Our model > Student Growth

# What makes a learner successful is not what they know, but *how they think.*

## Our Three Year Curricular Vision

##### Begining

##### Middle

##### End

##### Year 1

##### Year 2

##### Year 3

## Our Three Year Curricular Vision

### Year 1

Beginning

###### Middle

###### End

### Year 2

Beginning

Middle

End

### Year 3

Beginning

Middle

End

## Dive into our focus areas

## “Knowing” versus “Understanding”

###### The power of social-emotional learning applied in context

There is a key difference between *knowing* the definition of perseverance and *experiencing* the feelings of getting stuck, digging deep, and overcoming a challenge that arise in moments of true perseverance. That is why our Learning Coaches curate opportunities for students to apply their Habits of Mind in context. With support offered through Ascend, students can lean into the discomfort and experience transformational growth – inside and outside the classroom.

## Ascend’s Habits of Mind

###### Rooted in standards. Cultivated in students.

**Common Core State Standard:** Use appropriate tools strategically

*“I make use of lots of different tools & strategies; I know that there is always more than one way to “see” or solve a problem!”*

**Common Core State Standard:** Make sense of problems and persevere in solving them.

*“I stick with challenges and do not give up when things are hard. I am not easily discouraged by mistakes. In fact, I see mistakes as learning opportunities.”*

**Common Core State Standard:** Look for and make use of structure. Look for and express regularity in repeated reasoning.

*“I reflect on my process as I go by asking, ‘Is this tool/strategy working for me?’ I check my work by asking, ‘Does my answer make sense?’ “*

**Common Core State Standard:** Attend to precision.

*“I make sure I am using tools and strategies that make sense to me.”*

**Common Core State Standard:** Construct viable arguments and critique the reasoning of others.

*“I make sure my thinking makes sense to myself and someone else. When I collaborate, I explain my thinking to my peers and try to understand their thinking.”*

## The power of critical thinking applied in context

## Ascend’s Problem Solving Strategies

###### Rooted in standards. Cultivated in students.

**Common Core State Standard:**Reason abstractly and quantitatively. Model with mathematics.

*“I can use physical manipulatives and pictorial representations to clarify and show my thinking. I can build my conceptual understanding of math through visual representations of numbers, operations, and concepts.”*

**Common Core State Standard:**Look for and make use of structure.

*“I can come up with a strategy for finding many or all possibilities/answers. I can use a logical method for testing my thinking.”*

**Common Core State Standard:**Look for and express regularity in repeated reasoning.

*“I can predict what will come next.. & after that… & after that. I can make generalizations about the patterns I am noticing; I can describe how the pattern will look in future cases.”*

**Common Core State Standard:**Construct viable arguments and critique the reasoning of others.

*“I can use mathematical reasoning and examples to convince someone why something either works or does not work.”*

## Higher order thinking is our highest priority

###### Students say...

##### Zy’aire, 5th grade

## It’s never too late to build a strong foundation

### Ascend Task in Action!

**In this task –** Students use manipulatives to solve concretely for the amount each person will receive, such as fraction circles or cutting out cookie images.

**MSF Description:**MFS Progression Depth 1 – The student relies on visual models (such as fraction bars and fraction circles) to build their conceptual understanding of fractions.**CCSS:**Common Core State Standard Connections- CCSS.MATH.CONTENT.3.NF.A.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
- CCSS.MATH.CONTENT.3.NF.A.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram.

**In this task –** Students write a fraction to represent the amount of each cookie each person receives.

**MSF Description:**MFS Progression Depth 2 – The student is able to represent a given fraction with a visual model, and is able to correctly name and write a fraction to match a given visual model.**CCSS:**Common Core State Standard Connections- CCSS.MATH.CONTENT.3.NF.A.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
- CCSS.MATH.CONTENT.3.NF.A.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram.

**In this task –** Students find equivalent fractions to represent various ways of sharing the cookies. For example, they might describe the card as 2/6 OR 1/3.

**MSF Description:**MFS Progression Depth 3 – The student is able to use visual models to create equivalent fractions, as well as to compare the size of different fractions.**CCSS:**Common Core State Standard Connections- CCSS.MATH.CONTENT.3.NF.A.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
- CCSS.MATH.CONTENT.3.NF.A.3.B: Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

**In this task –** Students combine multiple cards and solve for the total number of cookies a certain person would have as the result of each “share.”

**MSF Description:**MFS Depth 4 – The student uses (and conceptually understands) abstract strategies to create equivalent fractions, as well as to add and subtract fractions with “like” denominators.**CCSS:**Common Core State Standard Connections- CCSS.MATH.CONTENT.4.NF.A.1: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size.
- CCSS.MATH.CONTENT.4.NF.A.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2.
- CCSS.MATH.CONTENT.4.NF.B.4: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

**In this task –** Students write a division sentence to match the card, recording the answer as both a mixed number and fraction greater than 1.

**MSF Description:**MFS Depth 5 – The student uses and conceptually understands strategies for adding and subtracting fractions with “unlike” denominators. The student can create visual representations of mixed numbers and improper fractions, and convert back and forth between the two. Additionally, they can create visuals to represent the multiplication of fractions, as well as the division of a fraction by a whole number, or a whole number by a fraction.**CCSS:**Common Core State Standard Connections- CCSS.MATH.CONTENT.5.NF.A.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
- CCSS.MATH.CONTENT.5.NF.A.2: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators,

Apply and extend previous understandings of multiplication and division. - CCSS.MATH.CONTENT.5.NF.B.3: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b).
- CCSS.MATH.CONTENT.5.NF.B.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
- CCSS.MATH.CONTENT.5.NF.B.6: Solve real world problems involving multiplication of fractions and mixed numbers.
- CCSS.MATH.CONTENT.5.NF.B.7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

###### Our curriculum team says...

Our philosophy at Ascend is that math is so much more than the answer to 5×7 or 9+3. Meaningful and long-lasting student growth is about developing critical thinking skills that our students are able to replicate across all contexts, both in and out-of-school. Every single thing we do at Ascend is tied not only to academic growth, but building our students up as people as well.