SCASD Math Curriculum

MJ Kitt K-6 Math/Science Coordinator

Bill Harrington Secondary Math Coordinator

A Model for Success

Skills Problem Solving

Conceptual Understanding

Parents Teachers

Students

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

Elementary Math Parent Handbook

Distributed at Back-to-School Night

Parent Informational Workshops Dec 10 08 Corl Street Informational Night Jan 28 09 District PTO Meeting Feb 4 09 Radio Park Information Night Feb 12 09 Parent Math Luncheon Mar 26 Easterly Parkway Parent Workshop Apr 1 09 Park Forest Math Celebration Night Apr 13 09 Corl Street Coffee Apr 14 09 Grays Woods Parent Workshop Apr 23 09 Panorama/Boalsburg The Math Zone Apr 30 09 Corl Street Coffee TBA Ferguson Township Math Workshop TBA Houserville/Lemont MathWorkshop Fall 09 District Parent Informational Night

Future Plans for Parent Opportunities

•  District Informational Parent Math Night •  Building level opportunities tailored to specific needs •  Work study groups to explore strands of mathematics •  Grade level or unit specific workshops

•  your place or mine?

•  Breakfast/luncheons to explore math concepts. •  District math website

Responding to Parent Concerns

 What about fact practice?

 When is the algorithm introduced?

 Are students prepared for higher level mathematics?

?

Computational Fluency Statement SCASD Expectations~ K: Model with objects 1st: Addition facts to 10 Combinations of 10 2nd: Subtraction facts to 10 Addition facts to 20 3rd: Subtraction facts to 20 Multiplication facts through 5 x 9 4th: Multiplication facts through 12 x 12 5th: Multiplication and Division through 12’s

3rd Grade 2-digit +/- (regrouping) 3-digit +/- (no regrouping)

4th Grade

3-digit +/- (regrouping) 3-digit x 1-digit Multiplication 3-digit ÷ 1-digit Division +/- of Decimals through .00 +/- of Fractions - like denominator

5th Grade

+/- Thousands to Hundredths (regrouping) 4 digit x 2-digit Multiplication 4-digit ÷ 1-digit Division 4-digit ÷ 2-digit Division +/- Fractions through 1/16ths

History of the District Math Review Committees

School Year Committee 2002-2003 Original Math Review Committee (each elementary building represented, chaired by Susan Younkin, supervised by 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 representative) 2006-2007 Grade 4-5 Math Committee (grade 4-5 teachers, 1 grade 3, 1 grade 6, 1 Title I representative) 2007-2008 Extend the Vision Committee (each grade level K-6 represented)

2008-2009 Extend the Vision Committee (each grade level K-6 represented)

Investigations

Calendar Math

Nimble With

Numbers

Carson-Delossa

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

Why the 2nd Edition?

2nd Edition Investigations provides:

 greatly improved parent communication  many additional opportunities for practice  coherence and rigor of the number and operations strand  instruction in the integration of the standard algorithms for all the basic operations

 additional suggestions to support the range of learners with suggestions about how to modify and/or extend activities

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

Data Analysis Number Systems

Algebra

Geometry Measurement

PSSA Content

PSSA Content

K

What is the repeating unit of this pattern? What comes next in this pattern?

K

Activity: Students make patterns with connecting cubes

and record with paper cube strips.

Kin

derg

arte

n

1

What color will the 10th square be?

A B A B A B

1 Activity: Students will determine the color of cube “x” given a prepared AB, AAB, or ABC cube train.

Firs

t Gra

de

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.

2 Building A

Total # of Floors Total # of Rooms

1 3 2 6

Sec

ond

Gra

de

Activity: Students create a table to represent the ratio of # of floors to # of rooms.

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

Third

Gra

de

3 Child Beginning # Nightly # Tovar 20 2

Winger 20 4

Jorad 45 3

What story can we tell about Tovar and Winger by looking

at this graph?

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 b c

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.

Four

th G

rade

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

5 Activity:

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

Fifth

Gra

de

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?

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

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 + n CNo-Shrink = 4.5n

T-Shirt Cost

Mighty

No-Shrink

0

50

100

150

200

250

0 10 20 30 40 50

M Solving Equations Middle

y = 3x + 3 y = 2x + 8

3x + 3 = 2x + 8

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.

H High

Other Functions

Power Functions: y = xp

H High

Other Functions

Exponential Functions: y = P0ax

H High

Other Functions

Logarithmic Functions: y = lnx

H High

Other Functions

Periodic Functions:

4 Remember this?

a b c

d

e

f

g

time

spee

d

H High

Rate of Change

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 − 50010 − 0

= 30

The average rate of change is about 30 cubic meters per week.

H High

Rate of Change

Thank You!

MJ Kitt K-6 Math/Science Coordinator

Bill Harrington Secondary Math Coordinator