ms math night, fall 2014

Kim

, Jessica, and A

llan

Dave

Susan

{ {WHATcontent

standardscompetenciesproficiencies

HOWcurriculum

programunit plans

lesson plans

content vs. curriculum

Math Content

NCTM standardsbroad learning goals for levels

CCSSspecific learning goals sequenced by grade

levelCMP

grade-level content by unit/

lesson

NCTM: Algebra Standard for Grades 6 - 8

CCSS – 8th Grade Standards, Expressions and Equations, Functions

CMP – 8th Grade Algebra, Unit 3 Solving Equations Mathematical and Problem-Solving Goals

Develop an initial conceptual understanding of different uses of variables

Solve linear equations in one variable

Develop a strategy for distributing a negative sign over a sum or difference in a linear expression

Explore relationships between symbolic expressions and graphs and lines, paying particular attention to the meaning of intercept and slope

Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms

Develop a strategy for solving linear equations with parentheses

Use symbolic algebra to represent situations and to solve problems, especially those that involve linear relationships

Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.

Continue to develop understanding and some fluency with factoring quadratic expressions

Recognize and generate equivalent forms for simple algebraic expressions and solve linear equations

Connect the x-intercepts of a quadratic function to solving a quadratic equation 0 = ax^2 + bx + c

Solve equations by factoring

Use solutions of equations to make predictions and decisions

Interpret information provided by equivalent expressions in context

{MS math and ERB

MS math and assessment at Canterbury School

{Comprehensive Testing Program = CTP4

produced by the Educational Records Bureau

“the ERB’s”students in grades 3 - 8

{ {aptitude achievement

2 kinds of information provided by the ERB’s

Quantitative Analysis Mathematics 1 & 2

test itemsfrom sub-sequent gradefrom current gradefrom previous grade

content on Mathematics 1 and 2

{mastery of all expected target goals

66%

{normal score distribution over a bell curve

“norm group”

Canterbury School

independent schools norm

0 20 40 60 80 100

2014 National Percentile Rank

grade 5

Mathematics 1 & 2

A B C0

102030405060708090

100

Canterbury Schoolindependent schools NORM

mean percentile of correct answers - 2014Mathematics 1 & 2

Grade 5

selectsub-testcategories

A number systems/ number theory

B geometry/ spatial sense

C statistics

Canterbury School

independent schools norm

0 102030405060708090

2014 National Percentile Rank

grade 6

Mathematics 1 & 2

A B C0

102030405060708090

100

Canterbury Schoolindependent schools NORM

mean percentile of correct answers - 2014Mathematics 1 & 2

grade 6

selectsub-testcategories

A number systems/ number theory

B geometry/ spatial sense

C statistics

Canterbury School

independent schools NORM

0 20 40 60 80 100

2014 National Percentile Rank

grade 7

Mathematics 1 & 2

A B C0

102030405060708090

100

Canterbury Schoolindependent schools NORM

mean percentile of correct answers - 2014Mathematics 1 & 2

grade 7

selectsub-testcategories

A number systems/ number theory

B geometry/ spatial sense

C statistics

Canterbury School, sp13

independent schools NORM

0 20 40 60 80 100

2014 National Percentile Rank

grade 8

Mathematics 1 & 2

A B C0

102030405060708090

100

Canterbury School independent schools NORM

mean percentile of correct answers - 2014Mathematics 1 & 2

grade 8

selectsub-testcategories

A number systems/ number theory

B geometry/ spatial sense

C statistics

{strong content +

outstanding curriculum+ phenomenal teachers

__________________________ well-prepared math

students

Canterbury SchoolMS Math