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Montana Mathematics Content Standards, Benchmarks, and Performance Descriptors 2/6/2010

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Purpose: To become familiar with: o the Montana Mathematics Standards, gain understanding of the benchmarks and Essential Learning Expectations o the Montana Mathematics Performance Descriptors o the Vision for Montana Mathematics and how it translates into a district, a school and a classroom 2/6/2010

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Montana Board of Public Education Standards Revision 2005-2010 The Montana Board of Public Education is charged with the responsibility of leading a process of standards revision pursuant to Administrative Rules of Montana 10.54.2503. The Office of Public Instruction facilitates this process in partnership with Montana educators and the Montana public. - Board of Public Education Statement of Purpose - Assure Montana citizens that its public schools are providing all children of our great state with challenging academic expectations. Revised standards provide a framework to help guide local curriculum and instruction. 2/6/2010

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The 2008-2009 Mathematics Standards Review Process November 2008 – March 2009, the Office of Public Instruction convened a committee of K-16 mathematics educators from across the state to review and revise the K-12 Montana Mathematics Content Standards and Performance Descriptors. The committee was charged by the Board of Public Education to revise standards based on the following criteria. Standards will: be academic in nature and content specific. be challenging and rigorous. be clear, understandable and free of jargon. be measurable. address diversity, specifically fulfilling the commitment to implementing MCA 20-1-501, Indian Education for All. 2/6/2010

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Our team of diverse and hard-working individuals, through respect and communication, will meet our goal of improving Montana students’ mathematical education by revising the Montana Mathematics Content Standards by March 1st, 2009, while ensuring everyone has a voice and understanding that at times will have to agree to disagree. Criteria for Benchmarks clear statements of expectations for a proficient student specific and significant appropriate learning progression challenging manageable for instruction within the time frame provide opportunity to learn prior to assessing Contains no gaps, overlaps or redundancy The 2008-2009 Mathematics Standards Review Process (cont’d) 2/6/2010

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Number Sense & Operations Algebraic & Functional Reasoning Geometric Reasoning Data Analysis 2/6/2010

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HOW WELL DOING THE MATH NEARING PROFICIENCY ADVANCEDPROFICIENT NOVICE Performance Descriptors 2/6/2010

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Mathematical Rigor In the Montana Mathematics Content Standards, rigor is a process where students: approach mathematics with a disposition to accept challenge and apply effort; engage in mathematical work that promotes deep knowledge of content, analytical reasoning, and use of appropriate tools; and emerge fluent in the language of mathematics, proficient with the tools of mathematics, and empowered as mathematical thinkers. A Vision for Montana Mathematics 2/6/2010

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Building with Toothpicks Use a pattern to determine the perimeter of the fifth shape in this sequence. Explain your solution. A Learning Experience to Exemplify Montana Mathematics Standards

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A Learning Experience to Exemplify Montana Mathematics Standards 2/6/2010 Building with Toothpicks Describe how you would determine the perimeter of the nth shape. Write a word sentence and a formula. Remove the toothpicks from inside the shape and determine the area of the fifth shape. Explain your solution. Describe how you would determine the area of the nth shape. Write a word sentence and a formula.

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Groups Read the standard and determine what big ideas described within the standard fit the Toothpick Problem. Select Benchmarks the Toothpick Problem addresses. Give evidence to justify your selection. Connection to Standards, Benchmarks and Essential Learning Expectations 2/6/2010

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Five Mathematical Processes 1.Mathematics does not exist in isolation. 2.Mathematics does not follow a single fixed path. 3.Mathematics is not a private enterprise. 4.Mathematics is not free of context. 5.Mathematics is about doing, not simply knowing. Vision for Montana Mathematics describes and explains what this means for Montana 2/6/2010

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Five Mathematical Proficiencies 1. Conceptual Understanding 2. Procedural Fluency 3. Strategic Competence 4. Adaptive Reasoning 5. Productive Disposition Vision for Montana Mathematics describes and explains what this means for Montana 2/6/2010

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Five Montana Principles 1.All students can successfully learn mathematics. 2.Mathematical processes are fundamental companions to content. 3.Mathematics is a human endeavor with scientific, social, and cultural relevance. 4.Technology is integral to learning mathematics. 5.Mathematics education is for the future, not for today. Vision for Montana Mathematics describes and explains what this means for Montana 2/6/2010

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Standards-Based Education 1.Determine the essential learning expectations utilizing the Montana Mathematics Standards 2.Design lesson, activity, and/or problems that will teach the essential learning expectations 3.Design the formative assessments that will determine if essential learning has occurred Brainstorm and share how to accomplish Standards-Based Mathematics Education in your classroom, your school and your district 2/6/2010

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Questions? 2/6/2010

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Thank you! For more information on the Montana Mathematics Standards please contact: Jean Howard Mathematics Curriculum Specialist Montana Office of Public Instruction PO Box 202501 Helena, MT 59620-2501 Telephone: (406) 444-0706 E-mail: jhoward@mt.gov http://www.opi.mt.gov/Math/Index.html 2/6/2010

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