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Published January 2023 Filed in Curriculum and Instructioncategory

New VESOL Mathematics Resources Available!

Mathematics 2021 Virginia Essentialized Standards of Learning (VESOL) Grade 6 Curriculum Framework Virginia Department o Education's Training and Technical Assistance Center at Old Dominion University
Cover page of the Grade 6 Mathematics VESOL Curriculum Framework document

Implementation of the 2021 Mathematics Virginia Essentialized Standards of Learning (VESOLs) has heightened the need for more mathematics resources that can be used by teachers who utilize these standards. Guidance is needed to answer questions such as: 1) What background knowledge is needed in order to effectively teach each math concept? 2) What should students know, understand, and be able to do to demonstrate mastery of each VESOL Math standard? What is a good lesson for a given math standard? What should assessment look like for a given standard?

Well, an outstanding team of teachers and math specialists from Regions 2 and 3 worked perseveringly this past year to quell concerns about teaching the Mathematics VESOLs by creating a collection of resources that can be used for planning and instruction.

VESOL Mathematics Curriculum Framework Documents

Number, Number Sense, Computation, and Estimation VESOL M-6-3: The student will: Compare whole numbers 0 through 80 on a number line. Complexity Continuum: Whole numbers 0 through 80 could be compared with the words “smaller,” “larger,” “same,” or with the symbols . Grade Level SOL: 6.3b Conceptually Aligned SOL: 1.2b 2.1c Understanding the Standard Essential Knowledge and Skills ● Students are generally familiar with the concepts more, larger, fewer, smaller and same. They may have limited experience with the terms greater than, greatest, less than, least, and equal to/equivalent. It is important to use the terms together to build understanding of their relationship. For example, when asking which group has more, follow by asking which group has less or the least. When asking which group has the same, follow up with asking is the group you selected equal to/equivalent to the group you looked at first. ● Vertical and horizontal number lines are useful tools for developing the concept of comparing whole numbers. Comparing numbers using a number line can be done as follows: Locate or plot the zero on a number line. Locate or plot the numbers to be compared on the number line. - Identify the number closest to zero. (least or smaller) - Identify the number that is furthest from zero. (greater or larger) The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to ● Compare two numbers between 0 and 80 represented pictorially or with concrete objects, using the words larger (greater than), smaller (less than) or the same (equal to). Instructional Resources Quick Checks ● JIT Quick Check 1.2b ● JIT Quick Check 2.1c Mathematics Instructional Plans (MIPs) ● MIP 1.2abc - Comparing Numbers with Linking Cubes ● MIP 1.2bc - More or Less? ● MIP 2.1c - Greater Than, Less Than, or In Between (use with 2-digit numbers, only) Bridging For Math Strength ● Bridging for Math Strength 1.2b Resources ● Bridging for Math Strength 2.1c Resources Virtual Manipulatives • Math Learning Center: Number LineUnderstanding the Standard Essential Knowledge and Skills ● Students are generally familiar with the concepts more, larger, fewer, smaller and same. They may have limited experience with the terms greater than, greatest, less than, least, and equal to/equivalent. It is important to use the terms together to build understanding of their relationship. For example, when asking which group has more, follow by asking which group has less or the least. When asking which group has the same, follow up with asking is the group you selected equal to/equivalent to the group you looked at first. ● Vertical and horizontal number lines are useful tools for developing the concept of comparing whole numbers. Comparing numbers using a number line can be done as follows: Locate or plot the zero on a number line. Locate or plot the numbers to be compared on the number line. - Identify the number closest to zero. (least or smaller) - Identify the number that is furthest from zero. (greater or larger) The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to ● Compare two numbers between 0 and 80 represented pictorially or with concrete objects, using the words larger (greater than), smaller (less than) or the same (equal to). Instructional Resources Quick Checks ● JIT Quick Check 1.2b ● JIT Quick Check 2.1c Mathematics Instructional Plans (MIPs) ● MIP 1.2abc - Comparing Numbers with Linking Cubes ● MIP 1.2bc - More or Less? ● MIP 2.1c - Greater Than, Less Than, or In Between (use with 2-digit numbers, only)
Page from the Grade 6 VESOL Curriculum Framework

The team of Math Specialists and Math Leaders have developed Mathematics VESOL Curriculum Framework documents for Grades 3-High School and each contains the following for all standards:

Conceptual Alignment: Each VESOL standard lists the corresponding grade level equivalent SOL as well as the conceptually aligned SOL. The conceptually aligned SOL will assist teachers with identifying resources that best match the level of the concept in the standard. 

Understanding the Standard: This section includes mathematical content and key concepts that assist teachers in planning standards-focused instruction. The statements may provide definitions, explanations, examples, and information regarding connections within and between grade level(s)/course(s).

Essential Knowledge and Skills: This section provides a detailed expansion of the mathematics knowledge and skills that each student should know and be able to demonstrate. This is not meant to be an exhaustive list of student expectations.

Instructional Resources: Formative assessments (Quick Checks), lesson plans (Mathematics Instructional Plans), and scaffolded lessons (Bridging for Math Strength) have been identified for each VESOL math standard and are hyperlinked within the documents.

Lesson Plans

In addition, the team of teachers worked together to develop over 40 lesson plans aligned with the Grade 3-High School mathematics VESOLs. A sneak peek at one of the lesson plans is below.

VESOL Mathematics Instructional Plan – Grade HS  Exponents  Strand: Algebra - Expressions and Operations Topic: Identify equivalent expressions and evaluate expressions using powers 1 - 3. VESOL: M-HS 5 (SOL A.2 a)	The student will: Identify equivalent expressions and evaluate expressions using powers 1 -3.  Materials: ●	2 sided markers ●	130 Number Sheet (attached) ●	Toytheater.com (120 Number Chart) ●	Number cards 1-130 ●	   Vocabulary: powers, base, exponent, squared, cubed, equivalent, evaluate, expressions, addition, multiplication   Student/Teacher Actions: What should students be doing? What should teachers be doing? 1.	Show a video about exponents: ( https://youtu.be/zdu8dII7zRE or https://youtu.be/nuDz3O3yZOA ) 2.	Explain that like multiplications tell us to use repeated addition, exponents tell us to use repeated multiplication. Also explain that any number to the first power is the same as that number. (ex: 71 = 7, 151 = 15) 3.	Explain that the exponent tells us how many times to multiply the base to itself (ex:23 = 2x2x2 ) 4.	Show students 2 problems : 4x2 and 42 Show the students how to work through these problems using both pictures and a calculator to determine which problem has the larger number. 5.	Have students work through several problems together with the teacher. 6.	Have students determine which equation is the same as the exponent. (ex: 43 [ 4x4x4] or [4x3] or [3+3+3+3]
Example of a High School VESOL Lesson Plan for Exponents

Would you like to access all of these resources?

To access all of the new Math VESOL resources available from TTAC-ODU, click the button below, fill out the registration form, and you will be provided the website to access Math VESOL Curriculum Framework documents, lesson plans, and more!

Math VESOL Resources Registration

The VESOL Mathematics Team

Special thanks to the following Math Specialists/Math Leaders and teachers for working diligently on this project:

Curriculum Framework Team

Grade:Specialist(s):
3rdMichelle Thompson, Portsmouth Public Schools
Jennifer Hughes, Virginia Beach Public Schools
4thBernita Johnson, Portsmouth Public Schools 
Marie Giles, Hampton City Public Schools
5thAmira Makky, Virginia Beach Public Schools
Marlena Parra, Virginia Beach Public Schools
6thLeslie Strachan-Williams, Hampton City Public Schools
Kristen Allen, Virginia Beach Public Schools
7thLatoya Hurdle-Lee, Portsmouth Public Schools
8th Beth Burnap, Caroline County Public Schools
High SchoolMegan Allen, Virginia Beach Public Schools

Lesson Plan Team

Grade:Teacher(s):
3rdGwendolyn Graham, Portsmouth Public Schools
Jenna Ramsay, Virginia Beach Public Schools
Hannah Davis, Virginia Beach Public Schools
4thAlexandra Lomberk, Virginia Beach Public Schools
Lisa Compton
5thSuzanne Gilbert, Accomack County Public Schools
Elizabeth Maul, Virginia Beach Public Schools
6thJoy Tanner, Hampton City Public Schools
Lisa Compton
7thLaura Giddens, Virginia Beach Public Schools
Joy Tanner, Hampton City Public Schools
8th Leslie Wolfe, Suffolk Public Schools
High SchoolRobin Stubbs, Hampton City Public Schools

In search of literacy or science VESOL resources? Check out Dr. Daniel Beigun’s most recent Intellectual Disabilities blog post for more lesson ideas!

Tags: Instructional Resources, Math, VESOL

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