Long Descriptions for Chapter Ten
Long descriptions for complex figures and tables in Chapter Ten of the Mathematics Framework for California Public Schools, Kindergarten through Grade Twelve.Figure 10.1: The Why, How, and What of Learning
| Drivers of Investigation (The Why) |
Standards for Mathematical Practice
(The How) |
Content Connections
(The What) |
|---|---|---|
In order to … DI1. Make Sense of the World (Understand and Explain) DI2. Predict What Could Happen (Predict) DI3. Impact the Future (Affect) |
Students will … SMP1. Make Sense of Problems and Persevere in Solving Them SMP2. Reason Abstractly and Quantitatively SMP3. Construct Viable Arguments and Critique the Reasoning of Others SMP4. Model with Mathematics SMP5. Use Appropriate Tools Strategically SMP6. Attend to Precision SMP7. Look for and Make Use of Structure SMP8. Look for and Express Regularity in Repeated Reasoning |
While … CC1. Reasoning with Data CC2. Exploring Changing Quantities CC3. Taking Wholes Apart, Putting Parts Together CC4. Discovering Shape and Space |
Figure 10.4: Professional Development Design Framework
A flowchart with two circles above (“Knowledge and Beliefs” and “Critical Issues”) and two circles below (“Context” and “Strategies”) a line of six sequenced squares (first “Commit to Vision and Standards,” then “Analyze Student Learning and Other Data,” then “Set Goals,” then “Plan,” then “Do,” and then “Evaluate Results”). An arrow labeled “Reflect and Revise” then loops back from Evaluate Results and points to Commit to Vision and Standards.
- The first circle, Knowledge and Beliefs, is above the squares, specifically above Commit to Visions and Standards. Knowledge and Beliefs points down to Commit to Vision and Standards, which points to Analyze Student Learning and Other Data, which points to Set Goals, which points to Plan, which points to Do, which points to Evaluate Results. An arrow labeled “Reflect and Revise” then loops back and points to Commit to Vision and Standards.
- The second circle, Context, is below the squares, specifically below Analyze Student Learning and Other Data. Context points up to Analyze Student Learning and Other Data, which points to Set Goals, which points to Plan, which points to Do, which points to Evaluate Results. An arrow labeled “Reflect and Revise” then loops back and points to Commit to Vision and Standards, which points to Analyze Student Learning and Other Data.
- The third circle, Critical Issues, is above the squares, specifically above Set Goals. Critical Issues points down to Set Goals, which points to Plan, which points to Do, which points to Evaluate Results. An arrow labeled “Reflect and Revise” then loops back and points to Commit to Vision and Standards, which points to Analyze Student Learning and Other Data, which points to Set Goals.
- The fourth circle, Strategies, is below the squares, specifically between Plan and Do, and has two arrows—one arrow points up to Plan, the other points up to Do. Plan points to Do, which points to Evaluate Results. An arrow labeled “Reflect and Revise” then loops back and points to Commit to Vision and Standards, which points to Analyze Student Learning and Other Data, which points to Set Goals, which points to Plan.