Running head: WEEK 2 ASSIGNMENT

Week 2 Assignment
Ana Rosa Barela
TED 636
Professor Dr. Wu
September 11, 2015

Abstract
This paper is to show familiarity with the math and science frameworks and demonstrate
knowledge and understanding of the content and pedagogical skills associated with the
frameworks by including two instructional strategies as well as a reflection for each.

When it comes to curriculum it is always evolving and throughout the years there have
been many different reforms. Common Core is the latest shift in these reforms. The
implementation of the CA CCSSM (California Common Core State Standards in Mathematics)
"demonstrates a commitment to providing a world-class education for all students, narrowing the
achievement gap, supporting lifelong learning, and helping students develop the skills and
knowledge necessary to fully participate in the global economy of the twenty-first century"
(California Department of Education, 2013, p2).
The California Common Core State Standards in Mathematics framework consists of five
guiding principles which include: learning, teaching, technology, equity, and assessment. These
guiding principles are the same throughout each grade level and include three underlying beliefs
which comprise of focus, coherence, and rigor. Along with the mathematical practice standards,
there is also the content standards, which vary at each grade level. Mathematics content includes:
number sense, algebra thinking, geometry, measurement, and statistics and probability. "These
two types of standards address both habits of mind that students should develop to foster
mathematical understanding and expertise, and skills and knowledgewhat students need to
know and be able to do" (California Department of Education, 2013, p2).
When talking about common core and math, there is a meme that I came across once that
comes to mind. It was a picture of a cat with its eyes protruded and looking very confused. In the
caption is said: Common core math "If you have 4 pencils and 7 apples, how many pancakes will
fit on the roof? Purple. because aliens don't wear hats." I found this really funny because I can
see how the new methods can be a little confusing at times. With some things it took me a bit to
comprehend. For example, in this week's POWT 2, I was a little confused about visually
multiplying fractions. After seeing it demonstrated in the video and in the collaborate session I

was able to comprehend it. Also, I can now see how it will be a great way for students to see how
multiplying fractions looks like visually.
In the sixth grade, students will build upon and relate their place-value comprehension to
confidently be able to multiply decimals (6.NS.3) and "understand percent as a special type of
rate, and students use models and tables to solve percent problems (6.RP3). "Writing decimals as
whose denominator is a power of 10 can be used to explain the decimal point rule in
multiplication" California Department of Education, 2013, p25). Decimals can also be converted
to fractions or vice versa to show a variety of ways to divide or multiply and get the same result.
One teaching strategy to help students learn the concept and relationship between
decimals and fractions is relating it to money. When talking about money I believe it catches the
student's attention. To teach the power of 10 can be explained in relation to dimes and a dollar.
The power of 10 can be explained in a variety of ways such as 10 dimes = one dollar. One dime
equal to 1/10 of a dollar or .10 as a decimal. Once the students get this concept of ten then
hundredths can be introduced as well with its relationship with the penny to the dollar. The
students will be able to review fractions, decimals and the place values of decimals by being able
to rewrite the values in relation to monetary values. To practice this concept, I was able to find a
worksheet from education.com. It will also be nice to use manipulatives in the form of fake
money.
Another teaching strategy when multiplying decimals converted to fractions and show
visually how it relates. One example would be multiplying .25 by .75, this can be converted into
fractions of 1/4 and 3/4. The visual can then be displayed by overlapping a square with 1/4
shaded region and another with

3/4 shaded region. The result would be three shaded boxes out of sixteen, or 3/16. The result
would be the same using the standard algorithm by first multiplying the numerator and then the
denominator.
Reflection
When I was in grade school, common core did not exist. I remember working with
fractions with manipulatives and relationships to pizza slices. I also remember working with base
ten numbers using the base 10 visuals that are still used today. What is different? With the
common core, "instruction should reinforce topics in major clusters by using topics in the
additional/supporting clusters and including problems and activities that support natural
connections" (California Department of Education, 2013, p2). In other words, the idea is to have
students relate what they are learning to their everyday lives so that they can make the
connections. One example of such a problem as described in pg. 25 of the mathematics
framework is as follows:
Maria had 3 kilograms of sand for a science experiment. She had to measure out exactly 1.625
kilograms for a sample. How much sand will be left after she measures out the sample?
I can see how students can relate to this particular situation. However, in the school that I
am currently teaching at, there is a big literacy problem. Based on the state test results from last
year, there has been some improvement, but there is a big literacy gap when compared to other
schools of similar demographics.
Last Friday, I administered the first math test to my students. In the classroom when I
would check for understanding, and based off their homework and class work, they seemed to
have it down pretty good. In the assessment, the problems that were in standard form, the

majority seemed to get them with no problem, but when it came to questions such as the example
from above that required some reading, almost all did not comprehend. I feel horrible, because I
feel that I did not do my job in a way to help my students understand the math problems to real
world scenarios. I also see how many of the students, although understand the math, lack in
literacy. Going forward, I will be integrating more literacy into math and giving more real life
scenarios to help the students bridge the math concepts to how they will be incorporating what
they are learning into a real life scenario.
Science
Teachers have the opportunity to encourage and motivate students in science. According
to the science framework for California Schools, "the goal is to have students gain the
knowledge and skills necessary for Californias workforce to be competitive in the global,
information-based economy of the twenty-first century" (California State Board of Education,
2003, p.2). Like the mathematics framework, the science framework also consists of guiding
principles. In science there are 8 guiding principles which include: Standards, academic
language, comprehensive approach, multiple strategies, continually engage, technology,
resources, and connections.
According to the content standards for teaching science, teachers should provide balanced
instruction in order for "direct instruction and investigative activities... to be mutually supportive
and synergistic" (Science Framework, 2004, p.6).
In the sixth grade, one of the science standards is based on thermal energy (STANDARD
SET 3) It involves learning about the transfer of heat through convection, conduction, and
radiation. As mentioned in the content standards, there needs to be balanced instruction. In

teaching about thermal energy and fulfilling the science guiding principle of academic language,
it is important to introduce the vocabulary of the this standard such as, thermal energy,
equilibrium, insulators, conductor, convection, conduction, and radiation.
One instructional strategy I would use to help the students remember the vocabulary is
for the students to make their own little foldable flip chart with the vocabulary words on the
outside and the definitions along with a picture that the students will draw to help them
remember the concept.
The second strategy will be to show the students firsthand how thermal energy works by
showing a couple of experiments that show the effects of thermal energy. There is a great
youtube video that I came across while doing some research that demonstrates these
experiments. One of these experiments includes two students balancing an ice cube on spoons,
one made of plastic and the other made of aluminum to demonstrate the transfer of conduction.
The second experiment is to demonstrate convection by having a glass cooking pan balance on
top of 4 cups. At one side of the pan there is candles heating the water beneath. Red and blue
food coloring was used on each side to demonstrate how through convection, thermal energy
tries to reach equilibrium. The third experiment involves a lamp and a couple of ice cubes, one
ice cube placed directly under the lamp and the other is placed away, to demonstrate radiation.
Reflection
As a child, one of my favorite subjects in school was science. One of the reasons I really
enjoyed it was because it involved many hands on activities and doing experiments. My favorite
teacher when it came to science was my fourth grade teacher. Some of the experiments I recall
were with plants, sound waves, germs, and magnets.

In my school, the curriculum for the fall semester involves history social science, in
which I can incorporate some experiments and integrate some science curriculum. In the spring
semester the time block will be dedicated to Earth science. I am really looking forward to the
transition because science is such a fun subject to teach. I am already looking ahead for ideas on
projects and experiments to implement.
This week on the discussion board topic I also learned a lot about learning science
through inquiry. This is a great method to get the students thinking about a topic and asking more
questions about what they are curious about. Then their curiosity will cause the students to
explore and seek answers to their own questions and in turn help with the learning process. The
state standards for California states that "effective science programs continually engage all
students in learning and prepare and motivate students for further instruction in science" (Science
Framework, 2004, p4). This is extremely important, especially with students who are already
below reading comprehension skills and also lack in mathematics. In my school, from my
observations thus far, it is evident that there is a lack in reading comprehension skills. This is
something I have to keep in mind and infuse extra practice within all subjects, while at the same
keeping the students engaged. I'm looking forward to the challenges and its rewards.
References:
California Department of Education. (2013). Mathematics framework: instructional strategies.
Sacramento, CA: California Department of Education. Retrieved Sept. 10, 2015 from:
http://www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp
Science Framework for California Public Schools. (2004, January 1). Retrieved September 10,
2015 from http://www.cde.ca.gov/ci/sc/cf/documents/scienceframework.pdf

KCSD (2014) KCSD Lesson Series: Sarah Jarrard 6th Grade Science
"Radiation, Convection, Conduction". Retrieved September 10, 2015:
https://www.youtube.com/watch?v=rX4Qc3XAosk