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

2. 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

3. 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

4. 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).

5. 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?

6. 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

7. 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 a = 3.10
.10a = 3.10
a = 40
Donna originally bought 40 apples.

8. 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 a = 3.10
.10a = 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

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

10. Three Pathways Standard Pathway Accelerated Pathway
Transitional Pathway

11. 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

12. 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 (at Jefferson)
9th Grade
Geometry OR Algebra 2
Accelerated Pathway

13. Transitional Pathways
Current Accelerated 6th Graders:
Current Accelerated 7th Graders:
6th Grade
Currently taking 7th Grade Pre-Algebra
7th Grade
Common Core Algebra (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

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

15. 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

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

17. Resources Deadline to Apply for Testing: MAY 19 Testing: MAY 21
Jefferson School District Website
Parent Links>>Common Core Transition>>Middle School Math Pathways
Curriculum Department
Chirstina Orsi
Deadline to Apply for Testing: MAY 19
Testing: MAY 21
3:15pm-4:15pm at the District Office

18. Questions???