Math

Curriculum CouncilSeptember 5, 2013

Cognitive Change Content Change

rigor

verbs

How?

topics

nouns

What?

• NEW Standard

• Change of Grade Level

• Change of Strand

• Other Changes

CHANGES TO STUDENT EXPECTATIONS

3.6D decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area

• NEW Standard

• Change of Grade Level

• Change of Strand

• Other Changes

CHANGES TO STUDENT EXPECTATIONS

8.4 The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope. The student is expected to:

New Standard(Implementation Year

2014-2015)

Current Standard Cognitive Change Content Change

8.4A use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 – y1) / (x2 – x1), is the same for any two points (x1, y1) and (x2, y2) on the same line

A.6A develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic representations

changed “develop the concept of slope” to “develop an understanding of slope”

moved slope from Algebra I to grade 8added the use of similar right trianglesadded reference to the formula for the slope between two pointsdeleted finding slope from algebraic representations

Lead4ward, Side-By-Side book

8.4 The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope. The student is expected to:

New Standard(Implementation Year

2014-2015)

Current Standard Cognitive Change Content Change

8.4A use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 – y1) / (x2 – x1), is the same for any two points (x1, y1) and (x2, y2) on the same line

A.6A develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic representations

changed “develop the concept of slope” to “develop an understanding of slope”

moved slope from Algebra I to grade 8added the use of similar right trianglesadded reference to the formula for the slope between two pointsdeleted finding slope from algebraic representations

Lead4ward, Side-By-Side book

2012-2013Current Standards

2013-2014Current Standards

8th Grader Algebra I

No Slope Slope

2013-2014Current Standards

2014-2015Current Standards

8th Grader Algebra I

No Slope Slope

2014-2015New

Standards

2015-2016New Standards

8th Grader Algebra I

Slope No Slope

4.7 The student applies mathematical process standards to solve problems involving angels less than or equal to 180 degrees. The student is expected to:

New Standard(Implementation Year

2014-2015)

Current Standard Cognitive Change Content Change

4.7A illustrate the measure of an angle as the partof a circle whose center is at the vertex of the anglethat is “cut out” by the rays of the angle; anglemeasures are limited to whole numbers4.7B illustrate degrees as the units used to measurean angle, where 1/360 of any circle is 1 degree andan angle that “cuts” n/360 out of any circle whosecenter is at the angle’s vertex has a measure of ndegrees; angle measures are limited to wholenumbers4.7C determine the approximate measures ofangles in degrees to the nearest whole numberusing a protractor4.7D draw an angle with a given measure

6.8C measure angles

• added “illustrating/ drawing” of measurement angles

• moved the measuring of angles from grade 6 to grade 4

• added detailed understanding of the measurement of angles

• limited angles measurements to whole numbers

• identified the required use of a measurement tool (protractor)

Lead4ward, Side-by-Side book

2012-2013Current

Standards

2013-2014Current

Standards

2014-2015New Standards

4th Grade 5th Grade 6th Grade

No Measuring of Angles

No Measuring of Angles

No Measuring of Angles

2012 / 2013

6th Grad

e

6.8c measure angles

4th Grad

e

4.8a identify and describe right, acute, and obtuse angles

4

2014 / 2015

4.7a, 4.7b, 4.7c, 4.7d

2013 / 2014

5

6

• NEW Standard

• Change of Grade Level

• Change of Strand

• Other Changes

CHANGES TO STUDENT EXPECTATIONS

TEKS Strands (Grades 6-8)

Current (until 2014) New (begins 2014-15)

•Number, Operation & Quantitative Reasoning

•Patterns, Relationships, and Algebraic Reasoning

•Geometry & Spatial Reasoning

•Measurement•Probability & Statistics•Underlying Processes and Tools

•Mathematical Process Standards

•Number & Operations•Proportionality•Expressions, Equations, and Relationships

•Measurement & Data•[Two-Dimensional Shapes]

•Personal Financial Literacy

Lead4ward, Side-By-Side book

• NEW Standard

• Change of Grade Level

• Change of Strand

• Other Changes

CHANGES TO STUDENT EXPECTATIONS

Current Standard New Standard

5.13a use tables of related number pairs to make line graphs

5.9b represent discreet paired data on a scatter plot

Current Standard New Standard

8.7c use pictures or models to demonstrate the Pythagorean Theorem

8.6c use models and diagrams to explain the Pythagorean Theorem

Already know

this /

understand it

I know what it

means, but I

need to find

out more

about it

Brand new to

me – need

help

Do I “get it” e

nough to get

an __ year old to “get it”?

Do I have and know

strategies, resources, and

best practice so that my

students will be able to

know and do what is

expected of them at the

appropriate rigor?

2014-15 Implications

http://www4.esc13.net/

B.I.G. Overview

Teaching the New Math Standards

To Register: Visit E-CAMPUShttps://ecampus.esc13.net

Teaching the New Math StandardsCHOOSE THE APPROPRIATE GRADE BAND

 • K - 1 Sept. 30, 2013 Workshop ID

FA1325963

• 2 - 3 Oct. 24, 2013 Workshop ID FA1325961

• 4 - 5 Dec. 4, 2013 Workshop ID FA1326981

• 6 - 7 Nov. 6, 2013 Workshop ID FA1326978

• 8 - Alg. I Dec. 5, 2013 Workshop ID FA1326982To Register: Visit E-CAMPUShttps://ecampus.esc13.net

K.2E generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20.

Students should be able to make sets using concrete objects or pictures that represent a number that is more than, less than, and equal to a given number up to 20.

The following examples show teacher and student actions to help build the skills of creating sets that are equal, more than or less than.

TEKS ResourceSystem

http://www5.esc13.net/thescoop/math/

• Mary Headley – Elementary Mathematics– mary.headley@esc13.txed.net – 512-919-5231

• Susan Hemphill – Secondary Mathematics– susan.hemphill@esc13.txed.net – 512-919-5360

• Freddy Noriega – Secondary Mathematics– fredric.noriega@esc13.txed.net – 512-919-5350