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Math Curriculum Council September 5, 2013. Cognitive ChangeContent Change rigor verbs How? topics nouns What?

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Presentation on theme: "Math Curriculum Council September 5, 2013. Cognitive ChangeContent Change rigor verbs How? topics nouns What?"— Presentation transcript:

1 Math Curriculum Council September 5, 2013

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3 Cognitive ChangeContent Change rigor verbs How? topics nouns What?

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

5 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

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

7 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 ) 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

8 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 ) 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

9 Current Standards Current Standards 8 th GraderAlgebra I No Slope Slope

10 Current Standards Current Standards 8 th GraderAlgebra I No Slope Slope

11 New Standards New Standards 8 th GraderAlgebra I Slope No Slope

12 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 ) 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

13 Current Standards Current Standards New Standards 4 th Grade5 th Grade6 th Grade No Measuring of Angles

14 2012 / th Grade 6.8c measure angles 4 th Grade 4.8a identify and describe right, acute, and obtuse angles / a, 4.7b, 4.7c, 4.7d 2013 /

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

16 TEKS Strands (Grades 6-8) Current (until 2014)New (begins ) 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

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

18 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

19 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?

20 Implications

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22 B.I.G. Overview

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

25 Teaching the New Math Standards CHOOSE THE APPROPRIATE GRADE BAND K - 1 Sept. 30, 2013Workshop ID FA Oct. 24, 2013Workshop ID FA Dec. 4, 2013Workshop ID FA Nov. 6, 2013Workshop ID FA Alg. IDec. 5, 2013Workshop ID FA To Register: Visit E-CAMPUS https://ecampus.esc13.net

26 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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28 TEKS Resource System

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30 Mary Headley – Elementary Mathematics – Susan Hemphill – Secondary Mathematics – Freddy Noriega – Secondary Mathematics –


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