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CONFERENCE FOR THE ADVANCEMENT OF MATHEMATICS. ARE YOU READY FOR THE REVISED K-2 MATHEMATICS TEKS?

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Presentation on theme: "CONFERENCE FOR THE ADVANCEMENT OF MATHEMATICS. ARE YOU READY FOR THE REVISED K-2 MATHEMATICS TEKS?"— Presentation transcript:

1 CONFERENCE FOR THE ADVANCEMENT OF MATHEMATICS

2 ARE YOU READY FOR THE REVISED K-2 MATHEMATICS TEKS?

3

4 Math standards

5 Our goals:  Highlight the major shifts in K-2 TEKS  Focus  Coherence  Rigor

6 The three SHIFTS IN THE TEKS  FOCUS  COHERENCE  RIGOR

7 Shift in Focus

8 DECREASE….INCREASE  The number of Knowledge and Skills has decreased. GradeK12345 past current

9 Shifts in Focus  The primary focal areas in Grade 3 are place value, operations of whole numbers, and understanding fractional units. These focal areas are supported throughout the mathematical strands of number and operations, algebraic reasoning, geometry and measurement, and data analysis. In Grades 3-5, the number set is limited to positive rational numbers. In number and operations, students will focus on applying place value, comparing and ordering whole numbers, connecting multiplication and division, and understanding and representing fractions as numbers and equivalent fractions. In algebraic reasoning, students will use multiple representations of problem situations, determine missing values in number sentences, and represent real-world relationships using number pairs in a table and verbal descriptions. In geometry and measurement, students will identify and classify two-dimensional figures according to common attributes, decompose composite figures formed by rectangles to determine area, determine the perimeter of polygons, solve problems involving time, and measure liquid volume (capacity) or weight. In data analysis, students will represent and interpret data.

10 The student expectation …  A strong focus on number

11 Turn and talk…  Why is number critical?  What is composing and decomposing number?

12 Time to shift your thinking  The purpose of the new standards is to move away from surface understanding and ensure deeper understanding of mathematical concepts.  Fewer categories, but with deeper resolution.

13 Not thereThere now….. Kinder Positioning language, before, after, etc Counting forward & Backward to 20 Patterns with sound and concrete objects Patterns in number, count by 10s….. First Odd and evenCounting forward & Backward to 120 Parts of a setParts of a whole with two and four fair shares Second Place value up to 999Specifies place value to 1200 Fractions up to twelfthsPartitioning of a whole, halves, fourths and eighths….

14 A completely new addition…  Personal Financial Literacy

15 Shift in Coherence

16 New Standards…  No more of the mile wide and an inch deep.  We are moving towards coherence and rigor.

17 Where is the coherence?  K-2 In place value…  3-5 Number and Operation : 4a, 4d, 3e

18 Let’s take a look  FIRST GRADE 2B:  COMPOSE AND DECOMPOSE NUMBERS TO 120 IN MORE THAN ONE WAY AS SO MANY HUNDREDS, SO MANY TENS, AND SO MANY ONES  THIRD GRADE 2A  COMPOSE AND DECOMPOSE NUMBERS UP TO 100,000 AS A SUM OF SO MANY TEN THOUSANDS, SO MANY THOUSANDS, SO MANY HUNDREDS, SO MANY TENS Coherence

19 Place Value k Compose and decompose numbers using concrete and pictorial models to 10 1 Compose and decompose numbers using concrete and pictorial models to Compose and decompose numbers using concrete and pictorial models to 1,200 3 Compose and decompose numbers using concrete and pictorial models to 100,000 4 Represent the value of a digit in whole number to 1,000,000,000 and decimals to hundredths using expanded notation and numerals 5 Represent the value of decimals to thousandths using expanded notation and numerals

20 Shift in Rigor

21 WHERE IS THE RIGOR?  What do the students need to know to complete each sheet?

22 What do the students need to know to complete each sheet?

23 Place Naming vs. Place Value  Flexibility with number.  Deep conceptual understanding of numbers and not just a process and/or algorithm.  Different ways to think of numbers.  Promotes mathematical thinking.

24 Questions to ask yourself when studying a standard:  What do the standards in the grades before and after you require?  How do the standards in this grade in the other categories relate/interact?  What depth and complexity does this standard require (skill, analysis)?  What tools are available to help me study the standard?  How do the process standards work with the content?

25 What now?  Professional Development Available at you local ESC  Where can you find the revised TEKS posted? = =  Other resources will be posted online:


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