Appendix A: Implementing District and National Standards
This curriculum unit is designed to provide a framework for teaching word problems focused on building students’ understanding of the word problem. It utilizes the taxonomy of situations from the Common Core standards, which the state has added to Virginia’s math standards of learning curriculum framework for 2016. The 2016 standards will be phased in during the 2017-18 school year and tested in 2019. This unit aligns to the new guidelines from the state and also provides another proven tool with the bar model.
Virginia’s Standards of Learning (2009)
3.2 The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. The student will use these relationships to solve problems.
3.4 The student will estimate solutions to and solve single-step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping.
3.6 The student will represent multiplication and division, using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less.
The above standards are for 2009. This year the 2016 standards are being implemented. The end- of-the-year test will cover 2009 standards and will include field test items from the 2016 standards.
Regarding problem solving, the only difference between 2009 and 2016 is that in 2016 students will solve problems with elapsed time. The standards are pretty vague. When I went to the Curriculum Framework document, I discovered charts with problem types. They are practically identical to the Common Core chart, with a few different names. These are new additions to the Virginia Standards.
Virginia’s Standards of Learning (2016)
3.3 The student will
b) create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less
3.4 The student will
b) create and solve single-step practical problems that involve multiplication and division through 10 x 10;
d) solve single-step practical problems involving multiplication of whole numbers, where one factor is 99 or less and the second factor is 5 or less.
3.9 The student will
b) solve practical problems related to elapsed time in one-hour increments within a
12-hour period;
c) identify equivalent periods of time and solve practical problems related to equivalent periods of time.
Comments: