Diocese of Baton Rouge

Mathematics Learning Standards

Structure, Coding, and Progressions

TheRoleofStandardsinEstablishingKeyStudentSkillsandMathematicalProficiency

Studentsarereadyforcollegeora careeriftheyareableto meetcollegeand workplaceexpectationswithoutneeding remediation inmathematicsskills and concepts.Thelearning standardsdefinewhatDiocese of Baton Rougestudentsshouldknow,understand,and beableto do mathematically andrepresentthestepsstudentsmusttakealong the way to meetthisgoal.

For example,allstudentsshould beableto recallandusemath skillsand concepts ona dailybasis.Thatis,a studentshould knowcertainmathfactsand conceptssuch as howto add,subtract,multiply,and dividebasicnumberswithease,howtoworkwithsimplefractionsand percentages,and howto applybasicalgebraand geometry principles.Additionally,studentsneedtobeableto reasonmathematically,communicatewith othersaboutmaththroughspeaking and writing,andproblem solvein real-world situationstobepreparedmathematicallyforpost-secondaryeducationorto pursueacareer.

TheDiocese of Baton Rouge K-12 mathematicslearning standardslaythefoundation thatallowsstudentstobecome mathematicallyproficientbyfocusing onconceptualunderstanding,proceduralskilland fluency,and application.

  • Conceptualunderstandingreferstounderstandingmathematicalconcepts,operations,and relations.Itismorethanknowing isolated factsandmethods.Studentsshould beableto makesenseofwhy amathematicalideaisimportantand thekinds of contextsinwhich it isuseful.Italsoallowsstudentstoconnectpriorknowledgetonewideasand concepts.
  • Procedural skill and fluencyistheabilitytoapply proceduresaccurately,efficiently,and flexibly.Itrequiresspeed and accuracyincalculation whilegivingstudentsopportunitiestopracticebasicskills.Students’understanding ofmorecomplexconceptsand proceduresisdependentonproceduralskilland fluency.
  • Application providesavaluablecontextforlearning and theopportunity tosolveproblemsin arelevantand ameaningfulway.Itisthrough real-world applicationthatstudentslearn toselect an efficient method tofindasolution,determinewhetherthesolution(s)makessensebyreasoning,and develop criticalthinking skills.

StructureoftheMathematics Learning Standards

Therearetwo typesof standardsin theDiocese of Baton RougeMathematicsLearning Standards –mathematicalpracticeandcontent. Asummary ofeach typeisprovidedbelow:

1.Standards forMathematicalPractice

–Applyto allgradelevels

–Describemathematicallyproficientstudents

2.Standards forMathematicalContent

–K-8standardspresented by gradelevel

–High schoolstandardspresented by high schoolcourse(AlgebraI,Geometry,

AlgebraII),then organizedbyconceptualcategories:

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•Numberand Quantity

•Algebra

•Functions

•Modeling

•Geometry

•Statisticsand Probability

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Thefollowing termswillassistin understanding howtoreadthecontentstandardsand theircodes.Terms aredefinedin orderfrom mostspecificto mostgeneral.

  • Standards- Statementsofwhata studentshould know,understand,and beabletodo.
  • Clusters-Groupsofrelated standards.Cluster headingsmaybeconsidered as thebig idea(s)thatthegroupof standardstheyrepresentareaddressing.Clusterheadingsarethereforeusefulas a quicksummary of theprogression ofideasthatthestandardsin adomain arecovering and can helpteacherstodeterminethefocusof thestandardsthey areteaching.
  • Domains- Alarge category ofmathematicsthattheclustersand theirrespectivecontentstandardsdelineateandaddress.Forexample,NumberandOperations–Fractionsis a domain underwhich thereare anumberofclusters(thebig ideasthatwillbeaddressed)along withtheirrespectivecontentstandards,which givethespecificsofwhatthestudentshouldknow,understand,and beabletodo whenworking withfractions.
  • ConceptualCategories–Thecontentstandards,clusters,and domainsin AlgebraI,Geometry,and AlgebraIIarefurtherorganized underconceptualcategories.Theseare verybroadcategories ofmathematical thoughtand lend themselvestotheorganizationof highschoolcoursework. Forexample,Algebrais aconceptualcategoryin the high schoolstandardsunderwhich aredomainssuchasSeeing StructureinExpressions,Creating Equations,ArithmeticwithPolynomialsand RationalExpressions,etc.

Readingand Interpreting the Math Learning StandardsandtheirCodesinGradesK-8

Examplefrom theGrade3 standards:

The Diocese of Baton Rouge Learning Standard codes for Kindergarten through Grade 8 Mathematics consist of five parts. Each standard code begins with DBR, which represents Diocese of Baton Rouge.TheClusterHeadersareidentified byanuppercaseletter(A,B,C…).If a Domain hasfourclusters,thentheletter Aisassignedto theheading forthefirstcluster, Bto thesecond, Cto thethird,and Dto thefourth cluster.Eachpartofthecodeisseparated byaperiod and has aspecificmeaning:

Lookattheexamplebelow.ItisthecodeforthelastGrade3 standardin theabovelist.

DBR.3.NBT.A.3

Thegradelevelis3, thedomain codeisNBT(Numbersand Operationsin BaseTen),the clusteris A(firstcluster),andthestandard numberis3.Thetextof standard DBR.3.NBT.A.3isprovided below.

DBR.3.NBT.A.3.Multiplyone-digit whole numbersby multiplesof10intherange 10–90(e.g.,9 80,560) usingstrategiesbasedon placevalueandpropertiesofoperations.

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Readingand Interpreting the Math Learning StandardsandInterpretingtheirCodesin

HighSchoolCourses

Thecodesforstandardsinhigh schoolmath courseshavesixparts.Anexcerptofthestandards forthehighschoolGeometry courseasdisplayed in thisdocumentisshown below.

Asindicated in theexcerpt,theabbreviation used forthehigh schoolGeometry courseisGM.Theabbreviationsusedfor Algebra Iand AlgebraIIareA1 and A2,respectively.Thecoursenameabbreviation isfollowed byabbreviationsfortheConceptualCategory andtheDomain,theletteroftheClusterHeader,and then thestandard number.High schoolConceptualCategoriesandtheirabbreviationsarelocated in thetable on the nextpage (Progressions).

Thecodeforstandard 5inthelistaboveisDBR.GM:G-SRT.B.5with the meaningof each partnotedin thegraphicbelow.

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ProgressionsintheMathLearning Standards

Thestandardsforeach gradeshould notbeconsidered a checklistor taughtin isolation.Thereis aflowor progressionthatcreatescoherencewithina gradeand from one gradetothenext.Theprogressionsareorganized usingdomainsingrades K-8and conceptualcategoriesin high school.Thecolor-codedtableshowsthedomains,categories,and theirabbreviations,and identifiesthefiveprogressionspresentin theDiocese of Baton Rouge LearningStandardsforMathematics.EachoftheprogressionsbeginsinKindergarten and indicatesa constantmovementtoward thehigh schoolstandards.

Progressionsguaranteea steady,age-appropriatedevelopmentofeach topicand also ensurethatgapsare notcreatedin themathematicaleducationof the Diocese of Baton Rouge’s students.Thetableisdesigned toallowteacherstoseethecoherence and connectionsamong themathematicaltopicsin thestandards.

Kindergarten / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / High School
DomainsandAbbreviations / CategoriesandAbbreviations
CountingandCardinality(CC) / NumberandQuantity(N)
NumbersandOperationsinBaseTen(NBT) / RatiosandProportionalRelationships(RP)
NumberandOperations–Fractions(NF) / TheNumberSystem(NS)
OperationsandAlgebraicThinking(OA) / ExpressionsandEquations(EE) / Algebra(A)
Functions(F) / Functions(F)
Geometry(G) / Geometry(G) / Geometry(G)
MeasurementandData(MD) / StatisticsandProbability(SP) / StatisticsandProbability(S)

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