Middle School Math Pathways
Your Student’s Path to Success Starts Here
Overview
What are the changes in middle school
math?
What do the new pathways look like?
Which pathway is best for my child?
How will the teachers be prepared for
the new courses?
Question Session
What are the changes in
middle school math?
Focus on Fluency, not
memorization
Going deeper into topics
Collaborative work with
accountability
Application to real-world
scenarios
Literacy in mathematics
Multiple Approaches
The New Shape of Mathematics
Mathematics
topics
intended at
each grade by
at least twothirds of A+
countries
z
Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).
Mathematics
topics
intended at
each grade by
at least twothirds of the
U.S. states
Side by Side Comparison
Old Standards
Donna buys 40 apples at
35 cents each. She eats 2
apples and sells the rest for
45 cents each. How much
money does she make?
Common Core
Standards
Donna buys some apples at
35 cents each. She eats 2
apples and sells the rest for
45 cents each. She makes
$3.10 profit. How many apples
did she buy?
Donna buys 40 apples at 35 cents each. She eats 2
apples and sells the rest for 45 cents each. How much
money does she make?
Student Work and Thinking
40 x .35 = $14
38 x .45 = $17.10
$17.10
- $14.00
$3.10
Multiplication
Subtraction
Donna buys some apples at 35 cents each. She eats 2
apples and sells the rest for 45 cents each. She makes
$3.10 profit. How many apples did she buy?
Student Work and Thinking
a = Number of apples purchased
a - 2 = Number of apples sold
$3.10 = Total profit
.45 (a – 2) - .35a = 3.10
.45a - .90 - .35a = 3.10
.10a - .90 = 3.10
a = 40
Donna originally bought 40 apples.
My Thinking:
1. First I identified the variable
and key information from
the problem.
2. Then, I modeled the
situation by setting up an
equation.
3. I used the distributive
property to solve the
equation.
4. I checked my work to make
sure the answer was
reasonable.
Donna buys some apples at 35 cents each. She eats 2
apples and sells the rest for 45 cents each. She makes
$3.10 profit. How many apples did she buy?
Critical thinking and
problem analysis
Student Work and
a = Number of apples purchased
1. First I identified the variable
and key information from
the problem.
2. Then, I modeled the
Mathematizing
a
situation
by setting up an
Real-world
equation.
situation
3. I used the distributive
property to solve the
equation.
4. I checked my work to make
sure the answer was
reasonable.
apples.
Writing
in Math
a - 2 = Number of apples sold
Distributive
Property
$3.10 = Total
profit
.45 (a – 2) - .35a = 3.10
.45a - .90 - .35a = 3.10
.10a - .90 = 3.10
Persevere
a = 40
Donna originally bought 40
Explanation of
Thinking thinking and
reasoning
My Thinking:
The Bottom Line…
ALL students will receive
challenging, rigorous
instruction regardless of
which pathway they are in.
Three Pathways
Standard
Pathway
Accelerate
d
Pathway
Transitional
Pathway
6th
Grade
7th
Grade
8th
Grade
9th
Grade
• Grade 6 Course
• Grade 7 Course
• Grade 8 Course
• Common Core
Algebra 1
• Meets the needs of the
majority of students
• Students learn the
standards from their
grade level
• Instruction is rigorous
and students work
towards mastery
• Time for remediation
Standard Pathway
6th
Grade
7th
Grade
8th
Grade
9th
Grade
• Grade 6 Course
• Students must pass
an assessment criteria
to qualify
• Accelerated Grade 7 Course
(at Jefferson)
• 7th Grade course is a
• Common Core Algebra 1
(at Jefferson)
• Geometry OR Algebra 2
combination of 7th &
8th grade standards
• Instruction will be fast
paced and requires
student and parental
commitment
Accelerated Pathway
Current Accelerated 6th Graders:
6th
Grade
7th
Grade
8th
Grade
9th
Grade
• Currently taking 7th
Grade Pre-Algebra
Current Accelerated 7th Graders:
7th
Grade
• Common Core Algebra 1
(at Jefferson)
• Common Core Geometry
(at Tracy High)
• Algebra 2
8th
Grade
9th
Grade
• Currently Taking
8th Grade Algebra
• Geometry
(at Tracy High)
• Algebra 2
Transitional Pathways
For Currently Accelerated Students ONLY
and contingent upon performance
Results
District-wide criteria for math
acceleration
Broader course of study options
Alignment to Tracy Unified
Parental choice
Cost savings after 2 years
Things to Consider
Students do not receive high school
credit for accelerated courses
Accelerated Pathway sets students up
for High School Calculus
Accelerated class are designed to
challenge students
Teacher Preparation
Two days of Common Core training
Summer training and coaching
Publisher Training
Evening content workshops
Ongoing Data teams
Resources
Jefferson School District Website
www.jeffersonschooldistrict.com
Parent Links>>Common Core Transition>>Middle School Math Pathways
Curriculum Department
Chirstina Orsi
209-836-4531
corsi@sjcoe.net
Deadline to Apply for Testing: MAY 19
Testing: MAY 21
3:15pm-4:15pm at the District Office
Questions???