Renee Galindo

LBS 400
Math Note Taking Guide
https://www.cde.ca.gov/ci/ma/cf/mathfwchapters.asp
1. Framework Introduction (p.1-8): What are the 5 guiding principles in Math?
Guiding Principle 1: Learning
Mathematical ideas should be explored in ways that stimulate curiosity, create
enjoyment of mathematics and develop depth of understanding.
Guiding Principle 2: Teaching
An effective mathematics program is based on a carefully designed set of content
standards that are clear and specific, focused, and articulate over time as a coherent
sequence.
Guiding Principle 3: Technology
Technology is an essential tool that should be used strategically in mathematics
education
Guiding Principle 4: Equity
All students should have a high-quality mathematics program that prepares them for
college and careers.
Guiding Principle 5: Assessment
Assessment of students 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?
The CA CCSSM includes two types of standards: Standards for Mathematical Practice
and Standards for Mathematical Content.

3. Framework Overview: Explain the difference between these two types of standards.
These Standards address “habits of mind: that students should develop to foster
mathematical understanding and expertise, as well ad concepts, skills, and knowledge-
what students nee to understand, know, and be able to do. Neither types should be
isolated from each other; mathematics instruction is most effective when these two
aspects of the CA CCSSM come together as a whole. The difference is the practice has
a specific way and emphasis on the reason “how.” Mathematical content is the concepts
and topics being actually taught.

4. https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf Standards (p.1-8):

What are the 8 standards for mathematical practice?
1.Make sense of problems and persevere in solving them.
2.Reason abstractly and quantitatively
3.Construct viable arguments and critique the reasoning of others.
4. Model with mathematics
5.Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning.

5. 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?
 Each grade level is very similar with the standard proposes and algebraic thinking. The
difference is as each grade, the standard are focus in and becoming more critically
challenging.
6. 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?
A domain I see when I observe my mention teacher and class are counting and
cardinality. It starts with the calendar. She chooses one student each day and study the
calendar and share with the class. She also uses a song that counts while students
clean up and the student’s counts with the song until everyone is seating in their seat.
CCSS.MATH.CONTENT.K.CC.A.2
The number line never ends. It develops over time because the numbers start to get
bigger and larger.