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SCASD Math Curriculum. MJ Kitt K-6 Math/Science Coordinator Bill Harrington Secondary Math Coordinator. Conceptual Understanding. Students. Problem Solving. Parents. Teachers. Skills. A Model for Success. Elementary Math Office Goals 2008-2009. Development of Elementary
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SCASD Math Curriculum MJ Kitt K-6 Math/Science Coordinator Bill Harrington Secondary Math Coordinator
Conceptual Understanding Students Problem Solving Parents Teachers Skills A Model for Success
Elementary Math Office Goals 2008-2009 • Development of Elementary • Math Parent Handbook • Distributed at Back-to-School Night • Parent Informational/Workshop • Opportunities • Dec 08 to present
Elementary Math Parent Handbook Distributed at Back-to-School Night
Future Plans for Parent Opportunities • District Informational Parent Math Night • Overview of K-5 math curriculum • District elementary math goals • Parent communication • Math Exploration Venues • Work study groups • Grade level workshops • Informal math conversations • In-home math socials • Breakfasts, lunches • District Math Website
? Responding to Parent Concerns • What about fact practice? • When are algorithms introduced? • Are students prepared for higher level mathematics?
Computational Fluency Statement SCASD Expectations~ K: Model with objects 1st: Addition facts to 10 Combinations of 10 2nd: Subtraction facts to 10 Addition facts to 20 3rd: Subtraction facts to 20 Multiplication facts through 5 x 9 4th: Multiplication facts through 12 x 12 5th: Multiplication and Division through 12’s
Where have we been? Where do we go from here?
History of the District Math Review Committees
A Complete Program Nimble With Numbers Investigations Carson-Delossa Calendar Math
Where's the Evidence? 08 07
Why the 2nd Edition? 2nd Edition Investigations provides: • improved parent communication • integration of standard algorithms • additional practice opportunities • more rigorous development of the number and operations strand • more explicit suggestions for modifications and extensions • enhanced student, teacher, and parent technology components
PSSA Content Pennsylvania State Standards Anchor Assessment Areas 1. Number Systems and Operations 2. Measurement • Geometry 4. Algebraic Concepts 5. Data Analysis and Probability
PSSA Content Data Analysis Number Systems Algebra Measurement Geometry
PSSA Content
K What is the repeating unit of this pattern? What comes next in this pattern?
K Kindergarten Activity: Students make patterns with connecting cubes and record with paper cube strips.
1 A B C A B C What color will the 10th square be?
1 Activity: Students will determine the color of cube “x” given a prepared AB, AAB, or ABC cube train. First Grade
2 Activity: Students make a building with connecting cubes, given a certain number of rooms per floor (ex: 3 rooms/floor). Then they determine the total number of rooms in a building with a certain number of floors.
2 Activity: Students create a table to represent the ratio of # of floors to # of rooms. Second Grade
3 Activity: Students complete a table that shows how many marbles each of 3 children has after every 5 nights if they receive a different number of marbles each night. Students then write a rule to determine how many marbles each of the 3 children will have on any given night. Third Grade
3 What story can we tell about Tovar and Winger by looking at this graph?
c speed b a g d f e time 4 Activity: Students look at a graph of a runner’s speed over time and draw conclusions about her progress based on the shape of the graph. Fourth Grade • At what point is she speeding up? • At which point has she stopped? • At which point is she going at a slow, steady speed? • What is she doing at d? • What is she doing at f? • What is she doing at c?
Jar B Jar A 4 Activity: Students create a graph and compare the data for each situation.
5 Activity: Students build a rectangular array with rows of 3 tiles and examine the relationship between the number of rows and the number of tiles. Fifth Grade = 3 = 6
5 Activity: Students work with the same arrangement of tiles and consider the perimeter of the shape as the number of rows increases. P = P = P = P = What rule would determine the perimeter for “n” rows? What would be the perimeter when 10 rows of 3 tiles are added?
M Students look at one set of data represented in the form of a table and compare it to another set of data represented in a graph. Middle • Which bike shop offers better rates? • What is the best way to compare this data? • What patterns can you find and how can you use the patterns to predict values not included?
M Students solve problems by comparing tables, graphs, and equations. Middle Mighty Tee charges $49 plus $1 per T-shirt. No-Shrink Tee charges $4.50 per T-shirt. CMighty = 49 + n CNo-Shrink = 4.5n • Which company offers the better deal for 20 shirts? • For what number of T-shirts is the cost of the two companies equal? • What are the advantages to using equations to answer these questions? Graphs? Tables? T-Shirt Cost
M Solving Equations Middle y = 3x + 3 y = 2x + 8 3x + 3 = 2x + 8
H Solving System of Equations High Tyrel and Dalia bought some pens and pencils. Tyrel bought 4 pens and 5 pencils, which cost him $6.71. Dalia bought 5 pens and 3 pencils, which cost her $7.12. Let x = the cost of a pencil y = the cost of a pen 4x + 5y = 6.71 5x + 3y = 7.12
H Other Functions High Power Functions: y = xp
H Other Functions High Exponential Functions: y = P0ax
H Other Functions High Logarithmic Functions: y = lnx
H Other Functions High Periodic Functions:
c speed b a g d f e time 4 Remember this?
H Rate of Change High
H Rate of Change High Estimate the average rate of change between t=0 and t=10. Interpret your answers in terms of water. The average rate of change is about 30 cubic meters per week.
H Rate of Change High
Thank You! MJ Kitt K-6 Math/Science Coordinator Bill Harrington Secondary Math Coordinator