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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:

  1. Relationships Between Variables (largest)

  2. Generalizing with Multiple Representations

  3. Graphing Shapes

  4. Model the World

  5. Fraction Relationships

  6. Patterns Inside Numbers

  7. Nets and Surface Area

  8. 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)

  • Optimize individual choice and autonomy (7.1)
  • Optimize relevance, value, and authenticity (7.2)
  • Minimize threats and distractions (7.3)

Provide options for Perception (1)

  • Offer ways of customizing the display of information (1.1)
  • Offer alternatives for auditory information (1.2)
  • Offer alternatives for visual information (1.3)

Provide options for Physical Action (4)

  • Vary the methods for response and navigation (4.1)
  • Optimize access to tools and assistive technologies (4.2)

Build

Provide options for Sustaining Effort and Persistence (8)

  • Heighten salience of goals and objectives (8.1)
  • Vary demands and resources to optimize challenge (8.2)
  • Foster collaboration and community (8.3)
  • Increase mastery-oriented feedback (8.4)

Provide options for Language and Symbols (2)

  • Clarify vocabulary and symbols (2.1)
  • Clarify syntax and structure (2.2)
  • Support decoding of text, mathematical notation, and symbols (2.3)
  • Promote understanding across languages (2.4)
  • Illustrate through multiple media (2.5)

Provide options for Expression and Communication (5)

  • Use multiple media for communication (5.1)
  • Use multiple tools for construction and composition (5.2)
  • Build fluencies with graduated levels of support for practice and performance (5.3)

Internalize

Provide options for Self Regulation (9)

  • Promote expectations and beliefs that optimize motivation (9.1)
  • Facilitate personal coping skills and strategies (9.2)
  • Develop self-assessment and reflection (9.3)

Provide options for Comprehension (3)

  • Activate or supply background knowledge (3.1)
  • Highlight patterns, critical features, big ideas, and relationships (3.2)
  • Guide information processing and visualization (3.3)
  • Maximize transfer and generalization (3.4)

Provide options for Executive Functions (6)

  • Guide appropriate goal-setting (6.1)
  • Support planning and strategy development (6.2)
  • Facilitate managing information and resources (6.3)
  • Enhance capacity for monitoring progress (6.4)

Goal: Expert Learners who are…

Purposeful and Motivated

Resourceful and Knowledgeable

Strategic and Goal-Directed

Source: CAST (2018)

Questions:   Curriculum Frameworks and Instructional Resources Division | cfird@cde.ca.gov | 916-319-0881
Last Reviewed: Wednesday, February 26, 2025
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    Long descriptions for complex figures and tables in Chapter One of the Mathematics Framework for California Public Schools, Kindergarten through Grade Twelve.