Unpacking Math Standards Part 2.

 

In the last column, we looked at unpacking math standards in general.  Today, we'll look at it in more detail because for many of us, we need to know how to do it so we can prepare lessons for our students . Here in Alaska, the math standards for high school are all together rather than split out for the different types of math and that makes it much harder.  The elementary standards are split up according to grade so it is much easier to unpack but as a high school teacher, I have to find the standard that fits what I'm getting ready to teach.

Let's look at one way to unpack the standards.  First step is to read the standard and any supporting standards completely.  Many times there is something in the supporting standards that help you through the process.

Next, it helps to create a T chart to list the knows and do's. For clarification, the knows refer to the content and the do is described by a verb to talk about the action but it is important to use the same verb as in the standard.  An example of this might be the knowledge is of inverse operations but the do is finding the inverse of a function. Some examples of verbs to show action might be apply, solve, represent, determine, calculate, predict, write, model, or convert.  It is worth taking the time to determine if the standard is a procedural, conceptual, or an application.

Conceptual understanding refers to the way ideas, patterns, and procedures are used to connect new knowledge and use it to solve unfamiliar problems. Procedural knowledge is the ability to use procedures to solve problems, and application is connecting conceptual with procedural knowledge so the student can solve real world problems.

Once you get this far, you should take time to see if this standard aligns with the previous grade and the one above for middle school or younger.  In high school, one can see if it aligns with 8th grade and how it aligns with the next math course in the sequence. At this point, you are ready to write the learning objective, target, or goal.  These are measurable. 

Next comes formulating the big idea or essential question.  The big idea is the idea or concept that flows through the whole unit connecting the material with real life while the essential questions support the big idea and are addressed throughout the unit. Essential questions can be used both at the beginning of the unit and at the end.  

Now you are at the point of deciding what vocabulary is important for students to learn in regard to the material, designating key points of the concept or topic, determining the prerequisite knowledge and skills needed, and how to teach the material.  This is the meat of the unit lesson.  I also realize that most of us do not have time to go into this deep a dive, especially if we are teaching multiple levels of math throughout the day.  Let me know what you think, I'd love to hear.  Have a great day.