Changes in Mathematics Dixon-Smith Middle School Parent Information Session Kimberly McGehee, Math Coach

“Students should have the frequent opportunities to formulate, grapple with, and solve complex problems that require a significant amount of effort and should then be encouraged to reflect on their thinking.” -- NCTM (2000) Principles and Standards

2009 Math Standards of Learning Rigor has been increased Repetition has been decreased Retention and application of content from previous years required Vertical alignment has been improved

2001 Objective 6.11: The student will determine if a problem situation involving polygons of four or fewer sides represents the application of perimeter or area and apply the appropriate formula.

2009 Objective 6.10c: The student will solve practical problems involving area and perimeter. Mr. Miller is putting a border around the edges of a rectangular ceiling. The perimeter of the ceiling is 18 meters. Identify the measurements that could be the two dimensions of the ceiling.

2001 Objective 6.6a: The student will solve problems that involve addition, subtraction, multiplication, and/or division with fractions and mixed numbers, with and without regrouping, that include like and unlike denominators of 12 or less, and express their answers in simplest form.

2009 Objective 6.4: The student will demonstrate multiple representations of multiplication and division of fractions.

2001 Objective 7.5: The student will formulate rules for and solve practical problems involving basic operations (addition, subtraction, multiplication, and division) with integers. F –5 + 7 G – 5 + – 7 H 5 – (–7) J –7 – (–5)

2009 Objective 7.3a: The student will model addition, subtraction, multiplication, and division of integers.

2009 Objective 7.5c: The student will describe how changing one measured attribute of a rectangular prism affects its volume and surface area.

2009 Objective 8.7a: The student will investigate and solve practical problems involving volume and surface area of prisms, cylinders, cones, and pyramids.

2001 Objective 8.15: The student will solve two-step equations and inequalities in one variable, using concrete materials, pictorial representations, and paper and pencil.

2009 Objective 8.15a: The student will solve multistep linear equations in one variable with the variable on one and two sides of the equation.

2001 Objective A.1: The student will solve multistep linear equations and inequalities in one variable, solve literal equations (formulas) for a given variable, and apply these skills to solve practical problems. Graphing calculators will be used to confirm algebraic solutions.

2009 Objective A.5c: The student will solve multistep linear inequalities in two variables, including solving real-world problems involving inequalities. Frank works at a convenience store. He earns $7.50 per hour when he works during the day. He earns $12.50 per hour when he works during the night. He wants to earn at least $300 per week. Which graph best represents this situation?

Technologically Enhanced Items Short Response Drag and Drop Hot-spots: Select one or more answer options Creation of Graphs

2009 Objective 6.10c: The student will solve practical problems involving area and perimeter.

2009 Objective 6.14c: The student, given a problem situation, will compare and contrast graphs that present information from the same data set.

2009 Objective 7.9: The student will investigate and describe the difference between the experimental probability and theoretical probability of an event.

2009 Objective 7.1e: The student will identify and describe absolute value for rational numbers.

2009 Objective 8.17: The student will identify the domain, range, independent variable, or dependent variable in a given situation.

2009 Objective A.4b: The student will solve multistep linear and quadratic equations in two variables, including justifying steps used in simplifying expressions and solving equations, using field properties and axioms of equality that are valid for the set of real numbers and its subsets.

2009 Objective A.5d: The student will solve multistep linear inequalities in two variables, including solving systems of inequalities.

2009 Objective G.12: The student, given the coordinates of the center of a circle and a point on the circle, will write the equation of the circle.

Changes to the SOL Math tests Increased use of formal math notation, vocabulary, and language Increased level of thinking and application Increased depth of knowledge Sample questions testing more conceptual understanding versus procedural understanding Calculator’s role is more of an analytical tool versus a computational tool Attention to NCTM Process Standards (Problem Solving, Communication, Connections, Reasoning, and Representations)

What teachers are doing to help your child… Asking high-level questions of all students Consistently providing multiple representations Helping students to make connections Asking for multiple student solutions Engaging students in the learning process Promoting mathematical communication Listening carefully to students’ words Keeping track of strengths and areas of growth Giving students challenging but accessible tasks

How can you help your child? Help them brush up on their basic math skills and facts  Math 6 & Math 7 students have access to Utilize resources available online  Virginia Dept. of Education (VDOE) Practice Items & Teaching Guide  All students have access to Study Island- students can practice specific areas of weakness  Ask your child’s teacher about using the online textbook for their course  iXL is a standards-based site with interactive review questions $9.95 gives you access to all grade levels for 1 month For more information and links to additional helpful sites see Stafford County District Page- Instructional Programs (on the left)- Mathematics (further down on left)- Links, 6-12, For Parents (on right)