BUILDING LEARNING PROGRESSIONS WITH THE

COMMON CORE

By Marcia Torgrude

OUR GOALS Make use of the Common Core Math

Standards, the SD Math Blueprints and Checklist, and the SD Disaggregated standards to build the Douglas Mathematics Learning Progressions

Develop Learning Progressions that articulate the essential core concepts and processes of mathematics – the Big Ideas of Math

Articulate movement toward increased understanding (meaning deeper, broader, and more sophisticated understanding)

http://mtorgrude.tie.wikispaces.net/Douglas+Learning+Progression+Build

OVERVIEW OF PROGRESSION

4 GUIDING PRINCIPLES OF LEARNING PROGRESSIONS

Developed and refined using available research and evidence

Have clear binding threads that articulate the essential core concepts and processes

Articulate movement toward increased understanding (meaning deeper, broader, more sophisticated understanding)

Go hand-in-hand with well-designed and aligned assessments

ANOTHER LOOK AT PROGRESSIONS

North Carolina State University

TurnOnCCMath.com

PIECES TO HELP BUILD THE LEARNING PROGRESSIONS

Learning Progressio

ns

CCSS Math

SD Math Checklist

SD Disaggrega

ted Standards

SD Blueprints

LEARNING PROGRESSIONS FRAMEWORKThe statements of enduring

understanding across all grades – state WHY the

learning is important – start with domains to develop this

Learning Targets that show a progression from one grade

span to the next grade span – Pull from the clusters

Identify specific indicators and standards per grade level to meet the learning

targets

DETERMINE THE BIG IDEA Number and Operations

Counting and Cardinality Base Ten Fractions

The Number System Apply and extend previous

learnings Rational and Irrational Ratio and Proportion

Number and Quantity Extend properties of exponents to

rational exponents Classify numbers as rational or

irrational Complex Numbers

LEARNING PROGRESSIONS FRAMEWORK

Our Big Idea for Number and Operations and Number Systems:

Understandings of number – “how many” or “how much” – and number types extend applications of arithmetic

properties, operations, and number systems and guide the use of computational strategies and algorithms.

Douglas – Using number systems from whole to complex to solve problems.

DEVELOP LEARNING TARGETS FOR GRADE SPANS

For Number and Operations and the Number System: K-5 Learning Targets ( SD Blueprints and Disaggregated

Standards) Build flexibility using whole numbers, fractions, and decimals to

understand the nature of number and number systems: Count, model, and estimate quantities; Compare, represent, and order numbers: Apply place value concepts and expanded notation to compose and

decompose whole numbers; Estimate, compare, and represent numbers (fractions, decimal, and

percents). Use and apply multiplication and division with whole numbers,

fractions, and decimals 6-8 Learning Targets 9-12 Learning Targets

LEARNING PROGRESSIONS FRAMEWORK

Build flexibility using whole numbers, fractions, and decimals to understand the nature of number and number systems:

Count, model, and estimate quantities;Compare, represent, and order numbers:Apply place value concepts and expanded notation to compose and decompose whole numbers;Estimate, compare, and represent numbers (fractions, decimal, and percent).Use and apply multiplication and division with whole numbers, fractions, and decimals

DOUGLAS WORK

DOUGLAS WORK

STANDARDS THAT WILL REACH THE LEARNING TARGETS

This is a per grade level task. Each grade level has specific standards that need to be taught in order to reach learning targets within their grade span.Refer to the Blueprint or the Common Core Standards for guidance on the specific standards per grade level.

LEARNING PROGRESSIONS FRAMEWORK

Demonstrate an understanding of number and numbers systems…K.CC- 1- Count to 100; 4 – Understand relationship between numbers and quantities; 5 – count to answer – “How many” questionsK.OA – 1, 2, 3, 4, 5 – Compose and decompose numbers to add and subtract using modeling1.NBT – 1, 2,3…..1.OA – 1, 2, 3, 4, 5, 6, 7, 8 ……2. NBT2.OA

BLUEPRINT INSTRUCTIONAL FOCUSES

What instructional focuses connect to the learning targets and Big Idea for Number and Operations and the Number System? Confirm learning targets apply to number and

operations and the number system. Do we have all learning targets? Do we have too much? Do some learning targets focus more on

algebra or measurement than on the number system?

BLUEPRINT INSTRUCTIONAL FOCUSES

BLUEPRINT INSTRUCTIONAL FOCUSES

Using the Blueprint to guide your instruction Which Instruction focuses are connected to the Number

System? Connect the standards to your curriculum materials When does the blueprint suggest the learning should

take place? When does the content appear in your curriculum

materials? Decision Time – follow the blueprint or follow the

curriculum materials Do the curriculum materials provide enough content for

deep understanding? If not, what supplements are needed for which standards?

LEARNING PROGRESSIONS

Learning Progression are not designed to replace the CCSS. Instead, it should serve as a companion document to be used by curriculum leaders and teachers to better understand the CCSS and to analyze where their curriculum fits within the progression of learning for their students. Do not simply ‘rearrange’ the Common Core

standards; but attempt to show how standards can be “unpacked”/connected/ built upon during instruction

ALGEBRA AND FUNCTIONS

Big Idea K-12 Learning targets per grade spans Instructional focuses and standards

per grade Connecting to content – (complete

throughout the year)

GEOMETRY

Big Idea K-12 Learning targets per grade spans Instructional focuses and standards

per grade Connecting to content – (complete

throughout the year)

MEASUREMENT, DATA, STATISTICS, AND PROBABILITY

Big Idea K-12 Learning targets per grade spans Instructional focuses and standards

per grade Connecting to content – (complete

throughout the year)

ADDITIONAL RESOURCES Learning Progressions Frameworks (LPFs) for Mathematics.

Hess, K.(Ed.), 2010 http://www.nciea.org/publications/Math_LPF_KH11.pdf

“Expanded” LPF for Mathematics by grade span specifically identifies parts of CSSM standards related to each LPF Progress Indicator

Learning Progressions Frameworks (LPFs) for ELA. Hess, K. (Ed.), 2011 http://www.nciea.org/publications/ELA_LPF_12%202011_final.pdf

Hawaii LP video (under ‘products’) http://tristateeag.nceo.info/hawaii-main

Learning progressions in K-8 classrooms: How progress maps can influence classroom practice and perceptions and help teachers make more informed instructional decisions in support of struggling learners. Hess, K. (2012) – also includes citations in this PowerPoint http://www.cehd.umn.edu/NCEO/OnlinePubs/Synthesis87/SynthesisReport87.pdf