unpacking the standards

Unpacking the Standards

Jeanne SimpsonAMSTI Math Specialist

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Unpacking the StandardsStep 1: Target a standardStep 2: Chunk the Main

CategoriesStep 3: Identify all standard

componentsStep 4: Identify the

Developmental Progression

Step 5: Identify Key Vocabulary

Step 6: Add Clarifying Information

“To increase student achievement by ensuring educators understand specifically what the new standards mean a student must know, understand, and be able to do. (Unpacking) may also be used to facilitate discussion among teachers and curriculum staff and to encourage coherence…(Unpacking), along with on-going professional development is one of many resources used to understand and teach the CCSS.”

-North Carolina Dept of Public Instruction

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Why are we Unpacking Standards?

To understand what the standards are asking students to know, understand, and be able to do

To make time for professional discussion about the standards

To build upon and use common terminology when discussing the implementation of the standards

Unpacking is standards is not a substitute document for the Common Core Standards, it is a

record of the conversation of those who are involved in the process of digging into the

standards.

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Step 1 – Target a Standard

•What standard(s) do you need to explore further?

•Find a group of 2-4 teachers who will explore that topic with you.

•What standards are involved?

52.G.3Partition circles and

rectangles into two, three, or four

equal shares

Partition circles and rectangles into two equal shares, using

the word halves, half of2.G.3

Partition

Builds on 1.G.3 Needed for 3.G.2

partition

Equal shares

rectangle HalvesHalf of

circlePartition a shape into fourths in different ways

Pattern Blocks Fraction

Bars/Circles

Describe

ThirdsThird of

FourthsFourth of

whole

Identicalwhole

2/2 = one whole

Partition circles and rectangles into three equal shares, using

the word thirds, third of2.G.3

Partition circles and rectangles into four equal shares, using

the word fourths, fourth of

2.G.3

Describe the whole as two halves, three thirds, four fourths

2.G.3

Recognize that equal shares of identical

wholes need not have the same shape

2.G.3

Recognize

The final product….

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Example2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Step 2: Chunk the Main Categories

1.All Standard(s) in the cluster(s)

2.Identify Key Verbs

2.G.3Partition

circles and rectangles into two,

three, or four equal shares

Describe RecognizePartition

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Step 3: Identify all standard components

Components from CCSS:Analyze nouns and verbs

What do students need to do?Include bullets, examples, footnotes, etc.

Take standard apart according to the verbs to separate skills within the standard

What do the students need to know?

lt blue

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Example 2.G.3

Partition circles and rectangles into two, three, or four equal

shares

Partition RecognizeDescribe



2.G.3

Describe the whole as two halves, three thirds, four

fourths2.G.3

Recognize that equal shares of identical wholes need not have

the same shape2.G.3





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Step 4: Identify the Developmental Progression

Questions to consider when looking at the developmental progression of the standards…

•How would you utilize these chunks (blue) for scaffolding toward mastery of the entire standard?

• Where would you start when teaching this standard?

• What is the chunk that demonstrates the highest level of thinking?

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Vertical AlignmentUsing the progression document(s) from Ohio Department of Education and CCSS Writing Team:Look to the grade level(s) below to see if the standard is introduced.

Look to the grade level(s) above to see if the standard is continued.

Code each standard on the poster with: builds on introduced needed for or mastered

and the grade level to which the standard aligns.

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Introduced?Mastered?

Needed for?Builds on?

2.G.3Partition circles and rectangles into two, three, or four equal

shares

Partition RecognizeDescribe



2.G.3

Describe the whole as two halves, three thirds, four

fourths2.G.3

Recognize that equal shares of identical wholes need not have

the same shape2.G.3





Builds on 1.G.3

Needed for 3.G.2

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Step 5: Identify Key Vocabulary

Identify content vocabulary directly from the standard. Identify additional vocabulary students will need to know to meet the standard.

green



equal shares



Partition


partition

Equal shares


circle

Describe

ThirdsThird of

FourthsFourth of

whole

Identicalwhole





2.G.3


2.G.3



2.G.3

RecognizePartition circles and rectangles into two equal

shares, using the word halves,

half of2.G.3

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Step 6: Add Clarifying Information

Kid-friendly language to add clarity Clarifying pictures, words, or phrasesDefinitions, examplesSymbols, formulas, pictures, etc.

CAUTION: do not replace important vocabulary that is included in the standard.

yellow



equal shares



Partition


partition

Equal shares




Bars/Circles

Describe

ThirdsThird of

FourthsFourth of

whole

Identicalwhole

2/2 = one whole





2.G.3


2.G.3



2.G.3

Recognize

Partition circles and rectangles into two equal


half of2.G.3

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Transfer Unwrapping to Chart



equal shares



Partition


partition

Equal shares




Bars/Circles

Describe

ThirdsThird of

FourthsFourth of

whole

Identicalwhole

2/2 = one whole





2.G.3


2.G.3



2.G.3

Recognize

Partition circles and rectangles into two equal


half of2.G.3

Main Idea of Standard

Key Verbs

Take standard apart according to the verbs to separate skills within the standard.

Use all components of standard. Put in a logical sequence

Vertical alignment

Vocabulary

Clarifying information, student-friendly

unpacking the standards

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