On Mon Nov 4 11:45:21 2002, Kathy Horal wrote Re. Pacing:
... What if certain units were assigned by grade level? For instance second and fourth grade teach 2-D geometry and third and fifth teach 3-D every year? That way the grade level doesn't flip back and forth >between units. Is there significant 2-D geometry taught at fifth >grade that is not taught at 4th? I know the 2-D geometry taught at >fifth grade is important but could it be skipped to create a better >teaching schedule. > >Thanks in advance for your suggestions.
Kathy - With so many units at each grade level, pacing is indeed a big issue. In Portland, we developed a year long plan for each grade level based specifically on the grade level benchmarks (standards) for that grade level. Generally, we found that the geometry and data units, which rich and highly engaging for students, tend to go well beyond the requirements for any given grade level. We carefully went through those units and tried to come up with a suggested plan that would build conceptual understanding and maintain the integrity of the unit without necessarily doing the entire unit. Often those units are revisited after spring testing is completed. While the year long plans are not perfect and have been revised over the course of three years of implementation, they do seem to address our need for having specific mathematical concepts addressed prior to testing. We are pleased that since implementing Investigations in September of 1999, we have shown growth for each of the last three years on the standardized state tests students in grades three and five take each spring.