Hands-on Minds-on Activities that Address New and Relocated TEKS

Gary CosenzaCosenza & Associates, LLC

CAMT 2014Fort Worth, Texas

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Several Student Expectations are new to Texas or new to a grade level. In this session we will explore the use of pictorial models, graphic organizers, number lines, and manipulatives to address some of the new or relocated content in grades 6-8. The activities are designed to provide students with the opportunity to gain conceptual knowledge of mathematics while developing procedural fluency.

Hands-on Minds-on Activities that Address New and Relocated TEKS

Research shows that student understanding and mathematical literacy skills improve when students do hands-on minds-on math and make real-world connections.

Impact of Hands-on Minds-on Mathon Student Achievement

Focus on FractionsNT 6.3E Number and operations. The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions.The student is expected to multiply anddivide positive rational numbers fluently.

How is it different?The revised SE 6(3)(E) expects students to multiply and divide positive fractions and decimal values fluently. The foundation for this fluency begins in grade 5 with revised SEs5(3)(D), 5(3)(E), 5(3)(F), 5(3)(G), 5(3)(I),5(3)(J), and 5(3)(L).

Focus on Proportionality6.4A The student is expected to use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, arithmetic sequences (with a constant rate of change), perimeter and area.NT 6.4A The student is expected to compare two rules verbally, numerically, graphically, and symbolically in the form of y = ax ory = x + a in order to differentiate between additive and multiplicative relationships.

How is it different?Specificity has been added regarding symbols and their use. The algebraic representations should be in the form y=ax or y=x+a. Revised SE 6(4)(A) is a building block for revised SEs 7(7)(A), 8(5)(B), and 8(5)(I).

What is new?Students are expected to graph these relationships. Students are expected to compare two rules to differentiate between additive and multiplicative representations. This is a buildingblock for work with proportional and nonproportional situations in grades 7 and 8.

Focus on Proportionality6.4A The student is expected to use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, arithmetic sequences (with a constant rate of change), perimeter and area.

NT 6.6C The student is expected to represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b.

How is it different?Revised SE 6(4)(A) is a building block for revised SEs 7(7)(A), 8(5)(B), and 8(5)(I).

What is new?Students are expected to graph these relationships.

Focus on ProportionalityNT 7.7A The student is expected to represent linear relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b.

How is it different?Revised SE 7(7)(A) is a building block forRevised SEs 8(5)(B) and 8(5)(I).

Equations should include rational number coefficients and constants.

Focus on Proportionality8.4A The student is expected to generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description).

NT 8.5A The student is expected to represent linear proportional situations with tables, graphs, and equations in the form of y = kx.

How is it different?The new SEs add specificity and separate proportional (y=kx) from non-proportional (y=mx+b, b≠ 0) situations to support learning related to foundations of linear functions anddistinguishing between m/k and b.The contexts may now include data from real world applications or mathematical solutions with paired values.

Focus on ProportionalityNT 8.5B The student is expected to represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0. NT8.5I The student is expected to write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations.

How is it different?The focus is on discussion of proportionalrelationships, laying the foundation for the connection to linear functions in high school with A(5)(C): Use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions. This will continue to be an Algebra I SE until the Revised TEKS (2012) are implemented for high school.

Hands-on Minds-on Activities that Address New and Relocated TEKS

Contact Information:Gary Cosenza

gary@cosenzaassociates.comwww.staarmission.com

Cosenza & Associates, LLC