LBS400

Math Note Taking Guide

Math Framework: ​https://www.cde.ca.gov/ci/ma/cf/mathfwchapters.asp
1. Framework Introduction (p.1-8): What are the 5 guiding principles in Math?
a. Learning ​- Mathematical ideas should be explored in ways that stimulate
curiosity, create enjoyment of mathematics and develop depth of understanding.
b. Teaching ​- An effective mathematics program is based on a carefully designed
set of content standards that are clear and specific, focused, and articulated over
time as a coherent sequence.
c. Technology ​- Technology is an essential tool that should be used strategically in
mathematics education.
d. Equity ​- All students should have a high- quality mathematics program that
prepares them for college and careers.
e. Assessment ​- Assessment of student learning in mathematics should take many
forms to inform instruction and learning.
2. Framework Overview (p.15-22): What are the two types of Common Core Math
Standards? Explain the difference between these two types of standards.

A - The two types of Common Core Math Standards are :

1. Standards for Mathematical Practice
2. Standards for Mathematical Content
These standards address “habit of mind” that students should develop to foster mathematical
understanding and expertise, as well as concepts, skills and knowledge - what students need to
understand, know and be able to do. The standards require that mathematical practices and
mathematical content to be connected. These connections are essential to support the
development of students broader mathematical understanding, as students who lack
understanding of a topic may rely heavily on procedures.
The difference between these two types of Common Core Math Standards is that the Standards
for Mathematical Practice, stress an approach to mathematics that is built around conceptual
understanding and procedural fluency. The Content Standards apply this focus on procedure
and understanding of specific ideas and skills. Although these content standards are organized
by grade level, they clarify that in reality (concept) students can learn at any particular grade
level depend upon what they have learned before and that they do not define the intervention
methods or materials necessary to support students who are well below or well above grade
level expectations​.

3. Standards (p.1-8): What are the 8 standards for mathematical practice?

A - The 8 Standards for Mathematical Practice rest on important “processes and proficiencies”
with everlasting importance in mathematics education.
The 8 Standards for mathematical practice :
 a. Make sense of problems and persevere in solving them
Mathematically proficient students start by explaining to themselves the meaning of a problem
and looking for entry points to its solution. They analyze givens, constraints, relationships, and
goals.
b. Reason abstractly and quantitatively
Mathematically proficient students make sense of the quantities and their relationships in
problem situations. They bring two complementary abilities to bear on problems involving
quantitative relationships:
The ability to decontextualize - to abstract a given situation and represent it symbolically, and
manipulate the representing symbols as if they have a life of their own, without necessarily
attending their referents
The ability to contextualize - to pause as needed during the manipulation process in order to
probe into the referents for the symbols involved.
c. Construct viable arguments and critique the reasoning of others
Mathematically proficient students understand and use stated assumptions, definitions, and
previously established results in constructing arguments. They make conjectures and build a
logical progression of statements to explore the truth of their conjectures. They tend to analyze
situations by breaking them into cases and then recognize and use counterexamples.
d. Model with mathematics
Mathematically proficient students can apply the mathematics they know to solve problems
arising in everyday life, society, and their workplace. They are comfortable in making
assumptions and approximations to simplify a complicated situation and map their assumptions
using tools as diagrams, two-way tables, graphs, and formulas.
e. Use appropriate tools strategically
Mathematically proficient students consider the available tools when solving a mathematical
problem. These tools include pencil and paper, concrete models, a ruler, a protractor, a
calculator, a spreadsheet or a computer algebra system. They are familiar with tools appropriate
for their grade or course to make sound decisions about when these tools might be helpful.
f. Attend to precision
Mathematically proficient students try to communicate precisely to others. They try to use clear
definitions in discussion with others and in their own reasoning. They state the meaning of the
symbols they choose, including the equal sign consistently and appropriately.
g. Look for and make use of structure
Mathematically proficient students look closely to discern a pattern or structure. They can see
complicated things, such as some algebraic expressions, as single objects or as being
composed of several objects.
h. Look for and express regularity in repeated reasoning
Mathematically proficient students notice if calculations are repeated and look both for general
methods and for shortcuts. They continually evaluate the reasonableness of their intermediate
results.
4. Look at the overview for each grade level of the standards (p.11, 15, 19, 24, 29, 35)
What do you notice that each grade level has in common? What is different?

A - Looking at each of the grade levels of the standards, it shows that these grade levels
were designed to help students gain proficiency with an understanding of mathematics
across grade levels. Mathematics is a logically progressing discipline that has intricate
connections among the various domains and clusters in the standards. The standards
for kindergarten through grade eight (k-8) prepare students for higher mathematics and
serve as the foundation on which more advanced mathematical knowledge can be built.
These standards are designed to help connect learning within and across grades. All
these standards are based on three major principles: focus, coherence, and rigor.

5. Select a domain that you have seen taught in your fieldwork classroom. Next, find a
standard within that domain. Look at this standard for the next three grade levels. How
does the standard develop over time in complexity?
Grade level: Kindergarten - Domain: Operations and Algebraic Thinking
Kindergarten students are introduced to addition and subtraction with small numbers,
and they work toward fluency with these operations for numbers within 5.
In kindergarten, students added and subtracted small numbers and developed fluency
with these operations with whole numbers within 5. A critical area of instruction for
students in grade one is to develop an understanding of and strategies for addition and
subtraction within 20. First-grade students also become fluent with these operations
within 10. Second-grade students fluently add and subtract within 20 and solve addition
and subtraction word problems involving unknown quantities in all positions within 100.
Grade-two students also work with equal groups of objects to gain the foundations for
multiplication. Beginning in grade three, students focus on concepts, skills, and problem
solving for multiplication and division. Students develop multiplication strategies, make a
shift from additive to multiplicative reasoning, and relate division to multiplication.
Third-grade students become fluent with multiplication and division within 100. This work
will continue in grades four and five, preparing the way for work with ratios and
proportions in grades six and seven (adapted from the University of Arizona
Progressions Documents for the Common Core Math Standards [UA Progressions
Documents] 2011a and PARCC 2012).