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Teachers are responsible for managing student learning of math standards. The document analyzes the alignment between common core math standards, curriculum used by the district, and standards for adjacent grade levels. It finds strong alignment for operations and algebraic thinking but less consistency for measurement. Additionally, the author recommends teachers carefully plan lessons, allowing more time when needed, give pre- and post-tests to assess learning gains, and use assessment data to target instruction on concepts students have not yet mastered.

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39 views

Assignment 1

Teachers are responsible for managing student learning of math standards. The document analyzes the alignment between common core math standards, curriculum used by the district, and standards for adjacent grade levels. It finds strong alignment for operations and algebraic thinking but less consistency for measurement. Additionally, the author recommends teachers carefully plan lessons, allowing more time when needed, give pre- and post-tests to assess learning gains, and use assessment data to target instruction on concepts students have not yet mastered.

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Assignment 1

Teachers are Responsible for Managing and Monitoring Student Learning


1. Standards Common Core Math
a. 4.OA.1.2.3. Use the four operations with whole numbers to solve problems.
i. 3.OA.8.9. Solve problems involving the four operations, and identify
and explain patterns in arithmetic.
ii. 5.OA.1.2. - Write and interpret numerical expressions.
b. 4.MD.1.2.3. Solve problems involving measurement and conversion of
measurements from a larger unit to a smaller unit.
i. 3.MD.1.2. - Solve problems involving measurement and estimation of
intervals of time, liquid volumes, and masses of objects.
ii. 5.MD.1. - Convert like measurement units within a given measurement
system.
2. My district uses the Houghton Mifflin Harcourt Math Expressions curriculum. This
curriculum is broken up into units. There are several units that develop operations and
algebraic thinking for fourth grade including: unit 1 place value and multi-digit addition
and subtraction, unit 2 multiplication with whole numbers, unit 3 division with whole
numbers, and unit 4 equations and word problems. There is only one unit that develops
measurement skills for fourth grade which is unit 5 measurement.

There is a strong alignment between the common core state standards and the curriculum
used in our district, especially for the operations and algebraic thinking section. There is
a clear connection between the standards for the grade level below and above. Third

grade is obviously getting them ready for what they will need to be able to do in fourth
grade. Fourth grade is obviously getting them ready for what they will need to be able to
do in fifth grade. It is important for students to be able to solve problems using the four
operations before they can write and interpret numerical expressions in fifth grade.

The alignment between grade levels is not as seamless for the measurement and data
section. Fourth grade is the first grade level that has to convert units of measurement.
However, solving problems involving measurement in third grade will help get them
ready for converting in fourth grade. The students must be familiar with measurement in
order to be ready to convert. Fourth grade standards flow smoothly into fifth grades; fifth
grade just has more advanced work.
3. An additional approach that would benefit student learning when creating lesson plans is
to not just follow the lessons in the book blindly. Many lessons that the book says should
take one day should take two or more days in order for the students to truly master.
However, there are some lessons that can be taught and mastered, with continued
practice, in one day. It is important to know your students and be able to make
adjustments to your lesson plans as you go.

An additional approach that would benefit student learning when giving assessments
would be to give a pre test and a post test and compare the results to calculate a gain
score. At the beginning of a unit students should be given a pre test in order to determine
what they already know. It is important for the teacher to be aware of the students
current knowledge on a subject. If there is a concept they have already mastered the

teacher can then review that information and move on so they have more time to spend
on concepts the students have not already mastered. When students are given a post test
after the unit is taught the teacher can determine the effectiveness of the unit. There
should be a significant student gain score if the unit was effective.

Table 1: Student Pre-Test Scores for Measurement and Data Unit


Student
s
student 1
student 2
student 4
student 5
student 6
student 7
student 8
student 9
student 10
student 12
student 13
student 14
student 15
student 16
student 17
student 18
student 20
student 21
student 22
student 23
student 24

Pre-assessment
Score

Points Possible

% Score

5
5
11
3
10
8
4
7
3
11
5
8
4
7
5
6
10
3
6
5
1

22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22
22

23%
23%
50%
14%
45%
36%
18%
32%
14%
50%
23%
36%
18%
32%
23%
27%
45%
14%
27%
23%
5%

Source:
Fuson, Karen C. Math Expressions Common Core. Orlando: Houghton Mifflin Harcourt, 2010.

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