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Understanding the New
Massachusetts
Curriculum Frameworkfor MathematicsAnd Its Impact on Middle School
Mathematics ProgramsPresented by:
Beverly Nelson, Deputy Superintendent
Carolyn Joy, Director of Mathematics & Science
November 13, 2012
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Agenda
Welcome/ Introductions
Reason for the Meeting
The History of Curriculum in the state and
district
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History of Curriculum
Development in Massachusetts Prior to the Educational Reform Act of 1993- no
state curriculum guidelines
Education Reform Act 1993- creation of stateCurriculum Frameworks- mathematics 1995,
ELA 1998, other areas 1999
Since the 1990s periodic changes in curriculum
frameworks- approximately every 5 years
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District Curriculum
All school districts required to adopt
curriculum aligned with the frameworks
Why?
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MCAS
Massachusetts Comprehensive
Assessment System
First administered 1998
High stakes for ELA and mathematics
beginning with the class of 2003
Test based on Curriculum Frameworks
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Curriculum 2012
New curriculum frameworks for mathematics
and ELA adopted by Board of Education
December 2011. All districts receiving RTTT grant funds
mandated to implement new curriculum by the
fall 2012
All non RTTT districts must implement by fall
2013
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Differences with Past and
Present FrameworksAmbitious time frame for implementation
Frameworks based on Common Core
(standards adopted by almost all thestates)
Focus on preparing students to be College
and Career Ready
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Mathematics Presentation
Development of the 2011 Massachusetts
Curriculum Framework for Mathematics
Steps to ImplementationThe Framework
Examples of Shifts in Middle School
StandardsQuestion & Answer
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Development of the
2011 Massachusetts Curriculum
Framework for Mathematics
2008 MA DESE begins revision of themathematics framework;
2009 CCSSO and NGA begin a multi-statestandards development initiative;
2010 Common Core State Standards adoptedby MA DESE and built upon;
2011 Massachusetts State Framework forMathematics document based on the CommonCore State Standards is approved.
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Steps to Implementation
Professional Development
Alignment of Resources
Unpacking Standards
Curriculum Transitions
Development of Curriculum UnitsAssessment
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The Framework(contd)
Presents Standards for MathematicalContent in a variety of formats.
- ex. By grade level pre-K through 8; by
conceptual category and by modelcourses for high school.
Includes Supplementary Resources
- ex. Glossary of Mathematical Terms,Tables and Illustrations
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What Makes the New Standards
Different?Massachusetts Department of Elementary and Secondary Education
Focus
Standards organized
by defined critical
areas at each gradelevel
Clarity
Precisely worded
standards that cannot
be treated as achecklist
Coherence
Clusters carefullyconnected within and
across the grades
Rigor
Knowledge andskill mastery forCollege andCareer Readiness
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Examples of Shifts in Grade 6 Standards(contd)
2011 Standards
Interpret and compute quotients of fractions,and solve word problems involving divisionof fractions by fractions, e.g. using visual
fraction models and equations to representthe problem.
2000/2004 Standards
The standard did not include fractions inword problems nor the use of mixednumbers.
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Examples of Shifts
in Grade 7 Standards2011 StandardsUse data from a random sample to draw
inferences about a population withunknown characteristic of interest.Generate multiple samples (or simulatedsamples) of the same size to gauge the
variation in estimates or predictions.2000/2004 Standards
This standard was in grade 10 in 2000.
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Examples of Shifts in Grade 7 Standards(contd)
2011 Standards
Know the formulas for the area andcircumference of a circle and use them tosolve problems; give an informal derivation
of the relationship between thecircumference and the area of a circle.
2000/2004 Standards
The standard did not require that thestudents know circle measurement
formulas.
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Examples of Shifts
in Grade 8 Standards
2011 Standards
Analyze and solve pairs ofsimultaneous
linear equations.
2000/2004 Standards
This standard was in grade 10 andAlgebra 1 in 2000.
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Examples of Shifts in Grade 8 Standards(contd)
2011 StandardsKnow and apply the properties of integer
exponents to generate equivalent
numerical expressions.2000/2004 Standards
The standard did not require that the
students work with negative integerexponents.
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The New Grade 8 Mathematics The new Grade 8 standards are more
rigorous and incorporate somestandards that traditionally have beentaught in Algebra I
Students in grade 8 now learn
The connections betweenproportionality and linear functions
Linear relationships and equations tobegin the study of functions andcompare rational and irrational numbers
Massachusetts Department of Elementary and Secondary Education
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The New Grade 8 Mathematics(contd)
Connecting linearrelations with therepresentation of bi-variate data
(statistics standards)
Quadratic and exponential functions
Systems of linear equations in twovariables
Congruence and similarity throughtransformations
Massachusetts Department of Elementary and Secondary Education
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Algebra 1 Highlights
All students in grade 8 are now expectedto work with some topics traditionallycovered in Algebra I topics, e.g., systemsof equations.
The 2011 Model Algebra I course ismore advanced than the 2000-2010Algebra I course.
Both Algebra I and Algebra II coursesinclude a much more rigorous and in-depth study of functions.
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Algebra 1 Highlights (contd)
Algebra I:
In addition to students working with linear,quadratic, and exponential functions, theywill also explore absolute value, step, andpiecewise-defined functions.
Algebra II:
Students will work with logarithmic functionsincluding graphing to show intercepts and end
behavior; trigonometric functions, includinggraphing to show period, midline, andamplitude; and vectors
Massachusetts Department of Elementary and Secondary Education
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History of Algebra 1 in Grade 8(contd)
From 1993-2011
Organization of Medford Public Schools
K-5 Elementary School
6-8 Middle School
All sixth graders placed into Grade 6
Mathematics
All seventh graders placed into Grade 7Mathematics
Top seventh graders test into Grade 8 Algebra
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Pathways to the New Algebra 1
beginning September 2012Grade 6
Mathematics
Grade 7Mathematics
Grade 8Mathematics
Grade 9Algebra 1
Grade 7Pre Algebra
Grade 8Mathematics
Grade 9Algebra 1
Grade 8Algebra 1
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Who Takes the Accelerated
Pathway?DESE advises that no more that 15% of a
districts students should be in the new
Algebra 1 at grade 8.Medford Public Schools has given the
opportunity for 25% of the students to opt-
into the accelerated program beginning atgrade seven.
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Why Pre-Algebra Beginning at
Grade Seven?Prior to taking the New Algebra 1 all
standards for grades seven and eight must
be learned.Standards from previous grades are not
re-taught. New standards build upon
previous understandings.The result is a compacted curriculum.
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How Does a Sixth Grader Qualify
for Pre-Algebra in Grade 7?1. A final grade of A- or greater in grade 6
mathematics and
2. A qualifying score on the end-of-courseplacement assessment.
Parents/guardians have the option of NOTaccelerating a qualified student.
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How Does a Seventh Grader
Qualify for Algebra 1 in Grade 8?1. The student must take Pre-Algebra in Grade 7.
2. The seventh grader passes Pre-Algebra with a
final grade of C+ or greater.
It is strongly recommended that a student with
demonstrated weak performance in Grade 7
Pre-Algebra place into regular Grade 8
Mathematics rather than Grade 8 Algebra 1.
Parents/guardians have the option of NOT
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Summary
Implementation of the new mathematicsstandards begins in the fall of 2012.
The new mathematics framework calls for
more rigor and increased depth of
understanding at every grade level.
Middle School mathematics is the
foundation for high school mathematics.
For SY2013-2014 Grade 8 Algebra 1 will
not be required for grade 9 honors biology
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In Closing
Thank you,For your participation and to
Principal Paul DAlleva forhosting this presentation at the
Andrews Middle School.
Access the 2011 Massachusetts Curriculum Framework for
Mathematics at www.doe.mass.edu/frameworks/current.html
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