Reflection: Standards Alignment What Do I Need? - Section 1: An Animal Activity


Making sense of the Common Core expectations is not an easy task. In the resource: The North Carolina Department of Public Instruction has sample expectations for understanding how to address solving equations with unknowns in a variety of positions. For second grade several problems include: 

"Some apples were on the table. I ate two apples. Then there were three apples. How many apples were onthetablebefore? ?–2=3" and "Julie has 3 more apples than Lucy. Julie has five apples. How many apples does Lucy have? 5–3=? ?+3=5" This is what I am trying to get at with students during this lesson.

It is important to go back to the standards and to what the expectations for those standards are. Ask yourself, "Am I meeting those expectations, exceeding them, or not requiring enough of my students," as you assess students.

I may be using larger numbers than these examples, but as my class has been working with larger numbers, I do not consider that exceeding the standards, but instead I feel that my lesson is getting at what students really know and should be able to do.  

  Addressing Common Core Expectations
  Standards Alignment: Addressing Common Core Expectations
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What Do I Need?

Unit 11: The Numbers Are Getting Bigger
Lesson 9 of 15

Objective: SWBAT determine what information is needed to complete word problems using comparisons

Big Idea: Which can run faster a deer or a dog? Can student detectives compare the animal facts and figure out what we know and what we are missing in a word problem?

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Math, Number Sense and Operations, addition, subtraction, solve problems, comparison
  55 minutes
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