journals. Additionally, math journals can provide a chronological record of student math thinking throughout the year, as well as a means for assessment than can inform future instruction. The following website provides a wealth of information and specific activities for math journaling: . Though this is not a free site, there are some free resources that are accessible. PAGE CITATIONS Page citations from the text Teaching Student-Centered Mathematics written by Van de Lovin, Karp, and Bay-Williams, has been recently revised due to reprinting. Page numbers may vary due to this change. TASK DESCRIPTIONS Scaffolding Task Tasks that build up to the learning task. Constructing Task Constructing understanding through deep/rich contextualized problem solving tasks. Practice Task Tasks that provide students opportunities to practice skills and concepts. Culminating Task Designed to require students to use several concepts learned during the unit to answer a new or unique situation. Allows students to give evidence of their own understanding toward the mastery of the standard and requires them to extend their chain of mathematical reasoning. Formative Lessons that support teachers in formative assessment which both Assessment Lesson reveal and develop students’ understanding of key mathematical ideas (FAL) and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of the standards. *3-Act Task A Three-Act Task is a whole-group mathematics task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three. More information along with guidelines for 3-Act Tasks may be found in the on Guide to Three-Act Tasks georgiastandards.org and the K-5 CCGPS Mathematics Wiki. UNIT TASKS Content Task Type/ Content Addressed Standard Task Name Grouping Strategy MCC1.G.1 Task 1: Problem solving: sorting shapes by their Performance Task Circus Trip attributes Individual Task 2: MCC1.G.1 Classify shapes by attributes Constructing Task What Are MCC1.MD.4 Create graphs Large Group, Individual Attributes? Task 3: MCC1.G.1 Which Practice Task Classify, compare, contrast, and describe Doesn’t Large Group shapes Belong?
journals. Additionally, math journals can provide a chronological record of student math thinking throughout the year, as well as a means for assessment than can inform future instruction. The following website provides a wealth of information and specific activities for math journaling: . Though this is not a free site, there are some free resources that are accessible. PAGE CITATIONS Page citations from the text Teaching Student-Centered Mathematics written by Van de Lovin, Karp, and Bay-Williams, has been recently revised due to reprinting. Page numbers may vary due to this change. TASK DESCRIPTIONS Scaffolding Task Tasks that build up to the learning task. Constructing Task Constructing understanding through deep/rich contextualized problem solving tasks. Practice Task Tasks that provide students opportunities to practice skills and concepts. Culminating Task Designed to require students to use several concepts learned during the unit to answer a new or unique situation. Allows students to give evidence of their own understanding toward the mastery of the standard and requires them to extend their chain of mathematical reasoning. Formative Assessment Lesson (FAL) Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of the standards. *3-Act Task A Three-Act Task is a whole-group mathematics task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three. More information along with guidelines for 3-Act Tasks may be found in the Guide to Three-Act Tasks on georgiastandards.org and the K-5 CCGPS Mathematics Wiki. UNIT TASKS Task Name Task Type/ Grouping Strategy Content Standard Content Addressed Task 1: Circus Trip Performance Task Individual MCC1.G.1 Problem solving: sorting shapes by their attributes Task 2: What Are Attributes? Constructing Task Large Group, Individual MCC1.G.1 MCC1.MD.4 Classify shapes by attributes Create graphs Task 3: Which Doesn’t Belong? Practice Task Large Group MCC1.G.1 Classify, compare, contrast, and describe shapes