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# Resource Guide to the Massachusetts Curriculum Frameworks for

By Eleanor Crawford,2014-05-07 13:56
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Resource Guide to the Massachusetts Curriculum Frameworks for

MCAS Alternate Assessment

Resource Guide to the

Massachusetts Curriculum Frameworks

for Students with Disabilities

MATHEMATICS

Fall 2006

Mathematics

Learning Learning Learning Learning

Standards for… Standards for… Standards for… Standards for…

Number Sense Operations Computation and Number Sense and

Estimation Operations

(Pages 139 - 163)

Patterns, Algebra Relationships and Variables and Patterns,

Relations, and Mathematical Change Relations, and Functions Models Algebra

(Pages 164 - 183)

Characteristics Spatial Transformation/ Visualization/ Geometry

of Geometric Relationships/ Symmetry Spatial Shapes Coordinate Reasoning/ (Pages 184 - 206 ) Geometry Geometric

Modeling

Measurement Measurement

(Pages 207 - 218)

Data and Probability Data Analysis,

Statistics Statistics, and

Probability

(Pages 219 - 234)

The learning standards in the Mathematics Curriculum Framework are numbered and organized using a unique

identifier, such as 4.P.2, that indicates:

First, the grade level: Second, the abbreviation of the strand: Third, the number of each

learning standard within

K = grades PreK K N = Number Sense and Operations each strand.

2 = grades 1 2 P = Patterns, Relations, and Algebra

4 = grades 3 4 G = Geometry

6 = grades 5 6 M = Measurement

8 = grades 7 8 D = Data Analysis, Statistics, and Probability

For example, learning standard 4.P.2 is the second learning standard in the Patterns, Relations, and Algebra strand at grades 3-4.

Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006 MATHEMATICS 138

Number Sense and Operations

Computation

Number Sense Operations and Estimation

Pages 140 141 Pages 140, 142 Pages 140, 143

PreK K

Pages 144 - 145, 147 Pages 144, 146 Pages 144 146 1 2

Pages 148, 150 Pages 148, 150, 152 Pages 149, 151, 153 3 4

Pages 154 155, 157 Pages 154 157 Pages 155 156 5 6

Pages 158 159, 161 Pages 158 159, 161 Pages 159 161 7 8

No learning standards for Pages 162 163 Pages 162 163 9 10 this grade span

Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006 MATHEMATICS 139

Strand 1 Number Sense and Operations

PreK K CONTENT Mathematics STRAND Number Sense and Operations

Number K.N.1 Count by ones to at least 20. ? Begin to count, group, sort, and Sense match quantities of numbers ? Use the ―language‖ of numbers (both K.N.2 Match quantities up to at least 10 with numerals and verbal and written) words.

? Identify coins ? Learn concepts of whole and half K.N.3 Identify positions of objects in sequences (e.g., first, second) up to fifth.

K.N.4 Compare sets of up to at least 10 concrete objects using

appropriate language (e.g., none, more than, fewer than,

same number of, one more than) and order numbers.

K.N.5 Understand the concepts of whole and half.

K.N.6 Identify U.S. coins by name.

Operations K.N.7 Use objects and drawings to model and solve related ? Represent operations of addition and

addition and subtraction problems to ten. subtraction concretely

Estimation K.N.8 Estimate the number of objects in a group and verify ? Use objects and manipulatives to

results. estimate numbers in group

? Compare exact answer with estimates

Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006 MATHEMATICS 140

Less Complex More Complex

ACCESS SKILLS ENTRY POINTS

The student will: The student will: The student will: The student will: Number ? Point to object as ? Count up to three ? Count up to five ? Count up to ten Sense requested objects objects objects ? Grasp, manipulate, ? Recognize numerals ? Identify objects as ? Identify U.S. coins by and release coins of and number words coins name various sizes ? Demonstrate 1:1 ? Match numbers to ? Match words and ? Hit switch to activate correspondence groups of objects numerals (e.g., counting or other between objects ? Count by ones to 5 1/one, 2/two) up to 5 math program on ? Distinguish ? Distinguish between ? Match words and computer same/different more/less, numbers to small ? Activate an electronic ? Recognize and bigger/smaller, quantities of objects device to access text, identify money shorter/longer, and (3 to 5) communicate with ? Count by ones up to ? Sort U.S. coins using other simple others, or participate 1:1 correspondence comparisons of 20 in an instructional ? Distinguish a coin quantity ? Compare groups of activity ? Manipulate whole from other objects as fewer than ten ? Turn attention toward something of value objects to make two objects and use another person ? Understand the objects from one appropriate language ? Organize instructional (splitting, dividing, to describe (none, concept of counting materials whole numbers sharing, breaking) fewer than) ? Take turns ? Count by ones to 3 ? Match U.S. coins to ? Manipulate objects to

appropriately during their corresponding make two equal parts ? Identify objects as

classroom discussion ―whole‖ vs. ―not numerical value of a whole

? Respond to/initiate whole‖ ? Demonstrate whole

contacts with others and half using

? Apply rules for manipulatives and

appropriate classroom familiar objects

behavior ? Use appropriate social Continue to address skills greetings and concepts that ? Follow simple approach grade-level directions expectations in this ? Identify self and/or subject others

? Initiate or respond to

request for joint

attention

Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006

MATHEMATICS 141

Less Complex More Complex

ACCESS SKILLS ENTRY POINTS The student will: The student The student will: The student will:

will:

Operations ? Place a number of ? Add (―put ? Manipulate objects in ? Manipulate objects to manipulatives into a together‖) and order to compare sets solve addition and container subtract (―take using concepts (more, subtraction problems ? Activate an away‖) using the less, same, enough, ? Identify and

electronic device to numbers 1, 2, and some) demonstrate the

3 (with ? Add (―put together‖) access text, meanings of ―add to‖

communicate with manipulatives and and subtract (―take (make more) and

others, or objects) away‖) using the ―subtract from‖ (make

participate in an numbers 1 5 less)

instructional activity ? Turn attention Continue to address skills toward another and concepts that approach person grade-level expectations in ? Grasp, manipulate, this subject and materials

relevant to the

instructional activity

? Organize

instructional

materials

? Take turns

appropriately during

classroom

discussion

? Respond to/initiate

contacts with others

? Apply rules for

appropriate

classroom behavior

? Use appropriate

social greetings