The B1G-M

our last component of the best training that we want to provide you with

is going to be the best instructional guide for mathematics or the Big M.

The Big M. If you notice has the number one in place of the eye

and that's because math is always number one

and our Big M.

Is our guide for planning for student instruction,

student learning and instruction.

So there are eight components of the Big M.

And I'm going to go over the eight components just so you have an idea and definitions

as you go through it for each one of the courses that you are assigned to.

So as you are creating the presentations

and your presentations for the summer training,

these are the things that you need to look out for.

So we're going to first start off with our benchmark of focus which is the focal

point of for the instruction is also known as the benchmark for um or a focus.

So looking at our benchmark again, same things that we've seen in the past.

It has our language for the benchmark are examples and are clarifications

for the sake of this video.

We're going to look at the seventh grade benchmark seven

A are 11 and also geometry 9 12 Gr 22.

Again with the language and the clarifications again,

make sure that you're looking at the clarifications and examples

to know exactly what course these benchmarks are for.

So I know that this is for 7th grade

and also for the course of geometry by looking at those clarifications and examples

from the benchmark of focus. We're not going to look at

connecting the horizontal

alignment.

Excuse me connecting the benchmarks and horizontal alignment

and with the connecting benchmarks and horizontal alignment.

This is a list of connecting benchmarks that

relate horizontally to the benchmark of focus.

So again we picked the seventh grade and we picked the geometry.

So with the horizontal alignment is

defined as the intentional progression of content

within a grade level or course linking skills within and across standards.

So we have our list of benchmarks for the 7th grade

as well as those that are linking

again within the course for geometry

we also have connecting benchmarks that these are benchmarks that

either um make a mathematical connection or include prerequisite skills.

These lists are not comprehensive so it is up to the educator to look

for more connections that are within the

benchmarks and the standards that are there.

Um There will be um sometimes where the list will not include benchmarks for from

the same standard since the benchmark within the

same standard already has an inherent connection.

So you're not gonna find, again we pick a R. Seven A. R.

Seven A. R. N. E seven A. R. S are not going to be listed here.

Um Again of course in geometry it is going to have gr because

this is a geometry course but it won't have the same standards.

So again that's our connecting benchmarks.

The next component that we're going to look at

is our terms from the K. Through 12 glossary. These are coming from the appendix C.

The K. Through 12 glossary.

And these are terms that are related to the benchmark of focus.

So again we chose that they are and these are three

of the terms that are connected to the seven A.

R. 11

coefficient

linear expression, rational number.

And for the geometry

we have again for that gr coordinate plane, dilation, origin, reflection,

rigid transformation rotation, scale factor and translation.

And this section um should not be viewed as a comprehensive list again. Um Again

it is up to the instructor, the educator to find other words that are there.

So we want to look at this list um instead

as a reference for you to use for instruction.

Okay. And that's our terms.

The next component

is our vertical alignment. So also a part of

the big M.

Against the vertical alignment.

The vertical alignment again is a list of related

benchmarks that connect vertically to the benchmark of focus.

Again we looked at that seven.

Um that's seven a. r.

and now my vertical again,

definition of vertical alignment is the intentional progression of content from

one year to the next spanning across multiple grade levels.

So we have our previous benchmarks and our next benchmarks.

So again this was from the seven A. R. And we're looking at the six A. R.

14 that connects

And eight a. R. 1 3. That is the next benchmarks to come.

Same thing. Looking at geometry

we have our previous benchmarks that came from the eighth grade.

So it may eight gr to that entire standard is

previous benchmarks that I need to connect with it.

And then um coming up in our next courses will be R. 9 12 F.

Which is our financial

looking at are F. 2.2

and so forth. So again just connecting those benchmarks

to our next courses Again um If the benchmark of focus is a

new concept or skill and may not have any previous benchmarks listed.

Also if the benchmark of focus is a mathematical

skill or concept that is finalized in the learning

and does not have any direct connection to future grade levels.

It may not have any again future benchmarks listed as well

reminder. Again this is not a comprehensive list but used again as a guide.

Um And again this is our vertical alignment.

Our next component

is our instructional strategies.

This further

gives us a narrative for instruction of the benchmark and vertical alignment.

So we're going to now look at a little deeper at those instructional strategies.

So for seven A. R.

It tells us and gives us um what the students have done previously in

grade six and also what they're going to be doing in grade eight.

Um This also includes this section includes explanations and details

for the benchmark vocabulary not provided within the appendix C.

It also will provide me with

possible instructional strategies and teaching methods

and also strategies to invent potentially related M TRS.

So if you look again on the list it also gives us a list and highlights those M.

TRS that are a part of that benchmark of focus

Alright. And those are instructional strategies.

If that is exciting we have three more parts are common misconceptions or errors.

Again this is our common students

misconceptions or errors and it addresses those

misconceptions and errors that the students make.

This can also be used

as a strategy

went in the classroom and performed and used

possibly as a formative assessment within construction.

So again those are there including some strategies

as well to help correct those misconceptions.

We also have our instructional tests,

instructional tasks demonstrates

the depth of the benchmarks or how far we need to

go in connection to the related benchmarks that were provided.

So again here um these will give you

an example instructional tasks which may be open ended

or are intended to demonstrate the depth

of the benchmark.

We can also use these to integrate our M.

TRS and again it is called out here in our instructional tasks.

What

you can also use the instructional tasks um for um

our enrichment. So for later

courses or great levels

and again some tasks may require extended time,

additional materials and collaboration

and our last component

are the instructional items.

The instructional items

demonstrates the focus of the benchmark.

It gives an example of items that may be used

as evidence to demonstrate the students understanding of the benchmark

And it may highlight one or more parts of the benchmark.

So again, these examples were from

The seven a. Are 1, 1

and from our geometry.

And then again is items that we will see within our big M. So the big M.

Is used as our best instructional guide for mathematics.

So all courses kindergarten through 12th grade will have a big M.

That is connected to it

Approved by all eight of these components.

Alright, so I hope you have gained something from the video.

Hopefully that's helpful.

The B1G-M

Chapters

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