Scavenger Hunt
Math 213
Scavenger Hunt and the Common Core State Standards Directions
Pick a topic number in class
- Draw a topic number during the first few days of class, as announced.
- Write your name on the number tag, make a note of your topic number, return the number tag to your professor.
- Determine your topic presentation due date (look at the Moodle schedule)
Find two grade school books at the library
- Go to the state adopted textbook section of the Hamersly Library, 2nd floor, head all of the way to the windows in the back, before the windows, on the left, you will find the (labeled) state adopted textbooks. ASK for help if you can’t find the books you need. You may also find suitable books in an elementary or middle school classroom.
- Look over a variety of books until you find two good examples / references to your topic in two different grade level books. Don’t go past 8th grade if you can help it. Don’t go past 9th grade at all. Try to get one low and one higher grade level with different approaches to the topic.
- Double check the example you found is NOT already pictured on either of our class textbooks.
- Double check the example you found is NOT really an example for a similar topic listed near your topic.
- Photocopy the page(s) you have found and write a complete reference for each of the books on the corresponding photocopied pages: title, grade level, author name(s), publisher, publication date and ISBN number—look by the book barcode.
Linking the Common Core State Standards (CCSS) to your topic
- Read "How to read the grade level standards," on page 5 of the CCSS file.
- Find your topic ideas in one of the grade level standards (note, your schoolbook grade level and the CCSS grade level may not exactly match). List the following:
- The grade level and category information your topic falls under in the Grade (#) Overview
- Example for topic "understand place value for multidigit numbers":
Grade 4 Overview--Number and Operations in Base Ten
Generalize place value understanding for multidigit whole numbers |
- The topic domain and corresponding standard(s) for your topic. Note the word "domain" is not listed for every domain, but per page 5 of the CCSS, this is what the grade level topic headers are called.
- Example for topic "understand place value for multidigit numbers":
Number and Operations in Base Ten Domain
Generalize place value understanding for multidigit whole numbers.
Standard 1. Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
Standard 3. Use place value understanding to round multidigit whole numbers to any place. |
- Read the eight CCSS Mathematical Practices which are listed throughout the CCSS at each grade level overview. Also, starting on page 6, read about the meaning of these practices in the section "Mathematics | Standards for Mathematical Practice."
- Look at the pages you have copied from the state textbooks and for each book, do the following:
- Pick two practices you think might be addressed in the school page. For each book, for each of the two practices you picked, explain how the school book page is connected to the practice.
- Example for topic "understand place value for multidigit numbers" and using the school book page on page 60 of your Activity Approach text. Three examples are giving here for clarity. Your assignment is to discuss just two practices
.
Mathematical Practices 2. Reason abstractly and quantitatively.
In the section "Think about it," this page has students explain why you can use different combinations of base ten blocks to model the same number and in the section "Writing in", has students explain why base ten blocks are helpful in understanding numbers.
Mathematical Practices 5. Use appropriate tools strategically.
In the section "Activity," this page has students model 1,025 in two different ways with base ten blocks. This is an appropriate concrete model for third or fourth graders as they form an understanding of multidigit numbers.
Mathematical Practices 8. Look for and express regularity in repeated reasoning.
This page has students think about multidigit numbers in two ways under the section "Check what you know." The students 1) Model multidigit numbers with base ten blocks and 2) Write multidigit numbers that are already modeled with base ten blocks. |
Turn In and Class Presentation
- Type your CCSS analysis as described in the previous section and bring a printed copy to class on the day of your topic presentation. The complete example for topic "understand place value for multidigit numbers" and using the school book page on page 60 of your Activity Approach text is given here:
| Topic: |
Understand place value for multidigit numbers. |
| |
| Grade Level and Category Information: |
Grade 4 Overview--Number and Operations in Base Ten
Generalize place value understanding for multidigit whole numbers |
| |
| Domain and Standards: |
Number and Operations in Base Ten Domain
Generalize place value understanding for multidigit whole numbers.
Standard 1. Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
Standard 3. Use place value understanding to round multidigit whole numbers to any place. |
| |
| Practices Analysis (just two per book) |
Mathematical Practices 2. Reason abstractly and quantitatively.
In the section "Think about it," this page has students explain why you can use different combinations of base ten blocks to model the same number and in the section "Writing in", has students explain why base ten blocks are helpful in understanding numbers.
Mathematical Practices 5. Use appropriate tools strategically.
In the section "Activity," this page has students model 1,025 in two different ways with base ten blocks. This is an appropriate concrete model for third graders as they form an understanding of multidigit numbers.
Mathematical Practices 8. Look for and express regularity in repeated reasoning.
This page has students think about multidigit numbers in two ways under the section "Check what you know." The students 1) Model multidigit numbers with base ten blocks and 2) Write multidigit numbers that are already modeled with base ten blocks. |
- Bring your photocopied schoolbook pages to class on the day of your topic presentation to a) share and b) turn in (write your name on the pages).
- In class, often towards the beginning of class, you will be asked to share what you have found with the class—you will be asked to project up the pages and briefly discuss how they relate to the topic and to our class as well as how the pages relate to the CCSS.
- Your presentation should take about 5 minutes. Practice in advance and time yourself so you don’t go over time.
If you need help, please ask!