Download - MS Math Night, fall 2014
Kim
, Jessica, and A
llan
Dave
Susan
{ {WHATcontent
standardscompetenciesproficiencies
HOWcurriculum
programunit plans
lesson plans
content vs. curriculum
Math Content
NCTM standardsbroad learning goals for levels
CCSSspecific learning goals sequenced by grade
levelCMP
grade-level content by unit/
lesson
NCTM: Algebra Standard for Grades 6 - 8
CCSS – 8th Grade Standards, Expressions and Equations, Functions
CMP – 8th Grade Algebra, Unit 3 Solving Equations Mathematical and Problem-Solving Goals
Develop an initial conceptual understanding of different uses of variables
Solve linear equations in one variable
Develop a strategy for distributing a negative sign over a sum or difference in a linear expression
Explore relationships between symbolic expressions and graphs and lines, paying particular attention to the meaning of intercept and slope
Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms
Develop a strategy for solving linear equations with parentheses
Use symbolic algebra to represent situations and to solve problems, especially those that involve linear relationships
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
Continue to develop understanding and some fluency with factoring quadratic expressions
Recognize and generate equivalent forms for simple algebraic expressions and solve linear equations
Connect the x-intercepts of a quadratic function to solving a quadratic equation 0 = ax^2 + bx + c
Solve equations by factoring
Use solutions of equations to make predictions and decisions
Interpret information provided by equivalent expressions in context
{MS math and ERB
MS math and assessment at Canterbury School
{Comprehensive Testing Program = CTP4
produced by the Educational Records Bureau
“the ERB’s”students in grades 3 - 8
{ {aptitude achievement
2 kinds of information provided by the ERB’s
Quantitative Analysis Mathematics 1 & 2
test itemsfrom sub-sequent gradefrom current gradefrom previous grade
content on Mathematics 1 and 2
{mastery of all expected target goals
66%
{normal score distribution over a bell curve
“norm group”
Canterbury School
independent schools norm
0 20 40 60 80 100
2014 National Percentile Rank
grade 5
Mathematics 1 & 2
A B C0
102030405060708090
100
Canterbury Schoolindependent schools NORM
mean percentile of correct answers - 2014Mathematics 1 & 2
Grade 5
selectsub-testcategories
A number systems/ number theory
B geometry/ spatial sense
C statistics
Canterbury School
independent schools norm
0 102030405060708090
2014 National Percentile Rank
grade 6
Mathematics 1 & 2
A B C0
102030405060708090
100
Canterbury Schoolindependent schools NORM
mean percentile of correct answers - 2014Mathematics 1 & 2
grade 6
selectsub-testcategories
A number systems/ number theory
B geometry/ spatial sense
C statistics
Canterbury School
independent schools NORM
0 20 40 60 80 100
2014 National Percentile Rank
grade 7
Mathematics 1 & 2
A B C0
102030405060708090
100
Canterbury Schoolindependent schools NORM
mean percentile of correct answers - 2014Mathematics 1 & 2
grade 7
selectsub-testcategories
A number systems/ number theory
B geometry/ spatial sense
C statistics
Canterbury School, sp13
independent schools NORM
0 20 40 60 80 100
2014 National Percentile Rank
grade 8
Mathematics 1 & 2
A B C0
102030405060708090
100
Canterbury School independent schools NORM
mean percentile of correct answers - 2014Mathematics 1 & 2
grade 8
selectsub-testcategories
A number systems/ number theory
B geometry/ spatial sense
C statistics
{strong content +
outstanding curriculum+ phenomenal teachers
__________________________ well-prepared math
students
Canterbury SchoolMS Math