scasd math curriculum mj kitt k-6 math/science coordinator bill harrington secondary math...
TRANSCRIPT
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SCASD Math Curriculum
MJ KittK-6 Math/Science Coordinator
Bill Harrington Secondary Math Coordinator
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A Model for Success
Skills Problem Solving
ConceptualUnderstanding
Parents Teachers
Students
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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
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Elementary Math Parent Handbook
Distributed at Back-to-School Night
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Parent Informational Workshops12-10-08 Corl Street Informational Night
01-28-09 District PTO Meeting
02-4-09 Radio Park Information Night
02-12-09 Parent Math Luncheon
03-26-09 Easterly Parkway Parent Workshop
04-1-09 Park Forest Math Celebration Night
04-13-09 Corl Street Coffee
04-14-09 Grays Woods Parent Workshop
04-23-09 Panorama/Boalsburg The Math Zone
04-30-09 Corl Street Coffee
06-1-09 Houserville/Lemont MathWorkshop
TBA Ferguson Township Math Workshop
09-10 District Parent Informational Night
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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
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Responding to Parent Concerns
What about fact practice?
When are algorithms introduced?
Are students prepared for higher level mathematics?
?
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Computational Fluency Statement
SCASD Expectations~K: Model with objects1st: Addition facts to 10 Combinations of 102nd: Subtraction facts to 10 Addition facts to 203rd: Subtraction facts to 20 Multiplication facts through 5 x 94th: Multiplication facts through 12 x 125th: Multiplication and Division through 12’s
SCASD Expectations~K: Model with objects1st: Addition facts to 10 Combinations of 102nd: Subtraction facts to 10 Addition facts to 203rd: Subtraction facts to 20 Multiplication facts through 5 x 94th: Multiplication facts through 12 x 125th: Multiplication and Division through 12’s
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3rd Grade2-digit +/- (regrouping)3-digit +/- (no regrouping)
4th Grade
3-digit +/- (regrouping)3-digit x 1-digit Multiplication3-digit ÷ 1-digit Division+/- of Decimals through .00+/- of Fractions - like denominator
5th Grade
+/- Thousands to Hundredths (regrouping)4 digit x 2-digit Multiplication4-digit ÷ 1-digit Division4-digit ÷ 2-digit Division+/- Fractions through 1/16ths
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History of the District Math Review Committees
School Year Committee
2002-2003 Original Math Review Committee (building representatives, chair - Susan Younkin, supervisor - Cameron Bausch)
2003-2004 Math Review Committee (each elementary building represented)
2004-2005 K-2 Math Committee (each building represented)
2005-2006 Grade 3 Math Committee (grade 3 teachers, 1 primary, 1 Title I)
2006-2007 Grade 4-5 Math Committee (grade 4-5 teachers, 1 grade 3, 1 grade 6, 1 Title I )
2007-2008 Extend the Vision Committee (each grade level K-6 represented)
2008-2009 Extend the Vision Committee (each grade level K-6 represented)
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Investigations
Calendar Math
Nimble With
Numbers
Carson-Delossa
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Math Thinking Test Results
School Year
95%+ 86-94% 57-85% 56%-
2008 0.5% 22.5% 56.0% 21.0%
2009 8.0% 25.0% 54.0% 13.0%
Title I Math Students Served
2006-2007 96
2007-2008 74
2008-2009 73
Fifth Grade Gains
2007 Gain 2008 Gain
-2.1 -0.2
-10.9 +2.6
-4.4
-7.5
-5.1 -1.8
-1.9 -0.9
-1.6 -7.0
-2.4 +1.8
-8.8 +1.1
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100
90
80
70
60
50
40
30
20
10
0Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11
SCASD
PA STATE
07
08
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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
Why the 2nd Edition?
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Pennsylvania State Standards
Anchor Assessment Areas
1. Number Systems and Operations
2. Measurement
3. Geometry
4. Algebraic Concepts
5. Data Analysis and Probability
PSSA Content
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Data AnalysisNumber Systems
Algebra
GeometryMeasurement
PSSA Content
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PSSA Content
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K
What is the repeating unit of this pattern?What comes next in this pattern?
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K
Activity:
Students make patterns with connecting cubes and record with paper cube strips.
Kin
derg
arte
n
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1
What color will the 10th square be?
A B C A B C
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1 Activity:
Students will determine the color of cube “x” given a prepared AB, AAB, or ABC cube train.
Firs
t G
rade
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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.
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2
Building A Total # of Floors Total # of Rooms
1 3
2 6
Sec
ond
Gra
deActivity:
Students create a table to represent the ratio of # of floors to # of rooms.
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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.
Child Beginning # Nightly #
Tovar 20 2
Winger 20 4
Jorad 45 3
Thi
rd G
rade
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3Child
Beginning #
Nightly #
Tovar 20 2
Winger 20 4
Jorad 45 3
What story can wetell about Tovar and Winger by looking
at this graph?
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4
•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?
a bc
d
e
f
g
time
spee
d
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.
Fou
rth
Gra
de
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4
Round Penny Jar A
Penny Jar B
Start with 8 0
1 10 4
2 12 8
3 14 12
4
5
6
Activity:
Students create a graph and compare the data for each
situation.
Jar A Jar B
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5Activity:
Students build a rectangular array with rows of 3 tiles and examine the relationship between the number of rows and the number of tiles.
= 3
= 6
Fift
h G
rade
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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?
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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.
• 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?
Middle
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M Students solve problems by comparing tables, graphs, and
equations.
• 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?
Middle Mighty Tee charges $49 plus $1 per T-shirt. No-Shrink Tee charges $4.50 per T-shirt.
CMighty = 49 + nCNo-Shrink = 4.5n
T-Shirt Cost
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M Solving Equations
Middley = 3x + 3y = 2x + 8
3x + 3 = 2x + 8
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H High
Solving System of Equations
Let x = the cost of a pencil y = the cost of a pen
4x + 5y = 6.71 5x + 3y = 7.12
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.
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H High
Other Functions
Power Functions: y = xp
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H High
Other Functions
Exponential Functions: y = P0ax
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H High
Other Functions
Logarithmic Functions: y = lnx
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H High
Other Functions
Periodic Functions:
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4Remember this?
a bc
d
e
f
g
time
spee
d
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H High
Rate of Change
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H High
Rate of Change
Estimate the average rate of change between t=0 and t=10. Interpret your answers in terms of water.
€
800 − 500
10 − 0= 30
The average rate of change is about 30 cubic meters per week.
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H High
Rate of Change
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Thank You!
MJ KittK-6 Math/Science Coordinator
Bill Harrington Secondary Math Coordinator