Mathematics learning standards for the next generation in New York State are detailed guidelines that cover teaching and learning mathematics for learners’ development from kindergarten up to high school. These standards focus on how mathematics can be put into practice in solving real-life situations, developing relationships between standards of each grade level as well as the grades below. This essay focuses on the first grade Next generation learning Standards in the Operations and algebraic thinking strand. In this analysis, we shall examine the broad features of this field as well as study a numbered group underneath it, which is the curriculum used for the first-grade class in Brooklyn New School specifically centered on the Eureka Math program. We shall appraise the content quality in the curriculum and its conformity with the Next Generation Learning Standards, plus requirements for additional materials. Moreover, we shall look at tie links between the first grade and its successor and suggest an activity for the practical lesson of our chosen cluster that is able to consider differentiation and support the most difficult and strong pupils.
Selection of Domain and Cluster:
In this essay, we will concentrate on the OA domain of NGLS in one-grade mathematics. On this note, the specific focus will be on the cluster that reads, “Represent and solve problems involving addition and subtraction.” The significance of these concepts informed the choice as they form the basis of early learning mathematics(New York State Education Department,2017). Considering this group, we will examine to what extent Brooklyn New School covers the subjects consistent with the NGLS and determine possible ways to promote better instruction and education regarding this fundamental field. Top of Form
Analysis of Specific Standards:
The selected cluster within the Operations and Algebraic Thinking (OA) domain for first grade, “Represent and solve problems involving addition and subtraction,” encompasses two specific standards of great significance. Standard 1a underscores the application of addition and subtraction within 100 to solve one-step word problems, fostering problem-solving skills with a focus on real-world scenarios (New York State Education Department,2017). Standard 1 b expands on the same by incorporating three number addition word problems whose result is not more than twenty. This standard helps one develop critical thinking and applying skills in mathematics. Brooklyn New School must look for many exciting story problems and hands-on materials that engage student thinking yet provide opportunities for authentic practice with respect to the Standards for Mathematical Practice.
Curriculum Evaluation:
A notable problem-based approach in Brooklyn New School’s first-grade math class includes differentiation of instruction as well as a manipulative. With the NGLS framework, this approach works in line with varying learning styles and allows for an in-depth understanding of abstract math ideas. Consequently, according to Koon et al. (2022), when students move from pre-teens to teen numbers, maintaining high levels of student engagement and quality of content becomes very crucial. As illustrated by Yang & Chen (2021), the Integration of experiential activities, games, and different teaching approaches helps to attract the attention of the student as well as increase understanding of mathematical concepts; hence, it creates an engaging and productive learning process moreover, although the BNS math program meets these NGLS standards in terms of problem-cent.
Coherence Links and Student Mastery
According to Lederman et al. (2023), the Next Generation Learning Standards (NGLS) emphasize the importance of coherence between grade levels. In the case of first-grade mathematics, students are expected to use addition and subtraction within 20 to solve one-step word problems, as outlined in NY-1.OA.1. However, at Brooklyn New School, some students need help with this coherent standard, indicating a gap in their mastery. About 75% of students in the second-grade classroom have a concrete understanding of this standard, while approximately 50% can independently analyze and solve word problems involving numbers up to 20. Bridging this gap is crucial to ensure that all students meet NGLS standards and develop a strong mathematical foundation.
Lesson Plan :
| Lesson Title | Exploring Addition and Subtraction in Everyday Situations |
| Grade Level | First Grade |
| Objective | – Represent and solve one-step word problems involving addition and subtraction within 20.
– Use situations such as adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions. |
| Materials | – Whiteboard and markers
– Counting manipulatives (e.g., counters, cubes) – Word problem cards – Flashcards with numbers up to 20 – Visual aids (e.g., number line, ten frames) |
| Duration | 60 minutes |
| Procedure | Time | Activity |
| Introduction | 5 mins | – Review the previous lesson on addition and subtraction within 10.
– Explain today’s focus on more complex addition and subtraction problems. |
| Warm-up | 10 mins | – Use flashcards with numbers up to 20.
– Students solve addition or subtraction problems with flashcards. – Discuss various strategies used by students. |
| Contextualized Word Problems | 15 mins | – Present real-life word problems:e.g., “12 students in class, five absent. How many present?” (taking from), e.g., “10 candies, a friend gives seven more. How many candies now?” (putting together) – Encourage students to represent problems using manipulatives or drawings.
– Guide them to extend strategies to larger numbers. |
| Hands-on Activity | 10 mins | – Group students into pairs or small groups.
– Provide each group with counting manipulatives. – Assign different word problem scenarios to each group. – Groups represent and solve their assigned problem using manipulatives. |
| Class Discussion | 10 mins | – Groups share their word problem scenarios and solutions.
– Discuss strategies used and effective problem-solving techniques. – Emphasize understanding the problem context. |
| Differentiation | 5 mins | – Identify struggling and advanced students.
– Provide extra support and simpler problems for strugglers. – Challenge high-achievers with more complex problems. |
| Conclusion | 5 mins | – Summarize key learning: representing and solving one-step word problems within 20.
– Reinforce strategy use and context understanding. |
In conclusion, the evaluation of Brooklyn New School’s First Grade Mathematics Curriculum is in line with NGLS, albeit having some weaknesses and room for development. This curriculum excels at the approach that allows it to be problem-based. Nevertheless, it would be more beneficial if more emphasis was placed on real-life context, continuity within grades, and more student engagement. Addressing the above aspects in the curriculum makes the mathematics curriculum relevant to the maths objectives of NGLS. It thus makes the mathematics curriculum foster the learning of the maths objectives of NGLS.
References
Koon, W., Brander, R. W., Alonzo, D., & Peden, A. E. (2022). Lessons learned from co‐designing a high school beach safety education program with lifeguards and students. Health Promotion Journal of Australia. https://doi.org/10.1002/hpja.664
Lederman, J. S., Bartels, S., José Paz Jiménez, Lederman, N. G., Katherine Acosta García, Adbo, K., Akerson, V. L., Aparecida, M., Avraamidou, L., Barber, K.-A., Blanquet, E., Saouma BouJaoude, Cardoso, R., Cesljarev, C., Pawat Chaipidech, Connolly, C., Crowther, D., Pabi Maya Das, Özgür Kıvılcan Doğan, & Ani Epitropova. (2023). Completing the progression establishing an international baseline of primary, middle, and secondary students’ views of scientific inquiry. International Journal of Science Education, 1–17. https://doi.org/10.1080/09500693.2023.2256458
New York State Education Department’s official page on the Next Generation Mathematics Learning Standards,(2017): Mathematics Learning Standards https://www.nysed.gov/curriculum-instruction/new-york-state-next-generation-mathematics-learning-standards
Yang, K.-H., & Chen, H.-H. (2021). What increases learning retention: employing the prediction-observation-explanation learning strategy in digital game-based learning. Interactive Learning Environments, 1–16. https://doi.org/10.1080/10494820.2021.1944219
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