Coherence

[cthomson]

I understand the coherence that exits between the grade levels as outlined in the progressions documents – the vertical alignment.  I would like to know more about the coherence within the grade level – the horizontal, if you will, integration.  When you speak of coherence within a grade level, is it more than, whenever possible, blending standards from two or more domains?

[Bill McCallum]

I wouldn’t say “whenever possible”, but rather “whenever there is a natural mathematical connection.” (Maybe that is what you meant.) In other words, I don’t think it makes sense to blend domains just for the sake of blending. But there are places where it is very natural to do so. For example, throughout K–5 the domains Operations and Algebraic Thinking and Number and Operations in Base Ten are naturally entwined. And there are many places where the Measurement and Data standards and the Geometry standards support the work with number. The progressions documents point out some of these connections.

[Author]

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