Math Standards


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Math Standards

  1. 1. Introduction to the New Math Standards Principal meeting May 22 nd 2008
  2. 4. Goals for this session <ul><li>Set a historical perspective on the new math standards </li></ul><ul><li>Present an overview of the Revised K-8 standards </li></ul><ul><li>Understand the organization of the revised standards </li></ul><ul><li>Begin to reflect on the implications </li></ul>
  3. 5. The New standards- A timeline 1993: HB 1209 Enacted 1995-96 EALRs Released 2001-2002 GLEs Developed and Released 2004-05 Adoption Committee Selects GWM & CMP 2 2004 OSPI Release first alignment study, GWM is tops 2005-06 OSPI release second alignment study Winter 2007- See next slide 1998: WASL Pilots Sept 06- K-8 Focal Points CoE
  4. 6. Timeline Winter 2007: 50 percent of class of 2010 fails WASL, Legislature says standards are the problem April 2007 Legislation enacted directing SBE to hire a consultant to review math standards May 2007, Linda Plattner hired to review standards Summer 2007- initial report issued Fall 2007: Expert Panels formed to rewrite standards December 2007- comment version January 2008: “Final” Standards released March 2008: Standards rejected, more revisions April 28- Revised standards adopted K-8 National Math Panel Report
  5. 7. Future Events <ul><li>July 1 st , 2008 SBE adopts 3 rd math credit rule </li></ul><ul><li>By July 30 th 9-11 standards adopted </li></ul><ul><li>Curriculum alignment and intervention review completed by OSPI Summer- Fall 2008 </li></ul><ul><li>Diagnostic assessment 18 Mos. out </li></ul>
  6. 8. WASL and the New Standards (Bill 3166) <ul><li>For 2009- test is shortened grades 3-8, still based on GLEs </li></ul><ul><li>2010, WASL based on new standards </li></ul><ul><li>Create diagnostic tools </li></ul><ul><li>2010- EoC in Algebra </li></ul><ul><li>2011 EoC Geometry </li></ul><ul><li>2013 EoC can substitute for math WASL </li></ul><ul><li>2014 EoC replaces 10 th grade WASL </li></ul>
  7. 9. Organization of the Revised Standards <ul><li>At each grade level: </li></ul><ul><li>3-4 Core Content areas </li></ul><ul><li>Additional key content </li></ul><ul><li>Core Processes (reasoning, problem solving, communication) </li></ul><ul><li>For each of these: </li></ul><ul><li>Overview paragraph </li></ul><ul><li>Performance Expectations </li></ul><ul><li>Comments/Examples </li></ul>
  8. 10. Overview <ul><li>The paragraph conveys the essence of the content in a way that should help readers get a clear sense of that content. </li></ul><ul><li>Numbering System </li></ul><ul><li>3.1.A </li></ul>Grade Level Core Content Expectation
  9. 11. Reviewing a Standard <ul><li>Find 3.1 and read over the paragraph, performance expectations, and comments/examples </li></ul><ul><li>Discuss the substance with you table group </li></ul><ul><li>Be prepared to share with the whole group </li></ul>
  10. 12. What are alternative recording schemes? <ul><li>1 1 </li></ul><ul><li>356 </li></ul><ul><li>+278 </li></ul><ul><li>634 </li></ul><ul><li>356 </li></ul><ul><li>+278 </li></ul><ul><li>14 </li></ul><ul><li>120 </li></ul><ul><li>500 </li></ul><ul><li>634 </li></ul>
  11. 13. <ul><li>Ready! </li></ul><ul><li>Set! </li></ul><ul><li>Find the difference: 10.00 </li></ul><ul><li> - 4.59 </li></ul>
  12. 14. A Balanced Program <ul><li>A well-balanced mathematics program for all students includes: </li></ul><ul><li>Conceptual understanding </li></ul><ul><li>Procedural fluency </li></ul><ul><li>Mathematical processes </li></ul>
  13. 15. Conceptual Understanding (Mathematical Sense-making) <ul><li>Conceptual understanding is woven throughout the standards </li></ul><ul><li>Performance Expectations with verbs like demonstrate, describe , represent, connect , or verify ask students to show their understanding </li></ul>
  14. 16. Procedural Fluency (skills, facts and procedures) <ul><li>Computation is typically carried out using algorithms </li></ul><ul><li>But instruction should not start with algorithms- they are shortcuts to routinize thinking </li></ul><ul><li>Fluency requires more than memorization- conceptual understanding </li></ul>
  15. 17. Mathematical Processes (using math to reason and think) <ul><li>Students must be able to reason, solve problems, and communicate their understanding effectively </li></ul><ul><li>Content is always embedded in processes, and processes are often embedded in content </li></ul>
  16. 18. Central Principle <ul><li>For all students to learn significant mathematics, content should be taught and assessed in meaningful situations </li></ul>
  17. 19. Find the Content <ul><li>Agree upon one idea from the list below. With your table, search for the first mention and last mention of the idea. </li></ul><ul><li>1. Multiplication of whole numbers </li></ul><ul><li>2. Area of a triangle </li></ul><ul><li>3. Operations with Fractions </li></ul>
  18. 20. What do you notice? <ul><li>What do you notice about the grade range? </li></ul><ul><li>What are the implications of this for teachers? </li></ul><ul><li>What are the implications of this for curriculum? </li></ul>
  19. 21. Next Steps in Puyallup <ul><li>Finish alignment study of curriculum </li></ul><ul><li>Put together curriculum plan- including revised instructional timelines, and supplemental materials </li></ul><ul><li>Provide professional development </li></ul><ul><li>Full implementation in Fall 2009 </li></ul>