MIDWAY
MATHEMATICS NIGHT
Grades 5 & 6
Nov. 10, 2014
AG
EN
DA
Dr. Brent Merritt
Assistant Superintendent of Curriculum and Instruction
• Welcome
• Definition of Standards
Debbie Perry (K-5) / Lisa Bray (6-12)
District Mathematics Coordinators
• Rationale for New Standards
• Introduction to New Standards
• Resources for New Standards
• Questions and Answers
Remarkable Teacher Teams
• Learning Stations
ST
AN
DA
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Standards are statements that identify the
knowledge and skills all students must
achieve by the end of a grade level.
Standards, or learning goals, become the
guide that educators use to design
curricula. Student mastery of standards is
measured through state and local
assessments, as well as in the classroom
through informal and formal assessments,
both formative and summative.
ST
AN Where does
one
find
DA
state
RD curriculum
S standards?
TEA
Website
ST
AN
DA
RD
S
The new mathematics standards are
found on the Midway “Parents” page.
Under: Academics and Testing Resources
If you have questions during the
presentation, please jot them down
so that we can address them at
QUESTION & ANSWER time!
We will also be available for
questions during learning stations.
R
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State, National, International Test Results
• Students can do calculations, but are not
successful with application
2001…Adding It Up: Helping Children Learn
Math
Joint mathematics research on children grades K-8
• National Academy of Sciences
• National Academy of Engineering
• Institute of Medicine
• National Research Council
R
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2001…Adding It Up: Helping Children Learn Math
Research Implications:
We need fewer, but deeper standards.
• Readiness, supporting indicators
• Process Standards
• Curriculum focal points
We should attend to all components of proficiency.
• Conceptual Understanding
• Procedural Fluency
• Strategic Competence
• Adaptive Reasoning
• Productive Disposition
R
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2010…Curriculum Focal Points (national)
2010…Texas Response to the Curriculum Focal
Points
2012…New Texas Mathematics Standards
2013…Revised Texas Response to the Curriculum
Focal Points
2014-2015 K-8 Implementation of new Texas
Essential Knowledge and Skills (TEKS)
FIFTH
GRADE
MATHEMATIC
GRADE 5 CURRICULUM FOCAL POINTS
Developing an understanding of and fluency
with addition, subtraction, multiplication, and
division of fractions and decimals.
Understanding and generating expressions
and equations to solve problems
Representing and solving problems with
perimeter, area, and volume
Organizing, representing, and interpreting
sets of data
WHAT IS THE DIFFERENCE?
In some instances, there is little or no
change to the actual student
expectation.
The difference, however, will be
apparent in the knowledge and skills
statement.
PREVIOUS
CURRENT
5(3)(B) Number,
operation, and
quantitative reasoning.
The student adds,
subtracts, multiplies,
and divides to solve
meaningful problems.
5(3)(B) Number and
operations. The student
applies mathematical process
standards to develop and use
strategies and methods fro
positive rational number
computations in order to solve
problems with efficiency and
accuracy.
The student is expected
to use multiplication to
solve problems involving
whole numbers (no
more than three digits
times two digits without
technology).
Similar
The student is expected to
multiply with fluency a threedigit number by a two-digit
number using the standard
algorithm.
WHAT IS THE DIFFERENCE?
In some cases, concepts were moved to
fifth grade from other grade levels.
Fifth received 3 standards from
previous grade levels and 5 standards
from subsequent grade levels.
CURRENT STANDARDS
FROM GRADE 3
The student is expected
to use concrete models
that approximate cubic
units to determine the
volume of a given
container or other threedimensional geometric
figures.
FROM GRADE 7
The student is expected to
represent multiplication
and division situations
involving fractions and
decimals with models,
including concrete
objects, pictures, words,
and numbers.
Two extremes…
WHAT IS THE DIFFERENCE?
In some standards, strategies or
conceptual models are specified.
These concepts and strategies build the
conceptual foundation for procedural
fluency with abstract representations
such as the standard algorithm.
EXAMPLES WITH CONCEPTUAL MODELS
Multiplication
5(3)(D) Represent multiplication of decimals
with products to hundredths using objects
and pictorial models, including area models.
Division
5(3)(F) Represent quotients of decimals to
hundredths, up to 4-digit dividends and 2-digit
whole number divisors, using objects and
pictorial models, including area models.
Both are “supporting.”
ONE MORE EXAMPLE WITH CONCEPTUAL MODELS
READINESS
5(3)(E) Solve for products of decimals to
hundredths, including situations involving
money, using strategies based on place value
understandings, properties of operations,
and the relationship to the multiplication of
whole numbers.
Fluency with decimal multiplication occurs in grade 6.
Place Value
Understandings
2.35 x 1.8
235
X 18
1880
2350
4230
2.35 is about 2 and
1.8 is about 2.
2 x 2 = 4…so the
answer should be
near 4.
…so the decimal
should go after the 4.
This strategy also uses the relationship of
multiplication of whole numbers…
Properties of
Operations
25.5 x 4
25 x 4
100
25.5 is the same
thing as 25 + .5
.5 x 4
one half of 4 is 2
100 + 2 = 102
The distributive property
works well when multiplying
decimal numbers times
whole numbers.
Several Strategies
Combined
6.34 x 1.5
6.34 one whole 6.34
+ 3.17 one half of 6.34
9.51
I need one and a
half of 6.34. One
6.34 is 6.34. A half
of 6 is 3. A half of
.34 is .17
Students may also use
the standard algorithm.
SIXTH
GRADE
MATHEMATIC
GRADE 6 CURRICULUM FOCAL POINTS
Using operations with integers and positive
rational numbers to solve problems
Understanding and applying ratios and rates
and using equivalent rations to represent
proportional relationships
Using expressions and equations to represent
relationships in a variety of contexts
Understanding data representation
A few other differences for both
grades 5 & 6…
Grades K-8 use the same process
standards. In 2015-2016, grades 9-12
will implement these process standards.
Personal financial literacy is included at
K-8, and a new financial literacy course
will be added to high school.
RE Parent Page, Midway ISD website
Drop-down menu under: parents > academic and
SO testing resources > new mathematics standards
UR resources
CE TEA Website
Far
right
column:
“How
do
I…?”
find
the
curriculum
S
standards (TEKS)?
Pearson EnVision Online Platform
https://www.pearsonrealize.com/
McGraw Hill
Q
U
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S
T
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?
Please know that your child is being
led by excellent teachers who are
doing an amazing job with a
challenging transition!
The gaps in skills and knowledge are
huge this year throughout Texas.
EXPLAIN YOUR
THINKING…
…a great
question to ask
your child!
S
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Spend a few minutes at the
mathematics learning stations
provided by Midway intermediate
teachers.
Plan to visit more than your child’s
grade level to get a more complete
picture of our new standards.
Thank you so much for joining us
tonight! We appreciate your interest
in your child’s mathematical
thinking.
Email questions to:
debbie.perry@midwayisd.org
lisa.bray@midwayisd.org