Math Curriculum Changes

Chattahoochee/Northview/Johns Creek Cluster Meeting

March 1, 2012

Presented by Dr. Pamela Seda, Director of Secondary Mathematics and Crystal Hilton, High School Math Support Specialist

•Fewer, higher, and clearer academic standards.

•Aligned with college and work expectations.

•Based on current educational research and evidence.

•Benchmarked to high-performing countries and states.

•Rigorous standards emphasizing skill and application of content.

Video

Content StandardsStandards for Mathematical Practice

Both types of standards will be assessed by the Partnership for Assessment of Readiness for College and Careers (PARCC) in the year 2014-2015

PARCC assessments will have computer-enhanced performance based items.

The Standards for Mathematical Practice are habits of mind that teachers should seek to develop in their students. They describe ways in which mathematically proficient students should engage with the subject matter throughout the elementary, middle and high school years.

1. Make sense of complex problems and persevere in solving them.

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of

others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

(CCSS, 2010)

How will changing to the Common Core Georgia Performance Standards improve student achievement?

It won’t if instruction doesn’t change!

Can you hear me now?Can you hear me now?

Verizon customer (George) was travelling to Canada and asked the cost for downloading data

Verizon rep said it would be “.002 cents per kilobyte”

How much should George be charged for downloading 35,893 kilobytes of data?

Verizon Math Fail Video

Shallow knowledge does not transferShallow knowledge does not transfer

IF I see “$.”THEN say “cents”

$.01 is read as “one cent”

The rate is “point oh oh two per kilobyte cents”

What’s the Problem?What’s the Problem?

GPS

M6A1. Students will understand the concept of ratio and use it to

represent quantitative relationships.

CCGPS

MCC.6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. MCC.6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. MCC.6.RP.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

GPS

M6A1. Students will understand the concept of ratio and use it to

represent quantitative relationships.

CCGPS

MCC.6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. MCC.6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. MCC.6.RP.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Tape DiagramsTape diagrams are best used when the two quantities have the same units. They can be used to solve problems and also to highlight the multiplicative relationship between the quantities.

1. Make sense of complex problems and persevere in solving them.

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others.5. Use appropriate tools strategically.6. Attend to precision.

(CCSS, 2010)

Our instructional framework will not change. We will still use the 7-steps of direct instruction:

1. Communication of Learning Intentions2. Communication of Success Criteria3. Building Commitment and Engagement4. Teacher Presentation5. Guided Practice6. Closure7. Independent Practice

Quality Core Curriculum (QCC)Georgia Performance Standards (GPS)Common Core Georgia Performance Standards (CCGPS

GradeQCC

(prior to Fall 2008)

Integrated GPS(2008 – 2011)

Traditional(2011-2012)

Common Core(beginning 2012-2013)

9th Algebra IIntegrated

Advanced AlgebraGPS Algebra

CCGPS Coordinate

Algebra

10th GeometryIntegrated Geometry

GPS GeometryCCGPS

Analytic Geometry

11th Algebra 2Integrated Algebra

2GPS Advanced

AlgebraCCGPS

Advanced Algebra

12th Advanced

Algebra with Trigonometry

Integrated Trigonometry

GPS Pre-CalculusCCGPS Pre-

Calculus

Only grades K – 9 for 2012 – 2013 school yearStudents who began on GPS will continue on GPSStudents who fail GPS Algebra, may take CCGPS Coordinate Algebra next year.Not adopting textbooks right away (textbook companies are still in the process of developing materials aligned to Common Core)Teacher and parents will be provided electronic resources that clearly define student learning targets.

For More InformationFor More Information

http://www.ccsso.org/Resources/Digital_Resources/Common_Core_Implementation_Video_Series.htmlhttp://www.gadoe.org/CCGPS.aspxwww.achieve.org/PARCC