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Math Curriculum Council September 5, 2013

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Cognitive ChangeContent Change rigor verbs How? topics nouns What?

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NEW Standard Change of Grade Level Change of Strand Other Changes CHANGES TO STUDENT EXPECTATIONS

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3.6D decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area

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NEW Standard Change of Grade Level Change of Strand Other Changes CHANGES TO STUDENT EXPECTATIONS

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8.4 The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope. The student is expected to: New Standard (Implementation Year 2014-2015) Current StandardCognitive ChangeContent Change 8.4A use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y 2 – y 1 ) / (x 2 – x 1 ), is the same for any two points (x 1, y 1 ) and (x 2, y 2 ) on the same line A.6A develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic representations changed “ develop the concept of slope ” to “ develop an understanding of slope ” moved slope from Algebra I to grade 8 added the use of similar right triangles added reference to the formula for the slope between two points deleted finding slope from algebraic representations Lead4ward, Side-By-Side book

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8.4 The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope. The student is expected to: New Standard (Implementation Year 2014-2015) Current StandardCognitive ChangeContent Change 8.4A use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y 2 – y 1 ) / (x 2 – x 1 ), is the same for any two points (x 1, y 1 ) and (x 2, y 2 ) on the same line A.6A develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic representations changed “ develop the concept of slope ” to “ develop an understanding of slope ” moved slope from Algebra I to grade 8 added the use of similar right triangles added reference to the formula for the slope between two points deleted finding slope from algebraic representations Lead4ward, Side-By-Side book

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2012-2013 Current Standards 2013-2014 Current Standards 8 th GraderAlgebra I No Slope Slope

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2013-2014 Current Standards 2014-2015 Current Standards 8 th GraderAlgebra I No Slope Slope

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2014-2015 New Standards 2015-2016 New Standards 8 th GraderAlgebra I Slope No Slope

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4.7 The student applies mathematical process standards to solve problems involving angels less than or equal to 180 degrees. The student is expected to: New Standard (Implementation Year 2014-2015) Current StandardCognitive ChangeContent Change 4.7A illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is “cut out” by the rays of the angle; angle measures are limited to whole numbers 4.7B illustrate degrees as the units used to measure an angle, where 1/360 of any circle is 1 degree and an angle that “cuts” n/360 out of any circle whose center is at the angle’s vertex has a measure of n degrees; angle measures are limited to whole numbers 4.7C determine the approximate measures of angles in degrees to the nearest whole number using a protractor 4.7D draw an angle with a given measure 6.8C measure angles added “illustrating/ drawing” of measurement angles moved the measuring of angles from grade 6 to grade 4 added detailed understanding of the measurement of angles limited angles measurements to whole numbers identified the required use of a measurement tool (protractor) Lead4ward, Side-by-Side book

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2012-2013 Current Standards 2013-2014 Current Standards 2014-2015 New Standards 4 th Grade5 th Grade6 th Grade No Measuring of Angles

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2012 / 2013 6 th Grade 6.8c measure angles 4 th Grade 4.8a identify and describe right, acute, and obtuse angles 4 2014 / 2015 4.7a, 4.7b, 4.7c, 4.7d 2013 / 2014 56

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NEW Standard Change of Grade Level Change of Strand Other Changes CHANGES TO STUDENT EXPECTATIONS

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TEKS Strands (Grades 6-8) Current (until 2014)New (begins 2014-15) Number, Operation & Quantitative Reasoning Patterns, Relationships, and Algebraic Reasoning Geometry & Spatial Reasoning Measurement Probability & Statistics Underlying Processes and Tools Mathematical Process Standards Number & Operations Proportionality Expressions, Equations, and Relationships Measurement & Data [Two-Dimensional Shapes] Personal Financial Literacy Lead4ward, Side-By-Side book

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NEW Standard Change of Grade Level Change of Strand Other Changes CHANGES TO STUDENT EXPECTATIONS

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Current StandardNew Standard 5.13a use tables of related number pairs to make line graphs 5.9b represent discreet paired data on a scatter plot Current StandardNew Standard 8.7c use pictures or models to demonstrate the Pythagorean Theorem 8.6c use models and diagrams to explain the Pythagorean Theorem

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Already know this / understand it I know what it means, but I need to find out more about it Brand new to me – need help Do I “get it” enough to get an __ year old to “get it”? Do I have and know strategies, resources, and best practice so that my students will be able to know and do what is expected of them at the appropriate rigor?

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2014-15 Implications

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B.I.G. Overview

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Teaching the New Math Standards To Register: Visit E-CAMPUS https://ecampus.esc13.net

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Teaching the New Math Standards CHOOSE THE APPROPRIATE GRADE BAND K - 1 Sept. 30, 2013Workshop ID FA1325963 2 - 3 Oct. 24, 2013Workshop ID FA1325961 4 - 5 Dec. 4, 2013Workshop ID FA1326981 6 - 7 Nov. 6, 2013Workshop ID FA1326978 8 - Alg. IDec. 5, 2013Workshop ID FA1326982 To Register: Visit E-CAMPUS https://ecampus.esc13.net

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K.2E generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20. Students should be able to make sets using concrete objects or pictures that represent a number that is more than, less than, and equal to a given number up to 20. The following examples show teacher and student actions to help build the skills of creating sets that are equal, more than or less than.

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TEKS Resource System

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http://www5.esc13.net/thescoop/math/

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Mary Headley – Elementary Mathematics –mary.headley@esc13.txed.netmary.headley@esc13.txed.net –512-919-5231 Susan Hemphill – Secondary Mathematics –susan.hemphill@esc13.txed.netsusan.hemphill@esc13.txed.net –512-919-5360 Freddy Noriega – Secondary Mathematics –fredric.noriega@esc13.txed.netfredric.noriega@esc13.txed.net –512-919-5350

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