Mathematics curriculum frameworks at the state level have outlined or recommended an intended curriculum for Grades K-8. While some of the states have indicated that the curriculum framework is a model or guide from which districts or individual schools can craft specific curricular programs, others are more prescriptive and often mandatory. Overall, however, they represent what is considered a mathematics program for students. Taken collectively, they provide a relative strong indication of what is expected of U.S. students. This volume follows The Intended Curriculum as Represented in State Mathematics Curriculum Standards: Consensus or Confusion? (Reys). While the Reys volume focused on number and operations, algebra and reasoning strands, the Smith volume analyzes the geometry, measurement, probability, and statistics. Additionally, an analysis was conducted on the types of verbs used and the cognitive demand of grade level expectations. As the U.S. moves toward a set of common core standards, this volume offers a rationale for states using such an approach as well as provides components that could be used in an adoption process.Example 7.3. Investigate and describe the results of dropping a two- colored counter or using a multicolored spinner. (VA, gr. K) By contrast ... Example 7.4. Use tree diagrams to find the number of outcomes. (GA, gr. 8) As shown in Figure 7.1, ten states initiated this topic in Grade 3, with seven more states doing so in Grade 5. GLEs presented in ... (CA aamp; SC, gr. 3) Example 7.6. Model simple probabilities by displaying the outcomes for real-world and mathematical problems. (MN, gr.
|Title||:||Variability is the Rule|
|Author||:||John Philip Smith|
|Publisher||:||IAP - 2010|