1. SCASD Math Curriculum MJ Kitt K-6 Math/Science Coordinator Bill Harrington Secondary Math Coordinator

2. A Model for Success Skills Problem Solving Conceptual Understanding ParentsTeachers Students

3. Elementary Math Office Goals 2008-2009 Development of Elementary Math Parent Handbook Distributed at Back-to-School Night Parent Informational/Workshop Opportunities Dec 08 to present

4. Elementary Math Parent Handbook Distributed at Back-to-School Night

5. Parent Informational Workshops 12-10-08Corl Street Informational Night 01-28-09District PTO Meeting 02-4-09Radio Park Information Night 02-12-09Parent Math Luncheon 03-26-09Easterly Parkway Parent Workshop 04-1-09Park Forest Math Celebration Night 04-13-09Corl Street Coffee 04-14-09Grays Woods Parent Workshop 04-23-09Panorama/Boalsburg The Math Zone 04-30-09Corl Street Coffee 06-1-09Houserville/Lemont MathWorkshop TBAFerguson Township Math Workshop 09-10District Parent Informational Night

6. Future Plans for Parent Opportunities District Informational Parent Math Night Overview of K-5 math curriculum District elementary math goals Parent communication Math Exploration Venues Work study groups Grade level workshops Informal math conversations In-home math socials Breakfasts, lunches District Math Website

7. Responding to Parent Concerns  What about fact practice?  When are algorithms introduced?  Are students prepared for higher level mathematics? ?

8. Computational Fluency Statement SCASD Expectations~ K: Model with objects 1st: Addition facts to 10 Combinations of 10 2nd: Subtraction facts to 10 Addition facts to 20 3rd: Subtraction facts to 20 Multiplication facts through 5 x 9 4th: Multiplication facts through 12 x 12 5th: Multiplication and Division through 12’s SCASD Expectations~ K: Model with objects 1st: Addition facts to 10 Combinations of 10 2nd: Subtraction facts to 10 Addition facts to 20 3rd: Subtraction facts to 20 Multiplication facts through 5 x 9 4th: Multiplication facts through 12 x 12 5th: Multiplication and Division through 12’s

9. 3rd Grade 2-digit +/- (regrouping) 3-digit +/- (no regrouping) 4th Grade 3-digit +/- (regrouping) 3-digit x 1-digit Multiplication 3-digit ÷ 1-digit Division +/- of Decimals through.00 +/- of Fractions - like denominator 5th Grade +/- Thousands to Hundredths (regrouping) 4 digit x 2-digit Multiplication 4-digit ÷ 1-digit Division 4-digit ÷ 2-digit Division +/- Fractions through 1/16ths

11. History of the District Math Review Committees School YearCommittee 2002-2003 Original Math Review Committee (building representatives, chair - Susan Younkin, supervisor - Cameron Bausch) 2003-2004 Math Review Committee (each elementary building represented ) 2004-2005 K-2 Math Committee (each building represented) 2005-2006 Grade 3 Math Committee (grade 3 teachers, 1 primary, 1 Title I) 2006-2007 Grade 4-5 Math Committee (grade 4-5 teachers, 1 grade 3, 1 grade 6, 1 Title I ) 2007-2008 Extend the Vision Committee (each grade level K-6 represented) 2008-2009 Extend the Vision Committee (each grade level K-6 represented)

12. Investigations Calendar Math Nimble With Numbers Carson-Delossa

14. 07 08

15. 2nd Edition Investigations provides:  improved parent communication  integration of standard algorithms  additional practice opportunities  more rigorous development of the number and operations strand  more explicit suggestions for modifications and extensions  enhanced student, teacher, and parent technology components Why the 2nd Edition?

16. Pennsylvania State Standards Anchor Assessment Areas 1. Number Systems and Operations 2. Measurement 3. Geometry 4. Algebraic Concepts 5. Data Analysis and Probability PSSA Content

17. Data Analysis Number Systems Algebra Geometry Measurement PSSA Content

18. PSSA Content

19. K What is the repeating unit of this pattern? What comes next in this pattern?

20. K Activity : Students make patterns with connecting cubes and record with paper cube strips. Kindergarten

21. 1 What color will the 10th square be? A B C A B C

22. 1 Activity: Students will determine the color of cube “x” given a prepared AB, AAB, or ABC cube train. First Grade

23. 2 Activity: Students make a building with connecting cubes, given a certain number of rooms per floor (ex: 3 rooms/floor). Then they determine the total number of rooms in a building with a certain number of floors.

24. 2 Building A Total # of FloorsTotal # of Rooms 13 26 Second Grade Activity: Students create a table to represent the ratio of # of floors to # of rooms.

25. 3 Activity: Students complete a table that shows how many marbles each of 3 children has after every 5 nights if they receive a different number of marbles each night. Students then write a rule to determine how many marbles each of the 3 children will have on any given night. ChildBeginning #Nightly # Tovar202 Winger204 Jorad453 Third Grade

26. 3 Child Beginning # Nightly # Tovar202 Winger204 Jorad453 What story can we tell about Tovar and Winger by looking at this graph?

27. 4 At what point is she speeding up? At which point has she stopped? At which point is she going at a slow, steady speed? What is she doing at d? What is she doing at f? What is she doing at c? a b c d e f g time speed Activity: Students look at a graph of a runner’s speed over time and draw conclusions about her progress based on the shape of the graph. Fourth Grade

28. 4 RoundPenny Jar A Penny Jar B Start with 80 1104 2128 31412 4 5 6 Activity: Students create a graph and compare the data for each situation. Jar A Jar B

29. 5 Activity: Students build a rectangular array with rows of 3 tiles and examine the relationship between the number of rows and the number of tiles. = 3 = 6 Fifth Grade

30. 5 Activity: Students work with the same arrangement of tiles and consider the perimeter of the shape as the number of rows increases. P = What rule would determine the perimeter for “n” rows? What would be the perimeter when 10 rows of 3 tiles are added?

31. M Students look at one set of data represented in the form of a table and compare it to another set of data represented in a graph. Which bike shop offers better rates? What is the best way to compare this data? What patterns can you find and how can you use the patterns to predict values not included? Middle

32. M Students solve problems by comparing tables, graphs, and equations. Which company offers the better deal for 20 shirts? For what number of T-shirts is the cost of the two companies equal? What are the advantages to using equations to answer these questions? Graphs? Tables? Middle Mighty Tee charges $49 plus $1 per T-shirt. No-Shrink Tee charges $4.50 per T-shirt. C Mighty = 49 + n C No-Shrink = 4.5n T-Shirt Cost

33. M Solving Equations Middle y = 3x + 3 y = 2x + 8 3x + 3 = 2x + 8

34. H High Solving System of Equations Let x = the cost of a pencil y = the cost of a pen 4x + 5y = 6.71 5x + 3y = 7.12 Tyrel and Dalia bought some pens and pencils. Tyrel bought 4 pens and 5 pencils, which cost him $6.71. Dalia bought 5 pens and 3 pencils, which cost her $7.12.

35. H High Other Functions Power Functions: y = x p

36. H High Other Functions Exponential Functions: y = P 0 a x

37. H High Other Functions Logarithmic Functions: y = lnx

38. H High Other Functions Periodic Functions:

39. 4 Remember this? a b c d e f g time speed

40. H High Rate of Change

41. H High Rate of Change Estimate the average rate of change between t=0 and t=10. Interpret your answers in terms of water. The average rate of change is about 30 cubic meters per week.

42. H High Rate of Change

43. Thank You! MJ Kitt K-6 Math/Science Coordinator Bill Harrington Secondary Math Coordinator