+Part 2: Resources for Compacting the Math Curriculum

+Step One: Pre-Assess

Give the pre-assessment to

help you determine if

certain students have mastered any of the learning

targets

Students need to know what the test is for! (Low stakes)

+Pre-assessments in Focused Instruction

Have you used the pre-assessments in focused instruction? What did you do with the data?

What was useful about the pre-test? What was problematic? Where are they?

https://staff.mpls.k12.mn.us/Depts/tl/Pages/Elementary-Guides.aspx

+Step Two: Identify Mastery and Group

+Other evidence to consider..

Compacted GROUP

Regular Group

Slower to grasp concept and skills

Is more more comfortable with concrete (vs. more

abstract) thinkingPoor performance on

standardized testsMore engaged with target

level assignments

Rapid concept and skill acquisitionConsistently finishes tasks quickly and accuratelyExcellent standardized test performanceAffective Considerations: Boredom, daydreaming, creative diversions can indicate a need for greater challenge

+

Poor evidence for

changing groups

Working slowly at mastery tasks (perfectionism) Complaining the

work is too hard (lacking self-

efficacy)

Behavior Issues (need for attention)

Difficulty with independent

problem solving (need for skills)

Parental pressure (Note that when

advanced learners face

challenge for the first time, it can be emotionally

upsetting)

Struggles with specific problem solving (multiple intelligences and learning styles)

+Step Three: Design and Align Replacement Activities

Minnesota’s Unique State

Standards in Mathematics

Anchor Activities

Extension Lessons for Small Group Instruction

Games and Explorations

+What is an Anchor Activity?

Immediate engagement

after the launch

Work to return to when…

Work to show my problem solving skills

Autonomy, independence, and choice

+

Anchor activities: choice boards, task cards, projects

Open Questions

Parallel Tasks

Product Development

+ Extension Lessons for Small Group Instruction

Aligned with

every 2-6

Lessons from Core

Aligned with the

same learning targets as the Core

Pulled from NCTM, M3, and other resources, purchased

for your school and found in your professional library

+A Variety of Games and Explorations for Addressing Student Interest and Choice

Aligned with the unit as a whole

Can be used for homework,

additional anchor activities, and enrichment.

Include paper-based and online

materials…

+Where do we find these resources?

https://staff.mpls.k12.mn.us/Depts/tl/Pages/Curriculum-Guides.aspx

+WATCH VIDEO #2

THEN DEBRIEF…

How would you organize these resources to introduce your advanced students to math compacting?

Which would you focus on? Which might you exclude? How might you teach students to work with these resources?