Professional Documents
Culture Documents
2 CURRICULUM DESIGN
Introduction
The curriculum I will be modifying will be for my sixth-grade mathematics class.
There are many issues with our current curriculum, the connected mathematics program
(CMP2). This curriculum program is not aligned to the common core standards (CCSS).
Sixth grade is the first year that students use this program, transitioning from
Investigations, which is used kindergarten through fifth grade. When the CCSS came out
they raised the bar in mathematics. One issue is that fractional operations of adding,
subtracting, and multiplying should be mastered before students enter the sixth grade, but
this is not presently occurring. The sixth grade standard 6.NS.1 builds on the mastery of
those operations and has students dividing fractions. Using the CMP2 curriculum all
fractional operations are taught in sixth grade. This poses a problem since it would be
impossible for me to skip teaching the other three operations and move right to dividing
fractions because the students need to know how to perform all four operations. A second
challenge is that one of the books that teaches understanding fractions, decimals, and
percent is not aligned with any of the sixth grade CCSS. However, it is necessary for
students to convert between them and build the students mathematical foundation before
attempting fractional operations. A third challenge is time. I only have so much time to
implement the sixth-grade CCSS. If I were to teach the two CMP2 books on fractions it
would take over sixty days and only cover one sixth-grade standard.
When students enter sixth grade they take the Northwest Evaluation Association
Assessment (NWEA) to test where they are. The assessment adjusts to the students
answers and diagnoses where they have strengths and weaknesses. It also sets projected
growth for each student by the end of the year. As their teacher, my charge is to use this
3
CURRICULUM DESIGN
data to then set goals for each student. By the end of the year each student should meet
their projected growth. Each year, students are demonstrating a weakness in the number
systems section. Part of this is attributed to the fact that they are unable to add, subtract,
or multiply fractions, which is an expectation when they start sixth grade. By the time
students get to sixth grade, they all have different mathematical backgrounds, which
becomes evident when they take their fall NWEA test. The majority of the students come
in with scores well below where they should be. 220 is the goal for starting sixth grade
and in one math class 7 out of 18 students were below that goal. In the other class, 11 out
of 14 were below that goal. We have yet to fully implement the standards-based CCSS in
our district. So, many students are coming in from different schools, teachers, and
previous experiences.
I pre-assess the students before starting a unit to identify students who show
mastery and will need to opt-out of lessons and be challenged instead. This helps me
differentiate my instruction of the unit. Last year was the first year I did a pre-assessment
for this unit and only one student was able to demonstrate mastery of the unit. One other
student demonstrated mastery of many subsections of the unit. This data helps show that I
cannot skip teaching these lessons because the students need them in their mathematical
foundation and are not coming up to sixth grade knowing them.
My newly created curriculum will address many of these concerns. First, it will
shorten the sixty day time period I would normally take to teach these lessons to thirty
days. I will combine Bits and Pieces I, Bits and Pieces II, and Engage NY Module 2. This
will effectively fill the gaps that students are coming up with and address dividing
fractions, which is a sixth grade CCSS. We will have just finished a unit on ratios and
4 CURRICULUM DESIGN
proportions during which students will start to learn about converting between fractions,
decimals, and percent at the end of the unit. The decision to place this unit following
ratios and proportions allows for more practice with converting, and a review of
fractions, before starting to learn operations of fractions. Even though the ratios standard
will be integrated it will not be formally assessed as students will have just completed a
test on this unit.
Research shows that In education, the term standards-based refers to systems of
instruction, assessment, grading, and academic reporting that are based on students
demonstrating understanding or mastery of the knowledge and skills they are expected to
learn as they progress through their education (Standards-Based Definition, 2014). So,
since I have been finding many students with gaps in their mathematical base knowledge
I need to adjust for this in my instruction before building on this base to continue their
math education. A standards-based curriculum where everyone implements the CCSS at
their grade level will solve this issue in the future. This unit will use the standards-based
curriculum framework. It is designed for teachers to be alert to student thinking, more
cognizant of the big ideas that underlie the mathematics they teach, and more focused
on helping students understand and apply these ideas (What is Standards-Based
Curriculum?, p. 11, 1998).
Kniep (2000) explains that teachers should be allowed to use their professional
judgement in teaching lessons, but there needs to be common curriculum and assessments
with the same standards and benchmarks for each grade-level teacher. I worked with the
other sixth-grade math teacher to create common assessments and on the mathematics
committee to identify the performance indicators we want the students to meet in sixth
5
CURRICULUM DESIGN
grade. As the research has shown a common curriculum and assessments are crucial to
solve the problem of gaps amongst students. Every student will be responsible for
mastering set standards at each grade level across the district and take the same tests.
This modified unit will first cover some skills that have been demonstrated to be
lacking from the younger grade standards and then build on those skills to progress to
sixth-grade standards. It will have a final assessment that will be common for the sixth
grade (both teachers) will use however, the pre-assessments, instructional strategies,
lessons, and quizzes will vary by teacher.
Curriculum Map
Grade Level/Subject
Standards
Assessments
Greatest Common
multiples.
Units
Common Multiples
6th Grade Module 1-
Proportions
be used.
A teacher created
II: Fraction/Decimal/%
summative assessment
Operations
be used.
rational numbers.
created by students.
6 CURRICULUM DESIGN
algorithm.
A collaborated teacher
test is used.
Mid-module and end-
Expressions and
Equations
be used.
Geometry
be used.
Mid-module and end-
describe distributions.
7
CURRICULUM DESIGN
targets are correlating to the specific lessons is detailed in the unit outline I have included
(see Appendix A).
A variety of learning activities and instructional strategies will be utilized
throughout this unit. Some of these learning activities and instructional strategies include
mini-lessons with direct instruction and modeling, collaborative work solving real-life
problems, such as doubling recipes that include fractions, centers with hands-on problems
to practice strategies, creating foldable references for interactive math notebooks,
fraction/decimal/percent BINGO, and center activities like a cootie catcher with
conversion problems or fractional operation problems and fraction/decimal/percent
memory. Students start out taking notes each day, then work in cooperative pairs to apply
what they learned, and then either work with the teacher or independently to practice
what they have learned. This framework allows them to move, discuss, and practice what
they are learning. I use a document camera for students to copy notes as I teach for the
visual learners, talk through the steps as I do examples for the auditory learners, and have
students work in pairs to try and reach all learning styles.
Assessments:
I will use many different assessments formal and informal throughout this unit. At
the end of each lesson I will use an exit ticket to assess which students understood the
material, helping inform my instruction and differentiate student learning. There will be a
pre-assessment given to look for common misconceptions in converting between
fractions, decimals, and percent before the beginning of the unit (see Appendix B). This
assessment also has a variation to be given as a card sort which does not require students
to explain their answer. I will use this variation as an informal check-in with students
8 CURRICULUM DESIGN
during the unit. The assessment offers me insight into the different methods students have
been exposed to like fraction strips, number lines, and grid paper to solve these sorts of
problems. Another pre-assessment will be given after the quiz on fraction/decimal
comparisons and converting before starting fractional operations. It will have problems
from the final assessment that include adding, subtracting, multiplying, and dividing
fractions. These are designed to find common misconceptions I can address as I teach the
unit. They will show if any students have already mastered the standards and need a
challenge project instead of the lesson.
A digital poster/presentation/video will be created by students in which they
choose a skill we have learned and create an instructional video to help other students
learn how to do it. In addition to this project students will take a quiz on
fraction/decimal/percent comparisons and converting. Other quizzes will be given on the
following topics adding and subtracting fractions, multiplying fractions, and dividing
fractions. These quizzes will help the teacher see which students need more practice with
these operations.
The final assessment will be one that is common for the sixth grade. It will
include problems from the two CMP books and Engage NY test that includes word
problems with real-life situations, matching vocabulary definitions, and computation
problems (see Appendix D for sample problems). The rubric for the test comes from the
mathematics curriculum committee. I have taken the appropriate parts from the fourth-,
fifth-, and sixth-grade standards and combined them to make one rubric (see Appendix
C). This rubric is used all year long to track student mastery of the performance
indicators for sixth-grade. Students might show mastery after this test or need additional
9
CURRICULUM DESIGN
work to demonstrate mastery by the end of the year. In addition to this rubric to track
student mastery throughout the year, we created a rubric to match the assessment (see
Appendix E). The rubric is taken directly from the Engage NY assessment and goes with
the specific 6.NS.1 problems that are on the assessment (Grade 6 Mathematics, n.d.). The
rest of the rubric will be modeled in this format as well.
Differentiation:
Teachers are required to differentiate the expectations for content, process, and
work products based on their knowledge of an individual students readiness, background
and experience with language and abilities, or learning challenges (Dunkle, p. 71, 2012).
There are many ways in which I differentiate my instruction daily. First, each student is
given a pre-assessment at the start of a unit. This allows me to see which students have
already mastered the content and need a challenge instead of participating in the class
lesson and which students will need to be grouped with me during small group or
independent work to meet their individual needs. Students who opt out of the lessons
work on a challenge project where they bring in a recipe and must adapt it to feed all
students in the class. They then create a presentation to showcase their work.
Each of my lessons are formatted the same way. They start with the focus lesson
which lasts about ten to fifteen minutes. Then, students use clock-partners (they are
assigned four different partners and I choose which number partner they work with each
time 12, 3, 6, or 9 oclock) to collaborate and practice the skill. We work all year to
promote a safe environment where mistakes are allowed. To support the success of
cooperative learning, teachers must teach the steps of the process, provide students with
opportunities to practice those steps, and clearly define the norms and parameters within
10 CURRICULUM DESIGN
which cooperative learning will take place (Dean, Hubbell, Pitler, and Stone, p. 43,
2012). I rotate to the different groups seeing which students are understanding and which
need more help. Next, students independently practice the skill or are pulled with me for
teacher guided practice. Exit tickets are given at the end of each lesson to help me assess
and adjust lessons to meet each students needs. These are all strategies that help with
differentiated instruction.
Professional Development and Support
Research shows a standards-based curriculum and instruction is an approach in
which professional development is needed to meet the teachers needs when implemented
properly (McGee, Polly, and Wang, 2013). For professional development I will need to
watch the videos to help myself learn the Engage NY program. I have taught CMP2 the
last eight years, so I feel I have a handle on those lessons. I will also need some more
professional development around teaching fractions using models. Since this curriculum
approach requires teachers to focus on helping students apply their ideas and
understanding, I will need some support through professional development to cultivate
skills and strategies for this. I will need to ask my principal as I am not sure
where this professional development could come from.
For support I will need to collaborate with the other sixth grade math teacher and
the special services teacher. The special services teacher will be working with me to
include all students who were previously pulled-out of instruction. She will be a great
resource for differentiation and grouping students based on need. Professional
development on different strategies for fractional operations may be necessary if there are
students who do not understand the strategies as they are being taught to them. The other
11
CURRICULUM DESIGN
sixth grade math teacher has taught the CMP program for many years and is invaluable
when creating assessments and knowing which lessons can be omitted from being taught.
Weekly collaboration with these two will be necessary to see if other skills need to be
added and for help if students are not understanding the material. The assessment and
accompanying rubric will need to be created with the sixth grade math teachers and
possible changes may need to be made as the unit progresses. We will need some
professional development on creating a good rubric since this is always a struggle.
I will evaluate each lesson using the exit slips and see if there needs to be an
additional lesson added or what can be changed to work better next time. I use sticky
notes inside my math binder of what I want to change for the next year. I will rely on
feedback from the special education teacher in the room for suggestions on what worked
and what didnt. We will have a post-conference at the end of each week over the lessons
that I taught that week. Ideally, this will be done daily, but realistically Im not sure if
there is enough time.
Resources
Dean, C., Hubbell, E., Pitler, H., & Stone, B. (2012). Classroom Instruction that Works:
Research-Based Strategies for Increasing Student Achievement (2nd ed.). Alex
12 CURRICULUM DESIGN
Appendix A
Bits I/Bits II Combination Fractions Unit
Unit Outline/Map
(30 Lessons)
Lesson
CCSS
Lesson Target(s)
Classwor
k
Homewor
k
Materials
Needed
Vocabulary
Notes
13
CURRICULUM DESIGN
Pre Assessment
1.4
Using Fractions
to Compare
4.NF.1
I can compare
fractions with
different sized
wholes.
I can solve problems
involving fractions
greater than 1.
I can plot a point on a
number line.
I can read a point
from a number line.
I can recognize that
fractions can
represent a location
on a number line and
the length from one
point to another on a
number line.
I can use benchmarks
to estimate the size
of fractions and
compare fractions.
I can order fractions.
I can use the
standard algorithm to
fluently divide multidigit numbers. (1
strategy)
I can convert an
improper fraction to a
mixed number.
I can plot a point on a
number line.
I can use a number
line to find a decimal
between any two
decimals.
I can use strategies
(including a number
line) to compare and
order decimals.
P. 10: #AE
P. 12: #36
Labsheet
1.4
Fractions,
Numerator,
Denominat
or,
2.2
6.NS.6
P. 22: #AD
P. 22: #C
P. 28 #49
Labsheet
2.2
Equivalent
Fractions
2.3
Comparing
Fractions
4.NF.1
P. 24 #AD
P. 29
#12-15
Benchmark
s
2.5
Improper
Fractions to
Mixed #
6.NS.2
P. 26: #AE
P. 29
#25-34
Mixed
Numbers
Improper
Fraction
Rational
Number
3.2
6.NS.6
P. 40 #A
&B
P. 47 #15
P. 40 #C
3.5
Ordering and
Comparing
Decimals
6.NS.6
P. 46 #A
P. 50
#33-42
3.4
Fraction to
Decimal using
Division and
Decimal to
Fraction
6.NS.2
6.RP.3
P. 44 #AD
Skills
Workshe
et:
Decimal
to
Fraction
and
Fraction
to
Decimal
4.2/4.3Fraction to %
6.RP. 3
P. 57: #B
(show
fraction,
then %)
4.3
Decimal to %
6.RP.3
Skills
Workshe
Skills
Workshe
Fraction
to
Decimal
Skills
Workshe
et
Percent
looks like
14 CURRICULUM DESIGN
4.4
% to decimal
and % to
fraction
Quiz over
Converting and
Comparing
Fractions and
assign digital
poster/presentat
ion project
Pre-Assess for
Fraction
Operations
2.1
Develop
strategies to add
and subtract
fractions.
2.2
Using add &
subtracting
fractions in word
problems.
2.3: Fact
Families
2.4
Designing
algorithms for +
& - fractions
6.RP.3
percent of a given
number.
et
Guided
Group: P.
58 #A-D
et
100, so
remember
% has a
denominat
or of 100
P. 60 #AE and P.
62 #1715
P. 65 #24
Skills
Workshe
et, %
review
book
P. 18 &
19 #B,
C1, D2,
F1, F2,
F3
(everyon
e
complete
A and
check
before
continuin
g.
P. 20 #B,
C, D 1-4,
E
Finish for
HW
Labsheet
2.1
P. 25 # 712
Labsheet
2.2
P. 22 #AD
P. 25 #
14, 15,
18
Fact Family
P. 22 #
A1,2,4 &
B 1,2,4
Finish
Algorithm
MID-ASSESSMENT
5.NF.1
5.NF.1
I can subtract
fractions with unlike
denominators using
equivalent fractions.
I can subtract mixed
numbers with unlike
denominators using
equivalent fractions.
I can explore inverse
relationships between
the + and of
fractions.
I can develop
strategies for + & fractions and mixed
numbers.
I can solve word
problems using
addition and
subtraction of
fractions with like and
unlike denominators
referring to the same
whole.
I can use benchmark
fractions and number
sense of fraction to
check for
6.EE
(Intro.
only not
tested for
mastery)
5.NF.2
15
CURRICULUM DESIGN
reasonableness of
answers.
Check-Up Quiz
3.1/3.2
Use models to
represent the
product of two
fractions
5.NF.4
3.3/3.5
Fraction x
practice and
algorithm
5.NF.6
Centers
All
Previous
I can multiply
fractions.
I can multiply a
fraction by a whole
number.
I can multiple a
fraction by a mixed
number.
I can represent and
solve real world
problems involving
multiplication of
fractions and mixed
numbers.
Reduce Fractions,
mixed number to
improper converting,
multiplying Fractions
P. 33 # A
& C, P. 35
#B&D
P. 40 #4
P. 36 # AC
P. 39 #A
&B
Do
algorithm
on
anchor
chart!
Examples
#1 & 2
Exercises
#1-5
Exit
Ticket
and
copies of
student
lesson
Examples
#1 & 2
Exercises
#1-6
Exit
ticket
and
copies of
student
lesson
Example
1
Example
2,
Exercises
that
follow
Exit
ticket
and
copies of
student
lessons
Group
students
using exit
slips
X Fractions Quiz
Engage NY Mod.
2 #1: Dividing a
Fraction by
Whole #
6.NS.1
Engage NY Mod.
2 #4:
Interpreting and
Computing
Division of a
Fraction by a
FractionMore
Models
6.NS.1
Engage NY Mod.
2 #6: Creating
dividing
fractions word
problems
6.NS.1
16 CURRICULUM DESIGN
Engage NY Mod.
2 #7: The
Relationship
Between Visual
Fraction Models
and Equations
6.NS.1
Dividing
Fractions Quiz
Centers
6.NS.1
Go over Review
Packet & Review
Game
Test/NB Quiz
5.NF.15.N
F2
5.NF.4
5.NF.6
6.NS.1
partitive division
problem, draw a
model, find the
answer, choose a
unit, and set up a
situation. They also
discover that they
must try several
situations and units
before finding which
ones are realistic with
given numbers
I can connect models
of fractions to
multiplication through
the use of
multiplicative
inverses as they are
represented in
models.
I can use multiple
strategies to add,
subtract, multiply,
and divide fractions.
Examples
#1
Using
exit
ticket/dat
a groups
doing
fractional
operation
s
Example
#2 & 3
Pre-cut
fraction
strips.
Exit
tickets
Copies of
student
lesson
17
CURRICULUM DESIGN
Appendix B
Pre-Assessment: Fraction, Decimal, % Conversion
Circle all of the values below that are equivalent to the fraction 2/5. Explain all your
choices.
A. 6/15
B. 0.4
C. 25%
D. 12/15
E. 2.5
F. 7/10
G. 40%
H. 0.2
I. 20/50
18 CURRICULUM DESIGN
1
I can define
equivalence.
4
I can justify the
comparison of the
size of the
fractions.
I can analyze my
solution to see if it
is reasonable.
I can solve
fraction division
and multiplication
problems using
my understanding
of multiplication
and division.
I can justify my
solution to any
real-world
mathematical
problem.
I can apply my
understanding of
multiplication and
division to fractions.
19
CURRICULUM DESIGN
I can extend my
understanding of
fraction division by
writing a story
problem.
I can apply my
knowledge of
rational numbers to
any real-world
mathematical
problem.
I can utilize my
understanding of
numbers in the
system of rational
numbers.
Appendix D
Sample Assessment Problems for Bits I/Bits II Unit
6.NS.6
o For each pair of fractions decide if they are equivalent or not. Explain how you
know these and plot them on a number line. (also for 4.NF.A2)
o For each part circle the fraction, decimal, or percent that is not equivalent to the
other. Explain why it is not equivalent
o 0.60, 0.6, 6%
o 1/25, 25%, 0.25
o 9/5, 1.8, 108%
6.NS.1
o Yasmine is having a birthday party with snacks and activities for her guests. At
one table, five people are sharing three-quarters of a pizza. What equal-sized
portion of the whole pizza will each of the five people receive?
o Use a model (e.g., picture, number line, or manipulative materials) to
represent the quotient.
o Write a number sentence to represent the situation. Explain your
reasoning.
o If three-quarters of the pizza provided
pieces to the table, how many
pieces were in the pizza when it was full? Support your answer with
models.
5.NF.1, 5.NF.2, 5.NF.4, 5.NF.6
o A new restaurant owner purchased ads to be put in the paper
over several days. She bought two 1/5 page ads, nine 1/20 page
ads, and five page ads. What is the total amount of ad space
that she bought? Write a number sentence to explain your
20 CURRICULUM DESIGN
reasoning.
o The comfy couch furniture store purchased 3 1/5 pages to
advertise for an upcoming sale, but had to cancel 1 7/10 pages
they had purchased. How many pages of advertising did the
store use?
o Caroline had a pan of lasagna full. She had some friends over
and the friends ate 2/3 of the pan of lasagna. How much of the
pan of lasagna did her friends eat?
Appendix
E
Sample Test Rubric
Assess
ment
Task
Item
a
6.N
S.A
.1
STEP 1
Missing or
incorrect
answer and
little
evidence of
reasoning or
application
of
mathematics
to solve the
problem.
STEP 2
Missing or
incorrect
answer but
evidence of
some
reasoning or
application of
mathematics
to solve the
problem.
STEP 3
A correct answer with some
evidence of reasoning or
application of mathematics
to solve the problem, OR an
incorrect answer with
substantial evidence of solid
reasoning or application of
mathematics to solve the
problem.
STEP 4
A correct answer
supported by substantial
evidence of solid
reasoning or application of
mathematics to solve the
problem.
Student
response is
incorrect and
is not
supported by
a visual
model.
OR
Student did
not answer
the question.
Student
response is
incorrect, but
some evidence
of reasoning is
presented with
a flawed visual
model.
is
not determined.
OR
Student response is correct, and
the answer is supported with a
visual model, but the model is
inaccurate.
21
CURRICULUM DESIGN
b
6.N
S.A
.1
Student
response is
incorrect.
OR
Student did
not answer
the question.
Student
response is
incorrect, but a
portion of the
equation has
reasoning. For
example, the
student may
have figured out
to divide by five
but did not
multiply by
to determine
Student response of
is
, but
computation is incorrect.
to
determine the
quotient.
c
6.N
S.A
.1
Student
response is
incorrect.
Student found
the product of
to arrive
at as the
solution.
OR
Student
response is
incorrect and
is not
supported
with visual
models.
Student
response of
pieces is
correct, but is
not supported
with visual
models.
OR
Student
response is
incorrect with
no support but
shows general
understanding
of the equation.
Student response of
is
correct. Student arrived at the
answer using an equation, but
did not support reasoning with a
model.
OR
Student calculation is incorrect,
but visual models support
reasoning.
Student response of
is
correct. Student supported
the solution with appropriate
visual models and determined
the amount of each portion in
order to determine the full
amount.