Math
description
Transcript of Math
![Page 1: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/1.jpg)
Math
Curriculum CouncilSeptember 5, 2013
![Page 2: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/2.jpg)
![Page 3: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/3.jpg)
Cognitive Change Content Change
rigor
verbs
How?
topics
nouns
What?
![Page 4: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/4.jpg)
• NEW Standard
• Change of Grade Level
• Change of Strand
• Other Changes
CHANGES TO STUDENT EXPECTATIONS
![Page 5: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/5.jpg)
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
![Page 6: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/6.jpg)
• NEW Standard
• Change of Grade Level
• Change of Strand
• Other Changes
CHANGES TO STUDENT EXPECTATIONS
![Page 7: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/7.jpg)
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
![Page 8: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/8.jpg)
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
![Page 9: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/9.jpg)
2012-2013Current Standards
2013-2014Current Standards
8th Grader Algebra I
No Slope Slope
![Page 10: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/10.jpg)
2013-2014Current Standards
2014-2015Current Standards
8th Grader Algebra I
No Slope Slope
![Page 11: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/11.jpg)
2014-2015New
Standards
2015-2016New Standards
8th Grader Algebra I
Slope No Slope
![Page 12: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/12.jpg)
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
![Page 13: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/13.jpg)
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
![Page 14: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/14.jpg)
2012 / 2013
6th Grad
e
6.8c measure angles
4th Grad
e4.8a identify and describe right, acute, and obtuse angles
4
2014 / 2015
4.7a, 4.7b, 4.7c, 4.7d
2013 / 2014
5
6
![Page 15: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/15.jpg)
• NEW Standard
• Change of Grade Level
• Change of Strand
• Other Changes
CHANGES TO STUDENT EXPECTATIONS
![Page 16: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/16.jpg)
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
![Page 17: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/17.jpg)
• NEW Standard
• Change of Grade Level
• Change of Strand
• Other Changes
CHANGES TO STUDENT EXPECTATIONS
![Page 18: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/18.jpg)
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
![Page 19: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/19.jpg)
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” enough 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?
![Page 20: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/20.jpg)
2014-15 Implications
![Page 22: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/22.jpg)
B.I.G. Overview
![Page 23: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/23.jpg)
![Page 24: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/24.jpg)
Teaching the New Math Standards
To Register: Visit E-CAMPUShttps://ecampus.esc13.net
![Page 25: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/25.jpg)
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
![Page 26: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/26.jpg)
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.
![Page 27: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/27.jpg)
![Page 28: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/28.jpg)
TEKS ResourceSystem
![Page 29: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/29.jpg)
http://www5.esc13.net/thescoop/math/
![Page 30: Math](https://reader036.fdocuments.us/reader036/viewer/2022070421/5681620d550346895dd23839/html5/thumbnails/30.jpg)
• Mary Headley – Elementary Mathematics– [email protected] – 512-919-5231
• Susan Hemphill – Secondary Mathematics– [email protected] – 512-919-5360
• Freddy Noriega – Secondary Mathematics– [email protected] – 512-919-5350