The purpose of this blog is to write about different resources on the Iowa Core Website Mathematics Website to highlight some of the features of the resources. There is a 5 min screen-cast at the bottom of this blog for visual learners.
2/14/17 Today, there is an “app” for everything but for standards and mathematics, there’s a “task for that. The Coherence Maps from Achieve the Core offers “tasks” to understand the standards. These “tasks” show the mathematics behind the standards.
The Coherence Maps – Shows the connections between Common Core State Standards for Mathematics. The first opens up to a page to the different grade levels, then further opens into domains and clusters. The clusters are annotated as major or supporting clusters. Opening an individual standard:
- Explore the map – Click on the magnifying glass to minimize the expanded standard card and explore the map.
- Arrows: An arrow (A->B) indicates related standards in cases where a student who cannot meet A is not likely to be able to meet B. (Note, the arrow does not necessarily mean that A must be mastered before B, or that learning B is the immediate next step after learning A.
- Dashed Lines: A dashed line (A–B) indicates related standards.
The “Tasks”gives an illustration of the standard, a check for understanding, and solution. To access the HS standards, enter through 8th grade.
Learn more about the Coherence Map – Standards relate to one another, both within and across grades. The Coherence Map is an interactive website that illustrates the coherent structure of the Common Core State Standards for Mathematics K-8. This site provides one representation of how the Standards are connected to each other, and is derived from this wiring diagram. The wiring diagram give a visual picture of how all the students are coherent and build for future learning.
The resources below explain what coherence means in the Common Core State Standards for Mathematics and how this tool can be used to support understanding and instructional planning.
1.How to use the Coherence Map Each of the Standards is illustrated with tasks, lessons, and assessments, as well as excerpts from the progression documents. The Coherence Map and supporting resources can be used to:
- Build student understanding by linking together concepts within and across grades.
- Identify gaps in a student’s knowledge by tracing a standard back through its logical pre-requisites.
- Visualize and understand how supporting standards relate to the major work of the grade.
- Use the Coherence Activity: Uncovering Progressions and Themes from the Deep Dive Into the Math Shifts Professional Development to support a stronger understanding of coherence.
Using these resources can have a huge impact on instruction. It is easy to see if a student is struggling with a standard, what the prior knowledge they must possess is. Educators can look at the map, see the previous skill, and work backwards until they identify where the gap is. The idea just occurred to me, that this tool could support writing pre-assessments based on the standards that come before. That would have been such a useful tool while I was in the classroom.
Call to Action:
- Pick a grade level and domain to explore for Coherence
- Share with a colleague
- Use these resources to identify where student gaps exist
Next Blog: Progression Documents – Explains why standards are sequenced the way they are, points out cognitive difficulties and pedagogical solutions, and gives more detail on challenging areas of the mathematics.
I hope you will read the next blog, provide feedback, and share with others. These resources can help educators to focus on instruction and experiences for students to grow their love of mathematics.
Please contact me with questions at firstname.lastname@example.org
Disclaimer: We are a local control state so districts can choose to use free or vendor resources and which vendor they will use. “The Iowa Department of Education endorses the free resources directly linked in the Iowa Core subject pages; other vendors, products, or services which are published on the site have not been reviewed.”