Math Transfer Goals from Franklin County, VA

Math Transfer Goals from Franklin County, VA

Math Transfer Goals

Based on an examination of the problem/situation, initiate a plan, execute it, evaluate and explain the reasonableness of the solution.
Demonstrate automaticity in basic computation and critical vocabulary
Investigate and explain how mathematical concepts can relate to one another in the context of a problem/situation* or abstract relationships.
Demonstrate perseverance* through making an attempt, evaluating strategy/solution, and being flexible when working on problems, situations, or concepts
Communicate effectively in a variety of ways* based on purpose, task, and audience using appropriate vocabulary.

Teacher Notes on Language

problem/situation means practical applications that can be integrated into other subject area
automaticitymeans instant and correct response to basic math facts
factsmeans basic computation and critical vocabulary
concretemeans using manipulatives or physical models

perseverancemeans to work through a problem using a variety of methods (tools/strategies) to reach a solution regardless of right/wrong
variety of ways means concretely , algebraically, pictorially, graphically, abstractly , orally, or in written form.

ELA Transfer Goals Inspired by Prosper ISD, TX but drafted in Newport News, VA (Gr. 6-12)

Consumption of text

Student: I can read any text on my own with confidence because I have the necessary strategies.
Teacher: Comprehend any text by inferring and tracing the main idea, critically appraising use of language and imagery, and making connections (text to text, text to self, text to world)
Teacher: Analyze an author’s/speaker’s/artist’s theme(s) through examination of figurative language, sentence structure, and tone
Teacher: Analyze textual evidence to make predictions, draw conclusions, or establish generalizations
Student: I can find information that is trustworthy.
Teacher: Evaluate claims and analyze motivations to verify the credibility of that point of view
Student: I can see how culture influences the texts I experience.
Teacher: Develop insight into the nature of language and the concept of culture and realize there are multiple ways of viewing the world

Production of text

Student: I can express information and ideas with confidence.
Teacher: Communicate effectively based on purpose, task, and audience using appropriate vocabulary and conventions
Student: I can create text that is worth sharing with others.
Teacher: Carefully draft, edit, and polish work to make it publishable

From Avon, CT: Common Core Standards Unpacked for Reading

STANDARDS / UNDERSTANDINGS
Red indicates repeated Understandings / ESSENTIAL QUESTIONS
Red indicates repeated EQs
Key Ideas and Details

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Effective readers use appropriate strategies (as needed) to construct meaning from texts. (1,2,3)
Fluency leads readers to the comprehension of increasingly challenging texts. (1)
Identifying a text’s genre, purpose, point of view, and organizational structure helps readers analyze and comprehend the text. (1,2,3)
Readers support their conclusions (inferences and interpretations) by citing appropriate evidence within the text. (1,2,3)
Readers recognize that authors do not always say things directly or literally; sometimes they convey their ideas indirectly (e.g., metaphor, satire, irony, connotation). (1,3)
Great literature is intentionally crafted to explore enduring human themes transferrable across time and place. (2)
Critical readers (reflect on and) question the text, consider different perspectives, and look for author bias. (3)

K-12 What do active readers do? (1,2,3)
K-12 What are my strategies for reading this text? How do I know if they are working? (1,2,3)
K-12 What does a “close” (careful) reading require? (1,2,3)
K-12 What is my purpose for reading? 3-12 How does it influence how I read? (1,2,3)
2-12 How does what I read (e.g. genre, text structure, story elements) influence how I should read it? (3)
K-12 What is the text really about? ( theme, main idea) (1,2,3)
K-12 What do I need to know to retell/summarize this text? (1,2)
K-12 How do I make and support conclusions/interpretations/

inferences/opinions? (1,2,3)

K-12 How do people, events, and ideas change/develop within the text? (2,3)

6-12 Whose voices are heard/not heard? (2,3)

K-12 What is the author trying to tell/show me? (1,2)
K-12 What does this text mean to me? What connections can I make? (1,2)
K-12 How do I know what to believe as I read? (3)
K-5 What do you like and/or dislike about this story?

6-12 How would I critique this text? (1,3)

6-12 To what extent is this text timeless/ universal? (2,3)

Craft and Structure

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Assess how point of view or purpose shapes the content and style of a text.

Effective readers use appropriate strategies (as needed) to construct meaning from texts. (4,5,6)
Identifying a text’s genre, purpose, point of view, and organizational structure helps readers analyze and comprehend the text.(4,5,6)
Readers recognize that authors don’t always say things directly or literally; sometimes they convey their ideas indirectly (e.g., metaphor, satire, irony, connotation). (4,5,6)
Authors can express similar ideas within and across genres. (5,6)
By comparing texts, readers often gain greater insight into those texts. (5,6)
Readers can use context clues to determine meaning of words/ phrases/ concepts. (4)
Authors make deliberate language, narrative, structure, and style choices to convey their meaning. (4,5,6)

K-12 What do active readers do? (4,5,6)
K-12 What are my strategies for reading this text? How do I know if they are working? (4,5,6)
K-12 How do I figure out the meaning of unknown terminology? (4)
K-12 What do I notice about the look of this text? (e.g. text features, text structure) How does this help me get ready to read? (5)

K-12 How do authors make specific language, narrative, structure, and/or style choices to communicate their ideas? How does that affect my reading? (4,5,6)

K-12 How can we infer the author’s purpose and message? (4,5,6)

K-12 How do I make and support conclusions/interpretations/inferences/ opinions? (4,5)

K-12 What connections/ insights can I gain by comparing two or more texts? (5,6)

Integration of Knowledge and Ideas

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Effective readers use appropriate strategies (as needed) to construct meaning from texts. (7,8,9)
Effective readers use strategies efficiently to locate, integrate, and evaluate content from diverse sources for various purposes. (7,8,9)
Readers make meaning through close reading of the text(s) and personal connections to the topic. (7,8,9)
Readers realize the effectiveness of an argument depends on the clarity of the claims, the logic of the reasoning, and the supportive evidence. (8)
By comparing texts, readers often gain greater insight into those texts. (9)

K-12 What do active readers do? (7,8,9)
K-12 What are my strategies for reading this text? How do I know if they are working? (7,8,9)
K-12 What does this text mean to me? What connections can I make? (7,8)
K-12 What makes an argument effective?(8)

K-12 What connections/ insights can I gain by comparing two or more texts? (9)

K-12 What does a close (careful) reading require? (7,8,9)

Range of Reading and Level of Text Complexity

Read and comprehend complex literary and informational texts independently and proficiently.

Effective readers use appropriate strategies (as needed) to construct meaning from texts. (10)
Fluency leads readers to the comprehension of increasingly challenging texts. (10)
Readers make meaning through close reading of the text(s) and personal connections to the topic. (10)
Knowing the structure of the language helps facilitate meaning. (10)
As one’s knowledge base increases, the quality of thinking, meaning-making, and communication can improve. (10)

K-12 What do active readers do? (10)
K-12 What are my strategies for reading this text (e.g. informational, literary)? How do I know if they are working? (10)
K-12 What is the text really about? ( theme, main idea) (10)
K-12 What prior experience am I bringing to the text? What am I taking away from it? What am I learning from conversation with other readers? (10)

From Amherst, NH: Common Core Standards Unpacked for Speaking and Listening

Standards / Transfer Goals / Understandings / Essential Questions
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. /

I can communicate effectively based on audience, purpose and context.
I can collaborate with others to accomplish a goal.
I can listen actively to gain understanding.

Effective conversation and collaboration require meaningful contributions from everyone and willingness to explore diverse perspectives. (1, 3)
The choice of various media impacts the listener/viewer. (2, 3)
Effective listeners/viewers evaluate content of another’s statement/medium to consider information and ideas in order to form responses. (2, 3)
Effective communicators look for sound evidence to build on and integrate knowledge. (1,2,3)
The rhetoric chosen and how it is expressed can have a positive or negative connotation. (3)

Presentation of Knowledge and Ideas

Audience and purpose influence the structure, language, method, and style of communication. (4)
Effective communicators use media strategically to share and enhance understanding. (5)
Effective speakers deliberately choose techniques to engage and affect their audience. (6)

What tools should I use to share my ideas? (1,2)
How does this text (e.g. illustration, information, video, podcast, chart, model) inform me?(2)
How does what I say and how I say it affect others in my group? (3)
How do we work together to think about this problem? (1, 3)
What is the author/speaker trying to tell me or show me? Does what I am hearing/listening/viewing make sense to me? (2, 3)
How do I know if I've been understood? (1)

Presentation of Knowledge and Ideas

How does knowing my audience guide what I say and how I say it? (4, 5,6)
How do I/we create a plan to communicate an idea? (4)
How do I know if I've been understood? (4)
What tools should I use to share my ideas? (5,6)
How do I say or show what I have observed and/or learned? (4,5)

From Kokomo, Indiana

Kokomo-Center students will become compassionate contributors, effective communicators, and critical thinkers.

Essential Questions / Understandings
COMPASSIONATE CONTRIBUTORS

How can one person make a difference in the lives of others?
How do groups/ communities shape who I am?

/ COMPASSIONATE CONTRIBUTORS

Each individual has the power to impact his/her community and world.
Who I identify with affects how I experience the world.

EFFECTIVE COMMUNICATORS

What’s my purpose? How does that affect the choices I make?
How do I say what I mean? (4-12) How do I express my point of view effectively?
How do I know if I’ve been understood?
How do I value language and culture in what I say and how I say it?

/ EFFECTIVE COMMUNICATORS

Purpose and audience dictate the structure and rules of a task, text, or product.
A learner chooses actions, words, imagery, and information to elicit an intended response from the audience.
Successful communication is measured by the degree to which it is understood by the audience.
What people say and how they say it has enduring effects.
The way people communicate is shaped by where and when they live.

CRITICAL THINKERS

What do I wonder? Where have I seen this before? How can I use this?
What’s my plan? How’s it working? What do I do when I get stuck?
How do I know what’s true? (4-12) How do I know if a source is valid and reliable? How do I make sense of contradictions?
What do I notice when I look at the information or data and how does that affect my thinking?
How can I use what I’ve learned to create something new or solve new problems?

/ CRITICAL THINKERS

Learners work to explain what happened through a continuous process of questioning, analyzing, and applying.
Every source of information is limited by context, perspective, and/ or assumptions.
The application of prior knowledge helps one make connections to and sense of the world.
Innovation requires the courage to make mistakes and the willingness to revise and adjust.

From Sacramento, CA

Understand the problem
Essential Questions:

What is the question? What do I see/visualize? (more or less, greater or less than, rate, transformation, parameters, equation, variables) (Gr. 4,5) What changes do you see/observe/occurs? (Gr. 6-8) How do I measure and represent change?
What do I need to know? What information/prior knowledge do I have?
Where have I seen this relationship before?
How can it help me to solve this problem/create a conjecture?
How do I show/illustrate the problem/situation (picture/equation/graph/numerical/verbal)?
How do I gather/collect/acquire information?
What is the best/most efficient strategy to solve the problem
How do I interpret a problem where I need to analyze data/table/chart/ graph/object?
How do I describe/compare/relate shapes/objects/figures/quantities/numbers/operations to one another?

/ Enduring Understandings:

Patterns, Transformations) Some mathematical situations have numbers, objects, or elements that can be repeated in predictable ways.
(Relations: Functions, Inverses) The manner of change is what makes patterns predictable.
(Functions, Domain and Range) Real life situations result in restrictions in the pattern.
(Variables) Variables represent the unknown so that we can generalize a pattern rather than being limited to looking at specific values.
(Problem Solving) Mathematicians adapt to new situations by applying prior knowledge and recognize the limits of that knowledge as they uncover the need for strategies, rules, and proofs that they have yet to learn/discover.
(Communication) Symbols, numbers, words, and visual representations have precise mathematical meaning that affects the mathematician’s ability to comprehend problem situations and communicate effectively with others.
(Points, Lines, Figures, Planes) One, two and three-dimensional objects are described, classified, and analyzed by their critical attributes.
(Measurement, Formulas) The accurate measurement of space is determined by the ability to visualize the object/problem situation and apply an appropriate algorithm.
(Measurement, Formulas) The accurate measurement of space is determined by the ability to visualize the object/problem situation and apply an appropriate algorithm.
Mathematicians make conjectures and test them using logic to establish parameters of truth.
The way data are interpreted and presented influences decision-making.

Computation (A.K.A. Doing the Math)
Essential Questions:

What is an effective tool/operation/strategy/technology/formula/representation to solve the problem/test the conjecture? How is it working? What do I do if I’m stuck?
How do I show/illustrate my work? (picture, equation, graph, numerical, verbal)
How do I work to remember something/have instant access to memorized information?

/ Enduring Understandings:

(Reasoning) The soundness of a mathematical argument is grounded in the application and articulation of theorems, postulates, rules and/or properties that led to the given conclusion.
(Technology) The way a tool is used affects the clarity of the problem situation and the accuracy/validity of the solution.
Mathematicians make conjectures and test them using logic to establish parameters of truth.
Mathematicians use precise language throughout the problem solving process.

Communicate / Justify Solution
Essential Questions:

Does my answer/solution/conclusion make sense? How do I explain/ justify/validate it?
(Gr. 3-8) How do I show my use of data to make predictions/tell stories? What makes my prediction reasonable/logical?
(Gr. 3-5) How do I justify my thinking? (Gr. 6-8) What does it mean to prove something?

/ Enduring Understandings:

(Variables) Variables represent the unknown so that we can generalize a pattern rather than being limited to looking at specific values.
(Patterns, Functions, Transformations, Representations) Manipulation of variables, numbers and graphs are governed by specific rules that preserve the relationship while changing the representation.
(Reasoning) The soundness of a mathematical argument is grounded in the application and articulation of theorems, postulates, rules and/or properties that led to the given conclusion.
(Communication) Symbols, numbers, words, and visual representations have precise mathematical meaning that affects the mathematician’s ability to comprehend problem situations and communicate effectively with others.
Mathematicians use the rules of logic and appropriate tools to draw/explain/demonstrate valid conclusions.
Mathematicians use precise language throughout the problem solving process.
The way data are interpreted and presented influences decision-making.

Apply and Extend to Other Problems and Situations
Essential Questions:

What are the rules/patterns of this relationship? How does the context/situation affect the rules/patterns? Do the rules/pattern always work/apply?
Can I make this a more doable/workable problem and how does that help me? Can I make a more general/complex problem and how does that help me?
Where do these problems/relationships/patterns exist out side the classroom?
What does the pattern/relationship/experience with the problem give me the power to do/quantify?

/ Enduring Understandings:

(Patterns, Transformations) Some mathematical situations have numbers, objects, or elements that can be repeated in predictable ways.
(Relations: Functions, Inverses) Recognizing the predictable patterns in mathematics allows the analysis of functional relationships.
(Functions, Domain and Range) Real life situations result in restrictions in the pattern.
(Patterns, Functions, Transformations, Representations) Manipulation of variables, numbers and graphs are governed by specific rules that preserve the relationship while changing the representation.
Mathematicians discover/use/apply/access generalizations based on a given problem and simultaneously solve specific tasks.
(Relationships: Similarities, Proportions, Angles, Congruence) The identification and extension of relationships are the basis of the architecture of all natural and manmade objects.
The sample size of the experiment impacts the precision of the prediction.
Mathematicians create/use mathematical models to represent and understand quantitative relationships.

From Newport News Public Schools, Virginia —based on an intensive examination of Standards