Learning Trajectory: Curriculum Analysis
Curriculum Analysis
Ta Frese
Math 383
Fall 2015
Brief Overview of Learning Trajectory Assignment: For the Learning trajectory assignment I reviewed the 2nd grade math curriculum as presented by Bridges Mathematics Curriculum. I picked three lessons from Unit 3 Module 2 (Adding and Subtracting on the Number Line) that I felt would encourage students mathematical skill development. For the course of this write-up, I will be referring to the information presented in my Learning Trajectory as I investigate further the content of these lessons.
2. Big Idea and Connection to CCSSM: In my Learning Trajectory, I determined the big idea of Unit 3 Module 2 of the 2nd grade Bridges Mathematics Curriculum …show more content…
Throughout all three lessons the students will be provided with varying levels of activities aimed at enhancing the skills mentioned above. For example, students may be asked to identify age differences based on people age data that was recorded on a number line. Eventually, students will also strive to understand why skip counting can be considered a more efficient strategy than counting up when working on problems. It should be understood that when the problem includes numbers with a wide range between the two, that the type of confusion and mistake making that might happen with traditional the count up strategy can be surpassed with the use of skip counting.
4. Procedural Fluency Addressed: We see procedural fluency being addressed in these lessons when students are asked to know how to determine the distance between two numbers on a number line. Students use many different strategies, but they must describe their individual processes and also utilize a teacher provided strategy. For example, when counting, students must remember what numbers to verbalize next in the oral string of words.
5. CCSSM Mathematical …show more content…
The first later big idea is “using pattern knowledge to fill in missing numbers on a number line.” The big idea of these lessons is that students are utilizing information from a story problem to help them fill in missing information on a number line. Eventually students will recognize patterns and be able to create equations to help fill in missing information more efficiently. The second later big idea identified in my Learning Trajectory is “Use bundling to solve addition and subtraction equations.” This big idea builds on the big idea for these lessons because it requires students to use physical grouping strategies, which bring the skip counting to life. For example, students will be asked to determine the amount of sticks in a collection of bundles. In order to solve this students will need to employ addition and subtraction strategies such as skip counting from the earlier
Ta Frese
Math 383
Fall 2015
Brief Overview of Learning Trajectory Assignment: For the Learning trajectory assignment I reviewed the 2nd grade math curriculum as presented by Bridges Mathematics Curriculum. I picked three lessons from Unit 3 Module 2 (Adding and Subtracting on the Number Line) that I felt would encourage students mathematical skill development. For the course of this write-up, I will be referring to the information presented in my Learning Trajectory as I investigate further the content of these lessons.
2. Big Idea and Connection to CCSSM: In my Learning Trajectory, I determined the big idea of Unit 3 Module 2 of the 2nd grade Bridges Mathematics Curriculum …show more content…
Throughout all three lessons the students will be provided with varying levels of activities aimed at enhancing the skills mentioned above. For example, students may be asked to identify age differences based on people age data that was recorded on a number line. Eventually, students will also strive to understand why skip counting can be considered a more efficient strategy than counting up when working on problems. It should be understood that when the problem includes numbers with a wide range between the two, that the type of confusion and mistake making that might happen with traditional the count up strategy can be surpassed with the use of skip counting.
4. Procedural Fluency Addressed: We see procedural fluency being addressed in these lessons when students are asked to know how to determine the distance between two numbers on a number line. Students use many different strategies, but they must describe their individual processes and also utilize a teacher provided strategy. For example, when counting, students must remember what numbers to verbalize next in the oral string of words.
5. CCSSM Mathematical …show more content…
The first later big idea is “using pattern knowledge to fill in missing numbers on a number line.” The big idea of these lessons is that students are utilizing information from a story problem to help them fill in missing information on a number line. Eventually students will recognize patterns and be able to create equations to help fill in missing information more efficiently. The second later big idea identified in my Learning Trajectory is “Use bundling to solve addition and subtraction equations.” This big idea builds on the big idea for these lessons because it requires students to use physical grouping strategies, which bring the skip counting to life. For example, students will be asked to determine the amount of sticks in a collection of bundles. In order to solve this students will need to employ addition and subtraction strategies such as skip counting from the earlier