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Transcript of sde.ok.gov Comment  Web viewOklahoma Academic Standards for Mathematics. Oklahoma Academic...

Oklahoma Academic Standards

for Mathematics

2015

To be added: Front matter, grade/course level introductions, glossary, appendix for development process, and appendix of vertical progressions, appendix for references.

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4th Draft - Compiled November 9, 2015 Page 63

Table of Contents

Mathematical Actions and Processes

3

PK-1 Vertical Alignment

40

Pre-Kindergarten

5

2-4 Vertical Alignment

44

Kindergarten

7

5 – Pre-Algebra Vertical Alignment

51

1st Grade

9

Algebra Vertical Alignment

59

2nd Grade

11

Geometry Vertical Alignment

64

3rd Grade

14

4th Grade

17

5th Grade

20

6th Grade

23

7th Grade

26

Pre-Algebra

29

Algebra 1

32

Geometry

35

Algebra 2

37

Oklahoma Academic Standards for Mathematics

Mathematical Actions and Processes

Comment by Christopher Yakes: Still love this image and am fond of the actions and processes.Just note here that 3 of them are written as actions and 4 are written as outcomes:Strategically Problem-SolveMake conjectures…Communicate mathematically…And the 4 others read more like outcomes/objectives…

Mathematical Actions and Processes Comment by Christopher Yakes: But note here, each of the actions/processes is written beginning with “Develop [something].” So the titles are parallel here in the sense that each are the development of something but on the previous they are sort of non-parallel (some actions, some outcomes).I only bring this up in case someone wants to take a stab at making them more parallel in their grammatical construction.

The Mathematical Actions and Processes simultaneously reflect the holistic nature of mathematics as a discipline in which patterns and relationships among quantities, numbers, and space are studied (National Academies of Sciences, 2014) and as a form of literacy such that all students are supported in accessing and understanding mathematics for life, for the workplace, for the scientific and technical community, and as a part of cultural heritage (NCTM, 2000). The seven Mathematical Actions and Processes leverage both the NCTM Process Standards and the Five Mathematical Proficiencies (NRC, 2001) to capture the mathematical experience of Oklahoma students as they pursue mathematical literacy.

Throughout their Pk-12 education experience, mathematically literate students will:

Develop a Deep and Flexible Conceptual Understanding

Demonstrate a deep and flexible conceptual understanding of mathematical concepts, operations, and relations while making mathematical and real-world connections. Students will develop an understanding of how and when to apply and use the mathematics they know to solve problems.

Develop Accurate and Appropriate Procedural Fluency


Learn efficient procedures and algorithms for computations and repeated processes based on a strong sense of numbers. Develop fluency in addition, subtraction, multiplication, and division of numbers and expressions. Students will develop a sophisticated understanding of the development and application of algorithms and procedures.

Develop Strategies for Problem Solving

Analyze the parts of complex mathematical tasks and identify entry points to begin the search for a solution. Students will select from a variety of problem solving strategies and use corresponding multiple representations (verbal, physical, symbolic, pictorial, graphical, tabular) when appropriate. They will pursue solutions to various tasks from real-world situations and applications that are often interdisciplinary in nature. They will find methods to verify their answers in context and will always question the reasonableness of solutions.

Develop Mathematical Reasoning

Explore and communicate a variety of reasoning strategies to think through problems. Students will apply their logic to critique the thinking and strategies of others and to develop and evaluate mathematical arguments, including making arguments and counterarguments and making connections to other contexts. Comment by Christopher Yakes: I’d suggest removing.

Develop a Productive Mathematical Disposition


Hold the belief that mathematics is sensible, useful and worthwhile. Students will develop the habit of looking for and making use of patterns and mathematical structures. They will persevere and become resilient, effective problem solvers.

Develop the Ability to Make Conjectures, Model, and Generalize

Make predictions and conjectures and draw conclusions throughout the problem solving process based on patterns and the repeated structures

in mathematics. Students will create, identify, and extend patterns as a strategy for solving and making sense of problems.

Develop the Ability to Communicate Mathematically

Students will discuss, write, read, interpret and translate ideas and concepts mathematically. As they progress, students’ ability to communicate mathematically will include their increased use of mathematical language and terms and analysis of mathematical definitions.

Develop a Deep and Flexible Conceptual Understanding

Develop Accurate and Appropriate Procedural Fluency

Develop Strategies for Problem Solving

Develop Mathematical Reasoning

Develop a Productive Mathematical Disposition

Develop the Ability to Make Conjectures, Model, and Generalize

Develop the Ability to Communicate Mathematically

Number & Operations (N)

PK.N.1 Know number names and count in sequence.

PK.N.1.1 Count aloud forward in sequence by 1’s to 20.

PK.N.1.2 Recognize and name written numerals 0-10.

PK.N.1.3 Recognize that zero represents the count of no objects.

PK.N.2 Count to tell the number of objects.

PK.N.2.1 Identify the number of objects, up to 10, in a row or column.

PK.N.2.2 Use one-to-one correspondence in counting objects and matching groups of objects.

PK.N.2.3 Understand the last numeral spoken, when counting aloud, tells how many total objects are in a set.

PK.N.2.4 Count up to 5 items in a scattered configuration; not in a row or column.

PK.N.3 Compare sets using number.

PK.N.3.1 Compare two sets of 1-5 objects using comparative language such as “same,” “more,” or “fewer”.

Algebraic Reasoning & Algebra (A)

PK.A.1 Recognize, create, and extend patterns.

PK.A.1.1 Sort and group up to 5 objects into a set and explain verbally what the objects have in common (e.g., color, size, shape).

PK.A.1.2 Recognize, duplicate, create and extend repeating patterns in various formats (e.g., manipulatives, sound, movement).

Geometry & Measurement (GM)

PK.GM.1 Identify common shapes.

PK.GM.1.1 Identify common shapes by pointing to the shape when given the name (e.g., circle, square, rectangle and triangle). Comment by Christopher Yakes: I’m just curious as to whether these are the only shapes students will be responsible for at PK. Specifically stating which shapes may be helpful at such an early grade level. See also a comment below on K.GM.1.

PK.GM.2 Describe and compare measureable attributes.

PK.GM.2.1 Identify measurable attributes of objects. Describe them using age appropriate vocabulary (e.g., little, big, long, short, tall, heavy, and light).

PK.GM.2.2 Directly compare two objects with a common measurable attribute using words such as longer/shorter (horizontal); heavier/lighter; or taller/shorter (vertical).

PK.GM.2.3 Sort objects into sets by one or more attributes.

Data & Probability (D)

PK.D.1 Collect and organize categorical data.

PK.D.1.1 Collect and organize information about objects and events in the environment.

PK.D.1.2 Use categorical data to create real-object graphs.

Oklahoma Academic Standards for Mathematics Pre-Kindergarten

Develop a Deep and Flexible Conceptual Understanding

Develop Accurate and Appropriate Procedural Fluency

Develop Strategies for Problem Solving

Develop Mathematical Reasoning

Develop a Productive Mathematical Disposition

Develop the Ability to Make Conjectures, Model, and Generalize

Develop the Ability to Communicate Mathematically

Number & Operations (N)

K.N.1 Understand the relationship between quantities and whole numbers.

K.N.1.1 Count aloud forward in sequence by 1’s to 100.

K.N.1.2 Recognize that a number can be used to represent how many objects are in a set up to 10.

K.N.1.3 Use ordinal numbers to represent the position of an object in a sequence up to 10.

K.N.1.4 Recognize without counting (subitizing*) the quantity of a small group of objects in organized and random arrangements up to 10 (e.g. dot patterns). Comment by Christopher Yakes: Just a note here that the word subitizing here is being used to refer to the phrase “Recognize without counting.” The verb recognize is in 1st/3rd person form, while subitizing is not. I wonder if the standard should read:K.N.1.4 Recognize without counting (subitize*) the quantity…

Clarification statement: Subitizing is defined as instantly recognizing the quantity of a set without having to count.