This blog represents Part 1 of a six-part series that features a problem-solving task linked to a Unit of Study for the Math TEKS and a student’s solution in grades K–5. Evidence of all seven Mathematical Process Standards will be exhibited by the end of the series.
Working in special education, I help students with special needs as well as other students who struggle with math. One of the most beneficial features of Exemplars is the ability to differentiate easily for struggling learners.
At the beginning of the year, I explained each portion of the Exemplars rubric to the students. The rubrics are very student-friendly and I find that they inspire students to want to become Experts.
As you begin preparing your staff to focus on the new math TEKS this year, rubrics should play a key role in terms of helping your teachers and students achieve success with the new standards.
In the final post of our Summer Series, we look in on a fifth grader mastering the standard 5.NBT.2 in the Common Core domain Number and Operations in Base Ten.
In this blog we’re tackling a task at the third-grade level, Bracelets to Sell, where students explore a CCSSM from the Operations and Algebraic Thinking domain. We’ll review a student’s solution to see how it relates to the Exemplars rubric criteria and if a math connection is made.
In today’s post, we’ll look at a first grade student’s solution for the task, “Pictures on the Wall.” The featured student anchor paper shows a solution that goes beyond arithmetic calculation and provides the evidence that a student can reflect on and apply mathematical connections.
This blog represents Part 1 of a four-part series that explores mathematical connections and offers guidelines; strategies and suggestions for helping teachers elicit this type of thinking from their students.
So how can teachers help their classrooms make this critical transition to problem solving? … My personal story of transformation, which began after participating in one of Exemplars’ Summer Institutes, offers a path forward.
When the new math TEKS were written, the writing teams focused on fewer skills at each grade level. Teachers are expected to address these skills and understandings by teaching rich lessons in which students make critical connections between foundational big ideas in mathematics.