Middle School Math Pathways Your Student’s Path to Success Starts Here

Overview What are the changes in middle school math? What do the new pathways look like? Which pathway is best for my child? How will the teachers be prepared for the new courses? Question Session

What are the changes in middle school math? Focus on Fluency, not memorization Going deeper into topics Collaborative work with accountability Application to real-world scenarios Literacy in mathematics Multiple Approaches

The New Shape of Mathematics Mathematics topics intended at each grade by at least two-thirds of A+ countries z Mathematics topics intended at each grade by at least two-thirds of the U.S. states Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).

Side by Side Comparison Old Standards Common Core Standards Donna buys 40 apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. How much money does she make? Donna buys some apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. She makes $3.10 profit. How many apples did she buy?

Student Work and Thinking Donna buys 40 apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. How much money does she make? Student Work and Thinking 40 x .35 = $14 Multiplication 38 x .45 = $17.10 $17.10 $14.00 $3.10 Subtraction

Student Work and Thinking Donna buys some apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. She makes $3.10 profit. How many apples did she buy? Student Work and Thinking My Thinking: First I identified the variable and key information from the problem. Then, I modeled the situation by setting up an equation. I used the distributive property to solve the equation. I checked my work to make sure the answer was reasonable. a = Number of apples purchased a - 2 = Number of apples sold $3.10 = Total profit .45 (a – 2) - .35a = 3.10 .45a - .90 - .35a = 3.10 .10a - .90 = 3.10 a = 40 Donna originally bought 40 apples.

Student Work and Thinking Donna buys some apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. She makes $3.10 profit. How many apples did she buy? Student Work and Thinking a = Number of apples purchased a - 2 = Number of apples sold $3.10 = Total profit .45 (a – 2) - .35a = 3.10 .45a - .90 - .35a = 3.10 .10a - .90 = 3.10 a = 40 Donna originally bought 40 apples. My Thinking: First I identified the variable and key information from the problem. Then, I modeled the situation by setting up an equation. I used the distributive property to solve the equation. I checked my work to make sure the answer was reasonable. Critical thinking and problem analysis Explanation of thinking and reasoning Distributive Property Mathematizing a Real-world situation Persevere Writing in Math

The Bottom Line… ALL students will receive challenging, rigorous instruction regardless of which pathway they are in.

Three Pathways Standard Pathway Accelerated Pathway Transitional Pathway

Standard Pathway Grade 6 Course Grade 7 Course Grade 8 Course 6th Grade Grade 6 Course 7th Grade Grade 7 Course 8th Grade Grade 8 Course 9th Grade Common Core Algebra 1 Meets the needs of the majority of students Students learn the standards from their grade level Instruction is rigorous and students work towards mastery Time for remediation Standard Pathway

Students must pass an assessment criteria to qualify 7th Grade course is a combination of 7th & 8th grade standards Instruction will be fast paced and requires student and parental commitment 6th Grade Grade 6 Course 7th Grade Accelerated Grade 7 Course (at Jefferson) 8th Grade Common Core Algebra 1 (at Jefferson) 9th Grade Geometry OR Algebra 2 Accelerated Pathway

Transitional Pathways Current Accelerated 6th Graders: Current Accelerated 7th Graders: 6th Grade Currently taking 7th Grade Pre-Algebra 7th Grade Common Core Algebra 1 (at Jefferson) 8th Grade Common Core Geometry (at Tracy High) 9th Grade Algebra 2 7th Grade Currently Taking 8th Grade Algebra 8th Grade Geometry (at Tracy High) 9th Grade Algebra 2 Transitional Pathways For Currently Accelerated Students ONLY and contingent upon performance

Results District-wide criteria for math acceleration Broader course of study options Alignment to Tracy Unified Parental choice Cost savings after 2 years

Things to Consider Students do not receive high school credit for accelerated courses Accelerated Pathway sets students up for High School Calculus Accelerated class are designed to challenge students

Teacher Preparation Two days of Common Core training Summer training and coaching Publisher Training Evening content workshops Ongoing Data teams

Resources Deadline to Apply for Testing: MAY 19 Testing: MAY 21 Jefferson School District Website www.jeffersonschooldistrict.com Parent Links>>Common Core Transition>>Middle School Math Pathways Curriculum Department Chirstina Orsi 209-836-4531 corsi@sjcoe.net Deadline to Apply for Testing: MAY 19 Testing: MAY 21 3:15pm-4:15pm at the District Office

Questions???