Download EDU 6613 Module 2: Making Sense of Learning

EDU 6613
Module 2: Making Sense of Learning Targets
Karen Rochon 1/17/09
EALR 1: The student understands and applies the concepts and procedures of
mathematics.
Component 1.1: Understand and apply concepts and procedures from number
sense.
1.1.1 Understand the concept and symbolic representation of whole numbers to at least
10,000
EX
EX
EX
EX
Represent a number to at least 10,000 in different ways, including numerals, words,
pictures, and physical models; and translate from one representation to another.
Represent and show numbers in standard and expanded forms.
State equivalent representations for a given number by decomposing and composing
into sums for that number.
Represent and discuss place values of digits of whole numbers using words, pictures,
or numbers.
Knowledge
Students will
represent
numbers up to
10,000
correctly in the
written form,
both with
numbers and
words when
prompted.
Students will
represent
numbers up to
10,000 using
base ten
blocks.
Students will
identify and
read numbers
up to 10,000.
Reasoning
Students will
classify numbers
up to 10,000 by
place value.
Students will
analyze place
value of numbers
up to 10,000
using standard
and expanded
forms. Students
will compare and
contrast value of
numbers up to
10,000 by
decomposing and
composing
numbers.
Skill
Students will
perform tasks
matching
numbers up
to 10,000
with
corresponding
models.
Product
Students will
Draw a
number line
ordering
numbers from
least to
greatest using
selected
numbers up to
10,0000.
Students will
write an
explanation
stating why
one whole
number is
greater or less
than another
whole number.
The National Council of Teachers of Mathematics states for grade three:
Disposition
Students will
have greater
self-efficacy in
mathematics.
Students will
become
motivated and
encouraged in
math as their
mathematical
ability and
skills increase.
Number and Operations: Building on their work in grade 2, students extend their
understanding of place value to numbers up to 10,000 in various contexts. Students also
apply this understanding to the task of representing numbers in different equivalent forms
(e.g., expanded notation). They develop their understanding of numbers by building their
facility with mental computation (addition and subtraction in special cases, such as 2,500
+ 6,000 and 9,000 – 5,000), by using computational estimation, and by performing paperand-pencil computations.
These were classified as curriculum focal points. Standards and expectations were
listed separately and are as stated:
Grades 3–5 Expectations:
In grades 3–5 all students should–
• develop fluency with basic number combinations for multiplication and division and use
these combinations to mentally compute related problems, such as 30
50;
• develop fluency in adding, subtracting, multiplying, and dividing whole numbers;
• develop and use strategies to estimate the results of whole-number computations and to
judge the reasonableness of such results;
• develop and use strategies to estimate computations involving fractions and decimals in
situations relevant to students’ experience;
• use visual models, benchmarks, and equivalent forms to add and subtract commonly used
fractions and decimals;
• select appropriate methods and tools for computing with whole numbers from among
mental computation, estimation, calculators, and paper and pencil according to the context
and nature of the computation and use the selected method or tools.
The targets used I have used from the Grade Level Expectations for the state of
Washington are much more specific. However they are generalized within the National
Council of Teachers of Mathematics standards and expectations. The National Council
of Teachers of Mathematics curriculum focal point were limited, but more specific.
References
National Council of Teachers of Mathematics (2009). Retrieved January 17, 2009 from
National Council of Teachers of Mathematics. http://www.nctm.org/