Math Standards
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Transcript of Math Standards
Introduction to the Introduction to the New Math StandardsNew Math StandardsIntroduction to the Introduction to the
New Math StandardsNew Math Standards
Principal meeting May 22Principal meeting May 22ndnd 2008 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 1st, 2008 SBE adopts 3rd math
credit rule• By July 30th 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 10th 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
OverviewThe 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 ProgramA 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
algorithmsBut 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 PrincipleFor all students to learn significant
mathematics, content should be taught and assessed in meaningful situations
Find the ContentAgree 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 triangle3. 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