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Math TEKS Refinement TOT

Math TEKS Refinement TOT. Project Director: Pam Littleton Tarleton State University. K-2 Writing Team. Adrian Lopez Gayla Reid Kathy Horak Smith Cindy Sullivan Molly Weinburgh, Editor Paula Moeller. Content of TOT module. Morning of Day 1

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Math TEKS Refinement TOT

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  1. Math TEKS Refinement TOT Project Director: Pam Littleton Tarleton State University

  2. K-2 Writing Team • Adrian Lopez • Gayla Reid • Kathy Horak Smith • Cindy Sullivan • Molly Weinburgh, Editor • Paula Moeller

  3. Content of TOT module • Morning of Day 1 • Understanding refinements made to grades K-5 mathematics TEKS • Afternoon of Day 1 • Assessment of the new TEKS through diagnostic, formative, and summative means • Proposed time line for incorporation of TEKS revisions into TAKS and SDAA II

  4. Content of TOT module • Morning of Day 2 - Numerical Fluency Content • Afternoon of Day 2 - Measurement Content

  5. Other Support • Appendix • Lessons at each grade level in each strand to support the revisions to the TEKS • CD • All materials will be available on CD • Web informational site • www.MathTEKS2006.net

  6. What are all the Changes About? An opportunity to really study the refinements to the Texas Essential Knowledge and Skills

  7. What to Look For! • Limitations on Existing TEKS and Student Expectations • New Information Added to Existing TEKS and Student Expectations • New TEKS and Student Expectations • Rewording of Existing TEKS and Student Expectations

  8. Limitations on Existing TEKS and Student Expectations (1.2) Number, operation, and quantitative reasoning. The student uses pairs of whole numbers to describe fractional parts of whole objects or sets of objects.The student is expected to: (A) separate [share] a whole [by separating it] into two, three, or four equal parts and use appropriate language to describe the parts such as three out of four equal parts.

  9. New Information Added to Existing TEKS and Student Expectations (2.6) Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions.The student is expected to: (C) identify, describe, and extend repeating and additive patterns to make predictions and solve problems.

  10. New TEKS and Student Expectations (K.10) Measurement. The student directly compares the [uses] attributes of [such as] length, area, weight/mass, [weight, or] capacity, and/or relative temperature [to compare and order objects]. The student uses comparative language to solve problems and answer questions. The student is expected to: (B) compare the areas of two flat surfaces of two-dimensional figures (covers more, covers less, or covers the same).

  11. Rewording of Existing TEKS and Student Expectations (1.8) Measurement. The student understands that time [and temperature] can be measured. The student uses time to describe and compare situations. The student is expected to: (A) [(C)] order three or more events according to duration; and [by how much time they take.]

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