math 6-9 presentation 12-2013 finalrev - wordpress.com · 2014-01-08 · new math sequences options...
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Informational Math NightGrades 6-9
Reading Public Schools
December, 2013
� Shift in Standards
�New Math Sequences
�Options for Sequence Changes
�Placement for Grade 7
�Curriculum Resources & Information
• The new Massachusetts Curriculum Frameworks emphasize
coherence at each grade level – making connections across content
and between content and mathematical practices in order to
promote deeper learning.
• The standards focus on key topics at each grade level to allow
educators and students to go deeper into the content.
• The standards also emphasize progressions across grades, with the
end of progression calling for fluency – or the ability to perform
calculations or solving problems quickly and accurate.
• The Standards for Mathematical Practice describe mathematical
“habits of mind” or mathematical applications and aim to foster
reasoning, problem solving, modeling, decision making, and
engagement among students.
• Finally, the standards require students to demonstrate deep
conceptual understanding by applying them to new situations.
Key Instructional Shifts in Mathematics
“These standards are
not intended to be new
names for old ways of
doing business. They
are a call to take the
next step.”
Massachusetts Curriculum
Framework for Mathematics
� Students should be actively
engaged in doing meaningful
mathematics, discussing
mathematical ideas, and applying
mathematics in interesting,
thought-provoking situations.
� Student understanding is further
developed through ongoing
reflection about cognitively
demanding and worthwhile tasks.
� Tasks should be designed to
challenge students in multiple ways.
� Activities should build upon
curiosity and prior knowledge, and
enable students to solve
progressively deeper, broader, and
more sophisticated problems.
The new standards state that “educators
will need to pursue, with equal intensity,
three aspects of rigor in the major work of
each grade:
� conceptual understanding,
� procedural skill and fluency
� applications.”
It's not that I'm so smart, it's just that I stay with problems longer.
Albert Einstein
Standards for Mathematical Practice
“The Standards for Mathematical
Practice describe ways in which
developing student practitioners of
the discipline of mathematics
increasingly ought to engage with the
subject matter as they grow in
mathematical maturity and expertise
throughout the elementary, middle,
and high school years. Designers of
curricula, assessments, and
professional development should all
attend to the need to connect the
mathematical practices to
mathematical content in mathematics
instruction.”
(From the Massachusetts Curriculum Framework for Mathematics)
• “A large majority of middle school math teachers say the common core is more
rigorous than their state's prior mathematics standards. The teachers surveyed
seemed especially upbeat about the math practice standards. In all, 71 percent of
teachers agreed or strongly agreed that the focus on math practices is the ‘biggest
innovation’ of the standards, with 95 percent saying that participating in those
practices is essential for students to learn math.”
Ed Week / July 29, 2013 / “Math Teachers Find Common Core More Rigorous Than Prior Standards”
• "The practice standards are exquisite. . . .” Philip Uri Treisman, professor of math and public affairs at the University of Texas
• "The common-core standards and assessments put us in a different game. . . Of
course, the content counts. I'm a mathematician. You've got to get it right, and get
it right in the right ways. But the real action is in the mathematical practices . . .”Alan Schoenfeld, NCTM member and professor of mathematics, University of California, Berkeley
• "It's going to be more challenging . . . more rigorous . . . And I'm here to tell you
that's a good thing, because we've been lying to ourselves and everybody else . . .
We've inflated our levels of proficiency."Matthew Larson, math specialist in Lincoln, Nebraska and a board member for NCTM
Ed Week / April 24, 2013 / “What Do Math Educators Think About the Common Core?”
Math Educator Perspectives on the
New Practice Standards
“To acquire the mathematical background you need, . . . you should
study mathematics every year in secondary school. But simply taking
mathematics is not enough. You should acquire the habit of puzzling
over mathematical relationships. When you are given a formula, ask
yourself why it is true and if you know how to use it. When you learn
a definition, ask yourself why the definition was made that way. It is
the habit of questioning that will lead you to understand mathematics
rather than merely to remember it, and it is this understanding that
your college courses require. In particular, you should select
mathematics courses that ask you to solve hard problems and that
contain applications (‘word problems’). The ability to wrestle with
difficult problems is far more important than the knowledge of many
formulae or relationships.”
Preparing for College Mathematics
Harvard’s Thoughts on Mathematics
Math 7 and Math 7 Enhanced• Students develop an understanding of and applying
proportional relationships; develop an understanding of operations with rational numbers and working with expressions and linear equations; work with two- and three- dimensional shapes to solve problems involving area, surface area, and volume; and draw inferences about populations based on samples
Math 7/8• Students develop a deep unified understanding of rational
numbers; study algebraic functions focusing on problem solving with linear functions and systems of equations, statistics topics including comparing data sets, random sampling and bivariate data; and problem solve involving two and three dimensional geometry concepts
Grade 7 Courses
Grade 8 Courses
Math 8 and Math 8 Enhanced
• In-depth study of linear relationships and equations, with the
addition of functions, the exploration of irrational numbers,
geometric graphing to algebra, statistics and the connection
linear relations with the representation of bivariate data. Many
more algebra standards are evidenced in these courses than in
the previous Framework.
Algebra I
• The Algebra 1 course of the new Framework progresses from the
Grade 8 algebra topics, expanding the study of functions to
exponential and quadratic relationships, as well as other topics
previously taught in Algebra II and high school courses.
� Unit assessments from
6th grade curriculum
� Spring cumulative
assessment in May (will
include open-response
and novel application
questions)
� IOWA Algebra readiness
assessment (for 7/8
acceleration option) or
Skills assessment (for
Enhanced option)
Grade 6 Criteria for placement in Grade 7
“One of the questions I am frequently asked by teachers, parents, and
reporters is, ‘When should students take algebra?’ Let’s assume that we’re
talking about a college preparatory Algebra 1 course. The content and
instruction must be designed to develop both conceptual and procedural
understanding. For students to be considered successful in first-year algebra,
the expectation must be that reasoning and making sense will be priorities of
both teaching and learning.”
“Requirements for taking algebra in the middle grades should be clear and
must not be compromised. Successful completion of a rigorous algebra
course requires students to have prerequisite mathematical understandings
and skills as well as a work ethic that includes the tenacity to stick with a
problem or concept until it makes sense and the willingness to spend more
time on assignments and class work.”
Algebra: Not 'If' but 'When'By NCTM President Linda M. Gojak
December 3, 2013
“Furthermore, a key characteristic of students who are successful in algebra,
no matter when they take it, is a level of maturity that includes a readiness to
understand abstract mathematical definitions, to work with abstract models
and representations, and to understand and make connections among
mathematical structures—and this readiness should extend to making
abstract generalizations.”
“My experience, both as a student and as a teacher, leads me to believe that
we do more harm than good by placing students in a formal algebra course
before they are ready . . . .”
http://www.nctm.org/about/content.aspx?id=40258
Algebra: Not 'If' but 'When'By NCTM President Linda M. Gojak
(excerpts continued) . . .
Grade Levels & Shift in Standards
� Compute fluently with integers, decimals, fractions, and percents
� Identify and use the properties of integer exponents
� Identify and use the Order of Operations
� Identify and use the associative, commutative, distributive, identity, and inverse
properties
� Understand and use appropriate vocabulary (for example variable, terms, factors,
coefficients.)
� Write one variable expressions
� Perform arithmetic operations on polynomials.
� Create and solve linear, absolute value equations and inequalities in one variable.
� Solve quadratic equations by inspection, taking the square root, factoring, and the
quadratic formula.
� Solve a system of linear equations in two variables.
� Understand that the graph of an equation in two variables represents all solutions.
� Understand that a function from one set (called the domain) to another set (called
the range) assigns to each element of the domain exactly one element of the
range.
� Define a linear or quadratic function and represent with a table, rule, or graph
(and translate among the three.)
� Write a function that describes a relationship between two quantities.
� Understand and calculate the measures of central tendency
� Represent data with plots on the number line (dot plots, histograms, and box
plots.)
� Represent data with bar graphs, circle graphs, and stem-and-leaf plots
� Represent data on a scatterplot, and fit a linear function for a scatterplot.
Grade
11
Algebra
Grade 8
Grade 7
Some Algebra standards, and . . .
Former Algebra I (2000) content now in earlier grades
Grade Levels & Shift in Standards
� Compute fluently with integers, decimals, fractions, and percents� Identify and use the properties of integer exponents
� Identify and use the Order of Operations
� Identify and use the associative, commutative, distributive, identity,
and inverse properties� Understand and use appropriate vocabulary (for example variable, terms, factors,
coefficients.)
� Write one variable expressions� Perform arithmetic operations on polynomials.
� Create and solve linear, absolute value equations and inequalities in one variable.
� Solve quadratic equations by inspection, taking the square root, factoring, and the
quadratic formula.
� Solve a system of linear equations in two variables.
� Understand that the graph of an equation in two variables represents all solutions.
� Understand that a function from one set (called the domain) to another set (called
the range) assigns to each element of the domain exactly one element of the
range.
� Define a linear or quadratic function and represent with a table, rule, or graph
(and translate among the three.)
� Write a function that describes a relationship between two quantities.
� Understand and calculate the measures of central tendency� Represent data with plots on the number line (dot plots, histograms, and box
plots.)
� Represent data with bar graphs, circle graphs, stem-and-leaf plots� Represent data on a scatterplot, and fit a linear function for a scatterplot.
Grade
11
Algebra
Grade 8
Grade 7
Some Algebra standards, and . . .
Former Algebra I (2000) content now in earlier grades
Grade Levels & Shift in Standards
� Extend the properties of exponents to rational exponents.
� Reason quantitatively and use units to solve problems.
� Use and explain the properties of rational and irrational numbers (why the sum or product
of two rationals is rational, etc.)
� Interpret the structure of expressions – complete the square to reveal maximums or
minimums; use the properties of exponents to transform exponential functions.
� Understand that polynomials are closed under addition, subtraction, and multiplication.
� Create and solve quadratic and exponential inequalities in one variable
� Solve quadratic equations by completing the square.
� Derive the quadratic formula by completing the square.
� Solve a system consisting of linear and quadratic equations in two variables.
� Graph the solutions to a linear inequality in two variables as a half-plane and the system
of linear inequalities as the intersection of half-planes.
� Use function notation and interpret statements that use function notation.
� Recognize that sequences are functions.
� Interpret key features of graphs and tables in terms of the quantities.
� Define a linear, quadratic or exponential function and represent with a table, rule, or
graph.
� Graph an exponential function and a piece-wise function including absolute value showing
intercepts and end-behavior.
� Write arithmetic and geometric sequences both recursively and with an explicit formula.
� Identify the effects of translations of f(x).
� Find inverse functions.
� Compare linear, quadratic, and exponential models.
� Use statistics appropriate to the shape of the data distribution.
� Use the mean and standard deviation of data to fit it to a normal distribution.
� Compute (using technology) and interpret the correlation coefficient of a linear fit.
Grade
11
Algebra
Grade 8
Grade 7
More Algebra I standards, and . . . Content now in Algebra I, previously in Algebra II or Precalculus
Grade Levels & Shift in Standards
� Extend the properties of exponents to rational exponents.
� Reason quantitatively and use units to solve problems.
� Use and explain the properties of rational and irrational numbers (why the sum or product
of two rationals is rational, etc.)
� Interpret the structure of expressions – complete the square to reveal maximums or
minimums; use the properties of exponents to transform exponential functions.
� Understand that polynomials are closed under addition, subtraction, and multiplication.
� Create and solve quadratic and exponential inequalities in one variable
� Solve quadratic equations by completing the square.
� Derive the quadratic formula by completing the square.
� Solve a system consisting of linear and quadratic equations in two variables.
� Graph the solutions to a linear inequality in two variables as a half-plane and the
system of linear inequalities as the intersection of half-planes.
� Use function notation and interpret statements that use function notation.
� Recognize that sequences are functions.
� Interpret key features of graphs and tables in terms of the quantities.
� Define a linear, quadratic or exponential function and represent with a table, rule, or
graph.
� Graph an exponential function and a piece-wise function including absolute value
showing intercepts and end-behavior.
� Write arithmetic and geometric sequences both recursively and with an explicit
formula.
� Identify the effects of translations of f(x).
� Find inverse functions.
� Compare linear, quadratic, and exponential models.
� Use statistics appropriate to the shape of the data distribution.
� Use the mean and standard deviation of data to fit it to a normal distribution.
� Compute (using technology) and interpret the correlation coefficient of a linear fit.
Grade
11
Algebra
Grade 8
Grade 7
More Algebra I standards, and . . . Content now in Algebra I, previously in Algebra II or Precalculus
� 5-weeks, 8:00 a.m. – 11:30 a.m.,
Monday – Thursday, (70 hours)
� June 30th – July 17th, and then
resuming August 4th – August 14th
� No classes during weeks of July 21 or
August 18
� Course open only to students who will
be entering 10th grade in the fall, have
completed Algebra 1 successfully, and
for advancing/accelerating purposes
� 2 credits earned upon successful
completion / is not included in GPA
Summer Geometry Class
Curriculum Resources & Information
� Web-based curriculum management tool
� Year 1 – Math Courses Grades 6-8
� Year 2 – Expansion to Grades 3-12
� Teacher Resource
� Parent Resource
Public Site View
Public Site View
Questions