K thru 12 Math Curriculum Overview

Group Members

• Krista Martin

• Teresa Fitzpatrick

• Mike Johnson

• Jim Wolfe

Constituency Groups

• Detail all of the constituency groups that, in reality, should be involved in your curriculum work (if you were really doing it)

– Teachers

– Parents

– School Board Members

– Community Members

Curriculum Timeline

• Detail the length of time that you plan to complete your curriculum project (if you were really doing it)

• How you intend to make decisions, i.e. majority vote, consensus, supervisor makes final decisions and uses this committee as an advisory group.

The Purpose of this project

• Detail the purpose of this project

Needs of Students in GeneralUse your thoughts, along with sites such as the PDK Gallup Poll

results to compile this slide.(All four Curriculum projects could have a similar slide here)

Students need to master basic skills, accumulate a fund of general knowledge, develop the ability to think rationally, apply problem problem-solving skills to all disciplines, prepare for a vocation or college higher education, and function in an ever-changing technological world.

Needs of Society

You may use the PDK Gallup Poll results of ideas that you believe to be important.

Students need to be contributing members of society by developing self reliance, an understanding and appreciation for diverse cultures, developing a concern for all humanity, understanding interpersonal relationships, effective communicating on skills, effectively, identifying goals, and developing a commitment to self and others.

Philosophy & Aims of Education

Write a paragraph that details your group’s beliefs abut your philosophy & aims of education.

We believe quality education fulfills the following:

• Students are encouraged to fulfill their potential,to feel competent in their abilities,to develop and utilize problem-solving skills, andto communicate effectively.

• Students are enabled to grow intellectually, physically, socially in developmentally appropriate ways.

• Students are prepared to be successful in future educational, vocational, and a vocational endeavors.

Needs of Studentsin Our School

Details the unique, specific needs of students in our school:

Students need a stable, safe environment in which to experience, explore, and learn. Students will be treated with respect, given responsibility, and expected to exhibit citizenship, thus enabling them to become reliable, informed, contributing members of our society. Students will be challenged with authentic learning experiences utilizing problem-solving skills in order to help them make sense of the world around them.

Needs of Our Community

Details the unique, specific needs of your community (This would be a time that you detail unique economic, social, political, or cultural aspects of your community)

• Floyd County Public Schools, in a rural community with 70% of its population holding a high school diploma and 16% having less than a ninth grade education, must provide support to the family unit in order to promote the success of all students. An increasing Hispanic population within the community requires that the school take a proactive stance to promote an increased understanding of diverse populations.

• Numbers are used everyday—to describe a quantity, make a phone call, measure materials, locate an

address, or arrange a meeting—above and beyond computation.

• Our students face a variety of situations for which our school system must help them prepare; as well as, the world of work or higher education.

Needs of Mathematics

Specifies the needs of the subject matter. (Go to the national website for your content area—NCSS. Org., NCTM.org., NATE.org,NSTA.org.) Find out what they say are the reasons why social studies, math, English, or science is an important course of study.

Strong mathematical skills are required in order for students to pursue higher education, compete in a technologically-oriented workforce, and be informed citizens. Students must acquire fundamental ideas, learn to use a variety of methods and tools to compute, and be exposed to electronic information technology as an integral part of learning mathematics.

“Keys to Excellence in Math”

• Details/describes in a listing format 10 concepts that detail keys to excellence

Scope & Sequence

• If it’s offered on the national website, list the suggested scope and sequence of the K-12 instructional program of your content area(What should be taught in K, in firs, in second, in eighth, in tenth, and 12th grades)

K-12 SOL, titles• In this slide, you are only listing titles or phrases that detail the content of each grade

level course. Titles that are meant to guide local curriculum throughout our state.

• Basic math K-8Numbers and Number SenseComputation and EstimationMeasurement and GeometryProbability and StatisticsPatterns, Functions, and Algebra

• Algebra I• Geometry• Algebra II• Trigonometry• Calculus• Computer Mathematics • Probability and Statistics • Discrete Mathematics • Mathematical Analysis

RCS K-12 Scope and Sequence for Math

After looking at the K-12 National standards for your content area and the Va SOLs for your content area, list your school’s division K-12 Scope and sequence for your content area. It may be the same as the SOL’s and it might be different. Decide if your K-12 sequence seems coherent. Coherence is very, very important.

One grade level, its local curriculum goals and objectives

Choose one grade level from your k=12 curriculum. Become very specific in its local curriculum goals and objectives. Copy your local curriculum guides or create new ones that list goals and them the objectives beneath it. This step may take four-six slides.

Geometry• Sequence of Instruction and Pacing

• First 9 weeks– Chapter 1: Points, Lines, Planes and Angles

• Linear Measure and Precision• Distance and Midpoints• Angle Measure• Angle Relationships• Polygons

– Chapter 2: Reasoning and Proof• Inductive Reasoning and Conjecture• Logic• Conditional Statements• Deductive Reasoning• Postulates and Paragraphs• Algebraic Proof• Proving Segment Relationships• Proving Angle Relationships

Geometry

• 1st 9 weeks continued…– Chapter 3: Parallel and Perpendicular Lines

• Parallel Lines and Transversals• Angles and Parallel Lines• Slopes of Lines• Proving Lines Parallel

– Reviews, Quizzes, and Tests

Geometry

• 2nd 9 weeks– Chapter 4: Congruent Triangles

• Classifying Triangles• Angles of Triangles• Congruent Triangles• Proving Congruence – SSS, SAS• Proving Congruence – ASA, AAS• Isosceles Triangles

– Chapter 5: Relationships in Triangles• Bisectors, Medians and Altitudes• Inequalities and Triangles• The Triangle Inequality

Geometry

• 2nd 9 weeks continued…– Chapter 6: Proportions and Similarity

• Proportions• Similar Proportions• Similar Triangles• Parallel Lines and Proportional Parts

– Reviews, Quizzes, and Tests

Geometry

• 3rd 9 weeks– Chapter 7: Right Triangles and Trigonometry

• Geometric Mean• The Pythagorean Theorem and Its Converse• Special Right Triangles• Trigonometry• Angles of Elevation and Depression

– Chapter 8: Quadrilaterals• Angles of Polygons• Parallelograms• Tests of Parallelograms• Rectangles, Rhombi, Squares and Trapezoids

Geometry

• 3rd 9 weeks continued…– Chapter 10: Circles

• Circles and Circumference• Angles and Arcs• Arcs and Chords• Inscribed Angles• Tangents• Secants, Tangents, and Angle Measures• Special segments in a circle

– Reviews, Quizzes and Tests

Geometry

• 4th 9 weeks– Chapter 11: Areas of Polygons and Circles

• Areas of Parallelograms• Areas of Triangles, Trapezoids, and Rhombi• Areas of Regular Polygons and Circles

– Chapter 12: Surface Area• Three Dimensional Figures• Nets and Surface Area• Surface Areas of Prisms

Geometry

• 4th 9 weeks continued– Chapter 13: Volume

• Volumes of Prisms, Cylinders, Pyramids, Cones, and Spheres

– Chapter 9: Transformations• Reflections• Translations• Rotations• Tessellations

– Reviews, Quizzes, and Tests

Grade level before

• Detail briefly the content looks like.

Grade level after

• Detail briefly the content looks like.

One Goal from the Curriculum

• Choose one goal from the curriculum you listed for your one grade. Write it out. (Some goals have three or four objectives listed beneath them)

• Geometry Standard G.13

• The student will use formulas for surface area and volume of 3-D objects to solve practical problems. Calculators will be used to find decimal approximations for results.

– Find the total surface area of cylinders, prisms, pyramids, cones, and spheres, using the appropriate formulas

– Calculate the volume of cylinders, prisms, pyramids, cones and spheres, using the appropriate formulas

– Solve practical problems involving total surface area and volume of cylinders, prisms, pyramids, cones and spheres as well as combinations of 3-D figures.

Enduring Understanding

• For that one selected goal list its enduring understanding. An enduring understanding provides an unmistakable rationale for why a concept is taught. It provides students with the deepest understanding of why they are learning a fact, a concept, or a generalization.

• The student must understand the concept of surface area. They will then be able to apply formulas for different shapes to calculate surface area. The student will investigate different real-world situations in which knowledge of surface area can be helpful.

One objective for our goal

• Choose one objective from that one goal in the grade level curriculum you listed previously. (Objectives are subsets of goals)

• Solve practical problems involving total surface area and volume of cylinders, prisms, pyramids, cones and spheres as well as combinations of 3-D figures.

• This is the most important goal because it shows the student has an enduring understanding of the concept.

Instructional Strategies:

Math SOL K.9 Students will recognize penny, nickel, dime and quarter

Using the 4-Mat Model (or an equally appropriate lesson plan model), write a one-day, two-day, or three-day lesson plan that will be used to teach this objective to your students.

Specifying Behavior:

•Students will identify the penny, nickel, dime and quarter by name.•Students will count a collection of up to ten pennies.•Students will match coin values to the correct coin.

Math Evaluation Techniques

• List, in detail, the way that you will assess your students to see if they learned what you taught. Show the quiz, homework assignment, test, paper, worksheet, etc, that will be used to measure student learning. In the best of all worlds, this would be completed before you teach the lesson.

• Pretest: Test For Higher Standards, Chapter Pretest on Money in Math Series, or individual assessment using real money.

• Unit Evaluation (ongoing): Independent Practice, Informal Observations, Individual Assessment with Manipulatives, Products (projects, Choice Boards, Journal Entries, Teacher Tests.

Teach the Lesson

• You won’t have to teach it.

Assess Student Learning

• You won’t be asked to assess student learning.

Evaluate the lesson to see what you would do differently next time.

• The teacher should be responsible for asking the following questions:• • Were whole group, small group, and individual instruction all included?

– Were instruction strategies differentiated based on student interest, learning styles, and prior knowledge?

• Did students show greater independence in their interactions with learning materials?

– Was transition from concrete to more abstract understanding observed?

» Is re-teaching ongoing?» Were assignments tiered?

Evaluate the Assessment of student learning to see what you

would do differently next time.