A Vision of Standards-Based Mathematics
Instruction for PK-12
The 2009 revised
Wisconsin Model Academic Standards for Mathematics K-8
MTL 2009 Kick-off
August 25, 2009
South Division High School
Prepared by:
Kevin McLeod
Connie Laughlin
Mary Mooney
Beth Schefelker
Melissa Hedges
Astrid Fossum

Session Goals

Provide an overview of the revised Wisconsin
Model Academic Standards for Mathematics.

Articulate the differences between revised State
Standards and WI Assessment Framework.

Discuss how the revised Standards impact your work as a leader in your building.

Why revise state standards?
A brief history…

1998 Wisconsin Model Academic Standards for

Mathematics Grades 4, 8 12
2000 PSSM
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2001 Adding It Up and CMF
2003 MPS Learning Targets
2005 WI Assessment Framework
2005 Revised MPS Learning Targets
2009 Revised WI Model Academic Standards for Mathematics
Anticipated...


2010 Common Core Standards for Mathematics
2011 Revised WI Assessment Framework

Brief Orientation to the Documents
PK-12 Content Standards

Grades PK-2
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Grades 3-5
Grades 6-8
Grades 9-12
Learning Priorities
Narratives
Learning Continuum
Focus Area

What's in a Descriptor?
Review the WI State Descriptor
Number Operations and Relationships
Subskill Ba: Concepts #1
Kindergarten: (1) Connect number words and numerals to quantities they represent using various physical models and representations
First Grade: (1) Read, write and represent numbers to 100 using words, objects, number lines, and expanded form (e.g.:
15 = 10 + 5) with emphasis on representing place-value concepts.
Second Grade (1) Recognize and apply place value concepts to whole numbers less than 1,000.
Third Grade: (1) Recognize and apply place value concepts to whole numbers less than 10,000.
Fourth Grade: (1) Recognize and apply place value concepts to whole numbers less than 1,000,000
Fifth Grade: (1) Recognize and apply place value concepts to whole numbers less than 10,000,000
Sixth Grade: (1) Recognize and apply place value concepts to whole numbers less than 10,000,000 with decimals to the thousandths place.
Seventh Grade: (1) Recognize and apply place value concepts to whole numbers less than 100,000,000 with decimals to the thousandths place.
Eighth Grade (1) – Beginning Grade 10 – Compare and order real numbers

As you review this “trace” of Number
Operations and Relationships, Descriptor #1...
Highlight all verbs.
Debrief:


What do you notice?
In what ways do these descriptors deepen
 teacher understanding about the mathematics?
In what ways do these descriptors move students into deeper engagement with the mathematics?

What's in a Standard?
(1) Divide into teams of three.
(2) Each person selects a grade level band to review:
PK-2
3-5
6-8

Reading “Assignments”
Grades PK-2
Read: Concept and Connections in Number and
Algebra: Foundations of Number Sense.
Learning Priority: #1
Narrative: Paragraph 1, 2, 3, 4
Focus Areas: 3 rd & 4th
Grades 3-5
Read: Concept and Connections in Number and
Algebra: Number and Operation Sense with
Whole Numbers and Decimals
Learning Priority: #1
Narrative: Paragraphs 1 & 2
Focus Areas: 1 st & 2nd
Grades 6-8
Read: Concept and Connections in Number and
Algebra: Numeric and Algebraic Reasoning.
Learning Priority: #1
Narrative: Paragraph 3
Focus Areas: 1 st & 4 th

As you read:
(1) Highlight all verbs.
(2) If you finish early feel free to look at other grade level bands.
Table Share:

What do you notice?


In what way do these standards deepen teacher understanding?
In what ways do these standards move students into deeper engagement with the mathematics?

Descriptors Standards

3
2
1

Components of the Document
PK-12 Content Standards:
Same standards PK-12
Concepts and Connections in Number and Algebra
Concepts and Connections in Geometry and Measurement
Concepts and Connections in Data Analysis and Probability
Organized according to grade bands:
■
■
Grades PK-2
Grades 3-5
■
■
Grades 6-8
Grades 9-12
Learning Priorities: Further define the content standard for each grade band
Narratives:
 Provides an in-depth description of how the state of Wisconsin is expecting
 students to engage in the mathematics.
Sets an overall vision of what classroom instruction and student engagement
 should look like in the grade band.
Provides resource for professional development opportunities to enhance and refresh teacher knowledge and move toward mathematical goals.
Learning Continuum

Give insight as to how a mathematical idea develops within a grade band and connects to other grade bands.

A tool to offer insight but are NOT the standards

Provides small snapshots of how the Learning Priority is developed across the grade band.
Focus Area

Big mathematical idea that is being developed within the continuum.