CONTENTSGeneral Informationpage 1CSD Academic Framework to Support Continuous Improvementpage 3Evidence-Based Instructional Priorities Applied to Math Instructionpage 4Common Core Standards for Mathematical Practicepage 5Second Grade Math Common Core At a Glancepage 6I-CANyons Report Card Standardspage 7Math Blockpage 8Second Grade Year at a Glancepage 9Second Grade Scope and Sequencepage 11The Core and More Lesson Checklistpage 34Assessment Continuumpage 38Second Grade Math Core Standardspage 39Canyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.

General Information2nd GradePurposeThis map was created by grade level teachers as a scope and sequence to guide and support math curriculum planning andinstruction for the year.TopicsTopics identified as review are covered in a previous grade and may be used as necessary. Topics identified as core must be covered.Topics identified as not in grade-level core should be used sparingly and only if the grade-level core has been sufficiently taught andmastered.Common Core Lessons (CC)Common Core lessons have been added to better align enVision 2011 to the Common Core State Standards. CC lessons can beaccessed through SuccessNet’s “Teacher Resources” by clicking on “Transitioning to Common Core with envision Math.”SuccessNetSuccessNet is the digital platform for enVisionMATH. Each teacher has 2 SuccessNet accounts: Teaching Account—this account houses the 2011 enVisionMATH digital resources adopted by Canyons School District.This account is used for math instruction, lesson planning, lesson videos, topic or weekly tests, etc. This account can alsobe used to customize assessments for classroom use. Teachers are responsible for setting up their own SuccessNetaccounts so that they can choose their log-in and passwords. Team CFA Account—this account is used for quarterly CFA administration and reports. Though this account houses the2012 enVisionMATH resources, we have not adopted these materials and only have permission from Pearson to use thisaccount for assessment purposes. The log-in is: SchoolNameGrade. The password is: CSDcfa.Canyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.1

2Common Formative Assessment (CFA)CFA’s are an informational assessment for you as a teacher. The data should be used to help guide and inform your instruction. Forexample: Which problem(s) did all students get correct? Which problem(s) did a lot of students miss? What concepts need to be retaught? Be aware that there is a period of time (from a few days to 2 weeks) between the end of instruction and the deadline forcompletion of CFA’s. These assessments may be taken any time before the date specified.CFA #1 by early November covers Topics 1, 2, 3, 4CFA #3 by end of March covers Topics 9, 10, 11, 12, 13CFA #2 by end of January covers Topics 5, 6, 7, 8CFA #4 by middle of May covers Topics 15, 16, 17Cumulative ReviewIt is critical to provide an ongoing review of previously taught concepts and skills. Teacher-directed, interactive reviews daily areideal. EnVision includes a Daily Spiral Review that should be utilized for this purpose.HomeworkThe struggle to develop new concepts should occur while the teacher is available to support and scaffold the learning and correctstudents’ errors in thinking. Work that is sent home for students to complete should consist of concepts that have already been taughtin class, been practiced, and the student can already do independently. Math homework should be for practice of learned skills andnot for development of new skills. Practicing concepts incorrectly at home can reinforce errors in thinking and cause frustration forstudents and families. Practicing the skill to automaticity with homework assignments is appropriate after students have acquired theskill.Canyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.

Canyons School District Academic Framework to Support Effective InstructionResponse to Intervention (RtI): Multi-Tiered System of Supports (MTSS) for Academics and BehaviorRtICSD StudentAchievementPrinciples(1)providing high quality core instruction (and intervention)matched to students’ needs ALL CSD students and educators are part of ONE proactiveeducational system.Evidence-based instruction and interventions are aligned withrigorous content standards.(2) using data over time (i.e. rate of learning, level ofperformance, fidelity of implementation)Data are used to guide instructional decisions, aligncurriculum horizontally and vertically, and allocateresources. CSD educators use instructionally relevantassessments that are reliable and valid.Quality professional development supports effective instruction for ALL students.Leadership at all levels is vital. (3) to make importanteducational decisions. CSD educators problemsolve collaboratively tomeet student needs.Core Expectations for ALL students in the General Education Classrooms and Common AreasCurriculumEvidence-Based(Standards and Materials)Instructional Priorities Big ideas, bodies of Explicit instruction (I, We,knowledgeYa’ll, You) Content standards and expectations aligned with Maximizing opportunitiesto respondthe Utah Core Standards World-Class Instructional FeedbackDesign and Assessment Vocabulary (WIDA) Schoolwide PositiveBehavioral Interventionsand Supports Prioritized CurriculumMaps and Scientific, research-basedprogramsNational EducationalTechnology Standards(NETS)Scaffolded instruction &grouping structuresAcquisition, automaticity,then application Classroom PositiveBehavioral Interventions and SupportsTime AllocationDaily maximization ofinstructional timeData Collection and Use English LanguageDevelopment (ELD) timeBuilding LeadershipTeam (BLT) meetings Protected time for grade level and/or departmentteam learning & planning Establish rules, routines, and arrangements toincrease efficiency foradults and students Working smarter, notharder Fidelity of ImplementationConsistent evaluation of Core instructionDistrictwide screening ofkey academic andbehavior skillsBenchmark assessments Progress monitoringFormative assessmentpractices (CFAs)Summative assessmentpracticesEarly warning system foridentification of risk(academic, social, andperformance) Data-basedDecision MakingMonitoring andUse problem solving protocolevaluating effectiveness to:of implementation using Evaluate theformalized protocols (e.g.effectiveness of Core/Walk-Throughs, fidelityInitial instruction ( 80%checks)proficiency) for allsubgroups and maintainInstructional and Peeror adjustCoaching supports Analyze trends to informProducts to demonstratedecisionsevidence of Evaluate and adjustimplementationCSIP Determine needs forsupplemental instructionTimely and consistentreview of relevant dataOn-going, targeted professional developmentJuly 2013 - V.5.03

!4Evidence-Based Instructional PrioritiesApplied to Math InstructionExplicit InstructionI Do - We Do - Y’all Do - You DoModel - Guide Practice – Partner - IndependentSystematic!Focused on critical content!Skills, strategies, and concepts are sequenced!!!!!!logicallyBreak down complex skillsLessons are organized and focusedInstructional routines are usedExamples and non-examplesStep-by-step demonstrationsC-R-A ModelRelentless!!!!!!Increasing Opportunities to RespondSaying, Writing, DoingChoral Responses: give think time, use a signal for response, repeat if allstudents don’t respond!Partner Sharing: Look-Lean-Whisper; Think-Pair-Share; Study-Tell-Help-Check!Individual Responses: give wait time, individual shares after partner discussion,Cold Call, random calling pattern!Math Journals: Quick Writes, vocabulary practice, draw visuals of math concepts!Individual White Boards: use a signal for displaying, establish a routine, providefeedback!Manipulatives: establish a routine, explain expectations, all students interact withmaterials, provide visual bridge to concept!Response Cards: yes/no; odd/even; /-; / / ; etc.!Action Responses: thumbs up/down; modeling operations, angles, or other mathconcepts, act it out, hand signals!!!Corrective and AffirmativeTimely and FrequentSpecific and Reinforcing!!!!!!!!Increasing Opportunities to RespondExplicit Vocabulary InstructionFeedbackInstructional GroupingAcquire – Auto – ApplyClassroom PBISCreate various contexts for problem solving thatstudents can relate toPacingExplicit Vocabulary Instruction!FeedbackEngagingAdequate initial practiceNOTE: Students who struggle may require 10-30 moretimes as many practice opportunities than their peers.Distributed practice--frequent exposure to content/skillover timeDaily reviewDaily focus on number sense and problem solvingTeach to masteryCumulative review periodicallyInstructional Grouping! Whole group, Small groups, Partners! Fluid and flexible! Skill-Based Small Group Instruction foridentified skill gaps or extension! Introduce the word Teacher says the word and posts the word All students repeat the word Teacher gives a child-friendly definition All students repeat the definition (with teacher guidance) Repeat above steps as necessary! Demonstrate Provide an example Provide a non-example Repeat above steps as necessary! Apply Students turn to a partner and use the word in a sentence Teacher shares a sentence using the word! Vocabulary Cards: Grade-level vocabulary cards available on the math website;posted on Word WallAcquire – Auto – Apply!!!!Learn (acquire) the skillBuild the skill to automaticityAttend to fluency standards in the coreApply the skillClassroom PBIS!!!!Forming clear behavior expectationsExplicitly teaching expectations tostudentsReinforcing expectations with studentsCorrecting of problem behaviors in asystematic mannerMarch 20133!

4The Common Core Standards for Mathematical PracticeThe Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in theirstudents. These practices rest on important processes and proficiencies with longstanding importance in mathematics education.1. Make sense of problems and persevere in solving them.5. Use appropriate tools strategically.2. Reason abstractly and quantitatively.6. Attend to precision.3. Construct viable arguments and critique the reasoning of others.7. Look for and make use of structure.4. Model with mathematics.8. Look for and express regularity in repeated reasoning.Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content“The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations thatbegin with the word “understand” are often especially good opportunities to connect the practices to the content. Studentswho lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they maybe less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics topractical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to otherstudents, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understandingeffectively prevents a student from engaging in the mathematical practices” (CCSS, 2010).- Common Core State Standards Initiative, 2010: Mathematics Introduction Standards for Mathematical Practice @ Corestandards.orgCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.5

Second Grade Math Common Core At-a-GlanceSecond Grade OverviewOperations and Algebraic Thinking(2.OA)Four Critical AreasIn Grade 2, instructional time should focus on four critical areas:oextending understanding of base-ten notation; Represent and solve problems involving addition andsubtraction.obuilding fluency with addition and subtraction; Add and subtract within 20.ousing standard units of measure; and Work with equal groups of objects to gain foundations formultiplication.o describing and analyzing shapes.Number and Operations in Base Ten(2.NBT) Understand place value. Use place value understanding and properties ofoperations to add and subtract.Measurement and Data(2.MD) Measure and estimate lengths in standard units. Relate addition and subtraction to length. Work with time and money. Represent and interpret data.Geometry(2.G) Reason with shapes and their attributes.Common Core Practice StandardsOverarching habits of mind of a productive mathematicalthinker1. Make sense of problems and persevere in solving them6. Attend to precisionReasoning and explaining2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoningof othersModeling and using tools4. Model with mathematics5. Use appropriate tools strategicallySeeing structure and generalizing7. Look for and make use of structure8. Look for and express regularity in repeated reasoningCommon Core State Standards Initiative. (2010). Common Core State Standards for Mathematics. Washington, DC: National Governors Association Center for Best Practices and theCouncil of Chief State School Officers.6

!!!!!!!!!7

8CSD Math Block!90 Minutes DailyMath Practices Provide realistic problems and real-world contexts Build from graphs, charts, and tables – Milk the data Create Language-rich classroom routines Develop number sense at every opportunity Incorporate high-order thinking through questioning Have students visualize, draw, and model concepts Increase the use of measurement Increase opportunities to respond and feedbackRangeofNumeracy ComponentFocus of InstructionInstructional MaterialsTimeReview or PreteachVocabulary andFluency PracticeConcept/SkillDevelopment andApplication10-25minutes5-10minutes ReviewPre-teach upcoming concepts Problem of the DayDaily Spiral Review Teach Appropriate VocabularyBuild Fluency with math facts and computation Vocabulary Word CardsComputation Fluency Masters Interactive LearningVisual Learning BridgeGuided Practice Problems from Independent Practice andProblem SolvingPractice, Reteach, and Enrichment pagesDifferentiated Center materialsMath Diagnosis and Intervention System Teacher ObservationIndependent AssignmentsDistrict and School CFAsTopic TestsProgress MonitoringDevelop the Concept:30-45minutesConcrete: Hands-onRepresentational: VisualAbstract: Symbolic Independent Practiceand/orSmall Group: Reteachor Extend15-20minutes AssessmentTimeVariesStudents practice concept independently asappropriateReteach with small groups of students who need extrasupport/scaffoldingProvide extension opportunities based on thatconcept/skill for students who have shown mastery ofthe concept/skillMonitor progress towards mastery of grade-level corestandards (Bolded items should be part of a daily math lesson.)9

MonthAugust &SeptemberDays: 30OctoberDays: 21November&DecemberDays: 31JanuaryDays: 19FebruaryDays: 18MATH Year-at-a-Glance 2013 - 20142nd GradeMATH CONCEPTSTOPICSfromEnVisionTopic 1Topic 2Topic 3CFA and CBMASSESSMENTDATESTopic 4CFA #1November 8(Topics 1-4)Understanding Addition and SubtractionAddition StrategiesSubtraction StrategiesPlace Value: Numbers to 1001. Models for tens and ones2. Comparing and ordering numbers3. Number patterns on hundred chartTopic 5Topic 6Topic 7M-CBM(M-Comp &M-CAP)Counting MoneyMental AdditionMental Subtraction1. Dollar bill, quarter, dime, nickel, penny2. Counting collections of coins3. Adding and subtracting tens and ones4. Adding and subtracting on the hundredsboardTopic 8Topic 9M-CBM(M-Comp &M-CAP)CFA #2January 31(Topics 5-8)Topic 10Topic 11Topic 12Adding Two-Digit NumbersSubtracting Two-Digit Numbers1. Regrouping tens and ones2. Models to add and subtract3. Using number lines to add and subtractUsing Addition and SubtractionGeometryFractions1. Adding and subtracting money2. Estimating sums and differences3. Vocabulary - flat surfaces, vertices, edges,plane and solid figures4. Whole and equal parts5. Unit fractions and regions9

MonthMarchDays: 20AprilDays: 18May & JuneDays: 23MATH CONCEPTSTopic 13Topic 15TOPICSfromEnVisionCFA and CBMASSESSMENTDATESTopic 16Topic 17CFA #4May 16(Topics 15-17)CFA #3March 28(Topics 9-13)GraphsNumbers and Patterns to 1,0001. Organizing data - pictographs and bar graphs2. Working within 1000 to skip count, comparenumbers, look for patternsTopic 18Topic 19MeasurementTime1. Inches, feet, yards and centimeters andmeters2. Lengths3. Telling time to 5 minutes4. Before and after the hourThree-Digit Addition and SubtractionMultiplication Concepts1. Mental math, estimating sums and differences2. Models for addition and subtraction3. Adding and subtracting 3-digit numbersM-CBM(M-Comp &M-CAP)Utah Core State Standards can be located -Core-Standards.aspx10

7/16/2013Second Grade Math MapAUGUST/SEPTEMBER (30 days)TOPIC 1 – UNDERSTANDING ADDITION AND SUBTRACTIONTOPIC 2 – ADDITION STRATEGIESTOPIC 3 – SUBTRACTION STRATEGIESREVIEW, CORE,EXTEND, ASSESSCOMMON CORE STANDARDENVISION LESSONThis is the time for establishing routines, reviewingmath concepts from first grade, and assessingstudents’ needs.ASSESS&REVIEWCORECOREVOCABULARY & NOTESOperations an

2. nd. Grade Purpose . This map was created by grade level teachers as a scope and sequence to guide and support math curriculum planning and instruction for the year. Topics . Topics identified as review are covered in a previous grade and may be used as necessary. Topics identified as core must be covered.

Related Documents:

Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome

Fallen Leaves 7231-58 New Leaves 7335-58 Carrara Envision 7494-58 Pebble Envision 7495-58 Saltillo Envision 7497-58 Folkstone American Granite 658-90 Omega Granite 3177-58 Jasper Envision 7499-58 Lapis Envision 7498-58 Noir Envision 7500-58 Lime Stone 7264-58 Sand

Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill

4 enVision 2.0 5-4 Use Partial Quotients to Divide ENV TE p. 257 5 enVision 2.0 5-5 Divide by Multiples of 10 ENV TE p. 263 6 enVision 2.0 5-6 Use Estimation to Place the First Digit of the Quotient ENV TE p. 269 7 enVision 2.0 5-7 Divide by 2-Digit Divisors ENV TE p. 275 8 Georgia Are These All 364/15 Unit p. 9 9

Last school year, grades 3-5 piloted enVision Math. As a result, it was decided to expand our implementation of enVision Math and SuccessMaker Math to include grades K - 5 this school year. Middle School math teachers are into their 2nd year of enVision Math implementation. We now have a grades K-8 vertically-aligned math program for our .

skip grade 4 math and take grade 5 math while still in grade 4 Student A, now in grade 4, qualifies for SSA and enrolls in the accelerated course, which is grade 5 math Student A, after completing grade 5 math while in grade 4, takes the grade 4 End‐of‐Grade test Grade‐Level Grade 3 Grade 4 Grade 4

Envision credits and laying the foundation for Envision v3. The work of the technical committees was then carried forward by ISI staff and the Envision Review Board, a group of industry-leading professionals accountable to the ISI Board of Directors for maintaining the integrity of the Envision framework.

FIFTH GRADE ENVISION MATH CURRICULUM MAP CANYONS SCHOOL DISTRICT 2013 – 2014 . This map was created by grade level teachers as a scope and sequence to guide and support math curriculum planning and instruction for the year. . Pacing . Increasing Opportunities to Respond . Saying, Writing, Doing .