Cognitively Guided Instruction (CGI) Teachers pose a variety of problems; problem solving is the focus of instruction. 1CGI does not involve a particular class configuration, does not use a pre-specified set of problems in a given sequence to teach the curriculum; and teachers who use CGI are not limited to specific resources.
One teacher might read a children’s book to provide context for the story problems. Another could refer to a recent field trip to a city park. A third might use a textbook as a teaching resource. Many problem-solving strategies are used to solve problems. 2Children are provided with multiple opportunities to decide how to solve problems. Children communicate with their teachers and peers how they solved the problems. 3Perhaps the most striking feature of CGI is that these teachers have a sense of ownership of this knowledge of children’s thinking. Teachers understand children’s problem-solving strategies and use that knowledge to plan instruction. Elementary Math - home.
Elementary FALs - Debbie Waggoner. NC Math Common Core - Elementary. 3rd Grade Number Activities. Elementary Formative Assessment Lessons - GRREC Leadership Networks. Ccss_progression_nf_35_2013_09_19. Mathematics K-5. · CCGPS Mathematics Grades K-5 · CCGPS Mathematics Glossary Third grade teachers working on unit revisions at GaDOE (June 2013) 2013-2014 CCGPS Mathematics Unit Frameworks Teacher and Student Editions of the 2013-2014 CCGPS Mathematics Unit Frameworks were posted on July 1, 2013, to GeorgiaStandards.Org and Learning Village.
These unit frameworks reflect the thoughtful collaboration and dedication of mathematics teachers, coaches, and supervisors from across the state of Georgia. K-5 CCGPS Mathematics Overview The K-5 standards are organized using domains, overarching ideas that connect topics across the grades, clusters that illustrate progression of increasing complexity from grade to grade and standards which define what students should know and be able to do at each grade level. The focus in the K-5 standards is comparable to that seen in high-performing countries.
" Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt.
They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Illustrations Kindergarten. Illustrative Mathematics. Teaching Outside the Norm. Visualpatterns. Wikispaces. Common Core State Standards for Mathematical Content.
Home Page. Log in. When you hear a teacher's stories of classroom instruction, you hear the wisdom of practice through those stories.
Classroom stories are a valuable repository of practical knowledge. At LessonSketch we believe that those representations of practice may also provide context for developing capacity for instruction. The LessonSketch collections, tools, and online community are devoted to the creation, examination, and discussion of stories of instructional practice. Sign in and sign up for professional learning experiences where you can start exploring some of the classroom stories in our collection. Teaching Outside the Norm. The Kentucky Center for Mathematics - established March 1, 2006. Questioning My Metacognition. 101questions. Dan Meyer's Three-Act Math Tasks. MAP Assessment Tasks.
Tasks, Units & Student Work - Common Core Library. Keywords (optional) Enter keywords (e.g., K.OA.3, informational text, arguments, quadratic equations, etc.)
Grade (select at least one) Subject (select one) NYC educators and national experts are developing Common Core-aligned tasks embedded in a unit of study to support schools in implementing the Citywide Instructional Expectations. Educators may choose to adopt these resources in their entirety or adapt the materials to best address students’ diverse needs. Search a growing assortment of Common Core-aligned tasks, units and student work by keyword, grade level, subject area and Common Core Learning Standard. The components of the Common Core-aligned tasks with instructional supports include: Unit overview and task description Teacher-annotated student work representing a range of performance levels Rubrics used to assess student work Universal Design for Learning (UDL) principles Other instructional support materials NEW! Nzmaths. Grade 1 Common Core Math - Grade 1 Home.