pr008 work product 3
Overview
For this Work Product, you will demonstrate your ability to plan developmentally appropriate preschool math and science activities, and to plan, implement, and engage in critical reflection on an integrated math/science lesson for preschool children. You are strongly encouraged to use the Academic Writing Expectations Checklist when completing this Assessment.
Professional Skill: Written Communication,Critical Thinking andInformation Literacy are assessed in this Competency.
Your response to this Assessment should:
Reflect the criteria provided in the Rubric.
Adhere to the required length.
Conform to APA style guidelines. You may use Walden Writing Centers APA Course Paper Template.
2016 Walden University 1
PR008: Teaching Science and Math in Preschool Settings
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
Part I: Math and Science Learning Activities
Sub-Competency 1: Plan developmentally appropriate mathematics learning experiences for preschoolers.
Learning Objective
1.1:
Plan
developmentally
appropriate
preschool math
activities.
Planning for
developmentally
appropriate
preschool math
activities is missing.
Response provides a description of
a developmentally appropriate
math activity, vaguely stating the
following, or two or more of the
following are missing:
Title of the activity
Overarching unit, theme, or
project
Targeted learning
standards, goals, and
objectives
Materials needed
Grouping structure
Procedures
Informal assessment
Response provides a description of
a developmentally appropriate
math activity, clearly stating the
following:
Title of the activity
Overarching unit, theme, or
project
Targeted learning
standards, goals, and
objectives
Materials needed
Grouping structure
Procedures
Informal assessment
Response
demonstrates the
same level of
achievement as 2,
plus the following:
Response includes a
description of how
the activity can be
adjusted for
students with
language and
learning needs.
Response includes a
reference to a
professional/acade
mic resource to
support the activity.
Learning Objective
1.2:
Explain why a
particular preschool
math activity is
Explanation for why
a preschool math
activity is
developmentally
appropriate is
missing.
Response vaguely delineates two or
more aspects of a math learning
experience that make it
developmentally appropriate for
preschoolers, or fewer than two
aspects are addressed.
Response clearly delineates two or
more aspects of a math learning
experience that make it
developmentally appropriate for
preschoolers.
Response
demonstrates the
same level of
achievement as 2,
plus the following:
2016 Walden University 2
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
developmentally
appropriate.
Response includes a
description of how
the activity can be
adjusted for
students with
language and
learning needs.
Response includes a
reference to a
professional/acade
mic resource to
support the activity.
Sub-Competency 2: Plan developmentally appropriate science learning experiences for preschoolers.
Learning Objective
2.1:
Plan developmentally
appropriate
preschool science
activities.
Planning for
developmentally
appropriate
preschool science
activities is missing.
Response provides a description of
a developmentally appropriate
science activity, vaguely stating the
following, or two or more of the
following are missing:
Title of the activity
Overarching unit, theme, or
project
Targeted learning
standards, goals, and
objectives
Materials needed
Grouping structure
Procedures
Informal assessment
Response provides a description of
a developmentally appropriate
science activity, clearly stating the
following:
Title of the activity
Overarching unit, theme, or
project
Targeted learning
standards, goals, and
objectives
Materials needed
Grouping structure
Procedures
Informal assessment
Response
demonstrates the
same level of
achievement as 2,
plus the following:
Response includes a
reference to a
professional/acade
mic resource to
support the activity.
2016 Walden University 3
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
Learning Objective
2.2:
Explain why a
particular preschool
science activity is
developmentally
appropriate.
Explanation for why
a preschool science
activity is
developmentally
appropriate is
missing.
Response vaguely delineates two or
more aspects of a science that
make it developmentally
appropriate for preschoolers, or
fewer than two aspects are
addressed.
Response clearly delineates two or
more aspects of a science activity
make it developmentally
appropriate for preschoolers.
Response
demonstrates the
same level of
achievement as 2,
plus the following:
Response includes a
reference to a
professional/acade
mic resource to
support the activity.
Part II: Plan, Implement, and Reflect on a Math/Science Integrated Lesson for Preschoolers
Sub-competency 3: Plan, implement, and engage in critical reflection on an integrated math and science lesson for preschoolers.
Learning Objectives
3.1:
Provide foundational
information for a
preschool lesson
that integrates math
and science.
Foundational
information for a
preschool lesson
that integrates math
and science is
missing.
Response vaguely or incompletely
identifies:
– Math and science content areas
– Developmental domains
– Math and science learning
standards
– Learning
goals/objectives/materials/tech
nology/equipment/resources
Response clearly identifies:
– Math and science content areas
– Developmental domains
– Math and science learning
standards
– Learning
goals/objectives/materials/tec
hnology/equipment/resources
The response
demonstrates the
same level of
achievement as 2,
plus the following:
Response includes
additional relevant
foundational
information.
Learning Objectives
3.2:
Describe the lesson
introduction/anticipa
tory set.
Description of the
lesson
introduction/anticip
atory set is missing.
Response vaguely describes one or
more activities that establish a
connection and capture childrens
attention.
Response clearly describes one or
more activities that establish a
connection and capture childrens
attention.
The response
demonstrates the
same level of
achievement as 2,
plus the following:
2016 Walden University 4
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
Response explains
the decision-making
process used in
determining the
introduction/anticip
atory set.
Learning Objectives
3.3:
Explain steps in the
lesson for building
knowledge and skills.
Explanation of the
steps in the lesson
for building
knowledge and skills
is missing.
Response describes, generally or in
random sequence, what the
teacher and the children will do in
all activities and transitions that are
part of this learning experience.
Explanation given for how the
activity might be differentiated to
meet the needs of individual
children, including children with
exceptionalities, is vague, does not
reflect research-based strategies,
or is missing.
Response describes specifically, and
in a step-by-step fashion, what the
teacher and the children will do in
all activities and transitions that are
part of this learning experience.
For each activity, an explanation is
given for how the activity might be
differentiated to meet the needs of
individual children, including
children with exceptionalities.
Response
demonstrates the
same level of
achievement as 2,
plus the following:
Response explains
the decision-making
process used in
determining steps in
the lesson for
building knowledge
and skills.
Learning Objectives
3.4:
Describe strategies
that will be used to
assess childrens
learning.
Description of
strategies that will
be used to assess
childrens learning is
missing.
Response vaguely explains how
childrens learning will be assessed
during and/or after the lesson.
Assessment does not use
observation/documentation.
Assessment is not aligned with
lesson goals/objectives.
Response clearly explains how
childrens learning will be assessed
during and/or after the lesson.
Assessment includes
observation/documentation.
Assessment is aligned with lesson
goals/objectives.
Response
demonstrates the
same level of
achievement as 2,
plus the following:
Response explains
the decision-making
process used in
determining
strategies that will
2016 Walden University 5
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
be used to assess
childrens learning.
Learning Objective
3.5:
Describe a lesson
closure activity.
Description of a
lesson closure
activity is missing.
Closure activities/strategies that
will be used to bring closure to the
lesson are misaligned with the
lesson.
Closure activities/strategies do not
involve summarizing, reviewing,
and/or reflecting on the learning
that has taken place during the
lesson.
Response describes one or more
activities/strategies that will be
used to bring closure to the lesson.
Closure activities/strategies involve
summarizing, reviewing, and/or
reflecting on the learning that has
taken place during the lesson.
Response
demonstrates the
same level of
achievement as 2,
plus the following:
Response explains
the decision-making
process used in
determining a
lesson closure
activity.
Learning Objective
3.6:
Engage in critical
reflection of lesson
implementation.
Engagement in
critical reflection of
lesson
implementation is
missing.
Response vaguely describes
childrens responses during the
lesson that show whether or not
children are grasping the literacy
skills and concepts being targeted.
Response vaguely describes
adjustments made during the
lesson based on childrens
responses.
Response vaguely explains whether
or not the adjustments were
effective, and why.
Response clearly describes
childrens responses during the
lesson that show whether or not
children are grasping the literacy
skills and concepts being targeted.
Response clearly describes
adjustments made during the
lesson based on childrens
responses and explains whether or
not the adjustments were
effective, and why.
Response explains what could be
done differently next time and
what next steps can be taken to
promote learning.
Response
demonstrates the
same level of
achievement as 2,
plus the following:
Response explains
how the planning,
implementation,
and reflection
experiences
supported
professional growth
and learning.
2016 Walden University 6
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
Response explains how families and
others can be involved to support
the childrens literacy learning.
Professional Skill 1: Written Communication: Demonstrate graduate-level writing skills.
Learning Objective
PS 1.1:
Use proper
grammar, spelling,
and mechanics.
Multiple major and
minor errors in
grammar, spelling,
and/or mechanics
are highly distracting
and seriously impact
readability.
Multiple minor errors in grammar,
spelling, and/or mechanics are
distracting and negatively impact
readability.
Writing reflects competent use of
standard edited American English.
Errors in grammar, spelling, and/or
mechanics do not negatively impact
readability.
Grammar, spelling,
and mechanics
reflect a high-level
of accuracy in
standard American
English and enhance
readability.
Learning Objective
PS 1.2:
Organize writing to
enhance clarity.
Writing is poorly
organized and
incoherent.
Introductions,
transitions, and
conclusions are
missing or
inappropriate.
Writing is loosely organized.
Limited use of introductions,
transitions, and conclusions
provides partial continuity.
Writing is generally well organized.
Introductions, transitions, and
conclusions provide continuity and
a logical progression of ideas.
Writing is
consistently well
organized.
Introductions,
transitions, and
conclusions are
used effectively to
enhance clarity,
cohesion, and flow.
Learning Objective
PS 1.3:
Support writing with
appropriate
resources.
Writing does not
integrate
appropriate
resources and
content in support of
ideas and argument.
Writing loosely integrates some
appropriate resources and content
in support of ideas and argument.
Writing sufficiently integrates
appropriate resources (which may
include peer-reviewed resources)
and content in support of ideas and
argument.
Writing effectively
integrates
appropriate
resources (which
may include peer-
reviewed resources)
and content to
support and expand
upon ideas and
arguments.
2016 Walden University 7
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
Learning Objective
PS 1.4:
Apply APA style to
written work.
APA conventions are
not applied.
APA conventions for attribution of
sources, structure, formatting, etc.,
are applied inconsistently.
APA conventions for attribution of
sources, structure, formatting, etc.,
are generally applied correctly in
most instances. Sources are
generally cited appropriately and
accurately.
APA conventions for
attribution of
sources, structure,
formatting, etc., are
applied correctly
and consistently
throughout the
paper. Sources are
consistently cited
appropriately and
accurately.
Learning Objective
PS 1.5:
Use appropriate
vocabulary and tone
for the audience and
purpose.
Vocabulary and tone
are inappropriate
and negatively
impact clarity of
concepts to be
conveyed.
Vocabulary and tone have limited
relevance to the audience.
Vocabulary and tone are generally
appropriate for the audience and
support communication of key
concepts.
Vocabulary and tone
are consistently
tailored to the
audience and
effectively and
directly support
communication of
key concepts.
Professional Skill 5: Critical Thinking and Problem Solving: Use critical thinking and problem-solving skills to analyze professional issues and
inform best practices.
Learning Objective
PS 5.1:
Analyze
assumptions and
fallacies.
Analysis of
assumptions is
missing.
Response is weak in assessing the
reasonableness of assumptions in a
given argument.
Response does not adequately
identify and discuss the
implications of fallacies or logical
weaknesses in a given argument.
Response generally assesses the
reasonableness of assumptions in a
given argument.
Response identifies and
discusses the implications of
fallacies and/or logical
weaknesses in a given argument.
Response clearly
and
comprehensively
assesses the
reasonableness of
assumptions in a
given argument.
Response provides a
detailed and
2016 Walden University 8
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
compelling analysis
of implications of
fallacies and logical
weaknesses in a
given argument.
Learning Objective
PS 5.2:
Generate reasonable
and appropriate
assumptions.
Assumptions are
missing.
Response does not adequately
present and discuss key
assumptions in an original
argument.
Response presents and discusses
key assumptions in an original
argument.
Response justifies
the reasonableness
and need for
assumptions in an
original argument.
Learning Objective
PS 5.3:
Assess multiple
perspectives and
alternatives.
Assessment of
multiple
perspectives is
missing.
Response does not identify nor
adequately consider multiple
perspectives or alternatives.
Response identifies and considers
multiple perspectives and
alternatives.
Response justifies
selection of chosen
alternative relative
to others.
Learning Objective
PS 5.4:
Use problem-solving
skills.
Problems and
solutions are not
identified.
Response presents solutions but
they are ineffective in addressing
the specific problem.
Response presents solutions that
are practical and work in
addressing the specific problem.
Response presents
compelling
supporting
arguments for
proposed solutions.
Professional Skill 6: Information Literacy: Apply appropriate strategies to identify relevant and credible information and data in order to
effectively analyze issues and make decisions.
Learning Objective
PS 6.1:
Identify credible
sources.
Credible sources
are missing.
Some sources are credible,
appropriate, and relevant to the
topic.
Most sources are credible,
appropriate, and relevant to the
topic.
All resources are
credible,
appropriate, and
relevant to the
topic.
Learning Objective
PS 6.2:
Analysis is missing. Analysis superficially reflects
relevance of findings to the
Analysis clearly reflects relevance
of findings to the identified
problem, issue, or purpose.
Analysis clearly
reflects relevance
of findings to the
2016 Walden University 9
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds
Expectations
Analyze findings
from relevant
sources.
identified problem, issue, or
purpose.
identified
problem, issue, or
purpose and
synthesizes
findings to
generate new
insights. Learning Plan Template
Foundations of Lesson Plan
Content Areas and Developmental Domains
Identify the content area(s) and developmental domain(s) you will address in this learning experience.
State/District/Professional Standards
Identify one early learning standard that informed your planning of this learning experience.
Learning Goals
Briefly describe your goal(s) or desired outcome(s) of the learning experience.
Materials/Technology/Equipment/Resources
List texts, websites, writing/art supplies, props/artifacts, assistive technology, computer software, Internet resources, audio/visual media, and other tools and materials needed for this experience.
Lesson Sequence
Align all activities with the standard(s), goal(s), and context.
Introduction/Anticipatory Set
Describe initial teacher-and-child activities that establish a warm connection and capture childrens attention. Answer the following:
How will you draw children into the lesson, capture their attention, make them feel connected and included?
How will you relate the lesson to childrens interests, prior knowledge, and families/communities?
Building/Applying Knowledge and Skills
Describe specifically, and in a step-by-step fashion, what you and the children will do in all activities and transitions that are part of this learning experience. Make sure each activity is meaningful and supports your goal(s). Be sure to consider specific content areas and developmental domains that are relevant to the learning experience.
For each activity, explain how the activity might be differentiated to meet the needs of individual children, including children with exceptionalities. Give specific examples related to particular children in the classroom that you observed.
Assessment
Assessment is the process by which early childhood professionals gain understanding of childrens development and learning. Describe strategies you will use to assess childrens learning. Consider how you will:
Utilize and document observation to assess childrens learning.
Make sure all assessments are aligned with your goal(s) for the lesson.
Closure
Closure is the conclusion of your learning experience. It is a time to wrap up the experience by summarizing, reviewing, and/or reflecting on the learning that has taken place. Describe all activities and strategies you will use in the closure of your learning activity.
12 paragraphs
Reflection
Critical reflection is an essential part of continuous improvement. Reflect on your lesson planning and implementationwhat worked well, adjustments made, the childrens responses, and evidence of their learning. Consider what you would do differently next time and what next steps you will take following this lesson. Think about how to involve families and others to support the childrens development and learning. Summarize your thoughts.
2016 Walden University 1 2016
Mississippi
College- and
Career-
Readiness
Standards for
Mathematics
7 Miss. Admin. Code, Part 135
Effective Date: 2016-2017 School Year
2016 Mississippi College- and Career-Readiness Standards for Mathematics
2
2016 Mississippi
College- and Career-Readiness
Standards for Mathematics
Carey M. Wright, Ed.D., State Superintendent of Education
Kim S. Benton, Ed.D., Chief Academic Officer
Jean Massey, Executive Director, Office of Secondary Education
Nathan Oakley, Ph.D., Executive Director, Office of Elementary Education and Reading
Trecina Green, Executive Director, Office of Professional Development
Marla Davis, Ph.D., NBCT, Bureau Director, Office of Secondary Education
2016 Mississippi College- and Career-Readiness Standards for Mathematics
3
Mississippi Department of Education
Post Office Box 771
Jackson, Mississippi
39205-0771
Office of Elementary Education and Reading
Office of Secondary Education
601-359-2586
www.mde.k12.ms.us/ESE
The Mississippi State Board of Education, the Mississippi Department of Education, the
Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for
the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the
basis of race, sex, color, religion, national origin, age, or disability in the provision of
educational programs and services or employment opportunities and benefits. The following
office has been designated to handle inquiries and complaints regarding the non-
discrimination policies of the above mentioned entities:
Director, Office of Human Resources
Mississippi Department of Education
2016 Mississippi College- and Career-Readiness Standards for Mathematics
4
Table of Contents
Introduction…………………………………………………………………………………………………………………..5
Acknowledgements ………………………………………………………………..Error! Bookmark not defined.
College- and Career-Readiness Standards for Mathematics Overview …………………………….9
College- and Career-Readiness Standards for Mathematics Scaffolding Document ……….16
College- and Career-Readiness Standards for Mathematics (Grades K-5) ………………………18
Fluency/Fluently Defined ……………………………………………………………………………………………..19
Grade K ……………………………………………………………………………………………………………………20
Grade 1…………………………………………………………………………………………………………………….25
Grade 2…………………………………………………………………………………………………………………….31
Grade 3…………………………………………………………………………………………………………………….36
Grade 4…………………………………………………………………………………………………………………….43
Grade 5…………………………………………………………………………………………………………………….51
College- and Career-Readiness Standards for Mathematics (Grades 6-8) ………………………58
Grade 6…………………………………………………………………………………………………………………….59
Grade 7…………………………………………………………………………………………………………………….67
Grade 8…………………………………………………………………………………………………………………….74
Acceleration in Middle School………………………………………………………………………………………81
Secondary Sequence Options ………………………………………………………………………………….83
High School Conceptual Categories ………………………………………………………………………….84
Compacted Mathematics Grade 7 ………………………………………………………………………………..94
Compacted Mathematics Grade 8 (with Algebra I) ………………………………………………………..104
Compacted Mathematics Grade 8 (with Integrated Math I) …………………………………………….115
College- and Career-Readiness Standards for Mathematics (Grades 9-12) …………………..126
Secondary Sequence Options ……………………………………………………………………………………127
High School Overview ………………………………………………………………………………………………128
High School Conceptual Categories ……………………………………………………………………………129
High SchoolAlgebra I …………………………………………………………………………………………….140
High SchoolGeometry ……………………………………………………………………………………………148
High SchoolAlgebra II ……………………………………………………………………………………………155
High SchoolIntegrated Mathematics I ………………………………………………………………………165
High SchoolIntegrated Mathematics II ……………………………………………………………………..173
High SchoolIntegrated Mathematics III …………………………………………………………………….182
High SchoolAdvanced Mathematics Plus …………………………………………………………………191
High SchoolAlgebra III …………………………………………………………………………………………..199
High SchoolCalculus ……………………………………………………………………………………………..204
High SchoolSREB Math Ready……………………………………………………………………………….208
High SchoolAdvanced Placement (AP) Calculus ……………………………………………………….212
High SchoolAdvanced Placement (AP) Statistics ………………………………………………………216
Compensatory Mathematics Course Description ………………………………………………………….219
Foundations of Algebra Course ………………………………………………………………………………….220
Glossary ……………………………………………………………………………………………………………………225
Tables ……………………………………………………………………………………………………………………….233
2016 Mississippi College- and Career-Readiness Standards for Mathematics
5
Introduction
Mission Statement
The Mississippi Department of Education is dedicated to student success including the
improvement of student achievement in mathematics in order to produce citizens who are
capable of making complex decisions, solving complex problems, and communicating
fluently in a technological society. The 2016 Mississippi College- and Career-Readiness
Standards for Mathematics (The Standards) provide a consistent, clear understanding of
what students are expected to know and be able to do by the end of each grade level and
course. The standards are designed to be robust and relevant to the real world, reflecting the
knowledge and skills that students need for success in college and careers and to compete in
the global economy.
Purpose
In an effort to closely align instruction for students who are progressing toward postsecondary
study and the workforce, the 2016 Mississippi College- and Career-Readiness Standards for
Mathematics include grade- and course-specific standards for K-12 mathematics.
The primary purpose of this document is to provide a basis for curriculum development for
Grades K-12 mathematics teachers, outlining what students should know and be able to do
by the end of each grade level and course. Courses for grades K-12 are based on the
Mississippi College- and Career-Readiness Standards (MS CCRS) for Mathematics.
Mississippi-specific courses that were revised to align with the (MS CCRS) for Mathematics
include Pre-Calculus (renamed Algebra III) and Calculus.
The Southern Regional Education Board (SREB) Math Ready course is included as a
transition to college mathematics courses.
The content of this document is centered on the mathematics domains of Counting and
Cardinality (Grade K), Operations and Algebraic Thinking; Numbers and Operations in
Base Ten (Grades K-5); Numbers and OperationsFractions
(Grades 3-5); Measurement and Data (Grades K-5); Ratios and Proportional
Relationships (Grades 6-7); the Number System, Expressions & Equations, Geometry,
Statistics & Probability (Grades 6-8); Functions (Grade 8), and the high school conceptual
categories of Number and Quantity, Algebra, Functions, Modeling, Geometry, and
Statistics & Probability. Instruction in these domains and conceptual categories should be
designed to expose students to experiences, which reflect the value of mathematics, to
enhance students confidence in their ability to do mathematics, and to help students
communicate and reason mathematically.
2016 Mississippi College- and Career-Readiness Standards for Mathematics
6
Implementation
The required year for the 2016 Mississippi College- and Career-Readiness Standards for
Mathematics is school year 2016-2017.
Technology
The Mississippi Department of Education (MDE) strongly encourages the use of technology
in all mathematics classrooms. Technology is essential in teaching and learning
mathematics; it influences the mathematics that is taught and enhances students’ learning.
The appropriate use of instructional technology is integrated throughout the 2016
Mississippi College- and Career-Readiness Standards for Mathematics. Teaching strategies
at each grade level and in every secondary course incorporate technology in the form of
calculators, software, or on-line internet resources. The graphing calculator is an integral
part of mathematics courses beginning with Grade 6.
The MDE believes strongly in the Principles and Standards for School Mathematics
Technology Principle of the National Council for Teachers of Mathematics (NCTM):
Calculators and computers are reshaping the mathematical landscape, and school
mathematics should reflect those changes. Students can learn more mathematics
more deeply with the appropriate and responsible use of technology. They can
make and test conjectures. They can work at higher levels of generalization or
abstraction. In the mathematics classrooms envisioned in Principles and
Standards, every student has access to technology to facilitate his or her
mathematics learning. Technology also offers options for students with special
needs. Some students may benefit from the more constrained and engaging task
situations possible with computers. Students with physical challenges can become
much more engaged in mathematics using special technologies. Technology
cannot replace the mathematics teacher, nor can it be used as a replacement for
basic understandings and intuitions. The teacher must make prudent decisions
about when and how to use technology and should ensure that the technology is
enhancing students’ mathematical thinking.
(NCTM, 2013, http://www.nctm.org.)
2016 Mississippi College- and Career-Readiness Standards for Mathematics
7
