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Math Standards
 

Math Standards

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    Math Standards Math Standards Presentation Transcript

    • Introduction to the New Math Standards Principal meeting May 22 nd 2008
    •  
    •  
    • Goals for this session
      • Set a historical perspective on the new math standards
      • Present an overview of the Revised K-8 standards
      • Understand the organization of the revised standards
      • Begin to reflect on the implications
    • 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
    • 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
    • Future Events
      • July 1 st , 2008 SBE adopts 3 rd math credit rule
      • By July 30 th 9-11 standards adopted
      • Curriculum alignment and intervention review completed by OSPI Summer- Fall 2008
      • Diagnostic assessment 18 Mos. out
    • WASL and the New Standards (Bill 3166)
      • For 2009- test is shortened grades 3-8, still based on GLEs
      • 2010, WASL based on new standards
      • Create diagnostic tools
      • 2010- EoC in Algebra
      • 2011 EoC Geometry
      • 2013 EoC can substitute for math WASL
      • 2014 EoC replaces 10 th grade WASL
    • Organization of the Revised Standards
      • At each grade level:
      • 3-4 Core Content areas
      • Additional key content
      • Core Processes (reasoning, problem solving, communication)
      • For each of these:
      • Overview paragraph
      • Performance Expectations
      • Comments/Examples
    • Overview
      • The paragraph conveys the essence of the content in a way that should help readers get a clear sense of that content.
      • Numbering System
      • 3.1.A
      Grade Level Core Content Expectation
    • Reviewing a Standard
      • Find 3.1 and read over the paragraph, performance expectations, and comments/examples
      • Discuss the substance with you table group
      • Be prepared to share with the whole group
    • What are alternative recording schemes?
      • 1 1
      • 356
      • +278
      • 634
      • 356
      • +278
      • 14
      • 120
      • 500
      • 634
      • Ready!
      • Set!
      • Find the difference: 10.00
      • - 4.59
    • A Balanced Program
      • A well-balanced mathematics program for all students includes:
      • Conceptual understanding
      • Procedural fluency
      • Mathematical processes
    • Conceptual Understanding (Mathematical Sense-making)
      • Conceptual understanding is woven throughout the standards
      • Performance Expectations with verbs like demonstrate, describe , represent, connect , or verify ask students to show their understanding
    • Procedural Fluency (skills, facts and procedures)
      • Computation is typically carried out using algorithms
      • But instruction should not start with algorithms- they are shortcuts to routinize thinking
      • Fluency requires more than memorization- conceptual understanding
    • Mathematical Processes (using math to reason and think)
      • Students must be able to reason, solve problems, and communicate their understanding effectively
      • Content is always embedded in processes, and processes are often embedded in content
    • Central Principle
      • For all students to learn significant mathematics, content should be taught and assessed in meaningful situations
    • Find the Content
      • Agree upon one idea from the list below. With your table, search for the first mention and last mention of the idea.
      • 1. Multiplication of whole numbers
      • 2. Area of a triangle
      • 3. Operations with Fractions
    • What do you notice?
      • What do you notice about the grade range?
      • What are the implications of this for teachers?
      • What are the implications of this for curriculum?
    • Next Steps in Puyallup
      • Finish alignment study of curriculum
      • Put together curriculum plan- including revised instructional timelines, and supplemental materials
      • Provide professional development
      • Full implementation in Fall 2009