Long Descriptions for Chapter Two
Long descriptions for complex figures and tables in Chapter One of the Mathematics Framework for California Public Schools, Kindergarten through Grade Twelve.
Figure 2.3: Big Ideas for Sixth Grade
The graphic illustrates the connections and relationships of some sixth-grade mathematics concepts. Direct connections include:
- Variability in Data directly connects to: The Shape of Distributions, Relationships Between Variables
- The Shape of Distributions directly connects to: Relationships Between Variables, Variability in Data
- Fraction Relationships directly connects to: Patterns Inside Numbers, Generalizing with Multiple Representations, Model the World, Relationships Between Variables
- Patterns Inside Numbers directly connects to: Fraction Relationships, Generalizing with Multiple Representations, Model the World, Relationships Between Variables
- Generalizing with Multiple Representations directly connects to: Patterns Inside Numbers, Fraction Relationships, Model the World, Relationships Between Variables, Nets & Surface Area, Graphing Shapes
- Model the World directly connects to: Fraction Relationships, Relationships Between Variables, Patterns Inside Numbers, Generalizing with Multiple Representations, Graphing Shapes
- Graphing Shapes directly connects to: Model the World, Generalizing with Multiple Representations, Relationships Between Variables, Distance & Direction, Nets & Surface
- Nets & Surface directly connects to: Graphing Shapes, Generalizing with Multiple Representations, Distance & Direction
- Distance & Direction directly connects to: Graphing Shapes, Nets & Surface Area
- Relationships Between Variables directly connects to: Variability in Data, The Shape of Distributions, Fraction Relationships, Patterns Inside Numbers, Generalizing with Multiple Representations, Model the World, Graphing Shapes
Note: The sizes of the circles vary to indicate the relative importance of the topics. The connecting lines between circles show links among topics and suggest ways to design instruction so that multiple topics are addressed simultaneously.
The size of the circles, from largest to smallest, is as follows:
- Relationships Between Variables (largest)
- Generalizing with Multiple Representations
- Graphing Shapes
- Model the World
- Fraction Relationships
- Patterns Inside Numbers
- Nets and Surface Area
- Distance and Direction (smallest and same size as the two that follow)
Variability in Data
The Shape of Distributions
Figure 2.7: The Universal Design for Learning Guidelines
UDL Guidelines | Provide multiple means of Engagement:
Affective Networks The “WHY” of learning |
Provide multiple means of Representation:
Recognition Networks The “WHAT” of learning |
Provide multiple means of Action and Expression:
Strategic Networks The “HOW” of learning |
---|---|---|---|
Access |
Provide options for Recruiting Interest (7)
|
Provide options for Perception (1)
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Provide options for Physical Action (4)
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Build |
Provide options for Sustaining Effort and Persistence (8)
|
Provide options for Language and Symbols (2)
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Provide options for Expression and Communication (5)
|
Internalize |
Provide options for Self Regulation (9)
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Provide options for Comprehension (3)
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Provide options for Executive Functions (6)
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Goal: Expert Learners who are… |
Purposeful and Motivated |
Resourceful and Knowledgeable |
Strategic and Goal-Directed |
Source: CAST (2018)