# MATHEMATICS. Number and Operations K 12 Measurement and Geometry K 12 Algebra and Functions K 12 Statistics and Probability Traditional U.S. Approach.

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MATHEMATICS

Number and Operations K 12 Measurement and Geometry K 12 Algebra and Functions K 12 Statistics and Probability Traditional U.S. Approach

Focusing attention within Number and Operations Operations and Algebraic Thinking Expressions and Equations Algebra  Number and Operations— Base Ten  The Number System  Number and Operations— Fractions  CC K12345678High School

Mathematics Instructional Shifts Review of Critical Areas by Grade Level How do critical areas promote focus? What is the number of critical areas per grade level/course? How will/could it improve teaching and learning in our school/district when each grade focuses on a few Critical Areas? Grade level K12345678 # of Critical Areas 244433443 CourseAlg IGeoAlg IIMath IMath IIMath III # of Critical Areas 564664

Let’s Dig a Little Deeper in Math The new standards support improved curriculum and instruction due to increased: – FOCUS, via critical areas at each grade level – COHERENCE, through carefully developed connections within and across grades – CLARITY, with precisely worded standards that cannot be treated as a checklist – RIGOR, including a focus on College and Career Readiness and Standards for Mathematical Practice throughout Pre-K-12

Why: Item One - Focus Focus strongly where the Standards focus Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom Focus deeply only on what is emphasized in the standards, so that students gain strong foundations K – Counting, Sequencing, Value, Measurement 1 st & 2 nd – Adding, Subtracting-Whole numbers & Quantity 3 rd – Multiplication, Division, Fractions 4 th, 5 th – Fractions…moving to ratios at the very end

Why: Item Two Coherence Coherence across grades, by linking to major topics within grades  Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. NC Learning Trajectories Map https://www.turnonccmath.net/NC Learning Trajectories Map  Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. Fraction example: “The coherence and sequential nature of mathematics dictate the foundational skills that are necessary for the learning of algebra. The most important foundational skill not presently developed appears to be proficiency with fractions (including decimals, percents, and negative fractions). The teaching of fractions must be acknowledged as critically important and improved before an increase in student achievement in algebra can be expected.” Final Report of the National Mathematics Advisory Panel (2008, p. 18)

% of Time Taught On and Off Grade

Standards for Mathematical Practice

Imagine the possibilities… Teacher – Understands the content & DAP Teachers & students know the standards and set high expectations for student achievement Teachers and students engage in 21c practices Teachers and students in all grade levels engage in blended learning and technology embedded resources Curriculum based measures assessment/instruction This is what is might look like: Ted Talks – Dan Meyer’s Math Class MakeoverDan Meyer’s Math Class Makeover

Essential Questions What makes a person successful in mathematics? What makes a person literate in today’s world?

What are you thinking? Do you understand the instructional shifts of mathematics? Can you prepare your teammates to lead instruction from this content? General thoughts?

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