3The New Math Standards For Grades K-8 Three big ideasSupporting ideas (connections to other strands)Review and feedback of new benchmarks: February - March, 2007Approved by Florida State Board of Education, September 18, 2007Now available at Website:Major issue:Teachers face long lists of math topics or expectations. Lacking clear, consistent priorities and focus, teachers stretch to find time to present important math topics effectively and in depth. Breadth vs. depth Identify the key math ideas that should be the focus of instruction.World leading math Currs. Singapore Math 15 GLE & Finland Model for writing from: NCTM Focal Points Pre K – 8THREE BIG IDEAS: Standards are termed big ideas and supporting ideas Each gr. has 3 BI & a varying # of SIPrimary focus of instruction – proficiency prepares a foundation for subsequent grades.Base 10 numeration & place value +/- facts and fluency with + & -multi-digit #’s developing an understanding of linear measurementnumbered 1,2,3 – does not determine order of inst. Or require an idea receive greater instructional emphasis, Or amount of inst. timeSUPPORTING IDEAS:Also standards Connections between strands Future math learning Address gaps in instruction that are important to understanding, fluency, and application to PS.REVIEW AND FEEDBACK OF NEW BENCHMARKS: FEB-MARCH 2007 Online drafts to public 40k + viewed Rated benchmarks & feedbackAPPROVED BY FLORIDA STATE BOARD OF EDUCATION Sept. 18, 2007NOW AVAILABLE AT WEBSITE:When you view you will see Access Points Can be ignored as these are for students with significant cognitive disabilities (less than 1% of pop – not taking FCAT.
4Grade Level Comparisons # of BenchmarksK11 vs. 721st14 vs. 912nd21 vs. 983rd17 vs. 984th21 vs. 995th23 vs. 96Avg. of about 83 per grade to 18 per grade.At first glance what are your thoughts on this?“ I can teach this in 20 days, what do I do the rest of the year?” Do it 9 times.
5Observations Money is at grade 2 Fractions are at grade 3 (Geometric parts of a whole in grade 2)Table and graphs are in grade 3Percents start in grade 4Ordered pair graphing (quadrant 1) is in grade 5Mean, median, mode, and range is moved to grade 6Probability moved to grade 71st exposure to fractions at grade 2% & decimals grade 4
6Benchmark Coding Scheme 2.A.1.SubjectGrade LevelBody of KnowledgeBig Idea/ Supporting IdeaBenchmark#1 does not suggest that one idea is more important than another.Includes statistics for other gradesDistribute salmon handoutsA- AlgebraG- Geometry
7K-8 MATHEMATICS STANDARDS Grade 2BIG IDEA 1: Develop an understanding of base-ten numerations system and place-value concepts.BENCHMARK CODEBENCHMARKMA.2.A.1.1Identify relationships between the digits and their place values through the thousands, including counting by tens and hundreds.MA.2.A.1.2Identify and name numbers through thousands in terms of place value and apply this knowledge to expanded notation.MA.2.A.1.3Compare and order multi-digit numbers through the thousands.
8BENCHMARK MA.2.A.2.1 MA.2.A.2.2 MA.2.A.2.3 MA.2.A.2.4 BIG IDEA 2: Develop quick recall of addition facts and related subtraction facts and fluency with multi-digit addition and subtraction.BENCHMARK CODEBENCHMARKMA.2.A.2.1Recall basic addition and related subtraction facts.MA.2.A.2.2Add and subtract multi-digit whole numbers through three digits with fluency by using a variety of strategies, including invented and standard algorithms and explanation of those procedures.MA.2.A.2.3Estimate solutions to multi-digit addition and subtraction problems, through three digits.MA.2.A.2.4Solve addition and subtraction problems that involve measurement and geometry.
9BENCHMARK MA.2.G.3.1 MA.2.G.3.2 MA.2.G.3.3 MA.2.G.3.4 BIG IDEA 3: Develop an understanding of linear measurement and facility in measuring lengths.BENCHMARK CODEBENCHMARKMA.2.G.3.1Use appropriate vocabulary to compare shapes according to attributes and properties such as number and length of sides, and number of vertices.MA.2.G.3.2Compose and decompose plane and solid figures, including making predictions about them, to build an understanding of part-whole relationships and properties of shapes.MA.2.G.3.3Apply the Transitive Property when comparing lengths of objects.MA.2.G.3.4Estimate, select an appropriate tool, measure, and/or compute lengths to solve problems.
10Algebra SUPPORTING IDEAS BENCHMARK MA.2.A.4.1 BENCHMARK CODEBENCHMARKMA.2.A.4.1Extend number patterns to build a foundation for understanding multipliers and factors – for example, skip counting by 2’s, 5’s, 10’s.MA.2.A.4.2Classify numbers as odd or even and explain why.MA.2.A.4.3Generalize numeric and non-numeric patterns using words and tables.MA.2.A.4.4Describe and apply equality to solve problems, such as in balancing situations.MA.2.A.4.5Recognize and state rules for functions that use addition and subtraction.
11Geometry and Measurement SUPPORTING IDEASGeometry and MeasurementBENCHMARK CODEBENCHMARKMA.2.G.5.1Use geometric models to demonstrate the relationships between wholes and their parts as a foundation to fractions.MA.2.G.5.2Identify time to the nearest hour and half hour.MA.2.G.5.3Identify, combine, and compare values of money in cents up to $1 and in dollars up to $100, working with a single unit of currency.MA.2.G.5.4Measure weight/mass and capacity/volume of objects. Include the use of appropriate unit of measure and their abbreviations including cups, pints, quarts, gallons, ounces (oz), pounds (lbs), grams (g), kilograms (kg), milliliters (mL), and liters (L).
12Number and Operations SUPPORTING IDEAS BENCHMARK BENCHMARK CODEBENCHMARKMA.2.A.6.1Solve problems that involve repeated addition.
13Setting the Stage for Mathematics Instruction Develop a mathematical community of learners
14Planning For Instruction Encourage/develop:Reflective student learningSocial interaction with othersProductive, mathematical discourseThe use of models or tools for learningThe use of the gathering area
15Resources to help teachers develop a deeper understanding in setting the stage for mathematics instruction:Teaching Student –Centered Mathematics by John Van de WalleClassroom Discussions by Suzanne ChapinChapter 2- Tools of Classroom TalkChapter 9- Getting Started
16Guidewalk of Math Curriculum Guide A team of second grade teachers worked on the guide.Layout-Format
20Resource Menu Resource Menu About Teaching Mathematics K-8 (Marilyn Burns)• Measurement (read overview)• Foot Cut Out• Book MeasuringConnect to NCTM Standards 2000• Estimating Length pgsIlluminations,• Measurement 3-5Going PlacesJudge and JuryMagnificent MeasurementHow Big Is Your Heart?How Long? How Wide? How Tall? How Deep?Math Solutions,Classroom Lessons• 2-3Estimating Length: Differentiating Within a UnitGroundworksSelect appropriate lessonsResource MenuTeaching Student-Centered Mathematics Gr. K-3(Van de Walle)• Ch. 8, pgs (read)• Ch. 8, activitiesRoads to ReasoningSuper Source• Base Ten Blocks K-2Looking for Length pgsHarcourt(Focus planning on pgs. A & B of each lesson, hands-on activities, and math games.)• Ch Lessons 22.3, 22.4, 22.6• Ch Lessons 23.2, 23.4, 23.5• Ch Lessons 24.1, 24.3, 24.5Harcourt Mega Math CDs• Shapes Ahoy! CDMade to Measure - Levels E-JProblem SolverResource Menu
21Every Day Counts Destination Math Every Day Counts Destination Math Continue:• Calendar• Counting Tape and Hundred Chart• Coin Counter-continue counting mixed coins; solve shopping problems;alsoGuess My Coinsproblem solving activity in April• Computations and Connections (’05 ed. users only)March-explore multiplication as adding equal groupsApril-explore division as sharing equally• Daily Depositor (’98 ed. users only)subtracting from quantities lessthan 100 with regrouping (use straws and 4-9 Digit Cards)explore sums to 18• Clock (’98 ed. users only)understand fractions of an hour in 15 min.increments –quarter past, half past, quarter to(element ends)• Graphcoin toss experiment• Measurementcups/pints/quarts; visualizing fourths and halves ofcontainers (’98 ed. users see T. Guide for May p. 96)capacity in liters (’98 ed. users see T. Guide for Mar. p. 74);Course I, Module 3, Unit 1,Session 1: LengthDestination MathProvide Guide. Have teachers look through weeks 1-4 (5 minutes). Then provide a Break.