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Common Core Standards – Mathematics

Common Core Standards – Mathematics. Course Sequence and Options for TUSD Middle Schools. Presentation Outline. Switch Shifts in the Common Core Recommendations for TUSD Why take this path? Addressing acceleration Moving forward with next steps. Making the Switch. Background.

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Common Core Standards – Mathematics

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  1. Common Core Standards – Mathematics Course Sequence and Options for TUSD Middle Schools

  2. Presentation Outline • Switch • Shifts in the Common Core • Recommendations for TUSD • Why take this path? • Addressing acceleration • Moving forward with next steps

  3. Making the Switch

  4. Background • The implementation of the Common Core State Standards in Math (CCSSM) requires rethinking not only course content, but also course sequencing. • The CCSSM are greatly accelerated, more rigorous, and contain more content than the 1997 Content Standards.

  5. Common Core Standards MathematicsThree Major Shifts

  6. Common Core Standards MathematicsGrades 6 – 8

  7. Common Core Standards MathematicsHigher Mathematics (9 – 12)

  8. 2013 California Framework Progression Sequence Progression of Mathematics Courses • AP Probability & Statistics • Calculus • TUSD Additional Offerings: • Intermediate Algebra II • Pre-Calculus • AP Calculus AB • AP Calculus BC • Applied Calculus • IB Math SL

  9. Comparing Old to New

  10. Recommendation for TUSD Two Course Pathways for Students Packs Algebraic skills over 3 years to build strong conceptual skills.

  11. Why take this path?

  12. Math Subject Area Council – Standards Analysis • Teacher representatives from all schools, grade levels, and math courses participated • Examined the CCSS standards and compared them to the 1997 standards • Found great differences in the CCSS, particularly in middle school grades • Differences were noted in an expanded curriculum, greater depth and complexity, significant content shifts, emphasis on literacy, and first instances of spiral curriculum for high school Geometry (6th grade)

  13. CST vs. CCSS Standards • 1997 Algebra I – 2.0 • Students understand and use such operations as taking the opposite, finding the reciprocal, taking a root, and raising to a fractional power. They understand and use the rules of exponents. • CCSS Algebra I - N-RN.1 • Explainhowthe definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 =5(1/3)3 to hold, so (51/3)3 must equal 5.

  14. Rigor

  15. Grade 8 CCSS Mathematics • The Grade 8 CCSS Math contain a large number of accelerated 1997 Content Standards: • Algebra I (26) • Geometry (11) • Statistics, Data Analysis, and Probability (5) moved from Grade 7 Math • Plus 6Completely New Math Standards

  16. Algebra 1 Analysis Results • The CCSS for Algebra I contain a large number of accelerated 1997 Content Standards: • Algebra II (15) • AP Probability and Statistics (6) • Probability and Statistics (5) • Pre-Calculus (1) • Calculus (2) • Trigonometry (3) • Algebra I (60) • Plus 19 Completely New Algebra I Standards

  17. Addressing acceleration

  18. Goals • Increase the number of students taking four years of high school mathematics. • Maintain or increase the number of students taking Advanced Placement and other advanced high school mathematics courses.

  19. Challenges to Acceleration

  20. Two Pathways – Four Years of High School Math Sophomore Year 6th Grade Year Freshmen Year Junior Year Senior Year 7th Grade Year 8th Grade Year 5th Grade Year IB Math SL AP Calc AB Accelerated Path Honors Option Courses AP Calc BC Math 7A* Algebra 1* Pre-Calc Math 6A* Geometry Algebra 2 Applied Calculus Math 5* AP Statistics Math 6 Math 7 Math 8 Algebra 1 Geometry Algebra 2 Finite Math Traditional Path Pre-Calc * Signifies a course with an end of year mastery exam.

  21. Is Middle School Acceleration Possible?

  22. Challenges to Acceleration • 42-minute class periods in middle school equate to one lost class period per week as compared to high school length periods. • More content needs to be covered in these 42 minutes. • Acceleration may require a two-period math structure to accommodate the sheer amount of content involved with compacting 1.5 years of content into one school year. Although accelerated Grade 8 students may take Algebra I, at this time Grade 8 students will take the Grade 8 Mathematics Smarter Balanced Assessment.

  23. Recommendation Two Course Pathways for Students Packs Algebraic skills over 3 years to build strong conceptual skills.

  24. Our Plan for 2013-14

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