9/4/2013. Math. Curriculum Council September 5, topics nouns What? rigor verbs How?

Transcription

1 Math Curriculum Council September 5, 2013 Cognitive Change rigor verbs How? Content Change topics nouns What? 1

2 CHANGES TO STUDENT EXPECTATIONS NEW Standard Change of Grade Level Change of Strand Other Changes 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 CHANGES TO STUDENT EXPECTATIONS NEW Standard Change of Grade Level Change of Strand Other Changes 2

3 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 ) 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, (y 2 y 1 ) / (x 2 x 1 ), is the same for any two points (x 1, y 1 ) and (x 2, y 2 ) on the same line Standard Cognitive Change Content Change 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 8 added the use of similar right triangles added reference to the formula for the slope between two points deleted 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 ) 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, (y 2 y 1 ) / (x 2 x 1 ), is the same for any two points (x 1, y 1 ) and (x 2, y 2 ) on the same line Standard Cognitive Change Content Change 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 8 added the use of similar right triangles added reference to the formula for the slope between two points deleted finding slope from algebraic representations Lead4ward, Side-By-Side book th Grader Algebra I No Slope Slope 3

4 th Grader Algebra I No Slope Slope New New 8 th 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 ) 4.7A illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is cut out by the rays of the angle; angle measures are limited to whole numbers 4.7B illustrate degrees as the units used to measure an angle, where 1/360 of any circle is 1 degree and an angle that cuts n/360 out of any circle whose center is at the angle s vertex has a measure of n degrees; angle measures are limited to whole numbers 4.7C determine the approximate measures of angles in degrees to the nearest whole number using a protractor 4.7D draw an angle with a given measure Standard Cognitive Change Content Change 6.8C measure angles Lead4ward, Side-by-Side book 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) 4

5 New 4 th Grade 5 th Grade 6 th Grade No Measuring of Angles No Measuring of Angles No Measuring of Angles 2012 / / / th Grade 6.8c measure angles 5 4 th Grade 4.8a 4.7a, identify 4.7b, 4.7c, and describe 4.7d right, acute, and obtuse angles 4 CHANGES TO STUDENT EXPECTATIONS NEW Standard Change of Grade Level Change of Strand Other Changes 5

6 TEKS Strands (Grades 6-8) (until 2014) New (begins ) Number, Operation & Quantitative Reasoning Patterns, Relationships, and Algebraic Reasoning Geometry & Spatial Reasoning Measurement Probability & Statistics Underlying Processes and Tools Mathematical Process Number & Operations Proportionality Expressions, Equations, and Relationships Measurement & Data [Two Dimensional Shapes] Personal Financial Literacy Lead4ward, Side-By-Side book CHANGES TO STUDENT EXPECTATIONS NEW Standard Change of Grade Level Change of Strand Other Changes Standard 5.13a use tables of related number pairs to make line graphs New Standard 5.9b represent discreet paired data on a scatter plot Standard 8.7c use pictures or models to demonstrate the Pythagorean Theorem New Standard 8.6c use models and diagrams to explain the Pythagorean Theorem 6

7 Implications 7

8 B.I.G. Overview Teaching the New Math To Register: Visit E-CAMPUS 8

9 Teaching the New Math CHOOSE THE APPROPRIATE GRADE BAND K - 1 Sept. 30, 2013 Workshop ID FA Oct. 24, 2013 Workshop ID FA Dec. 4, 2013 Workshop ID FA Nov. 6, 2013 Workshop ID FA Alg. I Dec. 5, 2013 Workshop ID FA To Register: Visit E-CAMPUS 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. 9

10 TEKS Resource System Mary Headley Elementary Mathematics Susan Hemphill Secondary Mathematics Freddy Noriega Secondary Mathematics