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

A Model for Success Skills Problem Solving Conceptual Understanding ParentsTeachers Students

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

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

Parent Informational Workshops Corl Street Informational Night District PTO Meeting Radio Park Information Night Parent Math Luncheon Easterly Parkway Parent Workshop Park Forest Math Celebration Night Corl Street Coffee Grays Woods Parent Workshop Panorama/Boalsburg The Math Zone Corl Street Coffee Houserville/Lemont MathWorkshop TBAFerguson Township Math Workshop 09-10District Parent Informational Night

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

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

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

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

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

Investigations Calendar Math Nimble With Numbers Carson-Delossa

07 08

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?

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

Data Analysis Number Systems Algebra Geometry Measurement PSSA Content

PSSA Content

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

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

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

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

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.

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

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

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

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

4 RoundPenny Jar A Penny Jar B Start with Activity: Students create a graph and compare the data for each situation. Jar A Jar B

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

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?

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

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

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

H High Solving System of Equations Let x = the cost of a pencil y = the cost of a pen 4x + 5y = x + 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.

H High Other Functions Power Functions: y = x p

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

H High Other Functions Logarithmic Functions: y = lnx

H High Other Functions Periodic Functions:

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

H High Rate of Change

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.

H High Rate of Change

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