Hands-on Minds-on Activities that Address New and Relocated TEKS Gary Cosenza Cosenza & Associates, LLC All handouts are available at www.cosenzaassociates.com Click on Our Work: Publications and Events, Events and Conferences, CAMT 2014. CAMT 2014 Fort Worth, Texas (c) 2012 Cosenza & Associates, LLC

Hands-on Minds-on Activities that Address New and Relocated TEKS Several Student Expectations are new to Texas or new to a grade level. In this session we will explore the use of pictorial models, graphic organizers, number lines, and manipulatives to address some of the new or relocated content in grades 6-8. The activities are designed to provide students with the opportunity to gain conceptual knowledge of mathematics while developing procedural fluency. (c) 2012 Cosenza & Associates, LLC 2

Impact of Hands-on Minds-on Math on Student Achievement Research shows that student understanding and mathematical literacy skills improve when students do hands-on minds-on math and make real-world connections. (c) 2012 Cosenza & Associates, LLC 3

Focus on Fractions How is it different? NT 6.3E Number and operations. The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. The student is expected to multiply and divide positive rational numbers fluently. How is it different? The revised SE 6(3)(E) expects students to multiply and divide positive fractions and decimal values fluently. The foundation for this fluency begins in grade 5 with revised SEs 5(3)(D), 5(3)(E), 5(3)(F), 5(3)(G), 5(3)(I), 5(3)(J), and 5(3)(L). (c) 2012 Cosenza & Associates, LLC

Focus on Proportionality 6.4A The student is expected to use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, arithmetic sequences (with a constant rate of change), perimeter and area. NT 6.4A The student is expected to compare two rules verbally, numerically, graphically, and symbolically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships. How is it different? Specificity has been added regarding symbols and their use. The algebraic representations should be in the form y=ax or y=x+a. Revised SE 6(4)(A) is a building block for revised SEs 7(7)(A), 8(5)(B), and 8(5)(I). What is new? Students are expected to graph these relationships. Students are expected to compare two rules to differentiate between additive and multiplicative representations. This is a building block for work with proportional and nonproportional situations in grades 7 and 8.

Focus on Proportionality 6.4A The student is expected to use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, arithmetic sequences (with a constant rate of change), perimeter and area. NT 6.6C The student is expected to represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b. How is it different? Revised SE 6(4)(A) is a building block for revised SEs 7(7)(A), 8(5)(B), and 8(5)(I). What is new? Students are expected to graph these relationships. Examples include situations such as comparing the size of one piece when sharing a candy bar equally among four people or equally among three people. (c) 2012 Cosenza & Associates, LLC

Focus on Proportionality NT 7.7A The student is expected to represent linear relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b. How is it different? Revised SE 7(7)(A) is a building block for Revised SEs 8(5)(B) and 8(5)(I). Equations should include rational number coefficients and constants. (c) 2012 Cosenza & Associates, LLC

Focus on Proportionality 8.4A The student is expected to generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description). NT 8.5A The student is expected to represent linear proportional situations with tables, graphs, and equations in the form of y = kx. How is it different? The new SEs add specificity and separate proportional (y=kx) from non-proportional (y=mx+b, b≠ 0) situations to support learning related to foundations of linear functions and distinguishing between m/k and b. The contexts may now include data from real world applications or mathematical solutions with paired values. (c) 2012 Cosenza & Associates, LLC

Focus on Proportionality NT 8.5B The student is expected to represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0. NT8.5I The student is expected to write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations. How is it different? The focus is on discussion of proportional relationships, laying the foundation for the connection to linear functions in high school with A(5)(C): Use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions. This will continue to be an Algebra I SE until the Revised TEKS (2012) are implemented for high school. (c) 2012 Cosenza & Associates, LLC

Hands-on Minds-on Activities that Address New and Relocated TEKS Contact Information: Gary Cosenza gary@cosenzaassociates.com www.staarmission.com Cosenza & Associates, LLC (c) 2012 Cosenza & Associates, LLC