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Figure 3.lO Step 2: Revierwitrg thc l\'lirps Sanlple

This is an example of an excerpt from one teacher's findings from reviewing a group of second, third, and fourth grade math curriculum maps.

ls Repetitions or Assessment
Gaps: Are there Redundancies: Do repeated Concerns/
gaps in the skills build and spiral? Questions: Are
content and skills Are there units of study there a variety of Other questions,
Grade Subiect within and across repeated across multiple assessments? Are concerns, and/or new
Level Area grade levels? grade levels or courses? they balanced? understandings

2nd, Math All maps should be Graphing: Some What are the specific Assessments in ln 4th grade, what does
3rd, reviewed to use graphing at 2nd problem-solving strategies 2nd grade seem adding and subtracting
and action verbs to grade, no graphing taught at 2nd, 3rd, and 4th repetitive for each large numbers mean?
4th describe skills. at 3rd grade, and grades? lt's unclear if it is month. More detail
One 4th grade map lists
grades a lot of graphing at spiraled. would be helpful.
Estimation and division, geometry,
4th grade Assessments in 3rd measurement, in the last
problem solving are Some geometry skills are
listed as separate Estimation:4th repeated in 2nd, 3rd, and 4th and 4th grade are month. Other 4th grade
content in some 3rd grade lists grades, but it's unclear what the more detailed. maps allocate longer
grade maps but are estimation in the specific skill expectations are. amounts of time to these
How are observations
listed within the skills content column but Are they spiraled or repeated? areas earlier in the year.
documented?
in 2nd and 4th- it is not at 2nd and Basic computation skills
Should this be more 3rd-How is are taught each year, but
consistent? Should estimation taught? how are they taught and
they be separated at Could it be a gap? assessed to better ensure
all grade levels? mastery? Where are
Fractions are not
on allSrd grade literacy skills included in
maps our math curriculum?