Florida K-8 Florida K-8 Mathematics Mathematics StandardsStandards

April 30, 2008April 30, 2008

Grade 7Grade 7

Adapted from a presentation given by Julie Kay Dixon, Ph.D, UCF – a member of the K-8 Writers Group

A student said this…A student said this…

When asked to compare 4/5 and 2/3, When asked to compare 4/5 and 2/3, a student said, “I know that 4/5 is a student said, “I know that 4/5 is greater than 2/3.”greater than 2/3.”

How would you respond?How would you respond?

Hopefully you would ask the Hopefully you would ask the student how he or she knew.student how he or she knew.

Perspective…Perspective…

The student said…The student said…

I made both fractions using manipulatives. I I made both fractions using manipulatives. I knew that 4/5 was bigger because 4/5 has 4 knew that 4/5 was bigger because 4/5 has 4 pieces and 2/3 only has 2 pieces and since 4 pieces and 2/3 only has 2 pieces and since 4 is greater than 2 then 4/5 is greater than 2/3.is greater than 2 then 4/5 is greater than 2/3.

What would this response tell you?What would this response tell you?

Perspective…Perspective…

Would you ask this student to Would you ask this student to compare 2/5 and 1/2?compare 2/5 and 1/2?

According to the intent of the new According to the intent of the new standards, the answer should be yes. standards, the answer should be yes. This problem is appropriate for a This problem is appropriate for a student in grade 3. student in grade 3.

Perspective…Perspective…

Developing the Developing the StandardsStandards The new Florida K-8 Mathematics Standards

are framed by the recently released NCTM Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics and informed by the Singapore Standards, the SSS Grade Level Expectations, and standards from other states that received high grades for rigor, focus, specificity and clear progression of content.

There are clear differences between the new

standards and the 1996 K-8 mathematics SSS.

Developing the Developing the StandardsStandards The “framers,” a group that

represented K-12 teachers, K-12 mathematics supervisors, mathematicians, and mathematics educators, were convened to address issues related to the current standards and to establish a framework for the design of the new standards. The framers recommended that the Curriculum Focal Points be used as the foundation for the new K-8 standards.

Developing the Developing the StandardsStandards The “writers,” a group that

represented the same set of stakeholders, were convened to generate the revised standards. The writers of the K-8 standards had the task of actualizing the intent of the Curriculum Focal Points within a set of grade-level specific standards.

Developing the Developing the StandardsStandards

September 2006: Framers met with “experts” to learn about task and conceptualize new standards.

October 2006 - January 2007: Writers wrote draft of standards.

February - March 2007: New standards posted for public review period.

April - May 2007: Standards revised by writers and representation from framers based on comments received during review

September 2007: Standards approved by State Board of Education.

Who were the Who were the “experts”?“experts”?

Dr. Barbara Reys: Center for the Study of Mathematics Curriculum (CSMC); shared a review of 42 state’s mathematics standards.

Dr. Jane Schielack: Chaired NCTM committee that wrote the Curriculum Focal Points.

Dr. Kaye Forgione: Senior Associate of Mathematics Benchmarking Initiative with Achieve, Inc.

Dr. Alan Ginsburg: US Dept. of Education, What the United States can Learn from Singapore’s World-class Mathematics System.

Dr. R. James Milgram: Wrote the California Mathematics Standards.

Describing the Describing the StandardsStandards Big Ideas---Standards which are aligned with the

Curriculum Focal Points. – They should be the primary focus of mathematics instruction

for each grade level, K - 8. – There are three Big Ideas for each grade. – The Big Ideas are not the same for each grade. – Instructional time may not be evenly divided among the three

Big Ideas. The order of the Big Ideas does not determine the

order of instruction nor does it indicate that one idea requires greater instructional emphasis.

Describing the Describing the StandardsStandards Supporting Ideas---standards that serve one or more of the

following purposes: – Establish connections to and between the strands of

mathematics as defined by NCTM;

– Prepare students for future mathematics teaching and learning; and

– Address gaps in instruction that are important to the understanding, fluency, and application of mathematics ideas to problem solving.

The Supporting Ideas are not less important than the Big Ideas, but are key components to a structurally sound mathematics education.

Describing the Describing the StandardsStandards Access Points

– Written for students with significant cognitive Written for students with significant cognitive disabilities to access the general education disabilities to access the general education curriculumcurriculum

– Reflect the core intent of the standards with reduced Reflect the core intent of the standards with reduced levels of complexitylevels of complexity

– Include three levels of complexity: participatory, Include three levels of complexity: participatory, supported, and independent with the participatory supported, and independent with the participatory level being the least complexlevel being the least complex

Describing the Describing the StandardsStandards Access Points

– The Access points were not written by the Mathematics Standards Writing Committee and are not intended for mainstream students.

Describing the Describing the StandardsStandards Coding Scheme for Kindergarten through

Grade 8

MA.MA. 5.5. A.A. 1.1. 11

SubjectSubject Grade-Grade-LevelLevel

Body of Body of KnowledgKnowledg

ee

Big Idea/ Big Idea/ SupportinSupportin

g Ideag Idea

BenchmarBenchmarkk

Describing the Describing the StandardsStandards

Body of Knowledge Key:A - AlgebraC - CalculusD - Discrete MathematicsF - Financial LiteracyG - GeometryP - ProbabilityS - StatisticsT - Trigonometry

Describing the Describing the StandardsStandardsGrade LevelGrade Level Number of Number of OldOld

GLE’sGLE’sNumber of Number of NewNew

BenchmarksBenchmarks

KK 6767

11stst 7878

22ndnd 8484

33rdrd 8888

44thth 8989

55thth 7777

66thth 7878

77thth 8989

88thth 9393

Describing the Describing the StandardsStandards

Grade LevelGrade Level Number of Number of OldOld GLE’sGLE’s

Number of Number of NewNew BenchmarksBenchmarks

KK 6767 1111

11stst 7878 1414

22ndnd 8484 2121

33rdrd 8888 1717

44thth 8989 2121

55thth 7777 2323

66thth 7878 1919

77thth 8989 2222

88thth 9393 1919

Describing the Describing the StandardsStandards Old Standards had an average of 83.3

Grade Level Expectations (GLEs) per grade.

The new Standards have an average of 19 benchmarks per grade.

Intent of the Intent of the StandardsStandards What is the importance of having

fewer expectations per grade????

Intent of the Intent of the StandardsStandards A member of the Florida Department

of Education shared a reaction by a teacher during an open forum regarding the new Florida standards. The teacher looked at the short list of curricular topics in a grade and said,

“I can teach this in 20 days, what do

I do the rest of the year?”

Intent of the Intent of the StandardsStandards How do we help teachers with similar

views come to understand what is meant by facilitating “deep understanding, mathematical fluency, and an ability to generalize” (NCTM, 2006, p. 5)?

Describing the Describing the StandardsStandards To enable the development and

mastery of a few key concepts in each grade level it was necessary to make decisions about the placement of topics. As a result, some topics are not introduced until later grades. This does not necessarily mean that students are incapable of learning at an earlier grade. Instead, it is an attempt to streamline the focus of content at each grade level.

For Example…For Example…

Old Standards New StandardsDetermines and finds the measure of various types of angles by measuring with a protractor or applying angle relationships (including complementary, supplementary, vertical, interior and exterior angles); describes and applies the properties of parallelism, perpendicularity and similarity in grade 7

For Example…For Example…

Old Standards New StandardsDetermines and finds the measure of various types of angles by measuring with a protractor or applying angle relationships (including complementary, supplementary, vertical, interior and exterior angles); describes and applies the properties of parallelism, perpendicularity and similarity in grade 7

Classify and determine the measures of angles, including angels created when parallel lines are cut by transversals in grade 8

For Example…For Example…

Old Standards New Standards

Demonstrate the Pythagorean relationship in right triangles and finds the length of the third side of a triangle using the Pythagorean theorem in grade 7

For Example…For Example…

Old Standards New Standards

Demonstrate the Pythagorean relationship in right triangles and finds the length of the third side of a triangle using the Pythagorean theorem in grade 7

Validate and apply Pythagorean Theorem to find distances in real world situations or between points in the coordinate plane in grade 8

For Example…For Example…

Old Standards New Standards

Interprets and analyzes data presented in a variety of forms, including box-and-whisker graphs and scatter plots in grade 7

For Example…For Example…

Old Standards New Standards

Interprets and analyzes data presented in a variety of forms, including box-and-whisker graphs and scatter plots in grade 7

Select, organize, and construct appropriate data displays, including box-and-whisker plots, scatter plots, and lines of best fit to convey information and make conjectures about possible relationships in grade 8

Big Ideas for Seventh Big Ideas for Seventh Grade:Grade:

1: Develop an understanding of and 1: Develop an understanding of and apply proportionality, including apply proportionality, including similaritysimilarity

2: Develop an understanding of and 2: Develop an understanding of and use formulas to determine use formulas to determine

surface surface areas and volumes of areas and volumes of three-three- dimensional shapesdimensional shapes

3: Develop an understanding of 3: Develop an understanding of operations on all rational numbers operations on all rational numbers and solve linear equationsand solve linear equations

Seventh Grade Seventh Grade Supporting IdeasSupporting Ideas

Geometry & Measurement:Geometry & Measurement: – Determine how changes in Determine how changes in

dimensions affect the perimeter, dimensions affect the perimeter, area, and volume of common area, and volume of common geometric figures and apply these geometric figures and apply these relationships to solve problemsrelationships to solve problems

– Predict the results of transformation Predict the results of transformation and draw transformed figures, with and draw transformed figures, with and without the coordinate planeand without the coordinate plane

Seventh Grade Seventh Grade Supporting IdeasSupporting Ideas

Geometry & Measurement:Geometry & Measurement: – Identify and plot ordered pairs in all Identify and plot ordered pairs in all

four quadrants of the coordinate four quadrants of the coordinate planeplane

– Compare, contrast, and convert Compare, contrast, and convert units of measure between different units of measure between different measurement systems (US measurement systems (US customary or metric (SI)), customary or metric (SI)), dimensions, and derived units to dimensions, and derived units to solve problemssolve problems

Seventh Grade Seventh Grade Supporting IdeasSupporting Ideas

Number and Operations:Number and Operations: – Express rational numbers as Express rational numbers as

terminating or repeating decimalsterminating or repeating decimals– Solve non-routine problems by Solve non-routine problems by

working backwardsworking backwards

Seventh Grade Seventh Grade Supporting IdeasSupporting Ideas

Data Analysis:Data Analysis: – Evaluate the reasonableness of a Evaluate the reasonableness of a

sample to determine the sample to determine the appropriateness of generalizations appropriateness of generalizations made about the populationmade about the population

– Construct and analyze histograms, Construct and analyze histograms, stem-and-leaf plots, and circle stem-and-leaf plots, and circle graphsgraphs

Seventh Grade Seventh Grade Supporting IdeasSupporting Ideas

Probability:Probability: – Determine the outcomes of an Determine the outcomes of an

experiment and predict which experiment and predict which events are likely or unlikely, and if events are likely or unlikely, and if the experiment is fair or unfairthe experiment is fair or unfair

– Determine, compare, and make Determine, compare, and make predictions based on experimental predictions based on experimental or theoretical probability of or theoretical probability of independent or dependent eventsindependent or dependent events

Describing the Describing the StandardsStandards Mathematics instruction at each

subsequent grade will continue to use concepts and understandings learned in earlier grades as needed.

When asked at a recent Florida Council When asked at a recent Florida Council of Teachers of Mathematics meeting, a of Teachers of Mathematics meeting, a representative from FCAT said, representative from FCAT said, “students would still need to know “students would still need to know concepts from previous grades. They concepts from previous grades. They just won’t be tested in isolation.” just won’t be tested in isolation.”

Describing the Describing the StandardsStandards Some prerequisite knowledge and

skills, not specifically identified in the standards, may need to be added to the curriculum to meet the standards.

Students who move to Florida from other states may need exposure to topics not addressed at their grade of entry.

Real-World ProblemsReal-World Problems

To the extent possible, it is expected that the relevance of mathematics would be made clear to students by illustrating how mathematics is used in the real world. To this end, the curriculum should include real-world contexts in addition to mathematical contexts. The overall goal is to help students relate mathematics to the real world and their experiences.

Remarks are provided to:Remarks are provided to:

Clarify what is described in the standards.

Provide context to be addressed as part of

the standards.

Provide examples of the types of problems

that the standards address.

Provide content limits when deemed

appropriate.

RemarksRemarks

Remarks were not included with the

standards presented to the State

Board of Education.

Remarks are currently included in

course descriptions.

Important LinksImportant Links

Florida Mathematics Standards & Course Florida Mathematics Standards & Course Descriptions: Descriptions: – http://http://www.floridastandards.orgwww.floridastandards.org

Florida Department of Education, Office of Florida Department of Education, Office of Mathematics and ScienceMathematics and Science– http://www.fldoestem.orghttp://www.fldoestem.org

Florida Council of Teachers of MathematicsFlorida Council of Teachers of Mathematics– http://www.fctm.nethttp://www.fctm.net

National Council of Teachers of MathematicsNational Council of Teachers of Mathematics– http://www.nctm.orghttp://www.nctm.org

Santa Rosa County Mathematics Santa Rosa County Mathematics DepartmentDepartment– http://www.santarosa.k12.fl.us/currinst/http://www.santarosa.k12.fl.us/currinst/

Next steps should Next steps should include:include:

Statewide communication regarding new standards

(ongoing). A comprehensive crosswalk between the new and

existing standards (currently available in draft form).

District-by-district plans for transitioning to the new standards (work together!).

District curriculum plan for each grade level, K – 8 Professional development for teachers in order to

provide tools and knowledge necessary to implement new standards with success (ongoing)

Assessment…

How will itchange?

FCAT Crosswalk~

Impact on Assessment

Grade 7

Selection from a PowerPoint

Presented byHeather McKenzie

Test Development Center

Grade 7Supporting Idea:

Probability

MA.7.P.7.1 Determine the outcome of an experiment and predict which events are likely or unlikely, and if the experiment is fair or unfair.

MA.7.P.7.2 Determine, compare, and make predictions based on experimental or theoretical probability of independent or dependent events.

MA.7.P.7.1 Sample

The records of a sporting goods company show that 4 out of every 100 footballs manufactured have some defect. What is the probability that a football will NOT have a manufacturing defect?

A) 1/1 C) 1/25B) 1/4 D) 24/25

Previous Benchmark: MA.E.2.3.2

The student determines odds for and odds against a given situation.

(Benchmark clarification: Students will determine the odds for or odds against a specified outcome or the probability of a simple event occurring.)

Grade 7 ~Big Idea 3

Develop an understanding of operations on all rational numbers and solving linear equations.

MA.7.A.3.2

Add, subtract, multiply, and divide integers, fractions, and terminating decimals, and perform exponential operations with rational bases and whole number exponents including solving problems in everyday contexts.

MA.7.A.3.2 GR example

What is the value of the expression below?

11 + 43 – (5 x 5) (-6 - 4)

Answer: -5

A grid with an option to bubble in a negative sign would be provided.

Previous Benchmarks:MA.A.2.3.1 & MA.A.3.3.2

The student understands and uses exponential and scientific notation.

The student selects the appropriate operation to solve problems involving addition, subtraction, multiplication, and division of rational numbers, ratios, proportions, and percents, including the appropriate application of the algebraic order of operations.

As of 2011. . .As of 2011. . .NOT assessed at 7th gradeNOT assessed at 7th grade

EstimationEstimation RatesRates Angle measuresAngle measures Properties of two- and three- Properties of two- and three-

dimensional figures (in isolation)dimensional figures (in isolation) Scatter plots & box-and-whisker Scatter plots & box-and-whisker

plotsplots Scientific notationScientific notation