SECONDARY MATHEMATICS COURSES AND PLACEMENT...
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SECONDARY MATHEMATICS COURSES AND PLACEMENT PATHWAYS
Transcript of SECONDARY MATHEMATICS COURSES AND PLACEMENT...
SECONDARY
MATHEMATICS COURSES
AND PLACEMENT
PATHWAYS
MIDDLE SCHOOL MATH
COURSES
CaCCSS Math Courses – Middle School
CC
Math 6
• Ratios and Proportional Relationships
• The Number System
• Expressions and Equations
• Geometry
• Statistics and Probability
CC
Math 7
• Ratios and Proportional Relationships
• The Number System
• Expressions and Equations
• Geometry
• Statistics and Probability
CC
Math 8
• The Number System
• Expressions and Equations
• Functions
• Geometry
• Statistics and Probability
In grades 6-8, students get introduced to new concepts and skills. The
Domains in these grade levels are only covered in these grade levels. They
build on the content and skills from the elementary grades.
CaCCSS Math - MS
Grades
Priorities in Support of Rich Instruction:
Expectations of Fluency and Conceptual Understanding in the CA
CCSSM
K-2Addition and subtraction – concepts, skills and problem solving; measurement using whole
number quantities
3-5Multiplication and division of whole numbers and fractions—concepts, skills and problem
solving.
6Ratios and proportional reasoning; early expressions and
equations
7Ratios and proportional reasoning; arithmetic of rational
numbers
8 Linear algebra
What is Common Core (CC) Math 8?
With the adoption of the CCSS, California adopted CCSS Math
8 as the grade 8 course instead of the former Algebra 1.
Questions and misconceptions about Math 8:
• Is CC Math 8 the same as Algebra Readiness?
• Is CC Math 8 a remedial course?
• Why are students taking CC Math 8 instead of Algebra 1?
• Is Algebra 1 the course for 8th graders?
• Can students take Algebra 1 in 8th grade?
CA CCSSM Framework – Math 8• The CA CCSSM Grade 8 standards are of significantly higher
rigor than the Algebra 1 course that many students have taken while in 8th grade. The CA CCSSM for grade eight address the foundations of algebra by including content that was previously part of the Algebra I course, such as more in-depth study of linear relationships and equations, a more formal treatment of functions, and the exploration of irrational numbers. For example, by the end of the CA CCSSM for grade eight, students will have applied graphical and algebraic methods to analyze and solve systems of linear equations in two variables. The CA CCSSM for grade eight also include geometry standards that relate graphing to algebra in a way that was not explored previously. In addition, the statistics presented in the CA CCSSM for grade eight are more sophisticated than those previously included in middle school and connect linear relations with the representation of bivariate data.
CA Math Framework 2013- Appendix – Course Placement
and Sequences- pg. 5
What is different about CC Algebra 1?1997 Algebra 1
• Understanding of Linear Equations and solving systems of linear equations.
• Understanding of structure of quadratic equations, graphing, finding the roots.
• Quadratic Formula and understanding the information given by the discriminant.
• Understand and use the rules of exponents. Exploration of rational numbers.
CC Algebra 1CC Math 8
• Rational and irrational
numbers
• Linear equations in two
variables
• Solve system of two linear
equations
• Statistics and Probability –
Bivariate data (formerly S&P)
• Geometry – Pythagorean
Theory (formerly Geometry)
• Linear, quadratic and exponential
functions (formerly Algebra 2)
• Construct and compare linear
quadratic and exponential models
and solve problems
• Extend the properties of exponents
to rational exponents
• Arithmetic and Geometric
Sequences (formerly Algebra 2)
• Statistics and Probability
concepts around linear models
1997 CA Standards - Algebra II
Standard 12.0
Students know the laws of fractional exponents,
understand exponential functions, and use these
functions in problems involving exponential growth and
decay.
CaCCSS Mathematics – (CC Algebra 1)
Build a function that models a relationship between
two quantities. [For F.BF.1, 2, linear, exponential, and
quadratic.]
F.BF 1. Write a function that describes a relationship
between two quantities.
a. Determine an explicit expression, a recursive process,
or steps for calculation from a context.
b. b. Combine standard function types using arithmetic
operations. For example, build a function that models
the temperature of a cooling body by adding a constant
function to a decaying exponential, and relate these
functions to the model.
SBAC Released Item #1
11th Grade Assessment
A new social networking website was made available. The website had 10 members its first week. Beginning the second week, the creators of the website have a goal to triple the number of members every week.
For Part A and Part B below, select the appropriate expression for each blank region. To place an expression in a region, click on the expression, move the pointer over the region, and click again to place the expression in the region. Only one expression can be placed in each region. To return all expressions to their original positions, click the Reset button.
F-BF.1 MP 1, 2 and 7
SBAC Item #1Part A
Determine an explicit formula for f(n), the number of members the creators have a goal of getting n weeks after the website is made available.
f(n)=
Part B
Determine a recursive formula for f(n).
f(n)= for n>
f(1)=
0 31 7 10
3n + 7 10(n – 1) 10(3n-1 ) 3(10n-1 )3n + 10
f(n+1)+2 3f(n-1)f(n-1)+30 3f(n-1)+10 F(3n-1)
SBAC Item #1
1997 CA Standards - Algebra II
Standard 12.0
Students know the laws of fractional exponents,
understand exponential functions, and use these
functions in problems involving exponential growth and
decay.
1997 CA Standards – Algebra II
CaCCSS Mathematics – (CC Algebra 1)
Interpret functions that arise in applications in terns of
the context. (Linear, exponential, and quadratic)
F.IF 6 Calculate and interpret the average rate of change of
a function (presented symbolically or as a table) over a
specified interval. Estimate the rate of change from the
graph.
SBAC Item #2
SBAC Item #2
Middle School Acceleration Courses
What is Acceleration?
• In order to accelerate students through middle school
mathematics so that they reach higher math courses,
such as AP Calculus, courses will need to be
“compacted”.
• “The term “compacted” means to compress content,
which requires a faster pace to complete, as opposed to
skipping content.” Appendix A (CCSSI)
“Acceleration will require
compaction and not the
former strategy of deletion.”
Appendix A (CCSSI 2010)
What does this look like?
CCSSI- Appendix A recommends
that the three years of content be
“compacted” into two academic
years at most.
Example:
CC Math 7 standards, CC Math 8 standards and CC
Algebra 1 standards may be compressed into two
academic years. A 3:2 ratio. More content will be covered
in less time.
MS Accelerated Courses
In grade 6, all students will be introduced and expected to
master grade 6 standards only. At the end of this grade level,
students are identified for acceleration with true demonstration of
a balanced of conceptual understanding, fluency and ability to
apply mathematics. Accelerated CC Math 7 course consists of
all grade 7 standards and half of grade 8 standards. Accelerated
CC Algebra 1 course consists of the second half of the grade 8
standards and all CC Algebra 1 standards.
California Math FrameworkGuidelines for placement:
1. “ Decisions to accelerate students into the Common Core State Standards for higher mathematics before ninth grade should not be rushed.”
2. “Decisions to accelerate students into higher mathematics before ninth grade must require solid evidence of mastery of prerequisite CCSSM”
California Math Framework
3. “Compacted courses should
include the same Common Core
State Standards as the non-
compacted courses.”4. A menu of challenging options should be available for
students after their third year of mathematics – and all
students should be strongly encouraged to take
mathematics in all years of high school.”
SMARTER Balanced Assessments
• Students in accelerated courses will take the assessment for
their grade level.
• Example: An 8th grade student in an accelerated CC Algebra 1 course
learning grade 8 and CC Algebra 1 standards will take the Math 8
Smarter Balanced Assessment.
• Smarter Balanced will not have assessments for CC Algebra
1, CC Geometry, or CC Algebra 2. The only assessment at
the high school level is an 11th grade assessment, which will
assess concepts from all 3 courses: CC Algebra 1, CC
Geometry, and CC Algebra 2.
WHAT ARE THE
PATHWAYS?
Accelerated Pathways for MS
CC Math 6
CC Math 7 CC Math 8
AcceleratedCC Math 7
AcceleratedCC Algebra 1
Using District policy
that will have
different measures
to identify students
who are ready for
placement in
Accelerated
pathway
Another decision
point for
acceleration
opportunities at
the high school
level.
All Students
Regular Pathway
Accelerated Path
way
Decision point: Some
students in Accelerated CC
Math 7 might not be ready
to continue in the
accelerated pathway.
These students can
continue with CC Math 8.
Accelerated Pathways for MS
MEM-6228.0 outlines different measures to identify students who are ready for placement in Accelerated pathway.
• One of the measures is the Middle School Mathematics Placement Assessment.
• Middle School Mathematics Placement Assessment administered to all 6th grade students.
• Administration date: May 19th – May 30th.
Regular Pathways for HS
Grade 12
Grade 11
Grade 10
Grade 9
CC Algebra 1 CC Geometry CC Algebra 2 4th Year Math -
Options
Acceleration Pathway for HS
Grade 12
Grade 11
Grade 10
Grade 9
CC AlgebraCC
Algebra 2
Pre-Calculus
AP Calculus AB
Opportunity to accelerate at the high
school level: Double Block of
Mathematics. Students may take two
courses the same year. They may also
take Geometry in Summer if available.
CC Geometry
Acceleration Pathway for HS
Grade 12
Grade 11
Grade 10
Grade 9
CC Algebra 1CC
GeometryH Advanced
Math4th Year Math
- Options
Students can
have the
opportunity to
accelerate at the
high school level.
Accelerated Pathways for HS
Grade 12
Grade 11
Grade 10
Grade 9
CC Geometry H Advanced Math
AP Calculus AB
4th Year Math -Options
This is the pathway for students who were enrolled and were successful
in the accelerated pathway starting at middle school.
Parent Notification
• MEM-6228.0 - Pathways for Middle and High School Math Course
Placement for 2014-2015 Transition Year – has parent letter.
• The two pathways at middle school was explained: traditional and
accelerated.
• All grade 6 students will be enrolled in CC Math 6. At the end of
Grade 6, students will take a placement test.
• These scores will be used as one of the criteria to make decisions on
placement in either a traditional or accelerated pathway.
• Middle school students will continue to have the opportunity to
accelerate their math courses to reach higher math courses at the
high school level, such as AP Calculus AB and AP Statistics and
Probability.
• The placement of high ability students is being addressed in
collaboration with the gifted office and the Superintendent and
information is forthcoming.
FAQ
1. Is the district offering Algebra 1 at the middle school
level next year? What about Geometry?
2. What are the pathways for middle school and high
school?
3. When will the Math Instructional Guide be shared with
teachers?
4. What training/PD will be available for teachers?
5. What materials are available for our teachers and
students to teach CCSS?
6. What support classes will be available?
