Hogan-D183 Task 3 (2)

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Brandy Hogan Designing Curriculum and Instruction I D183 Task 3 November 2023

A. 1  Current Grade: Third Grade  Place Value Prior grade level: Second Grade  2.1 The student will a) read, write, and identify the place and value of each digit in a three-digit numeral, with and without models; b) identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999; c) compare and order whole numbers between 0 and 999; and [symbols and words included in EKS] d) round two-digit numbers to the nearest ten. ( K-12 standards & instruction 2023) Current grade level: Third grade  3.1 The student will a) read, write, and identify the place and value of each digit in a six-digit whole number, with and without models; b) round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand; and c) compare and order whole numbers, each 9,999 or less. ( K- 12 standards & instruction 2023) Next grade level: Fourth grade  4.1 The student will a) read, write, and identify the place and value of each digit in a nine-digit whole number; b) compare and order whole numbers expressed through millions; and c) round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand. ( K-12 standards & instruction 2023) A. 2 Learning Progression  The learning progression of place value in second grade ensures that students have a firm understanding of place and value of a number. Second graders are expected to manipulate numbers and have a good grasp on how numbers can have different value depending on the place within a number. When the students are learning these standards and mastering them, they will be better prepared for higher level thinking in the coming grades.  The learning progression of place value in third grade is remarkably similar to second grade. Third graders are expected to read, write, identify six-digit numbers with and without models, round numbers, and order numbers that are 9,999 or less. It is extremely important that the students entering third grade have a solid foundation with place value. On occasion, the students tend to struggle more here because they are unable to understand the abstract concept of values changing depending on the place, so it is fundamental that students have a solid foundation of place value coming from second grade.

 The learning progression of place value in fourth grade is like third grade apart from working with nine-digit numbers. Fourth graders are expected to have a solid foundation when it comes to number sense and can easily manipulate numbers. Basic number sense is the foundation for all over concepts that come after place value and the standards are preparing the students for those harder concepts. A. 3 Gaps and Redundancy  When looking at the standards in second, third, and fourth grade, I see protentional gaps within the standards for place value. In second grade, the students are expected to round a two-digit number to the tens. While in third grade, the students are expected to round whole numbers of 9,999 to the nearest tens, hundreds, and thousands. The third-grade students are expected to do a significant amount more with rounding than they have practiced/mastered in second grade. Additionally, in fourth grade, the students are expected to round a whole number to the nearest thousand, ten thousand, and hundred thousand. The lack of overlap in the standards is causing a gap within the standards for the place value units in these three grades. Students are not building the necessary foundational skills needed to move to the next grade levels standards and be successful and achieve mastery. A. 4 Improvements  Because of the gap in the standards, in my 3 rd grade math class I will be incorporating a review of second grades rounding standard. Second grade is expected to round a two-digit number to the tens place. While in third grade, students are expected to round a four-digit number to the tens, hundreds, and thousands. There is such an extreme gap between these two grades when it comes to rounding that the students need to review prior grade level skills to ensure mastery before moving to third-grade skills. Another way that I can improve this gap in my 3 rd grade math class is "previewing'" fourth grade rounding. Fourth grade standards expect students to round whole numbers to the thousands, ten thousand, and hundred thousand. I would allow opportunities for enrichment that would allow third graders to preview the fourth-grade standard for rounding. This enrichment opportunity will help in closing vertical alignment gaps between third and fourth. B. 1 Horizontal Alignment  As a team, we would meet Wednesday prior to teaching the place value unit. First, we would decide on the pace of the unit and how many days each strand in the standard needed. Next, we would plan activities that would help solidify the place value lessons. Lastly, we would compile all our resources and share them in a document with all the grade level teachers. This can help ensure that the students can perform equally across the grade level.  As a team, we will meet and coordinate our lessons and activities to ensure that the students have multiple opportunities to achieve success. We will come together and discuss our classes'

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needs to make sure the activities are just what they need and adjust accordingly. When we meet, we will discuss any hands-on lessons, core instruction, independent opportunities, and interventions with specialists.  As a team, we will use checks for understanding and daily exit tickets to ensure students are learning or need more support in the lesson. For example, at the end of the lesson on rounding a six-digit number, students will be given an exit ticket with three problems for them to apply what they have learned. Additionally, the checks for understanding will be a bit longer with 6 questions. Two questions may be used for showing rounding skills, another two for showing looking at models and writing the number it represents, and the last two would be comparing and ordering whole numbers. Prior to giving the exit tickets or checks for understanding, the team will meet to create a rubric to ensure that we maintain horizontal alignment within the assessments across the grade level. Once we score the exit tickets and check for understanding and see where our students are they will guide us into the next steps (either mini lessons for review or onto the next portion of the unit). If students do not score well, then we will meet to discuss what we need to do to help support those students and help them achieve mastery of place value.

Works Cited K-12 standards & instruction . Virginia Department of Education. (2023). https://www.doe.virginia.gov/teaching-learning-assessment/instruction

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