04 Dec Select three standards from the appropriate course of study, given below, within the Alabama Course of Study folder.??For each standard, the candidate must address the following prom
Select three standards from the appropriate course of study, given below, within the Alabama Course of Study folder. For each standard, the candidate must address the following prompts:
- Write the standard in student-friendly terms.
- Break the standard down into measurable parts and present the parts in a sensible sequence. Identify the prerequisite knowledge and skills students need before mastery of the identified standard can be obtained.
- Knowledge objectives (what the student should know)
- Skill objectives (what the student should be able to do)
Unpacking Standards Template
For the identified standard address each of the following prompts.
Solve linear equations and inequalities with rational number coefficients, including those whose solutions require expanding expressions using the distributive property and collecting like terms.
Solve linear equations in one variable.
a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x=a, a=a, or a=b results (where a and b are different numbers). (8.EE.7).
Student-Friendly Format
How might you display the standard for your students?
The student will: demonstrate an understanding of how to solve linear equations in one variable with one solution, infinitely many solutions, or no solution by using the distributive property and collecting like terms to solve for the given variable.
Appropriate Parts
Knowledge and Skill Objectives
How you might explain the standard, and its parts, to a colleague?
Remember to identify each objective as either a knowledge objective or a skill objective, and to present the objectives in the appropriate teaching sequence if the sequence is of consequence. You must justify your sequence decision.
1. Analyze expressions looking for the distributive property and like terms. (Knowledge)
2. Formulate expressions from word problems and distinguish their equivalent expressions. (Skill)
3. Solve the equations created by the expressions. (Skill)
4. Use the distributive property and collecting like terms to solve a multistep linear equation. (Skill)
Sequence Justification
This sequence begins with simple concept knowledge of the distributive property and collecting like terms, then teaches students how to solve a linear equation in one variable using these skills. They will begin formulating expressions from word problems and distinguish their equivalent expressions. After understanding the relationship between the expressions and using the distributive property they will begin solving multistep linear equations in one variable with one solution, infinitely many solutions, or no solution.
Prerequisite Knowledge and Skills
How you might explain prerequisite objectives to a colleague?
Remember to identify each prerequisite objective as either a knowledge objective or a skill objective.
1. Explain the concepts of the distributive property. (Knowledge)
2. Explain the concepts to solving multistep equations. (Knowledge)
3. Demonstrate how to solve multistep equations. (Skill)
For the identified standard address each of the following prompts.
Analyze and solve pairs of simultaneous linear equations.
a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. (8.EE.8)
Student-Friendly Format
How might you display the standard for your students?
The student will: demonstrate an understanding that solutions of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
Appropriate Parts
Knowledge and Skill Objectives
How you might explain the standard, and its parts, to a colleague?
Remember to identify each objective as either a knowledge objective or a skill objective, and to present the objectives in the appropriate teaching sequence if the sequence is of consequence. You must justify your sequence decision.
1. Analyze the shape of the graph of a linear equation. (Knowledge)
2. Use the method of elimination to solve a system of equations (Skill)
3. Predict that the graph of a linear equation is a line and select points on and off the line to verify their claim. (Skill)
Sequence Justification
This sequence begins with simple concept knowledge of looking at a systems graph to analyze what the shape of a linear graph should look like. They will begin describing what these graphs look like for linear equations. After understanding the shape of a linear graph, they will begin selecting linear equations to solve by the process of linear equations. Once these systems are solved students then will begin to predict if the graph of a linear equation is a line and selecting points both on and off that line to argue their claim.
Prerequisite Knowledge and Skills
How you might explain prerequisite objectives to a colleague?
Remember to identify each prerequisite objective as either a knowledge objective or a skill objective.
1. Explain the concepts of the distributive property. (Knowledge)
2. Explain the concepts to solving a linear equation in one variable with one solution. (Knowledge)
3. Demonstrate how to solve linear equations in one variable with one solution. (Skill)
For the identified standard address each of the following prompts.
Analyze and solve pairs of simultaneous linear equations
b. Solve systems of two linear equations in two variables algebraically and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. (8.EE.8)
Student-Friendly Format
How might you display the standard for your students?
The student will: demonstrate an understanding of how to solve linear equations in two variables algebraically and estimate their solutions by graphing the equations and solve simple cases by inspection.
Appropriate Parts
Knowledge and Skill Objectives
How you might explain the standard, and its parts, to a colleague?
Remember to identify each objective as either a knowledge objective or a skill objective, and to present the objectives in the appropriate teaching sequence if the sequence is of consequence. You must justify your sequence decision.
1. Analyze graph systems of linear equations whose solutions do not have integer coordinates. (Knowledge)
2. Use elimination and substitution to solve systems of linear equations. (Skill)
3. Demonstrate understanding that a system can have a unique solution, no solution, or infinitely. (Skill)
4. Solve problems in real-world contexts, including converting temperatures from Celsius to Fahrenheit. (Skill)
Sequence Justification
This sequence begins with simple concept knowledge of analyzing graphs of linear equations whose solutions do not have integer coordinates. They will begin looking at these graphs to analyze what these graphs look like for a linear system. After understanding these estimations, they will begin solving systems of linear equations using substitution and elimination. They will use their estimations of the solution from a graph to verify their algebraic solution is correct. Once they demonstrate an understanding that a system can have a unique solution, no solution, or infinitely many solutions they will begin solving problems in real-world context by doing things like converting temperature from Celsius to Fahrenheit.
Prerequisite Knowledge and Skills
How you might explain prerequisite objectives to a colleague?
Remember to identify each prerequisite objective as either a knowledge objective or a skill objective.
1. Explain the concepts to solving multistep equations. (Knowledge)
2. Demonstrate how to solve multistep equations. (Skill)
3. Analyzing the shape of the graph of a linear equation. (Knowledge)
4. Use the method of elimination to solve a system of equations (Skill)
5. Predict that the graph of a linear equation is a line and select points on and off the line to verify their claim. (Skill)
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Unpacking Standards Assessment
A “How-To-Guide” for Completing the Unpacking Standards Signature Assessment Assignment
This course will be uploaded into your Blackboard Shell to complete this assignment. Be sure to start working on this assignment once it’s available. You will have approximately two weeks to complete this task. If you passed this signature assessment, you do not have to submit a second time.
Unpacking Standards Choosing the Correct Program for Locating Pertinent Documents and Uploading
CHOOSING YOUR PROGRAM:
On the left side of the page click on the area you are seeking certification in.
If you are seeking 3-N-1 certification then click on Elementary.
DOCUMENTS UNDER THE PROGRAM LINK:
Program Placement
Instructions
Unpacking Standards Signature Assessment- Rubric (Be sure to review the rubric for the components needed and how it will be graded.)
Remediation Resource & Assignment
*Be sure to review the contents of each folder. Inside you will find instructions, required templates, rubrics, and submission links for the components.
Signature Assessment Unpacking Standards: Program Placement
Signature Assessment Unpacking Standards: Instructions
Prior to documenting the prerequisite skills,
be sure to include a justification as to why the objectives are taught in the proposed sequential order.
*You will need to unpack a total of 3 content standards
Unpacking Standards Signature Assessment: Rubric
Unpacking Standards Signature Assessment: Rubric
Prior to documenting the prerequisite skills, be sure to include a justification as to why the objectives are taught in the proposed sequential order.
Where to Find the 3 Selected Standards and the SA Unpacking Standards Template?
Signature Assessment Unpacking Standards: Template
This template should be duplicated into ONE document to cover 3 content standards
Signature Assessment Unpacking Standards Example Page 1:
*You will notice that each content standard identifies
all components as specified within the rubric.
Signature Assessment Unpacking Standards Example Page 2:
* You will notice that each content standard identifies
all components as specified within the rubric.
Signature Assessment Unpacking Standards Example Page 3:
* You will notice that each content standard identifies all components as specified within the rubric.
Signature Assessment Unpacking Standards Example Page 4:
* You will notice that each content standard identifies
all components as specified within the rubric.
Signature Assessment Unpacking Standards Example Page 5:
Signature Assessment Unpacking Standards Example Page 6:
WHERE TO UPLOAD THE SIGNATURE ASSESSMENT
For 1st Attempt…
For 2nd Attempt…
Submission Locations are located under the Program Tab
Submitting your Unpacking Standards Signature Assessment
DO NOT SUBMIT YOUR UNPACKING STANDARDS SIGNATURE ASSESSMENT IN MULTIPLE PLACES. ONLY SUBMIT IT ONE TIME IN YOUR CERTIFICATION AREA.
Make sure to use the official UWA templates or your work will not be scored.
1
Before you submit, read over what you have written to check on grammar, sentence structure, and to see if it is a well written coherent assignment that makes sense.
2
Go back and make sure you have addressed every criteria described in the rubrics. Look at what is required at the Target performance level.
3
SIGNATURE ASSESSMENT REVISIONS AND SECOND SUBMISSIONS
*This folder is found under your Program Course Menu Tab
SIGNATURE ASSESSMENT REVISIONS AND SECOND SUBMISSIONS CONTINUED
If you do not pass the first submission of the Signature Assessment you will be notified by the Associate Dean of Assessment.
Some signature assessments may require a resubmission of the entire assignment, a partial submission of areas of concern, or an actual test. This information will be provided by the Associate Dean of Assessment.
SUPPLEMENTAL MATERIAL
*This folder is found under your Program Course Menu Tab
VERY HELPFUL RESOURCES!!
SUPPLEMENTAL MATERIAL: ALEX (Alabama Learning Exchange)
Under each content area, you will find grade level standards and related documents
SUPPLEMENTAL MATERIAL
*This folder is found under your Program Course Menu Tab
VERY HELPFUL RESOURCES!!
Supplemental Material: ELA Curriculum Guide
Content standard broken down into
measurable parts or objectives
Identify, draw, and recall are ALL “action words” which signify they are
SKILL OBJECTIVES
Unpacking Standards Powtoon 3
Unpacking the Standard Video
Prerequisite Skills that
students must know before
teaching new standard. Here’s 2 examples:
Student should be able to divide fractions. (Skill Objective)
Students should be able to reduce fractions into simplest
form. (Skill Objective)
Knowledge Obj.
Skill Obj.
(Prerequisite Skills)
Knowledge Objective
Skill Objectives
Unpacking Academic Standards Video
COURSE INSTRUCTOR GUIDELINES FOR SIGNATURE ASSESSMENT
The instructor should review the Blackboard shell and course syllabus and to see if there are any embedded signature assessment assignments within the class.
The instructor is responsible for teaching the Signature Assessment material within the course.
Embedded in your respective course: ED 400 or SED 400, it is your responsibility to ensure that students complete the unpacking standards practice signature assessment assignment within your course.
In some courses, you may see this requirement listed under the Course Menu tab on the left side column of Blackboard or designated as an Assignment folder.
COURSE INSTRUCTOR GUIDELINES FOR SIGNATURE ASSESSMENT
If remediation is needed, please provide constructive feedback and refer them to the remediation folder found under the Assignments tab.
This requirement is CRITICAL for teacher development and was designed by COE faculty and P12 partners.
At the end of the term, remind students that they must log on to the Unpacking Standards Assessment course to complete a similar assignment to be assessed by the UWA Signature Assessment Graders.
Failure to complete this requirement may hinder their ability to progress through their COE program.
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2015 Revised Alabama Course of Study: Mathematics i
For information regarding the Alabama Course of Study: Mathematics and other curriculum materials, contact the Standards/Courses of Study and Textbooks Section, Alabama State Department of Education, 3345 Gordon Persons Building, 50 North Ripley Street, Montgomery, Alabama 36104; or by mail to P.O. Box 302101, Montgomery, Alabama 36130-2101; or by telephone at (334) 242-8059.
Thomas R. Bice, State Superintendent of Education Alabama State Department of Education
The Alabama State Board of Education and the Alabama State Department of Education do not discriminate on the basis of race, color, disability, sex, religion, national origin, or age in its programs, activities, or employment and provide equal access to the Boy Scouts and other designated youth groups. The following person is responsible for handling inquiries regarding the non-discrimination policies: Title IX Coordinator, Alabama State Department of Education, P.O. Box 302101, Montgomery, AL 36130-2101, telephone (334) 242-8165
Alabama Course of Study
Mathematics
Thomas R. Bice State Superintendent of Education
ALABAMA STATE DEPARTMENT OF EDUCATION
2015 Revised Alabama Course of Study: Mathematics iv
STATE SUPERINTENDENT OF EDUCATION’S MESSAGE
Dear Educator:
The demands of our society and the workplace provide evidence of the need for all Alabama students to achieve the goal of building a strong mathematics foundation. Alabama educators must focus on the teaching of mathematics in ways that ensure students possess adequate preparation to meet future needs and function as problem solvers, decision makers, and lifelong learners. To address this goal, the content of the 2015 Alabama Course of Study: Mathematics sets high standards for all students by incorporating Common Core State Standards for Mathematics (CCSS) and by addressing mathematical content specific to our state.
The 2015 Alabama Course of Study: Mathematics, developed by educators and business and community leaders, provides a foundation upon which quality mathematics programs across the state can be developed. The implementation of the content of this document through appropriate instruction will enable all Alabama students to obtain the mathematical foundations necessary to be college- and career-ready.
Thomas R. Bice State Superintendent of Education
MEMBERS of the
ALABAMA STATE BOARD OF EDUCATION
Governor Robert J. Bentley
President of the State Board of Education
District I Tracy Roberts II Betty Peters
III Stephanie W. Bell
IV Dr. Yvette Richardson V Ella B. Bell President Pro Tem VI Dr. Charles E. Elliott Vice President VII Jeffery Newman VIII Mary Scott Hunter
State Superintendent Thomas R. Bice
Secretary and Executive Officer
2015 Revised Alabama Course of Study: Mathematics v
Alabama Course of Study: Mathematics
Table of Contents PREFACE ……………………………………………………………………………………………………………………………….. vii ACKNOWLEDGMENTS ………………………………………………………………………………………………………… viii GENERAL INTRODUCTION ……………………………………………………………………………………………………..1 CONCEPTUAL FRAMEWORK ………………………………………………………………………………………………….3 POSITION STATEMENTS …………………………………………………………………………………………………………4 STANDARDS FOR MATHEMATICAL PRACTICE …………………………………………………………………..6 DIRECTIONS FOR INTERPRETING THE MINIMUM REQUIRED CONTENT ……………………… 10 GRADES K-8 MINIMUM REQUIRED CONTENT
Grade K …………………………………………………………………………………………………………………………. 12 Grade 1 ………………………………………………………………………………………………………………………….. 16 Grade 2 ………………………………………………………………………………………………………………………….. 21 Grade 3 ………………………………………………………………………………………………………………………….. 26 Grade 4 ………………………………………………………………………………………………………………………….. 32 Grade 5 ………………………………………………………………………………………………………………………….. 39 Grade 6 ………………………………………………………………………………………………………………………….. 46 Grade 7 ………………………………………………………………………………………………………………………….. 53 Grade 8 ………………………………………………………………………………………………………………………….. 60
STANDARDS FOR HIGH SCHOOL MATHMATICS ……………………………………………………………….. 66 CONCEPTUAL CATEGORIES FOR HIGH SCHOOL MATHEMATICS
Number and Quantity ………………………………………………………………………………………………………. 67 Algebra ………………………………………………………………………………………………………………………….. 69 Functions ……………………………………………………………………………………………………………………….. 72 Modeli
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